Prepare to Succeed: Applying Gilly Salmon’s Emoderating Model
Saskatchewan Institute of Applied Science & Technology (SIAST) Carol Blenkin Curriculum Writer Joyce Bruce Program Head, P...
Student Comment <ul><li>“ Come on! This is an online course. Chatting with my classmates is a waste of my valuable time. I...
Spark <ul><li>How many of you support faculty in developing e-moderating skills? </li></ul>
Plan <ul><li>Background </li></ul><ul><li>Problem </li></ul><ul><li>Model of Teaching and Learning Online </li></ul><ul><u...
Background <ul><li>Saskatchewan Institute of Applied Science and Technology </li></ul><ul><li>4 campuses across province <...
Continued… <ul><li>Evolution – course design to e-moderating </li></ul><ul><li>Campus Sask. Salmon Elluminate session </li...
Problem – Program/Faculty Perspective <ul><li>trained new tutors every semester via telephone conferencing </li></ul><ul><...
Salmon’s 5 Stage Model
Stage 1: Access and Motivation <ul><li>Ensure accessibility </li></ul><ul><li>Welcome and encourage participation </li></u...
Access & Motivation Prompt
Access & Motivation Example
Stage 2: Online Socialization <ul><li>Students explore the technology, send and receive messages, meet classmates and esta...
Online Socialization Example
Stage 3: Information Exchange <ul><li>Students share information in discussions relating to the course content.  </li></ul>
Information Exchange Example
Information Exchange Example
Stage 4: Knowledge Construction <ul><li>Students learn from each other, exchange ideas and viewpoints, shape and reshape i...
Knowledge Construction
Knowledge Construction Example
Summarizing vs. Weaving  E-moderator Skills <ul><li>Summarizing – reproducing the material in a shortened form – picking o...
Stage 5: Development <ul><li>Students  reflect  on their involvement in the E-tivities:  </li></ul><ul><li>what learned? <...
Development Example <ul><li>“ This scenario, taught me to advocate to other professionals to look past the symptoms and ho...
Vision for the Future  <ul><li>implement peer auditing </li></ul><ul><li>develop evaluation strategies for e-tivities </li...
Possibilities for Further Research <ul><li>Investigate… </li></ul><ul><li>student/instructor interactions per Salmon’s sta...
Questions?
Resources <ul><li>Gilly Salmon Web site – All Things in Moderation.  http:// www.atimod.com </li></ul><ul><li>Salmon, G. (...
Contact Info <ul><li>c [email_address] </li></ul><ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul><ul><...
Upcoming SlideShare
Loading in …5
×

CNIE Prepare To Succeed Salmon5 Stage Emoderating Model April27 08

1,513 views

Published on

Canadian Network for Innovation in Education conference presentation, Prepare to Succeed: Applying Gilly Salmon's 5-Stage Model of Teaching and Learning Online, presented by Carol Blenkin, Joyce Bruce and Denise Nelson - April 27th, 2008 at Banff, Alberta

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,513
On SlideShare
0
From Embeds
0
Number of Embeds
220
Actions
Shares
0
Downloads
45
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • CNIE Prepare To Succeed Salmon5 Stage Emoderating Model April27 08

