Buy E-Moderating 3 by Gilly Salmon (ISBN: ) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders. Professor Gilly Salmon has achieved continuity and illumination of the seminal five stage model, together with new research-based developments, in her. Editorial Reviews. Review. “Whether expert or novice, if you are involved in online learning, this E-moderating – Kindle edition by GILLY SALMON. Download it.

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About The Author Dan Eastmond. Institutions that plan, sustain, and enhance this activity will thrive in the future. The first two thirds of the book lay out the most salient aspects of online instruction — from educational characteristics of the virtual environment and the software systems that support it — to issues surrounding training of e-moderators.

Is the constructivism that Salmon professes always appropriate, particularly when outcomes are predetermined by the sponsoring organization and the participants themselves, as in a corporate training or competency-based educational environment? She uses the same five-stage model to move e-moderators through this training; they progress from stage to stage by responding to initial questions, interacting, and concluding with reflective responses.

What about the development and sustenance of a learning community to span an entire degree program through e-moderating, not just the interactions of individual online courses? Dianne Conrad Rory McGreal. E-moderators are often part-time faculty, whose credibility comes from professional practice in their full-time employment not from advanced research and scholarship about the course content.

These are engaging new learners, usually working adults who can now access a college education from an institution located far away from their home.

Based on her research over several years, the model progresses from the early concerns in stages one and two that learners have about technical skills and salmoon relationships to later stages of learning.

Adult distance study through computer conferencing. For example, Salmon shows how longer academic course can be adapted to a one-day asynchronous virtual seminar pp. Salmon admits that this sort of participant give-and-take is best suited to professional preparation for fields of practice where context, decision-making, and models need to be debated, challenged, supported, adapted, and dropped for students to become socialized into a field requiring expert judgment amid ambiguities.

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The heart of the book is gil,y in chapter two where Salmon presents a five-stage model for computer-mediated communication Sqlmon in education and training.

This superb book distills the lessons learned, particularly for faculty members, trainers, instructors, and facilitators who need to effectively move from traditional face-to-face modes of instruction in a classroom to the online world, an environment characterized by hearty peer interaction, learning communities, and knowledge construction. Resource 21 offers many references about online journals, virtual institutions, online databases, and CMC software. The future workforce will be in continual flux as employees constantly upgrade their capabilities through continuing education.

The book also discusses common challenges; such as how many participants does an ideal conference take? As seen in Part II, Salmon goes beyond the discussion of theory to give practical advice on implementation.

Facilitation online: E-moderating Gilly Salmon

An important contribution, the book moves learning institutions to consider, build, and affirm the role of e-moderator as essential in their evolution within the global information age. Article Tools Print this article. The key to teaching and learning online Author: Although the educational milieu will expand to a global scale, e-moderation must continue to address individual requirements.

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The ability to guide online activities is more important than making polished instructional presentations. Book Review — E-Moderating: How can e-moderators support the modular study of students with different subject-matter requirements?

I recalled the frustration of trying to get connected to the conference at 1: The book begins by reviewing the basics of online instruction, such as technical features of the network, the costs of this type of education, and online social and communication dynamics.

One issue she engages head on is the labor-intensive nature of e-moderated learning at course and institutional levels, suggesting practices to make this endeavor more cost-efficient. I was pleased to see numerous examples from other universities and training environments to exemplify key points. Salmon adroitly weaves case examples and pertinent research into her presentation, which truly does give the novice a good feel for what this instruction is all about and reminds experienced online educators of the uniqueness of this learning environment.

It clearly moves the novice towards assuming an expert role in leading online instruction.

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April – 2003

As a participant, instructor, e-moderator, trainer, and researcher, Salmon has been a major player in this Internet revolution. However, as insightful, accurate and stimulating as this book is, I would have liked more information on how to implement new modes of distance learning.

E-moderators must accommodate various learning preferences, be patient and respectful to all students — some of whom may have particular needs of which the instructor is not immediately aware.

No one doubts that the Internet has permanently changed the face of higher education. In describing participants in CMC courses, Salmon argues that all students are individuals, but that e-moderators should bear in mind the needs of certain types of persons: From here, the book examines how e-moderators and participants should be trained and prepared to successfully engage online. Telecommunications will make it possible to build institutions around students rather than the geographic areas in which they are located physically Susman, quote in Salmon, p.

Likewise, students also need an introduction to online instruction. Since e-moderators are to teach online, their training should be conducted in that same environment. I remember logging on from Syracuse, New York to the text-only online course with four e-moderators and 45 other participants scattered throughout the world — from Israel, Australia, Latin America, the United States, but mainly Great Britain.

Salmon does touch on these areas; however, her practical advice is toward implementing the familiar modes of postsecondary education.

Email this article Login required. In conclusion, E-Moderating lays out a useful model for leading intellectually engaging, highly interactive, and effective online courses. These distance faculty members provided the sounding board on which to air the concerns I faced, working with students, and developing more effective Web-conferences.

The workplace will more directly shape the university as it shifts from a repository of academic information to a supplier of capable employees at all organizational levels. She also considers the importance of monitoring e-moderator performance through online measures and supporting them through modrating conferences while they conduct their first courses.