G.K.Salmon@open.ac.uk

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

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

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

Working online changes the practice of learning through collaboration. It should add value and some additional magic – but many attempts have resulted in disappointment so far. Successful online learning and knowledge construction through collaboration depends on trainers acquiring new competencies, on their becoming aware of the enormous potential and appropriate approaches and on their inspiring the learners, rather than on merely mastering the technology. The presentation associated with this paper will offer a well-researched and explored model of how effective collaboration can not only be set up but also sustained and developed over time.

Educationalists have always discussed alternative ways of teaching, learning and knowledge production. 2,500 years ago, in Greece, the debate began about using new technology (the written word) and its impact on dialogue based education. At the beginning of television, the result of passive broadcasting on education was considered. The Open University was originally called "The University of the Air" and there is a long history of Schools Broadcasting.

Every reader of MENSA Magazine knows that Nnetworked computing is vast and growing. The structure of commerce and communications are being shaped by technologies such as the Internet and the World Wide Web. Some say the Internet is transformationalis transformational, and even revolutionary, because of its wide-ranging impact on our every dayeveryday lives. We are discovering new ways of collaborating with others, exploring new communities, inventing businesses, seeking resources, finding information and learning through interacting electronically on a huge scale. .

Networked technologies will have the greatest impact yet on education since they provide universal tools to enhance the creation of knowledge. We’re just at the start. Governments are recognising the potential of electronic learning. In the UK, political initiatives are creating a high-technology University for Industry (LearnDirect) and an e-university. Vast sums of money are being poured into providing the strategy and infrastructure for online education. Commercial interest is strong. - Wall Street considers the teaching and learning market to be the growth industry of the new Centurycentury. Wall Street considers teaching and learning to be the growth industry of the new century.

Where the learning is intentionalplanned, the opportunities are typically called online teaching and learning – or, using the "e" term: e-learning. There are many definitions of an e-course. Basic use of the technology includes classroom teaching or training supplemented by lecture notes posted on a Web site. At the other end of the spectrum, learning materials are available and group interactions occur exclusively through online conferencing. I have met many academics, teachers and trainers who are very keen indeed to adopt Internet internet technologies. Their organisations are investing heavily in technological systems and creating the conditions in which networked learning can be widely available. The real added value "the magic" is added by the interactive opportunities between people (not between them and their computer screens!)

The online and e-learning phenomenon is striking at the heart of well-rehearsed and well-loved teaching and learning methods. Networked computing offers the chance to build a learning community: this can be in a school, university or college, in an industrial or commercial setting, or based on common interests or objectives rather than geographical location. Web utopians are predicting virtual universities with very low cost learning and truly effective ‘any time, any place’ student interaction. They say that the need for expensive campus buildings or physical large corporate training facilities will disappear along with the requirement for learners to physically congregate. The ‘Web-phobes’ are very worried that the benefits of learning together may be lost and that it will be a bad day for knowledge, for feelings, for the joys of gatherings and groups. The key question is: can a successful learning e-vent happen without physical meetings? The technology can seduce, but, of course, it’s not enough in itself.

In essence, many trainers ask whether a successful learning e-vent can happen without face-to-face meetings. I suggest the answer is that the technology can be seductive but it is not enough in itself.

Networking enables people to work across terrestrial boundaries and cultures on a global scale. Concepts of space and time are changing. Working and learning with others who happen to live in a particular locale may become much less important than finding shared professional and personal interests in online environments. Communities of linked collaborators are forming, with many relationships based on common interests rather than place and some are started through informal and chance encounters. What a pity if we allow these magical new ingredients to go to a technological waste land!Traditionally, universities offer opportunities for the learning of formalised, scientific knowledge. and theThe lecture-book-essay approaches to teaching still predominates in many disciplines. Where the outcomes of learning processes impact on practice, such as in developing managers or professionals, a more collaborative view often underlies teaching. Llearning with and from peers and practitioners is important. Now many institutions are trying to use There are thousands of experiments going on throughout the world in using networked technologies to enhance management and professional education, from business executives to doctors. Recently there has been a move towards "Ccorporate universities" are coming into being, providing continuous employee development and enhanced job performance, related to problem solving for a specific company’s mission or industrial context, often as part of change programmes. Many corporate universities areThey deploying sophisticated technologies, aiming to and say that they can provide relevant learning that is not only relevant but also "online and on-time". The US is leading the way in corporate e-learning and rRecent US research there shows that what these learners most value most is not fancy courseware, but easy, anytime 24-hour access to trainers for advice and feedback. to answer questions and provide direction and feedback.

