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| About the Authors and Acknowledgments | |
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| Introduction | |
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| What Is This Book About? | |
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| A New World of Teaching and Learning | |
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| Why This Book? | |
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| Who Will Benefit from Reading This Book? | |
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| What Will You Learn from This Book? | |
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| The Backdrop for This Book | |
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| Principles that Support Effective Moderating | |
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| Consortium Netcourses | |
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| International Netcourse Teaching Enhancement Coalition (INTEC) | |
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| Teacher Learning Conference (TLC) | |
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| Principles of Effective Moderating | |
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| Moderating Takes Place in Both a Professional and a Social Context | |
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| The Style of "Guide on the Side" (vs. "Sage on the Stage") is Most Appropriate for Leading a Virtual Learning Community | |
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| Online Moderation Is a Craft That Has General Principles and Strategies--Which Can Be Learned | |
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| The New Landscape | |
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| Negotiating Space: Forms of Dialogue and Goals of Moderating | |
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| Forms of Dialogue | |
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| Social Dialogue | |
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| Argumentative Dialogue | |
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| Pragmatic Dialogue | |
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| Key Facilitator Roles | |
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| The Facilitator as "Guide on the Side" | |
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| Moving Participants to a New Conceptual Level | |
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| Training Participants in a New Skill | |
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| Pyramid Model | |
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| The Facilitator as Instructor or Project Leader | |
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| Designing a Regular, Manageable Feedback Loop | |
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| The Facilitator as Leader of Group Process | |
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| Leading Introductory, Community-Building Activities | |
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| Providing Virtual "Hand Holding" to the Digitally Challenged | |
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| Acknowledging the Diversity of Participants' Backgrounds and Interests | |
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| Infusing Personality with Tone, Graphics, and Humor | |
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| Maintaining a Nurturing Pace of Responding | |
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| Keeping Up with the Pace That's Been Set | |
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| Organizing Posts and Discussion Threads | |
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| Balancing Private Email and Public Discussion | |
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| Healthy Online Communities | |
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| Functional Online Groups | |
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| Participants Post Regularly | |
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| The Online Community Meets Its Members' Needs, and Participants Express Honest Opinions | |
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| Participant-to-Participant Collaboration and Teaching Are Evident, and Spontaneous Moderating Occurs among the Participants | |
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| Reasonable Venting about Technology, Content, and Even the Facilitator Is Acceptable and Evident | |
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| Participants Show Concern and Support for the Community | |
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| Sharing Documents Online | |
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| A Caring Community | |
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| Keeping an Online Community Happy and Healthy | |
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| There's Too Little or Too Much Participation in the Course | |
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| The Course Is too Constructive | |
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| The Course Is too Personal or Impersonal | |
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| The Continuing Challenge of Maintaining Community Health | |
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| Voice | |
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| Introduction | |
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| The Landscape of Advanced Moderating Skills | |
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| A Palette of Voices | |
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| Generative Guide | |
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| Conceptual Facilitator | |
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| Reflective Guide | |
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| Personal Muse | |
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| Mediator | |
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| Role Play (Character Identification) | |
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| The Potential for Using Voices | |
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| Tone | |
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| What Does Tone Have to Do with It? | |
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| Selecting the Tone | |
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| Critical Thinking Strategies | |
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| Sharpening the Focus | |
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| Identifying the Direction of a Dialogue | |
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| Sorting Ideas for Relevance | |
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| Focusing on Key Points | |
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| Deepening the Dialogue | |
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| Full-Spectrum Questioning | |
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| Making Connections | |
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| Honoring Multiple Perspectives | |
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| Using Strategies and Voices: Why and How? | |
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| Roadblocks and Getting Back on Track | |
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| Hijacking the Dialogue | |
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| The Good Student | |
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| The Question Mill | |
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| Standing in the Middle | |
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| The Inquiry Advocate | |
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| Whoosh, It Went Right By | |
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| If I Do Nothing, They Will Inquire | |
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| Summaries vs. Landscapes | |
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| Letter from a Fellow Traveler | |
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| The Five-Cornered Intersection | |
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| Two Poles of Interaction | |
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| Epilogue: Evaluation of Success | |
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| Glossary | |
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| References | |