We will be pleased to hear of your experiences of working with participants online and are happy to share experiences either through this website, in Gilly's publications, or on our courses or workshops.
Please write or call if you think we may be able to help.
All Things In Moderation,
99 Falmouth Avenue,
Telephone: +44 (0) 7860 116 429
With over 200 courses run for well over 2000 participants based on the books by Gilly Salmon. Look around to see details of Gilly's books, how to book ATIMOD courses and links to useful sites. If you think we can do more - let us know.
Explore Gilly Salmon's footprint on the Web at:
E-learning courses and support
Our courses and our experienced e-moderators take you on a journey of discovery through the 5 stages of Gilly Salmon’s 5 stage model. You will experience what it is like to be in a group of online learners, see how our e-convenor models the key skills of e-moderating, collaborate with other learners, develop or refine your own e-moderating skills and reflect on your own progress and development.
Our two public courses E-moderating and E-tivities can also be delivered in-house.We can train and mentor your own e-moderators to deliver to your own in-house audience.
The courses are both presented entirely online with an experienced e-moderator to help you through each course.
We recommend taking the E-moderator course first as an appreciation of working in a group online is great preparation for designing courses for others to experience.
For additional information please contact David Shepherd at email@example.com
This popular course has been updated, contains new activities and is in its 7th version. The focus is strongly on encouraging participants to join in, develop emoderating skills and gaining experience on this totally online course from both the student and emoderator perspective. We address the important issue of e-moderator time and strategies to use it best. The course also works well for those involved in facilitating on-line communities.
Work through facilitating online groups and develop your skills of writing motivating messages, encouraging interaction, designing online activities and much more. Get feedback from your fellow participants and your e-convenor. The course includes activities involving forums, blogs and wikis.
'E-moderating' runs over a 4 week period, open all hours, and you will be accompanied by a very experienced e-convenor. Set aside 6 hours spread over each week at times of your choosing from any PC connected to the Internet.But to get the best out of the course join in the discussions each day with your fellow 'budding' e-moderators.
Next run: 3rd March 2014Info & Registration
Designing e-tivities for use in online courses is a challenge. Gilly Salmon's 5 stage model and E-tivity framework inform the course and emable complex issues to be presented in a way that students can engage with.The course reflects the soon to be published 2nd Edition of 'E-tivities'
Unlike in face to face interactions, there is little opportunity in online courses to respond to questions from participants who are not quite sure what is intended at any point. Waiting for the e-moderator to notice there is a problem is not good enough.
This course focuses on building online activities that not only motivate participants to learn, but are straightforward for e-moderators to e-moderate. The course has been updated to include activities using WIKIs and BLOGs as well as Forums, Podcasts and Social Media.
The 'Three Step Outline Design Planner' gives help for those designing online courses for the first time. Participants can build their own short course and have it posted to the course website to get feedback from the E-moderator and fellow participants. Limited to 8 participants.
Participants are encouraged to give feedback to each other and also get help from a colleague, who may or may not be, on the same course. In this way a working relationship can be built to offer support and feedback after the course is over.
After three weeks by which time a draft of a short course should be posted by each particiant there will be a period of two weeks when each participants can contact (by Skype) your emoderator for personal feedback and advice.
Next run: - to be announced (contact David at firstname.lastname@example.org)Info & Registration
One very good way of getting engaged online learning designed and deployed is to use a team-based learning design process called Carpe Diem, which includes a 2-day workshop. Every moment of the time during the workshop is spent on designing something that can be put into immediate use with participants – (so we use the term ‘Carpe Diem’, the Latin for ‘Seize the Day’). It’s a practical response to the essential truth that developing learning with technology cannot be a solo activity but instead a design and ecological experience. A Carpe Diem workshop is focused on practical and contextualised outcomes for one particular course, unit, module or programme team. Such workshops complement individual staff and professional development activities, but they are quite different.
All Things in Moderation can tell you more about how to Seize the Day. Phone David Shepherd 07860 116 429 to hear how we can help.
Next run: This course is run by arrangement only. Please contact ATIM directlyInfo & Registration
ATIM courses are available for institutions to run on ther own LMS.
As part of the process in setting up such arrangements we offer, as part of a license agreement not only to place the course on the LMS, but to help develop the skills of the 'in-house' e-moderators.
Our aim is to help new e-moderators to develop their own expertise and facility inhandling any matters that crop up during any course.
We provide a place on our own courses for them to become familiar with the E-moderating approach. Then we will run a course on their LMS whilst the new e-moderator shadows one of our most experienced e-moderators. The next course would be run by the new e-moderator and be mentored all the way through
Our mentor will respond to any issues raised and offer advice. There will be opportunities to discuss any matters either by email, telephone or Skype
Next run: Under developmentInfo & Registration
About the books
Gilly published the first edition of E-moderating in the year 2000 and has been writing and publishing ever since. So much has happened in that period: the five stage model went viral in its own little way, thousands of e-tivities have been planned, executed, and experienced by the growing world-wide army of online designers, learning technologists, e-moderators , researchers, commentators – and, of course, online learners. And we learnt to ‘Seize the Day’ in learning Design.
