Monday, August 31, 2009
Wednesday, August 5, 2009
I have been trying to work out the difference between this approach for study and using the LMS system. I came across this article which is quite good to provide a bit of balance. Go to:
The interesting statement is;
No 3) Not everyone can (or should) teach (or learn) in a YouTubey, Twittery blogosphere, where mobs clamor and technology obtrudes relentlessly.
Has anyone got some opinions? Especially about the technology intruding, since I think there is a point there?
Tuesday, August 4, 2009
Determine the behaviours for the three roles: teacher; facilitator; moderator: Each of these roles can be interpreted differently in different contexts. A shared meaning of all three terms is between tutor and student is important. I am not certain what is meant by `undermining’ but will endeavor to post my interpretations. .
The conventional difference between facilitator and teacher is widely accepted. The teacher is an authority figure who imparts wisdom, has a linear approach and tells passive students what to learn. This approach is rarely advocated in the online environment these days.
As I would be the person taking the course I would use the facilitation / e-moderator role, having explained clearly to the students what the approach is, so they understand the learning and teaching style. This would include building in time for students to negotiate, discover and interpret their own part in the experience, as well as what they can expect from the facilitator. This is especially if they are returning to study using a changed, online environment which encourages taking initiative. The concept of the teacher role undermining this is not something I understand in this context.
The difference between moderator and facilitator may be less than clear when using Salmon’s 5 step model. Salmon’s e-moderation role in her book is similar to facilitation. The facilitator acts as guide and encourages students to take the initiative. If the facilitator takes a Vygotskyan, social constructivist view s/he will scaffold learning through design to extend the learner (zone of proximal development). In teaching adults this may take the shape of have a go yourself, share your expertise with other participants. Later through strategies like expert questioning the facilitator will help to fill in the gaps. Siemen’s notion of the curator concurs with this.
Perhaps the moderation role is not synonymous with that of e-moderator. Without the background situation or a definition, the question is unclear. In my own experience moderation is like `overseeing the quality of’, but that is a peculiarly New Zealand definition.