E-Moderation: Some Thinking Points
A document to encourage discussion and reflection.
Includes:
· An overview of research in the field
· Key quotations for assignment use
· An up to date and topical Reference List
· Links between key components
Document may be freely copied and distributed, however, correct citation conventions should be followed when referring to original ideas.
Author: Amy-Louise HendersonRATIONALE FOR WEB SITE
According to Bonk (2004: 58) “Web based instruction provides a unique opportunity for learning materials, tasks and activities to fit individual learning styles and preferences.” Earlier in the Semester, our group seemed to have a great interest in different ways people prefer to process information and to learn from this. I wondered about different ways to make the same information / content more attractive to people with different learning styles. Before our first “in person” group meeting, I came up with a rough mud map of different pathways into the same knowledge (refer Appendix 1). This idea was based loosely around the TAFE Queensland Portal, which encourages Employers, Students etc. to access the information (which in this instance is quite different) that specifically suits them – the language is different, the style is changed dependent on which group you log in as etc. During the first meeting, this idea seemed to have a lot of interest and enthusiasm from the group, so this was progressed. After further collaboration with the group, I produced the next stage of the diagram (refer Appendix 2), showing alternate pathways into the information / knowledge / content. Finally, in week 3 or 4 (03/04/04), when everyone forwarded their “final copy” of the information, I was able to produce a “proper” overview of the potential web site design and linkages.
HOW DO WE DEFINE THE “VIRTUAL CLASSROOM”?
Word Picture
“A classroom can be defined as a communication system that makes it possible for a group of people/users to come together to dialogue about something they want to learn, and to look at visuals (pictures, diagrams) and text that might aid them in understanding. The conventional classroom is surrounded by walls that provide protection from outside noise and interference, contributing to a more effective learning process (Tiffin and Rajasingham 1995). A virtual classroom, on the other hand, is a system that provides the same opportunities for the teaching and learning process, beyond the physical limits of the traditional classroom’s walls, thanks to the use of computer communication networks.” (Hsu et al, 1999: 1 – 2.)
Within online learning, the process of the computer conference (including participation in discussion boards and chat rooms) has been described by Eastmond (1995: 68) “as if you had a typewriter and everyone took turns typing on it”.
Online learning is also vastly different from other types of learning as “online discussions must consist [only] of the alphabet, numeric, and alphanumeric symbols available on a standard computer keyboard – a characteristic which has several important implications.” (Eastmond, 1995: 69.)
WHAT ARE SOME OF THE BENEFITS OF USING E-MAIL AND THE INTERNET IN ANY LEARNING SITUATION?
Internet technology in the classroom can:
· Be a rich source of authentic texts
· Provide opportunities for real communication … [about issues that matter]
· Provide a real audience for student-generated texts
· Give authentic practice in reading and writing skills
· Be motivating
· Encourage risk-taking and independent learning
· Offer the interactive nature of spoken conversation without the pressure of face-to-face contact
· Promote cross-cultural discussion and exchange
· Encourage thinking in the target language and negotiation of meaning, for example, through chat sites.
(Brown, 1999: 45.)
WHAT IS E-MODERATION?
An E-Moderator is someone who leads or assists E-Learning. According to Richards (2004: 1) “e-learning is any learning that is facilitated by electronic means”. The role of the E-Moderator may involve many different sub-roles. Kamau (2001: 56) describes one of these as being “the program’s face and voice”. This is the idea of teacher as iconic representation of the course, as a powerful and symbolic leader. The leader notion is discussed extensively (Bonk, Wisher and Lee, 2004: 54). Other role definitions have centred more around the notion of E-Moderator as coach (Bonk et al, 2004: 54), guide, facilitator (Bonk et al, 2004: 56; Lockwood, 2000 in Salmon, 2000: vi), mentor (Bonk et al, 2004: 54), resident “expert” (Bonk et al, 2004: 56), “sage” (Bonk et al, 2004: 56, 57), a Devil’s advocate or Catalyst (after Eastmond, 1995: 87) and even referee (Eastmond, 1995: 67, 76).
Another definition of the E-Moderator (one which has not yet been granted much discussion) is that of a Mirror – encouraging students to look inwards at their own beliefs, values and understandings. As Eastmond (195: 88) notes: “Given skilful moderation toward facilitating reflection, it will likely occur [amongst students].”
WHAT IS AN E-MODERATOR? / WHAT DOES AN E-MODERATOR DO?
