E-moderating: the key to teaching and learning online
by Gilly Salmon
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List Price: ££21.99
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Manufacturer: Routledge Falmer
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Average Customer Rating:  
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Binding: Paperback
Dewey Decimal Number: 004
EAN: 9780749431105
ISBN: 0749431105
Label: Routledge Falmer
Number Of Items: 1
Number Of Pages: 160
Publication Date: 2000-05-01
Publisher: Routledge Falmer
Studio: Routledge Falmer
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Spotlight customer reviews:
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Customer Rating: 
Summary: A must read book for all teachers involved in ICT.
Comment: With the advent of Information technology (IT) in education and the use of Internet and World Wide Web (WWW) for delivery of educational programmes, e-learning has become a buzzword in the academic world. A large number of universities around the world have started offering courses online. A number of educational dot-com enterprises have also started offering courses in various subjects online ranging from K-12 to university and lifelong learning. Also, it has become now easier to launch a programme/course online using Virtual Learning Environments (VLEs) such as WebCT, Blackboard CourseInfo, TopClass, LearningSpace, etc. Interestingly, much of the e-learning or we-based education is just about putting the "Classroom" into the web with lecture notes, assignments, tests, discussion groups, chat and e-mail. Most of the times no thought have been given to the critical issues of instructional design for web-based courses. As such, these 'Web-based courses' become worse than first generation 'Correspondence Courses'. Therefore, understanding the potential of the web and what it can do for education and training is very important -- to facilitate constructivist learning. For teachers working online, it becomes paramount to adopt this new paradigm of teaching using e-mails, chat and discussion boards. The book under review is precisely for online teachers whom Gilly Salmon calls as "E-Moderators" with their role as e-moderating.
The book is divided into two parts. Part I has six chapters under "Concepts and Cases" and Part II " Resources for Practitioners" has 22 sets of guidelines related to e-moderating. In Chapter 1 ' What is e-moderating?' the author explains the concept of e-moderating by showing what a typical e-moderator actually does. An e-moderator is one who moderates an electronic meeting either at the same time (synchronous) or at different time (asynchronous). However, without specifying the scope of the book, the author goes on to discuss 'asynchronous' systems throughout the book. Chapter 2 is significant contribution to the theory and practice of Computer Mediated Communication (CMC) in education and training. Based on her research and experience of working with the CMC systems of UKOU (CoSy and FirstClass). Gilly describes a model for the progress of learners online from novice to being competent through Access and motivation, Online socialization, Information exchange, Knowledge construction and Development. Chapter 3 enumerates the knowledge and skills required to be a good e-moderator. The author provides practical advice for recruiting e-moderators and also discusses synchronous CMC in this chapter. Chapter 4 describes the e-moderator-training model of Open University Business School. The training design is based on the five-stage model discussed in chapter 2. The training programme is also online and each trainee e-moderator is expected to work at least ten hours online. Chapter 5 focuses on the experience of participants in CMC. Each learner in CMC comes with unique needs and respond to the e-moderator accordingly. Therefore, the e-moderator has to support individual learners very carefully. This chapter provides examples and cases of different experiences of learners related to access of the system, learning styles, disabilities, gender, etc. and how to handle them. Chapter 6 is on the future of online teaching and learning. The author predicts -- " the most successful educator of the future will not be those who keep up with the race to put content on the web or on CD ROM, but those who can predict and act on the less obvious, weaker signals coming from the environment, and then work out how to enable productive, happy, e-moderating for learning" (p.88).
Part II outlines 22 sets of guidelines as resources for practitioners. Some of these are; Choosing a software system for CMC, Are you ready to work online? CMC users with disabilities, Training e-moderators, Conference house keeping, Understanding lurkers, and What will we call ourselves? This part could work as prescriptions for possible e-moderators, who may not have time to go through long reports and book.
On the whole, it is an excellent book written in a lucid and personalised tone reflecting the huge experience of the author in handling asynchronous conferences. However, to be called comprehensive, the book should have given more emphasis to synchronous discussion as well. Also a chapter on questioning techniques in online discussion, especially synchronous discussion would have been very helpful.
E-Moderating is a must read book for all teachers who operate in an electronic environment or are planning to do so in near future. The book comes with a website, which is interactive and provides all the links discussed in the book.
Dr. Sanjaya Mishra Lecturer, STRIDE, IGNOU, Maidan Garhi New Delhi 110 068
Note: This review will appear in January 2001 issue of Indian Journal of Open Learning published by Indira Gandhi National Open University.
Customer Rating:
Summary: An intelligent and comprehensive review of online moderating
Comment: This is a very useful text for anyone leading asynchronous online discussions.
Customer Rating:
Summary: Excellent any interested in developing their on-line skills
Comment: Some books are run of the mill - some have to be read but are rather dull - others like this are really exciting especially for those like me at the beginning of developing on line moderating skills. For me P26 and the diagram used there and the pages that follow open up the skills of on line moderating. Yes - one has to practise the skills and there can be no substitute for that but understanding the model is of great help. There are those who believe in the merits of meeting as students to learn. I am one of those but want also to add AND to the usefulness of moderating and learning on line. The merit of reflecting on what has been said is another important aspect of this book. Groups of students meeting do not always do this and certainly I write as one who needs to learn to reflect over more time than I give myself. The final point that I would want to makes is that online seems to offer more time not only to reflect but to be creativw producing new ideas. Yes a good read - yes some good learning and a book I would recommend for those at hwatever stage they are.
Customer Rating:
Summary: A useful introduction to on-line teaching & facilitating
Comment: This is a book of two halves. Dr Salmon has much experience in teaching on-line herself, with the Open University, and the first half of the book distills this experience for the novice. Not the least of the insights is that just as modern teaching in any medium is much more about facilitating than anything else, so on-line teaching of groups of students ("e-moderating", in the rather self-conscious jargon) requires a different sort of participation-cum-leading again. At one point, Salmon speculates "...that face-to-face facilitation skills, while having many of the same attributes as on-line moderation, are insufficient in themselves to ensure successful interactive conferences", conferences in this context being the OU's term for a group discussion on-screen.
The second half of the book comprises a compilation of practical skills and practices, again soundly rooted in Salmon's experience at the OU's Business School, of particular use for the more experienced teacher. How *do* you winkle lurkers out of their shells?
Although the book is primarily aimed at professional educators (Salmon herself notes the irony of trying to convey in print an experience that is best learnt on screen) it also has value to anyone who is, for example, trying to run a dispersed business, and therefore needs to learn how to lead and develop a community which may never meet face to face.
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