E-moderating: the key to teaching and learning online
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London [u.a.]
RoutledgeFalmer
2007
|
| Ausgabe: | 2. ed. - Repr. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIV, 242 S. Ill. |
| ISBN: | 0415335434 9780415335430 0415335442 9780415335447 |
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| 300 | |a XIV, 242 S. |b Ill. | ||
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Datensatz im Suchindex
| _version_ | 1804137138189500416 |
|---|---|
| adam_text | Contents
Preface
vii
Preface
to the second edition
xi
Acknowledgements
xiii
Acknowledgements for the second edition
xiv
Part
1:
Concepts and cases
1
1.
What is e-moderating?
3
Jane s diary
4
Е
-moderating, a new way of teaching
9
Training
е
-moderators
at Monash
10
Teaching and learning online
11
Open University Business School in Wales case study
12
Systems
15
Networking software
17
Online networking for education and training
17
Costs
20
Why bother?
22
2.
A model for online in education and training
24
About the
OU
24
Building a model of online teaching and learning
25
Methodology
26
Five-stage model
28
Stage one: access and motivation
30
Stage two: online socialization
32
Stage three: information exchange
38
Stage four: knowledge construction
41
Stage five: development
48
III
iv Contents
3.
Е
-moderating qualities and roles
51
What do e-moderators do?
51
Е
-moderator
competencies
53
Recruiting e-moderators
53
Who might you work with?
56
Qantas College Online case study
58
Key issues for e-moderators
59
Е
-moderating with synchronous network platforms
67
Supporting distance language learners through synchronous
conferencing
71
Abacus Virtual College case study
73
Open University Centre for Modern Languages case study
75
Celebrate!
79
4.
Training e-moderators
80
Plan to train
80
Training of e-moderators in the OUBS
83
Training programme design
85
Evaluation
86
OUBS training programme
86
Level one: Welcome
88
Level two: Induction
90
Level three: Teaching
93
Level four: Knowledge construction
94
Level five: Development
96
Developing use of aVLE at Caledonian Business School
100
Monitoring the work of trained e-moderators
102
5.
E-moderators and the participants experience
104
Access and participation
105
Student orientation at Monash
107
Learning styles and approaches
110
Widening access
Ц2
Assessment processes
112
Disabilities and online working
115
University of Maryland University College case study
118
Corporate training and development
119
Gender and e-moderating
120
E-moderators and lurkers
122
OU
Masters course case study
125
Participant induction
128
Scaffolding participants engagement
130
2001 ... 131
Contents
v
2003
where we ve got to now
... 131
First reflections
132
Half-way
133
The end in sight
... 134
6.
E-moderating: the key to the future of online teaching and
136
learning
Scenarios
136
Scenario
1:
Planet Contenteous
137
Scenario
2:
Planet
Instantia
139
Scenario
3:
Planet Nomadic
140
Scenario
4:
Planet
Cafélattia
143
What planet are you on?
145
Part
2:
Resources for practitioners
149
E-moderating skills:
1
Taming online time
151
2
Components of online socialization
153
3
How to weave
155
4
Treading on cultural toes
157
5
Presence
160
6
Е
-moderation principles for productive conferencing
162
7
Conference housekeeping
164
8
Knowledge sharing and construction
166
9
E-moderating with synchronous conferencing
168
Managing e-moderating:
10
Using the five-stage model
170
11
Keeping e-moderating costs down
176
12
Evaluating and assessing participation online
178
13
Training e-moderators
182
14
Boosting participation
184
15
Monitoring e-moderating
187
16
Communicating online
189
Online participants:
17
Encouraging self-managing groups
193
18
Users with disabilities
195
19
Induction
197
20
Supporting and developing online novices
199
21
Understanding lurkers
202
22
Valuing online diversity
204
vi
Contents
Exploring online:
23
A virtual learning environment parable
207
24
Myth busters
210
25
A future scenario
212
26
What will we call ourselves?
214
27
Conference text examples
217
References
230
Index
240
|
| adam_txt |
Contents
Preface
vii
Preface
to the second edition
xi
Acknowledgements
xiii
Acknowledgements for the second edition
xiv
Part
1:
Concepts and cases
1
1.
