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Top Ten Moderator Skills (for 2010)

Top Ten Moderator Skills (for 2010)
What makes a good e-moderator? What skills and qualities does the online tutor need? I asked our team of very experienced e-moderators what they thought the most important online skills and qualities were, and below are some of their responses. In the spirit of a new year beginning, I invite you to take a look at the Top Ten Moderator Skills below, and select those that you would like to develop in your own online teaching during 2010. A sort of online tutor’s New Year’s resolutions – you could print out the mind map below, circle those you’d like to work on, and pin it above your desk! Very low tech, I know, but some of us still love to use bits of paper… [Made with Text2Mindmap] Top Ten Moderator Skills [These first two ‘skills’ are my two personal e-moderator resolutions for 2010, and are areas that I would specifically like to work on during this coming year] 1 PLN: Develop an effective online PLN (personal learning network) that works for you. How? How? How? How? How? How? How? How?

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The Rapid eLearning Blog - Practical, real-world tips for e-learning success. Creating great interactive learning experiences requires a few core building blocks: relevant content, pull versus push, and real-world decisions. With those building blocks you're able to structure effective learning scenarios that are meaningful to the learner and helps meet the objectives of the course. One of those building blocks in creating relevant content or content that is placed in a meaningful context.

Salmon Five Stage Model Accessible Version Gilly Salmon's Five-Stage Model to Teaching and Learning Online This resource provides an introductory overview of the Five-Stage Model, which was originally developed in the context of online distance learning. IntroductionProfessor Gilly Salmon first developed the Five-Stage Model as part of her own action research into online learning and the use of computer-mediated conferencing (CMC) and published it in 2000 in 'E-Moderating: The Key to Teaching and Learning Online' (first edition). Since then Salmon has released a third edition of the book (2011) and this very practical model has been adopted and adapted (to suit different contexts) by many online (and blended learning) teachers, academics and trainers, or 'e-moderators', as Salmon describes them.

Best edtech blogs I put out a request to readers to share the best education-related books that they had read over the past year. The books could have been published earlier and the only requirement was that you had read them sometime this year. I posted a similar piece last year: The Best Education-Related Books Visitors To This Blog Read In 2008 Many readers shared their favorites, and they’re all included in this post. I have to apologize, though, that because there were so many contributions, I haven’t had time to send individual emails thanking each person who took the time to leave a comment — that’s what I usually do.

Top 5 Tips To Effectively Use Humor in eLearning In this article, I will give you the insight and advice you need to effectively use humor in your eLearning deliverables. This article offers a variety of tips on how to use humor in your eLearning courses or online training events, without stepping on any toes or compromising your learning goals. As any experienced eLearning professional will surely attest, when using humor in eLearning there are certain unspoken rules that one must follow. After all, what one learner may find hilarious, another might find offensive.

Larry Ferlazzo’s English Website There are many pages on my main website, and they have nearly 8,000 categorized links appropriate for English Language Learners. The best place to start exploring is the Main English Page. You can read an overview about each section of my website on the Teacher’s Page. This page also has many links specifically useful to teachers. You can also go directly to each page of my website: 4 Steps to Constructively Align your Course Step 1: Define the intended outcomes (The Objectives) The first step of constructive alignment is to define what the students must learn and the depth of understanding required for each topic. It is important that the student does not only acquire knowledge of the subject, but can also put this knowledge to use. Biggs claims that in order to really understand something, a student must begin to see the world differently and, in turn, behave differently towards the world (Biggs, 2002). When setting the objectives for a course it is important to think in terms of what we want the students to do. In order to articulate what we require the students to do; Biggs suggests that the objectives of the course be expressed in the form of verbs (Biggs, 1999).

Brainfriendly learning methods, tools, environments and communities. How much can we actually teach students for exams without being exam-oriented? Wherever we go in professional development the reality of teaching to the test always crops up as something to avoid or get around somehow. Yet, we want our students to achieve high standards and we want them to have qualifications. For me, it’s a matter of teaching BEYOND the test. ********************************************************** Exposing them to real English before they ever see exam-type structures, whilst getting them used to such structures in fun, stress-free environments is a great way to raise competency well before exam deadlines loom ahead.

Constructive Alignment - and why it is important to the learning process What is Constructive Alignment? Constructive Alignment, a term coined by John Biggs (Biggs, 1999) is one of the most influential ideas in higher education. It is the underpinning concept behind the current requirements for programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria, and the use of criterion based assessment. There are two parts to constructive alignment: Sylvia Guinan, Author at Official WizIQ Teach Blog in Teaching Online, Various A Teacher For All Seasons What is a teacher for all seasons? On a superficial level, a teacher for all seasons is always fresh, authentic and relevant, while on a deeper level it refers to being a teacher of conscience....

Selecting Technologies This page helps you choose among various technologies (not just LMSs) using two approaches: examples of learning outcomes, the kinds of learning activities that could achieve those outcomes, and how those activities could be supported by various learning technologies examples of the tools you may be interested in using and the types of activities and learning outcomes that are likely to be relevant. Table 1: Sample learning outcomes, rationales and activities The following table provides examples of learning outcomes, the kinds of learning activities that promote those outcomes, and how the activities could be supported by learning technologies. Table 2: Tools related to activities, and their contribution to learning outcomes Choosing the Best Technology UAF eLearning Instructor Training Online Grow Skills Share your resources or thoughts with us. Use #iTeach as your tag! Choosing the Best Technology

Constructing Learning Outcomes Learning outcomes explicitly state what we want students to know, understand, or be able to do as a result of completing their chosen course. Learning Outcomes Should : 1) Represent real goals Paul Ramsden suggests that, rather than describing facts or procedures, we should describe concepts that students need to understand as well as relations between those concepts. How To Use Social Media In Education (Part 2 of 2) (this is a continuation from yesterday’s article about barriers to using social media in education) The first step towards applying social media into education starts with empowering teachers by giving them freedom to use social media to engage with students and giving them the freedom to come-up with innovative ways of teaching using technology. On the contrary, let’s talk about few practical ways on how many educators apply social media to flip the conventional teaching model and make classroom & home work experience meaningful to for the students.