universidad de antioquia escuela de idiomas sección servicios estrategias y herramientas en e-...

Universidad de AntioquiaEscuela de IdiomasSección Servicios

Estrategias y herramientas en e-learning

Julio 2013

“…the notion of teacher presence in an online learning environment is absolutely critical.”

(Robertson, E. ( 2011) Engaging and motivating students)

Module Overview

Fundamental concepts and principles of e- moderationThe 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 resourcesPedagogical strategies required to create and sustain online learning communities.

How much do you know about e-learning?

What challenges do e-moderators face?

KnowledgeLearning

Affective Structural

E-moderator challenges

E-moderator challenges

E-moderator challenges

E-moderator challenges

Salmon’s 5 stages

Pedagogical

Managerial

Social

Providing feedback, praise.

Giving advice or suggestions

'weaving' students’ contributions into a single summary in order to capture and re-focus students on the essence of ongoing or

completed discussions ( Harasim et al., 1995).

Pedagogical

E-moderator roles (1)

E-moderator roles (2)

Managerial. Management roles fall into three categories

managing individual students; managing discussion and working groups;managing course functions.

E-moderator roles (3)

Social:.Walther (1996) developed a three-level model of the social effects of computer-mediated communication (CMC)

Impersonalinterpersonal hyperpersonal

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-ModeratingEngaging and motivating students

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

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)

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

The ingredients of a learning community

An environment

A community

A domain of interest

A place to meet

Someone to facilitate

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