MY EXPERIENCE

AS AN ONLINE
MODERATOR
Michelle Kennedy, OLTD 503: A Refection
Alone we can do
so little; together
we can do so
much. Helen
Keller
Online Learning Opportunities
Learning Activities:
1. Blog Post
Write a blog post (add to Weebly site) comparing or
summarizing at least two readings and tweet it (use #OLTD)
2. Discussion Responses in D2L:
Pose a question from one of the readings in the discussion
group. Answer or comment on at least two other questions.
Choose two asynchronous tools and two synchronous tools.
How would you use them in your classroom? How would it
change or enhance what you already do?
Online Learning Opportunities
Discussion
An asynchronous discussion was created in D2L and was attended over
the week by members of our learning community. Our intention was to
create an environment to share, ask questions and invite others to
respond to the topic(s). As seminar leaders and moderators of the
conversations, we were aiming for engaging discourse and
new/interesting ideas among its members in order to build our
communities of practice.

Weebly Blog and Twitter
Members were asked to contribute a blog posting to their personal
Weebly site, which compared or summarized two of the readings from
the list provided
Learning Outcomes
Become familiar with common terms, definitions and
elements related to online learning tools (asynchronous and
synchronous)
Reflect on current research into the topic of online learning
tools
Respond to and positively engage in online discussion group
Share and reflect on personal experiences with using online
tools in the classroom (online or F2F)in discussion posts


Pre-Facilitation


A week-long seminar facilitation that captured ideas from
Chapter 3 of Karen Kears (2011), Online and Social Networking
Communities: A Best Practice Guide for Educators. In Chapter 3,
Tools for Online Learning Communities, the author
discusses both asynchronous and synchronous tools for
online learning, and focuses on ways in which these tools can
be utilized for learning. Our seminar directed participants to
demonstrate their understanding of these tools through
research, reflection, sharing and discussion with other
members of the online community. The activities were strictly
asynchronous due to specific circumstances, and when
mentioned to members of our online community, they
seemed agreeable and open to an asynchronous medium as it
provided them with some flexibility throughout the week.

Discussion Form Analysis
The discussion forum in D2L was dynamic and well-attended
by all members. There seemed to be genuine collegial
interaction, dialogue and learning going on; members
supported ideas of others, expressed ideas, asked questions,
and made their own meaning from the research. As
moderators we helped to field questions, provided input,
asked questions, and also shared ideas with group. We
attempted to moderate in a timely manner, but this wasnt
always possible. In the end, we were successful in our goal to
engage in conversations, build rapport, and to respond to all
discussion postings and Weebly blog postings.
Theory and Practice
I believe that the small group size was beneficial for engagement and provided the
added motivation to take an active part in the discussion postings. Ive noticed that
my own comfort level about communicating online has significantly increased with this
activity, perhaps due to the smaller group or related to the conversational tone of the
discussions (less academic). As well, along with a smaller group size comes less
anonymity, which aided in providing a sense of belonging to a community/group. For
most learners it is important to feel a sense of connection to the group as Kear (2011)
notes, it affects their learning and motivation (Ch. 6, p.4).

Social constructivist view that the process of collaboration facilitates learners building
understanding that wouldnt be possible in a solitary environment. As learning is a
social process, it is necessary that learning occur through interaction within social
communities (Lave and Wenger, 1991). These communities aid in learning through
developing identity as a member and taking part in the activities and practices of
that community (Kear, 2011, p. 46). The concentration on collaboration and shared
interaction within a learning community ensures that the focus is on contextualizing
knowledge and learning experiences.


Educational Theory and Practice
Good educational theory helps us to make solid judgments about education planning
and practices and their potential effectiveness. The planning of this seminar was firmly
cemented in education theory, whereby the social constructivist nature of the course
allowed for the learners to take an active role in knowledge construction; taking in to
account their personal connections and understanding of the topic and allowing them to
express themselves and learn from others within a social context.
In an online environment we are challenged to critically evaluate just how much of the
educational process can be composed of interaction, and to consider how much
interaction should take place synchronously or asynchronously. In our seminar, we
made the conscious decision to present the learning materials asynchronously, allowing
students to progress at their own pace and comfort level. Illustrating Bruners (1962)
social constructivist theory, in that the learner must take an active role in constructing
knowledge through contextual and collaborative or social learning activities, and
knowledge comprehension is only realized through the learners own personal
understanding (Kear, 2011, p. 29).


Theory and Practice
In Dave Cromiers (2008) theory of Rhizomatic Education, the teacher plays a
minor role as the primary source of knowledge, rather the learners bring as
much knowledge and information to the learning community, which in my
experience with the seminar, made for a richer environment, ripe for learning.
The seminar provided many opportunities for rich learning and authentic
discussions among peers. The online environment is an ideal venue for
constructing knowledge, sharing and discussing ideas. Members of the online
community were able to take the time to craft their thoughts in a meaningful
and thoughtful manner, and were willing to engage when they were provided
with activities in which related to their experience and interest. The
discussion activity about online tools was the most prolific discussion
strand, as most members had attempted to use both synchronous and
asynchronous tools in their classroom, and they were eager to discuss what
had worked. Learners kept up with the discussions and regularly contributed
ideas to each others writing adding to a fertile and collegial learning
community.

Future Considerations
I envision a teaching scenario that fully
encompasses a blended online learning
environment (online and face-to-face), with
both asynchronous and synchronous learning
experiences. The asynchronous nature of
online learning provides students and teachers
flexibility in learning, and allows students a
degree of control over the direction their
learning takes.
Future Considerations
Over the course of the seminar facilitations, there
were an abundance of ideas and learning
opportunities presented. I was often in awe and
envy of what my colleagues had created, but I also
recognize that I would have attempted more
creative activities given more free-time. I would
have played a more active role in the set-up
and design of the course if my timing was
better, but as I was in the midst of having a
baby during the planning stage.

Future Considerations
This experience reinforced the importance of
beginning a course with community building
activities in order to facilitate a social presence
among members. If I were to do this again, I
would begin with a community building activity
(icebreaker activity) in order to reduce the sense
of anonymity that comes with online learning,
and to set a positive tone in the online
community. As well, I would integrate a
synchronous learning activity, perhaps through
Collaborate or through a live Twitter feed.

Future Considerations
Social media offers a flexible and accessible
option for learning as many students are able
to access tools like Facebook or Twitter on
their cell phones; it is a perfect venue for
generating ongoing dialogue and directing
students to media and relevant information.
Future Considerations
The discussion board is an essential
asynchronous tool for online education as it
aids in critical thinking skills; it offers
individuals a tool through which they can
actively participate in shared discourse more
regularly and in a more thoughtful manner
than they would normally do in a face-to-face
instructional setting, and most importantly, it
helps to develop a sense of community among
its members.

Future Considerations

I would also employ the use of a collaborative tool
for learning (for example, Google Docs, Prezi) as
collaboration is beneficial for peer-to-peer
interaction and feedback.
Finally, for the final summation of the learning, a
survey tool is a great way to get informal feedback
from the learners, and it would be a powerful tool in
a classroom for identifying areas that students need
more clarification.