Moderation Guidelines
Q: Why integrate student moderation?
A: Teaching and Learning are no longer about the just subject and just imparting knowledge, it is developing the whole person, it is holistic, encompassing and immensely fulfilling in learning environments.
These moderation guidelines are for your reference. The guidelines and tips provided were compiled from previous students' experiences and recommendations. These guidelines must be applied within the appropriate context, they may not apply to all situations.
Generally speaking, the purpose and responsibilities of moderators of include stimulating discussion, adding pedagogical comment, making critical thinking/discussion, and weaving and summarizing discussions. In other words, moderators should assist participants in sharpening the focus of the dialogue, and help them dig deeper into the dialogue.
The intent of online discussion:
To arouse interest and curiosity
To focus attention on an issue
To stimulate learners to ask questions
To diagnose specific learning difficulties
To encourage reflection and self-evaluation
To promote thought and the understanding of ideas.
To review content already learned.
To help recall specific information.
To reinforce recently learned material.
To manage or remind students of a procedure.
To teach via student answers.
To probe deeper after an answer is given (Borich, 2011)
Post the questions that are important and are not covered by the instructor’s discussion questions. (ETC545 students do not need to post discussion questions.)
Use open-ended questions.
The appropriate number is two to three questions.
It is recommended that you check the discussions as frequently as possible during the time you are moderating. Pointing out questions or issues that haven’t been responded to.
Make sure that all students participate regularly in the discussions . If you find that someone is not participating it is appropriate to e-mail the person individually with a warm message and invite them to become active discussion participants.
If you feel certain questions have been well discussed you can evolve and post new questions or advance the discussion to different levels in the second week of the lesson (This doesn't apply to ETC645). Critical thinking is important so you must challenge yourself and challenge all class members.
Generate a more social dialogue and a pragmatic dialogue. Argumentative dialogue should be discouraged.
Clarifying the messages if the postings are not clear to you. Do not assume! It may cause misunderstanding. It is necessary to think that people don't press offensively.
Ensure that participants feel welcome, and safe; and, model the use of the virtual medium to minimize miscommunication. Appropriate tones are: Nurturing, Humorous, Imaginative, Neutral, Curious, Analytical, Informal, and Whimsical.
A system of multiple leaders who rotate in taking the lead can be useful strategy to conduct team moderation.
Summarizing and synthesizing postings to draw together main themes.
Healthy discussions will:
Carry a sense of community ,
Regular participation by community members
The online community meets its members’ needs, and participants express honest opinions,
Participant-to-participant collaboration and teaching are evident, and spontaneous moderating occurs among the participants,
Reasonable venting about technology, content, and even the facilitator is acceptable and evident; and
Participants show concern and support for the community.
If you are not sure of something, it is better to consult with the instructor.
Reference:
Borich, G. D. (2011). Effective Teaching Methods: Allyn & Bacon
This guideline is prepared by Chih-Hsiung Tu, Ph.D.