5 Stage Model
Gilly Salmon
Gilly Salmon
5 Stage Model
Access and Motivation
Stage
Stage 1
Individual access and the induction of participants into online learning are essential prerequisites for online conference participation.
Try to avoid the “Post your first message here and say who you are” type of message. It will frighten some of the participants.
Stage 1 – Access and motivation:
E-activities need to concentrate on providing explicit motivation and set the pace and rhythm.
E-activities need to be designed carefully to enable the participants to find their way around the online learning platform whilst taking part irrelevant and authentic tasks.
The participants might be nervous at this stage about how participants are expected to behave and who is online with them. Make a start on e-activities that address these concerns and help people to feel more comfortable.
Socialization
Stage
Stage 2
Involves individual participants establishing their online identities and then finding others to whom they interact.
Stage 2
Provide practice, practice and practice – not in the technology, but in working together. Relate e-activities to the traditions of the discipline because this provides the important cultural context for learning and makes later knowledge construction easier to achieve.
E-activities at stage 2 need to focus on enabling participants to relate to a few others and on reasonable stretching tasks. E-tivities at this stage should provide ways of knowing who else is in the shared space and how this knowledge can be used to guide participants’ work.
.
Information Exchange
Stage
Stage 3
Participants engage in mutual exchange of information. Up to and including stage 3, a form of co-operation occurs whereby each person supports the other participants’ goals.
Stage 3
Later e-activities at stage 3 can look towards more co-operation and support for each person’s needs and objectives. At this stage you can experiment with the structure of groups and the techniques for group working. (for example: Each group has an assigned task which culminates in a plenary debate).
E-activities at stage 3 should have a strong task and action focus. Use stage 3 e-tivities for prioritizing content, enabling participants to impart information to each other and explain and clarify. They should be shown how to provide feedback to each other and explain and clarify.
They should be shown how to provide feedback to each other in the spirit of deepening understanding. This will help them prepare to move to stage 4 e-activities.
E-activities at stage 3 may focus on exploring co-ordination and communication between the participants so that each participant work towards his or her own objectives within the overall e-activity
Knowledge Construction
Stage
Stage 4
Course-related group discussions develop and the interaction becomes more collaborative. Knowledge construction and working towards a group goal. Collaboration requires an active sharing of information and intellectual resources amongst the participants.
Arrived at stage 4 the students should now be able to become adapted to working online, managing their time and at working with each other.
Stage 4
Objectives at stage 4 can be related to broadening understanding, providing different viewpoints and perspectives and examples. Avoid specifying in advance exactly what has to be learnt at this point, but ground e-activities in real-world contexts.
At stage 4 you can move increasingly towards peer-directed e-tivities and participant work teams. You could try, for instance, defining a group outcome, or asking the group to provide its own goal and objectives and give directions on how to collaborate.
Access and Motivation
Stage
E-activities here can be about gaining self-insight and on reflecting and making judgements on the experience and the knowledge surfaced and built.
Stage 5
To develop e-activities that enable evaluation and critique of all kinds. Ask participants to demonstrate their ability to work with content and defend their own judgements.
Encourage them to explore their meta-cognitive awareness of positions they adopt – for example: How did you arrive at that position? Or which is better and why? Don’t forget to explore feelings and emotions about learning, as an experience of the topics.
Stage 5
Participants look for more benefits from the system to help them achieve personal goals and reflect on the learning processes.
5 Stage Model Gilly Salmon
Thanks!
5 Stage Model
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Created on October 1, 2021
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Transcript
5 Stage Model
Gilly Salmon
Gilly Salmon
5 Stage Model
Access and Motivation
Stage
Stage 1
Individual access and the induction of participants into online learning are essential prerequisites for online conference participation.
Try to avoid the “Post your first message here and say who you are” type of message. It will frighten some of the participants.
Stage 1 – Access and motivation:
E-activities need to concentrate on providing explicit motivation and set the pace and rhythm.
E-activities need to be designed carefully to enable the participants to find their way around the online learning platform whilst taking part irrelevant and authentic tasks.
The participants might be nervous at this stage about how participants are expected to behave and who is online with them. Make a start on e-activities that address these concerns and help people to feel more comfortable.
Socialization
Stage
Stage 2
Involves individual participants establishing their online identities and then finding others to whom they interact.
Stage 2
Provide practice, practice and practice – not in the technology, but in working together. Relate e-activities to the traditions of the discipline because this provides the important cultural context for learning and makes later knowledge construction easier to achieve.
E-activities at stage 2 need to focus on enabling participants to relate to a few others and on reasonable stretching tasks. E-tivities at this stage should provide ways of knowing who else is in the shared space and how this knowledge can be used to guide participants’ work. .
Information Exchange
Stage
Stage 3
Participants engage in mutual exchange of information. Up to and including stage 3, a form of co-operation occurs whereby each person supports the other participants’ goals.
Stage 3
Later e-activities at stage 3 can look towards more co-operation and support for each person’s needs and objectives. At this stage you can experiment with the structure of groups and the techniques for group working. (for example: Each group has an assigned task which culminates in a plenary debate).
E-activities at stage 3 should have a strong task and action focus. Use stage 3 e-tivities for prioritizing content, enabling participants to impart information to each other and explain and clarify. They should be shown how to provide feedback to each other and explain and clarify.
They should be shown how to provide feedback to each other in the spirit of deepening understanding. This will help them prepare to move to stage 4 e-activities. E-activities at stage 3 may focus on exploring co-ordination and communication between the participants so that each participant work towards his or her own objectives within the overall e-activity
Knowledge Construction
Stage
Stage 4
Course-related group discussions develop and the interaction becomes more collaborative. Knowledge construction and working towards a group goal. Collaboration requires an active sharing of information and intellectual resources amongst the participants.
Arrived at stage 4 the students should now be able to become adapted to working online, managing their time and at working with each other.
Stage 4
Objectives at stage 4 can be related to broadening understanding, providing different viewpoints and perspectives and examples. Avoid specifying in advance exactly what has to be learnt at this point, but ground e-activities in real-world contexts.
At stage 4 you can move increasingly towards peer-directed e-tivities and participant work teams. You could try, for instance, defining a group outcome, or asking the group to provide its own goal and objectives and give directions on how to collaborate.
Access and Motivation
Stage
E-activities here can be about gaining self-insight and on reflecting and making judgements on the experience and the knowledge surfaced and built.
Stage 5
To develop e-activities that enable evaluation and critique of all kinds. Ask participants to demonstrate their ability to work with content and defend their own judgements.
Encourage them to explore their meta-cognitive awareness of positions they adopt – for example: How did you arrive at that position? Or which is better and why? Don’t forget to explore feelings and emotions about learning, as an experience of the topics.
Stage 5
Participants look for more benefits from the system to help them achieve personal goals and reflect on the learning processes.
5 Stage Model Gilly Salmon
Thanks!