For Glenn First published in 2000 Reprinted 2000 Reprinted 2001 (twice) Second edition published ... more For Glenn First published in 2000 Reprinted 2000 Reprinted 2001 (twice) Second edition published 2003 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, ...
E-Moderators are "the new generation of teachers and trainers who work with learners online&... more E-Moderators are "the new generation of teachers and trainers who work with learners online" using Computer-Mediated Conferencing (CMC) as a learning tool, regardless of the subject they are teaching. The author, Gilly Salmon, a distance education specialist with the Open University Business School in the UK, provides a five-step model of effective online education, along with copious examples of how the model relates to real-life online learning contexts. Salmon proposes that, by basing learning on a constructivist model, it is e-moderators that can make the difference in online education as they convene, direct, summarize, and archive synchronous and asynchronous discussions.
Undergraduate laboratory classes are constrained by time, resources and space, with limitations o... more Undergraduate laboratory classes are constrained by time, resources and space, with limitations on the opportunities to acquire essential skills, such as, linking practical approaches with theoretical knowledge, team working, communication and development of experimental strategies. The 3D Multi User Virtual Environment of Second Life® (SL) allows low-cost simulation of real-world spaces. As part of the SWIFT (Second World Immersive Future Teaching) project we have created a virtual genetics laboratory in SL to study the effectiveness of this medium for addressing limitations of practical laboratory classes. The aim is not to replace real laboratory teaching but to supplement it. The first phase of the project was to develop an activity in SL to support real life laboratory induction. Thirteen Biological Sciences undergraduates volunteered, attending an SL training session and a taught class in the virtual lab with the aim of learning Health and Safety and the use of specific lab eq...
... 255 Teaching creativity through group work 256 Creative waves 257 Projects in aerospace desig... more ... 255 Teaching creativity through group work 256 Creative waves 257 Projects in aerospace design 259 Setting up ... New material on the fast-growing phenomenon of online learning groups, both synchronous and ... and whether in its own right or as part of a blended course, has ...
For Glenn First published in 2000 Reprinted 2000 Reprinted 2001 (twice) Second edition published ... more For Glenn First published in 2000 Reprinted 2000 Reprinted 2001 (twice) Second edition published 2003 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, ...
E-Moderators are "the new generation of teachers and trainers who work with learners online&... more E-Moderators are "the new generation of teachers and trainers who work with learners online" using Computer-Mediated Conferencing (CMC) as a learning tool, regardless of the subject they are teaching. The author, Gilly Salmon, a distance education specialist with the Open University Business School in the UK, provides a five-step model of effective online education, along with copious examples of how the model relates to real-life online learning contexts. Salmon proposes that, by basing learning on a constructivist model, it is e-moderators that can make the difference in online education as they convene, direct, summarize, and archive synchronous and asynchronous discussions.
Undergraduate laboratory classes are constrained by time, resources and space, with limitations o... more Undergraduate laboratory classes are constrained by time, resources and space, with limitations on the opportunities to acquire essential skills, such as, linking practical approaches with theoretical knowledge, team working, communication and development of experimental strategies. The 3D Multi User Virtual Environment of Second Life® (SL) allows low-cost simulation of real-world spaces. As part of the SWIFT (Second World Immersive Future Teaching) project we have created a virtual genetics laboratory in SL to study the effectiveness of this medium for addressing limitations of practical laboratory classes. The aim is not to replace real laboratory teaching but to supplement it. The first phase of the project was to develop an activity in SL to support real life laboratory induction. Thirteen Biological Sciences undergraduates volunteered, attending an SL training session and a taught class in the virtual lab with the aim of learning Health and Safety and the use of specific lab eq...
... 255 Teaching creativity through group work 256 Creative waves 257 Projects in aerospace desig... more ... 255 Teaching creativity through group work 256 Creative waves 257 Projects in aerospace design 259 Setting up ... New material on the fast-growing phenomenon of online learning groups, both synchronous and ... and whether in its own right or as part of a blended course, has ...
We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve unde... more We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The ‘Carpe Diem’ MOOC was designed, developed and delivered in 2014. The MOOC participants’ experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion.
In this paper, we explore the benefits of using social media in an online educational setting, wi... more In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants’ usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments.
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Papers by Gilly Salmon