“In practice, clarifying the role of the tutor [or e-moderator] in participative approaches is unlikely to be straightforward. The tutor's intention may be that students will share in evaluating and grading work, even-as in peer assessment-to the extent of collectively managing the entire process. Initially, however, such freedom may cause anxiety and frustration … ‘we were unsure as to what [the facilitator’s] role was. It felt initially that his presence was disruptive ... on reflection it was useful because we had to examine our own feelings and desire to be led and directed’.” (Reynolds and Trehan, 2000: 6.)
Salmon (2000: 3) describes the E-Moderator as someone who “presides over an electronic online meeting or conference” – a “’champion’ who make[s] the learning come alive” (Salmon, 2000: 11).
If “the virtual student is one who can and does work collaboratively with fellow learners in order to achieve his or her own learning objectives as well as the objectives set forth in the course” (Palloff and Pratt, 2003: 7) then therefore, the role of the e–moderator must be to:
· Encourage collaboration
· Help learners identify what is required of them (process and products)
· Model goal and objective setting
· Encourage meaning-making, analysis and self-reflection.
E-MODERATOR OR E-MEDIATOR?
Although the term E-Moderator is now widely accepted (Salmon, 2000; Bonk et al, 2004: 56, 57; INSERT MORE REFS HERE), I would argue that the term E-Mediator is more appropriate. This term would encompass three important aspects of the E-Moderator’s role:
· The idea that information is mediated and is not value-free (a la Gee, Anstey and Bull etc – GET REFS)
· The idea that a skilled individual is an intermediary – between students, between the text and each student, between prominent thinkers and the student etc
· The notion that conflicts do arise and will need settling by an authority figure – that a high level of interpersonal skill is required by the E-Moderator.
WHAT IS THE CONTEXT IN WHICH E-MODERATION IS OCCURRING?
The Digital Revolution / The Information Age / The Post-Information Age
As Educators, “we live and work in times that are, above all else, technologically textured and media-saturated: we live and work in times that are “informationalised’” (Lankshear and Snyder, 2000: 40). Our group set out to explore what kinds of implications this would hold for us as Adult Educators.
In Times of Conflicting Interpretation
“Despite the exponential growth sites, magazine articles, journal issues, books, and television programs about computer media, readers of digital culture find themselves confounded by a destabilizing war of positions that often exhibits more contradiction than coherence. […] Lacking a stable language to describe this seemingly new world, writers reach for neologisms or cling to tired metaphors like the nervous system, the highway or the post office.” (Trend, 2001: 2).
WHY E-MODERATE?
1. Overview - Presents a Range of Benefits
Advantages of ICT use are “probably as diverse as the resources that are available through this medium … communication and interaction … immediacy … permanence … diffusion … excitement” (Haughey and Anderson, 1998: 4). Other advantages include the positive outcomes of: “developing strong written communication skills”, “the opportunity to converse with colleagues from different cultural backgrounds” and “the sense of community that develops through collaborative efforts” (Haughey and Anderson, 1998: 6).
2. Efficiency and Economy
Online learning “conserves time” (Eastmond, 1995: 90 after Harasim, 1989; Haughey and Anderson, 1998: 5; Richards, 2004: 1), allowing a match between “learning resources” and “learning needs” (Haughey and Anderson, 1998: 5).
There is a demand for and an expectation that “information … be timely, accurate and cost effective” (Smith, Siller, Poynton and Exon, 1995: 6, italics in original). E-Learning is believed by some to be highly cost effective (Richards, 2004: 1). Computer Conferencing, in particular, is relatively inexpensive because “it ‘piggy-backs’ onto mainframe computers, networks and personal computers that institutions and individuals have anyway” (Eastmond, 1995: 15).
3. External Pressure (Within Workplace or Wider Community / Society)
“Right now, teachers are under enormous pressure to technologise learning.” (Lankshear, Snyder and Green, 2000: xiii).
The Digital Revolution, whose “ethos and appeal are as universal as rock music” (Negroponte, 1995: 204).
“Governments and business organisations have discovered alternative education formats … and seem … to consider them a part of the economic engine essential for a knowledge society in a global marketplace (Evans and Nation, 2000; Haughey, 2000b).” (Haughey, 2001: 3.)
“teaching online is fast becoming an expected part of one’s daily scholarly endeavours or, at the very least, a legitimate practice of one’s colleagues and home institution.” (Bonk et al, 2004: 55.)
