05.+Design+Elements

 = Design Elements = = =  In designing a learning community, design elements alone cannot define how learning will occur, rather, they can provide an infrastructure which attempts to determine learners' needs in an effort to enable and encourage learning. In designing **e dut weet** the structure around the central tool, Twitter, has been kept relatively flexible with the intent that learners make use of the tools most valuable to them. **edutweet** has been designed with the following key considerations in mind:
 * learner profile and readiness;
 * role of the moderator; and
 * nature of learning activities.

The learners in **e dut weet** will have varied profiles because of the nature of the group. It can be assumed that the group will share a mutual interest in learning online using social technologies.
 * Learner Profile and Readiness**

Because of the varied learner profile, learner readiness will need to be assessed at the outset of the course. The moderator will be expected to adjust their behaviour according to participant needs, and activities <span style="color: rgb(0, 0, 0);">centred around diversity early in the course will help make participants aware of the varied needs, origins and perceptions in the group.

The role of the moderator is critical to a successful learning environment as<span style="color: rgb(0, 0, 255);"> through their dedication to creating a collaborative learning environment,<span style="color: rgb(0, 0, 255);"> knowledge is collectively constructed for the benefit of the community on the basis of participation in a trusting environment. In creating a successful learning environment, a balance between technological assistance and moderating needs to be achieved by supporting the<span style="color: rgb(0, 0, 255);"> community's technological needs in a way that supports the development and activity of the community (Salmon 2002, White 2007, Jolly et al 2009). To be successful, a moderator needs to:
 * Role of the Moderator**
 * have organisational commitment (Jolly et al 2009);
 * move the class ahead when discussions are circular (Shor 1980);
 * act as a mediator, balancing inherent individual and group tensions to remain focused (White 2007, Shor 1980);
 * evaluate community performance with respect to own actions;
 * adjust moderation techniques according to community and individual needs (Salmon 2002);
 * promote discussion using techniques in accordance with development (Salmon 2002);
 * create a safe and positive learning environment (Anderson 2008);
 * engage learners with content and each other through facilitation (Ally 2008)<span style="color: rgb(0, 0, 0);">; and
 * acts as a convenor, bringing the class together as needed (Shor 1980).

Learning activities will vary through the progression of the community, which aims to address the need for openness and participation through a staged approach which aligns with social penetration theory's assertion that openness in social exchange is a staged process (Saunders 2008). The model below is based on Salmon's five stage framework (2002) and is a sample of what is anticipated to be a natural progression through the course according to needs and participant outcomes, as aligned with activities within the course. It is expected that learner progress through the community will not be uniform, and will depend on a variety of factors, most namely;
 * Nature of Learning Activities**
 * motivation (Saunders 2008);
 * comfort with disclosure (Saunders 2008)
 * online experience (Brennan 2003);
 * learning experience (Brennan 2003)<span style="color: rgb(0, 0, 0);">; and
 * actual experience throughout the course (Salmon 2002).

As can be seen in the model below, it is anticipated that established community members along with the moderator, may assist with supporting more recent community members. <span style="color: rgb(0, 0, 255);"> <span style="color: rgb(0, 0, 255);">