This document provides guidance for moderating successful eTwinning groups. It discusses that teachers best acquire new knowledge through a community approach that encourages learning from peers and mentors by viewing model practices, trying new approaches, and reflecting on experiences. Successful moderation involves setting goals and expectations, facilitating dialogue, encouraging participation, and leading by example to develop new knowledge. Moderators should plan interactions carefully, keep the environment friendly and safe, and give members reasons to return to encourage ongoing interaction and participation.

1. www.etwinning.net
ONLINE MODERATION 101
- BE A SUCCESSFUL
ETWINNING GROUP
MODERATOR
eTwinning Online Event
March 11th, 2021
BLOCK 1. Planning Groups
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YOUR GROUP, YOUR COMMUNITY
Teachers who wish to acquire new knowledge, learn new skills,
and adapt their practice are best served through a community
approach that encourages learners to
View model practices
Try using new approaches
Reflect upon their experience
Engage in discussions and activities with peers and mentors,
(Kleiman, 2004)
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eTwinning template 2
https://pixabay.com/images/id-2718836/

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THE BASIC ELEMENTS
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eTwinning template 3
Moderator
Teacher- member
Content
(Moore 1973, Wedemeyer 1981, Garrison 1989)
Technology

4. www.etwinning.net
BASIC ELEMENTS
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eTwinning template 4
set the environment
create the conditions
facilitate dialogue
encourage participation
MODERATOR GROUP MEMBER CONTENT TECHNOLOGY
develops new knowledge
participates actively
makes use of the diversity
of perspectives
plan carefully
start with a goal
know group members
set the outcome
keep it simple
get updated
lead by example
urge to use

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eTwinning template 5
INTERACTION
Learner - Teacher
Learner -Content
Learner -Learner
(Moore, 1989)
Learner-interface
(Hillman, Hills, & Gunawardena (1994)
Teacher- content
Teacher-Teacher
Content-Content
(Anderson and Garrison, 1998)
Anderson, T. (2004)

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KEEP YOUR GROUP VIVID
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eTwinning template 6
Give a reason to return
Encourage interaction
Make the environment friendly and safe
Humanise your workspace
https://pixabay.com/images/id-578897/

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eTwinning template 7
ONLINE MODERATION 101
- BE A SUCCESSFUL ETWINNING GROUP MODERATOR
glyki_g@yahoo.gr @glykeria6 Glyki Gouvatsou
Glykeria Gouvatsou
Glykeria Gkouvatsou
EFL Secondary State Sch Teacher
Med in e-Learning
GBC group moderator
https://groups.etwinning.net/7622/home

8. www.etwinning.net
REFERENCES
Anderson, T. (2004). Towards a Theory of Online Learning. In T. Anderson & F. Elloumni, (eds.) Theory and Practice of Online
Learning. (pp 33-60). Athabasca: Athabasca University Press. Available http://cde.athabascau.ca/online_book/
Anderson, T., & Garrison, D. R. (1998). Learning in a networked world: New roles and responsibilities. In C. Gibson (Ed.), Distance
learners in higher education (pp. 97-112). Madison, WI: Atwood Publishing
Daniel C. A. Hillman, Deborah J. Willis & Charlotte N. Gunawardena (1994) Learner‐interface interaction in distance education: An
extension of contemporary models and strategies for practitioners, American Journal of Distance Education, 8:2, 30-
42, DOI: 10.1080/08923649409526853
Kleiman, G. (2004). Meeting the need for high quality teachers: E-learning solutions. Retrieved March 1, 2021, from
https://www.researchgate.net/publication/252961774_Meeting_the_Need_for_High_Quality_Teachers_e-Learning_Solutions
Moore, M. G. 1973. Toward a theory of independent learning and teaching. Journal of Higher Education 44(12): 661-79.
Wedemeyer, C. A. (1981). Learning at the back door: Reflections on non-traditional learning in the lifespan. Madison, WI: University of
Wisconsin.
Garrison, D. R. (1989). Understanding Distance Education: A Framework for the Future. London: Routledge.
http://www.communityofpractice.ca/background/what-is-a-community-of-practice/
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eTwinning template 8