1. Universidad de Antioquia Escuela de Idiomas Sección Servicios Estrategias y herramientas en e- learning Julio 2013

2. “…the notion of teacher presence in an online learning environment is absolutely critical.” (Robertso n, E. ( 2011) Engaging and motivating students) “…the notion of teacher presence in an online learning environment is absolutely critical.” (Robertso n, E. ( 2011) Engaging and motivating students)

3. Module Overview  Fundamental concepts and principles of e- moderation  The role of the online teacher/facilitator (e- moderator),  Development of technical and social skills,  Design and delivery of learning activities,  Efficient management of time and resources  Pedagogical strategies required to create and sustain online learning communities.

5. Knowledge Learning Affective Structural

6. E-moderator challenges

10. Salmon’s 5 stages

11. Pedagogical Managerial Social

12. Pedagogical E-moderator roles (1)

13. E-moderator roles (2) Managerial. Management roles fall into three categories managing individual students; managing discussion and working groups; managing course functions.

14. E-moderator roles (3) Social:. Walther (1996) developed a three-level model of the social effects of computer-mediated communication (CMC) Impersonal interpersonal hyperpersonal

15. Building initial momentum Establish clear ground rules Explain the rationale of use of online technologies Be a guide on the side Acknowledge student contributions Provide timely feedback Provide adequate levels of technical support Be atttentive to low participation levels E-Moderating Engaging and motivating students

16. Maintaining participation and engagement Participation must be relevant, meaningful and an integral part of students’ learning process Participation can be tied to assessment Help student to understand how to manage time online Deal with problems or animosity quickly and openly

17. Teacher presence online Affective responses (emoticons, humour self-disclosure) Cohesive responses (phatics and salutations, vocatives, addressing the group as we, our or us) Interactive responses (reply features, quoting directly from the conference transcript, referring explicitly to the content of others messages) Affective responses (emoticons, humour self-disclosure) Cohesive responses (phatics and salutations, vocatives, addressing the group as we, our or us) Interactive responses (reply features, quoting directly from the conference transcript, referring explicitly to the content of others messages)

18. Creating a learning community Use of online technologies Socialization is important An online learning community is democratic Construct knowledge collectively Pace the learning to keep students in sync

19. The ingredients of a learning community An environment A community A domain of interest A place to meet Someone to facilitate

20. References Salmon, G. (2011) E-moderating. The key to teaching and learning online. Third edition. Routledge. NY. Salmon, G. (2002) E-tivities: a key to active online learning. Routledge, London. Armangol. C. & Rodriguez, D. (2006) La moderación de redes: Algunos aspectos a considerar. Revista Eduar. Vol 37. COFA.online. (2011). Engaging and motivating students. Online available: http://online.cofa.unsw.edu.au/learning-to-teach- online/ltto-episodes Salmon, G. (2011) E-moderating. The key to teaching and learning online. Third edition. Routledge. NY. Salmon, G. (2002) E-tivities: a key to active online learning. Routledge, London. Armangol. C. & Rodriguez, D. (2006) La moderación de redes: Algunos aspectos a considerar. Revista Eduar. Vol 37. COFA.online. (2011). Engaging and motivating students. Online available: http://online.cofa.unsw.edu.au/learning-to-teach- online/ltto-episodes