At this stage the participant start to interact with each other, often in highly exposed and participative ways. The acts of formulating and writing down an idea or understanding and reading and responding to peers is a collaborative act. At this stage, very active learning, especially the widening and appreciation of differing perspectives, sharing of information and understanding of application of concepts and theories happens very obviously as conferences unfold and develop. If interactive conferencing and the building of shared practice is desired through online working, the role of the conference e-moderator became important at this stage. At this stage, participants become responsible for their own learning through the online opportunities and need little support beyond what is already available.
Learners often become most helpful as guides to newcomers to the system.
I therefore believe that training to work online should take place through the medium itself and this has the huge advantage of being much lower cost and effective than face to face training. Throughout the design processes, it is essential to stay alert to the notion of training for practice, given that it would be very easy to reduce the experience to one of teaching software skills. It is therefore important to build in mechanisms and activities to ensure that users actually take part at each level of the online opportunities. To enable this to happen productively in the online environment is extremely important for supply chains since much of the informal knowledge of workers will be generated and transmitted in this way. Induction for participants and training for e-moderators takes place in the environment itself.