Contents	4
	Part 1: CONCEPTS AND CASES	16
	1 What is e-moderating?	18
	Jane’s diary	19
	E-moderating, a new way of teaching	24
	Training e-moderators at Monash	25
	Teaching and learning online	26
	Open University Business School in Wales case study	27
	Systems	30
	Networking software	32
	Online networking for education and training	32
	Costs	35
	Why bother?	37
	2 A model for online in education and training	39
	About the OU	39
	Building a model of online teaching and learning	40
	Methodology	41
	Five-stage model	43
	Stage one: access and motivation	45
	Stage two: online socialization	47
	Stage three: information exchange	53
	Stage four: knowledge construction	56
	Stage five: development	63
	3 E-moderating qualities and roles	66
	What do e-moderators do?	66
	Who might you work with?	71
	Qantas College Online case study	73
	Key issues for e-moderators	74
	E-moderating with synchronous network platforms	82
	Supporting distance language learners through synchronous conferencing	86
	Abacus Virtual College case study	88
	Open University Centre for Modern Languages case study	90
	Celebrate!	94
	4 Training e-moderators	95
	Plan to train	95
	Training of e-moderators in the OUBS	98
	Training programme design	100
	Evaluation	101
	OUBS training programme	101
	Level one: Welcome	103
	Level two: Induction	105
	Level three: Teaching	108
	Level four: Knowledge construction	109
	Level five: Development	111
	Developing use of a VLE at Caledonian Business School	115
	Monitoring the work of trained e-moderators	117
	5 E-moderators and the participants’ experience	119
	Access and participation	120
	Student orientation at Monash	122
	Learning styles and approaches	125
	Widening access	127
	Assessment processes	127
	Disabilities and online working	130
	University of Maryland University College case study	133
	Corporate training and development	134
	Gender and e-moderating	135
	E-moderators and lurkers	137
	OU Master’s course case study	140
	Participant induction	143
	Scaffolding participants’ engagement	145
	2001 . . .	146
	2003 where we’ve got to now . . .	146
	First reflections	147
	Half-way	148
	The end in sight . . .	149
	6 E-moderating: the key to the future of online teaching and learning	151
	Scenarios	151
	Scenario 1: Planet Contenteous	152
	Scenario 2: Planet Instantia	154
	Scenario 3: Planet Nomadic	155
	Scenario 4: Planet Cafélattia	158
	What planet are you on?	160
	Part 2: RESOURCES FOR PRACTITIONERS	164
	E-moderating skills: taming online time	166
	1 E-moderating skills: taming online time	166
	E-moderators issues	166
	Technical issues	166
	Self-support	167
	The impact of success	167
	2 E-moderating skills: components of online socialization	168
	Component 1: establishing a successful group	168
	Component 2: knowledge domain	169
	Component 3: online environment	169
	3 E-moderating skills: how to weave	170
	The differences between summarizing and weaving?	171
	4 E-moderating skills: treading on cultural toes	172
	Styles of address, hierarchy and authority	172
	Male and female	173
	Asking questions	173
	Critiquing	173
	Opening up online	173
	Using names	174
	5 E-moderating skills: presence	175
	6 E-moderating skills: e- moderation principles for productive conferencing	177
	7 E-moderating skills: conference housekeeping	179
	8 E-moderating skills: knowledge sharing and construction	181
	9 E-moderating skills: e- moderating with synchronous conferencing	183
	Managing e-moderating: using the five-stage model	185
	10 Managing e- moderating: using the five- stage model	185
	Stage 1: Access and motivation	185
	Stage 2: Socialization	186
	Stage 3: Information exchange	187
	Stage 4: Knowledge construction	188
	Stage 5: Development	189
	11 Managing e- moderating: keeping e- moderating costs down	191
	12 Managing e- moderating: evaluating and assessing participation online	193
	Selecting objectives to evaluate	193
	Evaluating what?	194
	Aligned assessment	195
	13 Managing e- moderating: training e- moderators	197
	14 Managing e- moderating: boosting participation	199
	Carrots	199
	Sticks (try to convert sticks into carrots)	201
	15Managing e- moderating: monitoring e- moderating	202
	E-Moderators monitoring report	203
	16 Managing e- moderating: communicating online	204
	When to e-mail, when to conference (try this metaphor)	204
	Online ‘netiquette’ for e-mails	205
	Online ‘netiquette’ for group conferencing	206
	Online participants: encouraging selfmanaging groups	208
	17 Online participants: encouraging selfmanaging groups	208
	18Online participants: users with disabilities	210
	Blind and visually impaired users	210
	Physically disabled users	211
	Dyslexic users	211
	19 Online participants: induction	212
	20 Online participants: supporting and developing online novices	214
	The swimmers:	214
	The wavers:	215
	The drowners:	215
	To convert wavers and drowners to swimmers:	215
	21 Online participants: understanding lurkers	217
	22 Online participants: valuing online diversity	219
	The challenge to all participants: typing the talk	220
	Exploring online: a virtual learning environment parable	222
	23 Exploring online: a virtual learning environment parable	222
	24 Exploring online: myth busters	225
	25 Exploring online: a future scenario	227
	26 What will we call ourselves?	229
	27 Exploring online: conference text examples	232
	Example 1	233
	Example 2	239
	Example 3	242
	References	245
	Index	255
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