What is e-moderating?
3
Jane's diary
4
Е
-moderating, a new way of teaching
9
Training
е
-moderators
at Monash
10
Teaching and learning online
11
Open University Business School in Wales case study
12
Systems
15
Networking software
17
Online networking for education and training
17
Costs
20
Why bother?
22
2.
A model for online in education and training
24
About the
OU
24
Building a model of online teaching and learning
25
Methodology
26
Five-stage model
28
Stage one: access and motivation
30
Stage two: online socialization
32
Stage three: information exchange
38
Stage four: knowledge construction
41
Stage five: development
48
III
iv Contents
3.
Е
-moderating qualities and roles
51
What do e-moderators do?
51
Е
-moderator
competencies
53
Recruiting e-moderators
53
Who might you work with?
56
Qantas College Online case study
58
Key issues for e-moderators
59
Е
-moderating with synchronous network platforms
67
Supporting distance language learners through synchronous
conferencing
71
Abacus Virtual College case study
73
Open University Centre for Modern Languages case study
75
Celebrate!
79
4.
Training e-moderators
80
Plan to train
80
Training of e-moderators in the OUBS
83
Training programme design
85
Evaluation
86
OUBS training programme
86
Level one: Welcome
88
Level two: Induction
90
Level three: Teaching
93
Level four: Knowledge construction
94
Level five: Development
96
Developing use of aVLE at Caledonian Business School
100
Monitoring the work of trained e-moderators
102
5.
E-moderators and the participants' experience
104
Access and participation
105
Student orientation at Monash
107
Learning styles and approaches
110
Widening access
Ц2
Assessment processes
112
Disabilities and online working
115
University of Maryland University College case study
118
Corporate training and development
119
Gender and e-moderating
120
E-moderators and lurkers
122
OU
Masters course case study
125
Participant induction
128
Scaffolding participants' engagement
130
2001 . 131
Contents
v
2003
where we've got to now
. 131
First reflections
132
Half-way
133
The end in sight
. 134
6.
E-moderating: the key to the future of online teaching and
136
learning
Scenarios
136
Scenario
1:
Planet Contenteous
137
Scenario
2:
Planet
Instantia
139
Scenario
3:
Planet Nomadic
140
Scenario
4:
Planet
Cafélattia
143
What planet are you on?
145
Part
2:
Resources for practitioners
149
E-moderating skills:
1
Taming online time
151
2
Components of online socialization
153
3
How to weave
155
4
Treading on cultural toes
157
5
Presence
160
6
Е
-moderation principles for productive conferencing
162
7
Conference housekeeping
164
8
Knowledge sharing and construction
166
9
E-moderating with synchronous conferencing
168
Managing e-moderating:
10
Using the five-stage model
170
11
Keeping e-moderating costs down
176
12
Evaluating and assessing participation online
178
13
Training e-moderators
182
14
Boosting participation
184
15
Monitoring e-moderating
187
16
Communicating online
189
Online participants:
17
Encouraging self-managing groups
193
18
Users with disabilities
195
19
Induction
197
20
Supporting and developing online novices
199
21
Understanding lurkers
202
22
Valuing online diversity
204
vi
Contents
Exploring online:
23
A virtual learning environment parable
207
24
Myth busters
210
25
A future scenario
212
26
What will we call ourselves?
214
27
Conference text examples
217
References
230
Index
240 |
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| spellingShingle | Salmon, Gilly E-moderating the key to teaching and learning online Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
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| title | E-moderating the key to teaching and learning online |
| title_auth | E-moderating the key to teaching and learning online |
| title_exact_search | E-moderating the key to teaching and learning online |
| title_exact_search_txtP | E-moderating the key to teaching and learning online |
| title_full | E-moderating the key to teaching and learning online Gilly Salmon |
| title_fullStr | E-moderating the key to teaching and learning online Gilly Salmon |
| title_full_unstemmed | E-moderating the key to teaching and learning online Gilly Salmon |
| title_short | E-moderating |
| title_sort | e moderating the key to teaching and learning online |
| title_sub | the key to teaching and learning online |
| topic | Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Computerunterstützter Unterricht Fallstudiensammlung |
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