Today, new learners, young, old and in between, are connected at the speed of light. Every individual is a node on a learning network. We can call them the Quantum Generation: they are making a quantum leap into an increasingly complex digital world. Most importantly, we finally need to acknowledge that we are not trying to replicate the class or lecture room ‘learning’ experience of old. We can do it better. We’ve been far too coy about this to date.
Please explore and share further...I hope the books will help.
‘E-tivities’ is the name I give to frameworks for enabling active and participative online learning by individuals and groups. E-tivities are important for the online teaching and learning world because they deploy useful, well-rehearsed principles and pedagogies for learning and your choice of networked technologies.
E-tivities do not remove the help and input of the more knowable human – the people I called the ‘e-moderators’ - but make their work more productive. E-moderators focus on contributing, providing, reworking, interpreting and combining the knowledge. E-tivities over turn the idea that learning depends on one big expert and his/her conveying of knowledge.
E-tivities enable enjoyable and productive online learning for the greatest number of participants at the lowest cost. E-tivities are highly scalable. E-tivities are based on the strong idea that knowledge is constructed by learners through and with others. Such processes can happen through online environments just as well as in physical or formal learning and teaching environments, probably better. They work well combined with campus and real-world environments.
In this edition of the e-tivities book, you will find the original e-tivities research and the learning that has emerged from extensive and intensive 12 years of practice, so you can design and deliver e-tivities for yourself, easily, quickly and effectively.
E-tivities were first developed using text-based computer-mediated environments such as bulletin boards or forums. That’s the easiest place to start. I go on to describe how to use them for many other technology platforms. Once you get the idea, you will be able to use them in many different ways.
Learning resources and materials (what people once called ‘content’) are involved in the design and delivery of e-tivities but these are to provide a stimulus or a start (the ‘spark’) to the interaction and participation rather than as the focus of the activity. So e-tivities give us the final break-point from the time-consuming ‘writing’ of online courses.
In the 2nd edition of E-Tivities 2013, some 10 plus years after its first publication, the world of both digital futures and e-learning has changed dramatically. Yet the demand for more active, engaging and collaborative learning activities in learning has only increased in expectation and need. The 2nd edition of E-Tivities reflects these changes and meet the needs of an increasingly mobile, agile and quantum generation of learner.
The first edition of E-moderating was published in May 2000, and the second edition in January 2004.
The third edition, May 2011, offers a renewed and refreshed (rather than dramatically changed) vision of the role, the training and development of the online teacher, trainer, facilitator- the person I call the e-moderator. The online technologies have moved on quite a bit too.
I have drawn on my own experience and research in online learning, as well as that of many other people. I have selected case studies and experiences where the storyteller is the academic, teacher or e-moderator involved, where implementation occurred within the regular learning and teaching situation, and where there was some evaluation or at least serious reflection on practice.Show more
Welcome to Podcasting for Learning in Universities book website. Here you can get a taste of the book, published August 2008.
The book is an introduction, a guide and a key resource that will help you to explore podcasting as an exciting area of pedagogical development.
The book describes research-based podcast applications for learning in universities in the UK, Australia and South Africa. Most of the work of developing and evaluating the use of podcasts was carried out under a research-into-practice project IMPALA funded by the UK Higher Education Academy. Other work was chosen because of the soundness of the authors’ rationales for developing podcasts and the rigorous methods they used to evaluate students’ learning through podcasts.
We also offer a model and lots of guidance.
We believe that it will interest you if you are a:
lecturer, tutor, university teacher or instructor from any level, subject discipline and country context, starting out or experienced.
member of staff of a professional development unit
researcher investigating emerging technologies for teaching and learning
This is not a book about the technology of podcasting as such. If you are of a technical inclination, the book will interest you more from the perspective of podcasting’s use and application by university teachers than the latest technology. There’s a basic explanation of the technology for non-technical readers in Chapter 3 and ‘How to do’ in the appendix.
Learning in Groups has undergone many revisions and changes since its first edition in 1984 but none so fundamental as in 2006: into this edition Gilly Salmon has woven her experience of online learning. Preparation and management of online and offline groups require different approaches and we extensively explore and illustrate these by linking theory, research and practice.
Our aim is to:
- promote understanding of group methods
- develop group skills for tutors/e-moderators and participants/learners
- widen the range of group learning experiences.
We think the book, and this web site, will appeal to:
- teachers and student teachers at all levels of education
- course designers
- anyone involved in the development of group learning