    1. 1. Prepare to Succeed: Applying Gilly Salmon’s Emoderating Model
    2. 2. Saskatchewan Institute of Applied Science & Technology (SIAST) Carol Blenkin Curriculum Writer Joyce Bruce Program Head, Primary Care Nurse Practitioner Program Denise Nelson Instructional Designer
    3. 3. Student Comment <ul><li>“ Come on! This is an online course. Chatting with my classmates is a waste of my valuable time. I didn’t pay money to socialize. Is there an online course I can take that doesn’t require conferencing?” </li></ul>
    4. 4. Spark <ul><li>How many of you support faculty in developing e-moderating skills? </li></ul>
    5. 5. Plan <ul><li>Background </li></ul><ul><li>Problem </li></ul><ul><li>Model of Teaching and Learning Online </li></ul><ul><ul><li>5 stages & examples </li></ul></ul><ul><li>Action for the future </li></ul><ul><li>Further research </li></ul><ul><li>Questions </li></ul>
    6. 6. Background <ul><li>Saskatchewan Institute of Applied Science and Technology </li></ul><ul><li>4 campuses across province </li></ul><ul><li>12,000 full time students </li></ul><ul><li>Half are sequential and half workplace </li></ul><ul><li>Offers ~160 programs in business and agriculture, health and science, technology, industry, nursing, hospitality services, community services and basic education. </li></ul><ul><li>Over 200 fully online courses </li></ul>
    7. 7. Continued… <ul><li>Evolution – course design to e-moderating </li></ul><ul><li>Campus Sask. Salmon Elluminate session </li></ul><ul><li>Campus Sask. ~ 5 week E-moderating course </li></ul><ul><li>Nurse practitioner program professional development in-service – practice e-moderating skills with authentic student examples </li></ul><ul><li>Informal dialogue with Gilly </li></ul>
    8. 8. Problem – Program/Faculty Perspective <ul><li>trained new tutors every semester via telephone conferencing </li></ul><ul><ul><li>online course orientation – focused on technical training and course management </li></ul></ul><ul><li>tutor-student interaction </li></ul><ul><ul><li>minimal use of online discussion forums </li></ul></ul><ul><ul><li>directed to time management and study skills </li></ul></ul><ul><li>tutors unaware of role to enhance active learning of course content </li></ul>
    9. 9. Salmon’s 5 Stage Model
    10. 10. Stage 1: Access and Motivation <ul><li>Ensure accessibility </li></ul><ul><li>Welcome and encourage participation </li></ul><ul><li>Students post 1 st message </li></ul>
    11. 11. Access & Motivation Prompt
    12. 12. Access & Motivation Example
    13. 13. Stage 2: Online Socialization <ul><li>Students explore the technology, send and receive messages, meet classmates and establish relationships with peers and tutor. (scavenger hunt) </li></ul>
    14. 14. Online Socialization Example
    15. 15. Stage 3: Information Exchange <ul><li>Students share information in discussions relating to the course content. </li></ul>
    16. 16. Information Exchange Example
    17. 17. Information Exchange Example
    18. 18. Stage 4: Knowledge Construction <ul><li>Students learn from each other, exchange ideas and viewpoints, shape and reshape ideas as interactions become increasingly collaborative. </li></ul><ul><li>Design – problem-based </li></ul><ul><li>Instructor weaving </li></ul><ul><li>Flattening of communication structure </li></ul>
    19. 19. Knowledge Construction
    20. 20. Knowledge Construction Example
    21. 21. Summarizing vs. Weaving E-moderator Skills <ul><li>Summarizing – reproducing the material in a shortened form – picking out the main points </li></ul><ul><li>Weaving – selects themes & rearranges them into a new statement making connections that may not be intended by the writers </li></ul>
    22. 22. Stage 5: Development <ul><li>Students reflect on their involvement in the E-tivities: </li></ul><ul><li>what learned? </li></ul><ul><li>from whom? </li></ul><ul><li>how learned? </li></ul><ul><li>how to apply? </li></ul><ul><li>understanding of networking & involvement with technology and classmates? </li></ul><ul><li>evaluating thoughts and processes    </li></ul>
    23. 23. Development Example <ul><li>“ This scenario, taught me to advocate to other professionals to look past the symptoms and how a holistic assessment may enhance patient outcomes….With my clinical experience this far, I have learned that the first chief compliant is not necessarily what brought the client to the centre….As a future NP, I will continue to provide holistic assessments in patient encounters.  By using a non judgmental open arms approach, I think greater achievements and outcomes will be made.” </li></ul>
    24. 24. Vision for the Future <ul><li>implement peer auditing </li></ul><ul><li>develop evaluation strategies for e-tivities </li></ul><ul><li>develop summarizing and weaving skills </li></ul><ul><li>develop library of e-moderating activities </li></ul><ul><li>identify e-tivities for each style of learner </li></ul><ul><li>be transparent to students </li></ul>
    25. 25. Possibilities for Further Research <ul><li>Investigate… </li></ul><ul><li>student/instructor interactions per Salmon’s stage model </li></ul><ul><li>effective e-moderating training strategies </li></ul><ul><li>students and instructors’ perspectives with use of Salmon’s model </li></ul><ul><li>strategies for implementing Salmon’s model … </li></ul>
    26. 26. Questions?
    27. 27. Resources <ul><li>Gilly Salmon Web site – All Things in Moderation. http:// www.atimod.com </li></ul><ul><li>Salmon, G. (2004). E-moderating: The key to teaching and learning online . London: Taylor and Francis. www.e-moderating.com </li></ul><ul><li>Salmon, G. (2002). E-tivities: The key to active online learning . London: Taylor and Francis. www.e-tivities.com </li></ul>
    28. 28. Contact Info <ul><li>c [email_address] </li></ul><ul><li>[email_address] </li></ul><ul><li>[email_address] </li></ul><ul><li>presentation will be available at http://programs.siast.sk.ca/nelson </li></ul>

    ×