The document discusses the application of Gilly Salmon's e-moderating model at the Saskatchewan Institute of Applied Science and Technology, outlining its five stages: access and motivation, online socialization, information exchange, knowledge construction, and development. It highlights challenges faced in online course engagement and the necessity for effective e-moderating skills among tutors to enhance student involvement and learning outcomes. The document also proposes future strategies for improving e-moderating practices, including peer auditing and the development of resources to support various learning styles.

1. Prepare to Succeed: Applying Gilly Salmon’s Emoderating Model

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. Student Comment “ 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?”

4. Spark How many of you support faculty in developing e-moderating skills?

5. Plan Background Problem Model of Teaching and Learning Online 5 stages & examples Action for the future Further research Questions

6. Background Saskatchewan Institute of Applied Science and Technology 4 campuses across province 12,000 full time students Half are sequential and half workplace Offers ~160 programs in business and agriculture, health and science, technology, industry, nursing, hospitality services, community services and basic education. Over 200 fully online courses

7. Continued… Evolution – course design to e-moderating Campus Sask. Salmon Elluminate session Campus Sask. ~ 5 week E-moderating course Nurse practitioner program professional development in-service – practice e-moderating skills with authentic student examples Informal dialogue with Gilly

8. Problem – Program/Faculty Perspective trained new tutors every semester via telephone conferencing online course orientation – focused on technical training and course management tutor-student interaction minimal use of online discussion forums directed to time management and study skills tutors unaware of role to enhance active learning of course content

9. Salmon’s 5 Stage Model

10. Stage 1: Access and Motivation Ensure accessibility Welcome and encourage participation Students post 1 st message

11. Access & Motivation Prompt

12. Access & Motivation Example

13. Stage 2: Online Socialization Students explore the technology, send and receive messages, meet classmates and establish relationships with peers and tutor. (scavenger hunt)

14. Online Socialization Example

15. Stage 3: Information Exchange Students share information in discussions relating to the course content.

16. Information Exchange Example

17. Information Exchange Example

18. Stage 4: Knowledge Construction Students learn from each other, exchange ideas and viewpoints, shape and reshape ideas as interactions become increasingly collaborative. Design – problem-based Instructor weaving Flattening of communication structure

19. Knowledge Construction

20. Knowledge Construction Example

21. Summarizing vs. Weaving E-moderator Skills Summarizing – reproducing the material in a shortened form – picking out the main points Weaving – selects themes & rearranges them into a new statement making connections that may not be intended by the writers

22. Stage 5: Development Students reflect on their involvement in the E-tivities: what learned? from whom? how learned? how to apply? understanding of networking & involvement with technology and classmates? evaluating thoughts and processes

23. Development Example “ 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.”

24. Vision for the Future implement peer auditing develop evaluation strategies for e-tivities develop summarizing and weaving skills develop library of e-moderating activities identify e-tivities for each style of learner be transparent to students

25. Possibilities for Further Research Investigate… student/instructor interactions per Salmon’s stage model effective e-moderating training strategies students and instructors’ perspectives with use of Salmon’s model strategies for implementing Salmon’s model …

26. Questions?

27. Resources Gilly Salmon Web site – All Things in Moderation. http:// www.atimod.com Salmon, G. (2004). E-moderating: The key to teaching and learning online . London: Taylor and Francis. www.e-moderating.com Salmon, G. (2002). E-tivities: The key to active online learning . London: Taylor and Francis. www.e-tivities.com

28. Contact Info c [email_address] [email_address] [email_address] presentation will be available at http://programs.siast.sk.ca/nelson