One spell that needs to be cast is to ensure that Will Do e-courses appeal only to all learners and not only "modem-sniffers", the technologically competent and keen., or is there something in them for everyone? Can you really achieve full-scale collaboration across a distributed corporation? CHow can educators use such vast multimedia, colourful, interactive resources to truly enhance teaching and learning from school to Masters degree and in for corporate and professional learning situations? Regrettably, thoughSo far, some have tried, many learners have been just a little disappointed. There are few large scale shining examples. and successes and qQuality and standards are under debate. Why? The paradox is that whilst interacting through the Internet internet on a global scale, learners of the 21^st Century also want to be able to work more individually, to search and find the information they need and to interact with whom they want from where they wishhappen to be. For the educational provider, used to determining what knowledge "counts" (and assessing the learner accordingly), this has a built built-in "horror" factor. Some respond in bewilderment by insisting that e-learning must inevitably results in "dumbing down" of learning. We must not let this be the case nor throw away the potential with the fear.

Most of us intuitively recognise a goodgreat learning experience when we have one. E-learning challenges us to pull apart and make explicit what exactly makes up a goodsuch an experience. Then we have to and work out the conditions for happy andhow to productive transfer it to the different online environment. What’s important to you? How many people say, "I’m great at art because of my inspirational computer?" Not anyNone that I’ve met, on or off line! Instead they talk of challenge and support by from their teachers, or through of contact with the thoughts and the work of others. Most people also mention, the fun and companionship of working and learning together. We They don’t have to give this up, when we they move online.

Networking with others through computer mediation enables the sharing and assimilation of a wide range of experiences. This form of knowledge is often informal, tacit and continuously developing. NThe networkers create knowledge for themselves through dynamic online processes. This is where the magician comes in: YouThis is like your reading this article and immediately sending me a message to sayabout what you agree or disagree with, and offering experiences and ideas of your own. Fifty other people might read your message and some add their ideas… yYou will then need a knowledge manager and facilitator (I call them e-moderators) to keep the ideas flowing and then to summarise the discussion. So There is very little need for teaching in the conventional sense ofwWho needs trainingeaching as instruction or ‘telling’. ? Online learning offers participants opportunities to learners can explore information rather than asking them to accepting what the trainereacher determines should be learnt. They construct knowledge for themselves in this way, through interacting online with peers, probably usually with guidance.

My Colleague at the UK OU, Dr Robin Mason, summarised her survey of the issues and practices of globalizing education in the following way:

"There is absolutely no evidence that learners are able or willing to do without teachers, no matter how well designed the materials, how extensive the resources or how "just in time" the learning…. The fundamental role of the teacher or tutor has not changed but the mode of operation has…." (my italics)

Experienced e-moderator, Prof. Charles Jennings writes:

"There are a few unchanging cornerstones in the education process. One such cornerstone is the inspiration from a teacher who both understands the needs of his learners and can respond to those needs appropriately to make the learning experience a richer one. A second is the provision of quality learning materials that will further inspire, delight and enlighten. Without both of these the educational experience of both the learner in the classroom and the learner sitting at the computer in some distant location will be the poorer"

Experienced CMC e-moderator and online designer, Zane Berge insists:

"The use of technology is secondary to well-designed learning goals and objectives. What distinguishes online instruction from entertainment or recreation, is the purposefulness of the designers and developers in provoking responses to the learning materials, context and environment".