4. Provides a New Model of Learning that Matches with Changing Views of Adult Education
“The change is from a model based upon the transmission of knowledge, from teacher to learner, to its construction within a learning community: from exposition to facilitation” (Lockwood, 2000 in Salmon, 2000: vi).
“A learner-focused, self-directed approach [to online learning] is based on a core belief that we cannot teach but can only facilitate the acquisition of knowledge. (Paloff and Pratt, 2003: xv – xvi.)
The Internet provides “a powerful means for augmenting student learning experiences” Jukes, Dosaj and Macdonald, 2000: 5).
“Effective learning builds on understanding the rationale of what is being learned and how it fits into a larger scheme of human activities and purposes.” (Lankshear and Snyder, 2000: 136.)
Online learning (especially where “communities of learners” exist) “assist[s] the learning process of adults who can now share work-related experiences around the globe (Bonk and Kim, 1998).” (Bonk et al, 2004: 55.)
Harasim (1990 in Bonk et al, 2004: 58) discuss the ease of creative active learning opportunities for students, when using online learning as the facilitative tool.
5. Saves us from “information overload” – provides navigation, tracking and evaluation support
“Changes in technology have facilitated access to and demand for vast volumes of information and records” (Smith, Siller, Poynton and Exon, 1995: 2). The role of the E-Moderator is in helping participants to quickly find pertinent information and records in what has been described as a “sea of data”.
“The Information Age brings with it a whole new set of challenges, not the least of which is an overwhelming amount of information” (Jukes, Dosaj and Macdonald, 2000: 3). This is supported by Eastmond (1995: 16, after Harasim, 1987). Jukes, Dosaj and Macdonald (2000: 3) call this state “InfoWhelm”.
We are currently faced by “a raging torrent of information” (Jukes, Dosaj and Macdonald, 2000: 3).
“The trickle of information crossing our desks each day has turned into a torrent. Between e-mails, reports, newspapers and books, many of us feel we are drowning in words - surveys have found that between half and two-thirds of managers say ‘information overload’ is a problem for them in their professional and personal lives.” (Fifield, 2004: 9.)
6. Facilitates the development of “communities of learners”, online collaboration and peer support.
As Heim (1995 in Trend, 2001: 80) notes: “what technology gives with one hand, it often takes away with the other. Technology increasingly eliminates direct human interdependence. […] we have less to do with each other. Association becomes a conscious act of will.” The E-Moderator realises this, and takes action to ensure positive, humanising contact between learners and other key stakeholders, providing interaction and balance to the e-learning experience. The benefits to be gained from participation in a community of learners is noted by Whipple (1987 in Eastmond, 1995: 89).
“The virtual student, after participating in such a course [online], is often able to reflect on the difference in the quality of relationships formed with the instructor, other students, and the process of collaborative knowledge creation that results.” (Palloff and Pratt, 2003: xix.) The E-Moderator encourages collaboration and focuses on creating a positive, supportive working relationship with the individual, small groups and the class as a whole.
According to Garton and Heimans (1995 in Brown, 1999: 44), “much of the interest in using computers as [teaching and] telecommunication devices has to do with the notion that, when using e-mail and the Internet, there are people out there listening, and in various ways they will talk back”. Another of the e-moderator’s roles is to encourage this talk – introducing late joiners, drawing out shy or quiet members, raising points for discussion and so on.
If we support Haughey’s notion (2001: 4) that “Learning … requires [a] social response [and] includes not only the information [one is] able to obtain through listening and reading, but also involves explaining [one’s] ideas to others who share [the same] interests and hearing their comments”, then we begin to truly understand the importance of the E-Moderator as a facilitator of online discussions.
“If we believe that knowledge is not transmitted, but rather co-constructed, then it follows that the greater the interactivity in an online course and the more attention paid to developing a sense of community, the more likely students will stick with the course until its completion.” (P and P, 2003: 117.)
“Electronic virtual communities represent flexible, lively, and practical adaptations to the real circumstances that confront persons seeking community … They are part of a range of innovative solutions to the drive for sociality – a drive that can be frequently thwarted by the geographical and cultural realities of cities increasingly structured according to the needs of powerful economic interests rather than in ways that encourage and facilitate habitation and social interaction in the urban context. In this context, electronic virtual communities are complex and ingenious strategies for survival.” (Stone, 2001: 195, italics in original.)