This paper, its associated presentation, and others can be found at:

http://oubs.open.ac.uk/gilly

Further resources at:

http://oubs.open.ac.uk/e-moderating

and

http://www.centrinity.com/Course%20Descriptions/E-moderating

Human use of computing is vast and growing. Networked technologies such as the Internet and the World Wide Web have been called ‘transformational’ because of their wide-ranging impact. Electronic networking creates communications across terrestrial boundaries, across cultures and on a global scale. Concepts of space and time are changing, and of how and with whom people can collaborate, discover communities, explore resources and ideas, teach and learn

A growing number of countries are focussing their capacities in investing in their human capital as a critical feature of their economic growth (Kamel 1999). Governments are calling on educational sectors to take up and use Information & Communication Technologies. The expectation is that providing technological infrastructure will be accompanied by a major shift in teaching processes along with a move to learner-centred educational provision. Generation and transmission of knowledge is transforming through the availability of large-scale freely available information and online interaction. The role of the teacher, from primary to higher education, is gradually altering from one of ensuring the accurate transmission of known information to one of enabling critical exploration and of generating new and relevant knowledge for the use of individuals and groups.

At first, it was assumed that the implementation of networked technology would be easy if teachers had good equipment. However, information and communication technologies (ICT) and especially their collaborative sister (CMC) has encouraged teachers to reflect on their experience and practice and to give attention to the mediator, or e-moderator, in online learning processes. Successful online learning depends on teachers and trainers acquiring new competencies, on their becoming aware of its potential and on their inspiring the learners, rather than on merely mastering the technology. In practice, networked applications should reflect the needs of teachers and learners (rather than the other way round!). Providers of online learning platforms are keen to respond to these needs, but currently, most teachers do not know enough about online learning to be able to articulate their needs effectively. This is the "Catch 22" of teaching and learning online and it needs to change.

Teachers are becoming aware of the strong pressures impacting on their educational institutions. Teachers now need to spend time on the meaning of this for their everyday practice: on "why and how" ICT can be successfully harnessed in the service of teaching and learning. They need to reflect on their new roles, their degrees of influence and search for personal meanings as guides to action. In this way, teachers will feel more in control of their own professional roles and challenge less the imperatives coming at them thick and fast! From my own research in the early days of IT implementation in Higher Education, I know that it is professional issues and personal identity for teachers that feature first in their explorations of new methods. By starting to "reclaim their territory" in this way (albeit that the territory is often virtual now rather than physical) they are able to articulate and integrate what they know about learning. Software and platform providers are hearing the voices of the teachers and its time now for some shared visioning.

[Insert Figure 1]

This model is based on extensive research in higher and professional education, and has been adopted by teachers throughout the world and in many different contexts (Salmon 2000). It provides a simple shared model for exploring ideas together.

Individual access and the ability of participants to use the online learning platform are essential prerequisites for conference participation (stage one, at the base of the flights of steps). Stage 2 involves individual participants establishing their online identities and then finding others with whom to interact. At stage three, participants give information relevant to the course to each other. Up to and including stage three, a form of co-operation occurs, i.e. support for each person’s goals. At stage four, course-related group discussions occur and the interaction becomes more collaborative. The communication depends on the establishment of common understandings. At stage five, participants look for more benefits from the system to help them achieve personal goals, explore how to integrate online learning into other forms of learning and reflect on the learning processes.

The acceleration of interest in online teaching is creating a demand for a better understanding of the nature of the competencies (abilities, knowledge, etc) that underpin effective online teaching. The global nature of online teaching creates new possibilities, new demands and the need for new methods of working. Many thousands of people are becoming online teachers each year, yet there is little research on how good online teachers do what they do. Neither have there been many attempts to share and systematise practical knowledge about online teaching. Unfortunately, many teachers are "put off" by having first to deal with the technology.

I set out below my ideas of skills for teachers wishing to work as e-moderators of knowledge based on my research so far and the model in figure 1. I invite you to explore it and add your own ideas- based on knowledge of your learners and your context.

E-moderators can be recruited for their readiness- columns one and two, trained for columns 3 and 4 and developed for columns 5 to 6 in service and through practice.

[Insert figure 2]

Encouraging ICT development in teaching, administration and research in educational institutions can provide a stimulus to change and transformation. We all need to manage the process to take part and fully exploit and enjoy the opportunities for the benefits of our learners, rather than become victims.

We need to find our individual niches and strengths. We find ways to effectively understand and collaborate with each other If we empower both teachers and platform and systems providers to fully take part in this transformation the "Catch 22" where each stakeholders fails to fully understand and commit could be avoided. The core values of learning and teaching can be preserved throughout whilst change is achieved through training and practice.

[Insert figure 3]

You will see from this paper, and from my presentation when we meet in Oslo, that I believe recruiting, training and developing e-moderators is a pivotal part of this process and working effectively together. Dealing with a Catch 22 situation was never for the faint hearted but the rewards are great for the future of knowledge sharing. Teachers need to be experience the joys of e-moderating. Then true collaboration with software developers can take place for the much greater benefits of online learning in the future.