80:20 for e-moderators

Salmon, Gilly (2006) 80:20 for e-moderators. In: The challenge of ecompetence in academic staff development. CELT, NUI Galway, Galway, Republic of Ireland, pp. 145-154. ISBN 9780955169816

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Around the Millennium, I published my book, E-Moderating [1]. Soon after, with a colleague, David Shepherd, we started to offer online courses for any teacher, tutor,
facilitator or group leader who wished to experience and explore the skills needed in the virtual environment for
him or herself (see www.atimod.com). Then I wrote about designing for online groupwork [2], aimed at a similar audience, and we began a short online ‘E-tivities
course’. The 2nd edition of E-Moderating [1] was then updated, as e-moderators everywhere tried out the ideas and
let me know how it was going. To my astonishment, by 2006 more than one thousand people had taken part in online e-moderating courses and more than 20,000 have bought and apparently read and used the books. Many people used the medium itself to give feedback and comments to David and
me on how they’ve adapted and applied the ideas on designing for participation and intervening for learning in low cost, online and asynchronous group environment and their special contexts. At every e-learning conference, I found commentary and exploration reported. On review and reflection from all the feedback, I realised that the 80:20 rule applies to e-moderating. The 80:20 principle suggests that there may be an inherent imbalance between cause and effect, effort and reward, inputs and outputs and that imbalance tends to the ratio of 80:20. The 80:20 principle is a very simple approximation of the value of work, but it seems to hold true pretty often for us. So, I began to ask my correspondents and visitors: 'do you know which 20% of our e-moderating work produces 80% of the results?' What follows is a summary of many ideas based on those years of feedback.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Author retains copyright.
Faculty/School / Institute/Centre: Historic - Australian Digital Futures Institute (8 Dec 2010 - 6 Jul 2016)
Faculty/School / Institute/Centre: Historic - Australian Digital Futures Institute (8 Dec 2010 - 6 Jul 2016)
Date Deposited: 02 Oct 2011 06:16
Last Modified: 19 Sep 2016 03:20
Uncontrolled Keywords: educational technology; higher education; training teachers; tertiary; education science; learning technology; e-learning
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
08 Information and Computing Sciences > 0806 Information Systems > 080608 Information Systems Development Methodologies
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390405 Educational technology and computing
39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
46 INFORMATION AND COMPUTING SCIENCES > 4609 Information systems > 460905 Information systems development methodologies and practice
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
URI: http://eprints.usq.edu.au/id/eprint/18862

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