Developing productive and successful online learning is very challenging. It and involves the choice of appropriatechoosing media, as well as dealing with intellectual property rights and managing complex partnerships. It certainly can’t be done by doing what we’ve always done (and what we’re used to). . Most of all, it calls for the training and development of new kinds of e- trainerseachers. Most rRMost recruits to online teaching are more more familiar with used to teaching face-to-face where they may have reliedrely quite heavilyperhaps on personal charisma to stimulate and hold their students’ interest. . It is a big change to make when switching to e-learning. If tThey are used to being considered an ‘expert’ in their subject, . Tthey may find the levelling effect and informality of online networking can be very challenging to start with to them. .

Conversely, Sstudents also may continue to expect a great deal and assume the trainer is the fount and source of knowledge.

used to the paradigm of teacher as the instructor, and fount of valuable and valued informationknowledge, may expect a great deal of input from the e-teacher.

Both groups need to understand and appreciate their new, online roles. Successful e-learning depends not so much on amazing software and hardware but on teachers and trainers acquiring new competencies. If you’re serious about achievements in this field then you will need to consider the need for the study of "difference" (in cultures), access and scalability, online emotions, interaction dynamics, and the critically important issue of online ethics. They must learn how to orchestrate promote online socialisation, effective information sharing and knowledge construction. and on their appreciating networked learning’s potential. They can then inspire and support the e-learners, rather than concentrate on mastering the software! (sorry, there are no quick fixes!).

So what might these online trainers be and do?

A long string of relevant teaching qualifications or experiences are unlikely to be found at this stage of development of online teaching. It is most important to look at the potential and at skills.

These will include:

• the ability to learn online communication and e-moderating skills (rather than only learn the software)
• The ability to promote appropriate use of own and participants’ time online
• The ability to provide support and counselling through e mail
• Creativity and flexibility to design and adapt collaborative opportunities for differing purposes , individual and organisational missions and needs
• The ability work cross culturally and value diversity
• Flexibility in considering approaches to online assessment, evaluation and achievement
• Appreciation of the benefits of online working and hence ability to act as resource guide & monitor
• A personal meta-cognitive and adaptable approach to learning
• Ability to reflect and input into overall course learning processes

• empathic skills
• flexibility to working, teaching and learning online
• a willingness to be trained and developed into the e-moderating role

Could you be an online teacher? You will need to be able to understand your role and be willing to be trained online. To work their they You will need reasonably good keyboard skills, and some experience of using computers, including online networking. However, given those requirements, you will find that good e-trainerseachers come from many different backgrounds, with very varied learning and teaching experiences. Where It is not important Wwhere they you live, your domestic or work commitments or any disabilities that reduce your ability to travel are not important are unimportant. . I’ve recently recently recruiting recruited e-teachers for the newly formed USOU (American sister to the Open University in the UK),. We were able to choose the best knowledge managers in their fields regardless of their location in the US. Now we’re in the thick of training people them to undertake these the e-moderating roles. We’ve found that its important toWe train them online, to teach online. It’s cheaper too.

There is not just one way toLet’s exploit the benefits of e-education education. The for successful, productive learning. At this moment in history, the future of e-ducation is open for shaping. Quite new ingredients are available and its time fantasies turned into realities. The potential and the stakes are extremely high. My risky prediction is I predict that the most successful teaching and learning organisations and associations will be those that understand, recruit, train, support and give free creative rein to their e-moderators. online teachers.

Mason, R., (1998). Globalising Education: Trends and Applications. London, Routledge

Preece, J (2000) Online Communities, Designing Usability, Supporting Sociability, Wiley,Chichester

Salmon, G (2000) E-moderating, the key to teaching and learning online, Kogan Page, London

Schreiber, D. A. and Z. L. Berge, Eds. (1998). Distance Training: How innovative organizations are using technology to maximize learning and meet business objectives. San Francisco, Jossey-Bass

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