CNIE Prepare To Succeed Salmon5 Stage Emoderating Model April27 08

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Prepare to Succeed: Applying Gilly Salmon’s Emoderating Model

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Saskatchewan Institute of Applied Science & Technology (SIAST)

Carol BlenkinCurriculum Writer

Joyce BruceProgram Head,Primary Care Nurse Practitioner Program

Denise NelsonInstructionalDesigner

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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?”

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Spark

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

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Plan

BackgroundProblemModel of Teaching and Learning Online

5 stages & examplesAction for the futureFurther researchQuestions

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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

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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

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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

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Salmon’s 5 Stage Model

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Stage 1: Access and Motivation

Ensure accessibilityWelcome and encourage participationStudents post 1st message

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Access & Motivation Prompt

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Access & Motivation Example

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Stage 2: Online Socialization

Students explore the technology, send and receive messages, meet classmates and establish relationships with peers and tutor. (scavenger hunt)

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Online Socialization Example

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Stage 3: Information Exchange

Students share information in discussions relating to the course content.

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Information Exchange Example

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Information Exchange Example

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Stage 4: Knowledge Construction

Students learn from each other, exchange ideas and viewpoints, shape and reshape ideas as interactions become increasingly collaborative.

Design – problem-basedInstructor weaving Flattening of communication structure

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Knowledge Construction

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Knowledge Construction Example

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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

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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   

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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.”

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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

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Possibilities for Further Research

Investigate…student/instructor interactions per

Salmon’s stage modeleffective e-moderating training strategiesstudents and instructors’ perspectives

with use of Salmon’s modelstrategies for implementing Salmon’s

model …

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Questions?

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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

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Contact Info

[email protected]@[email protected]

presentation will be available at http://programs.siast.sk.ca/nelson