If you want to delve more deeply into the topic of Instructional Design, here are some links to more articles you can read:

Darabi et al. (2011) - Cognitive presence in asynchronous online learning: a comparison of four discussion strategies - compared 4 strategies: structured (discussion prompts), scaffolded (mentor questioning), debate and role play (analysis based on CoI PI scale)
Belcher et al. (2015) - An Analysis of Faculty Promotion of Critical Thinking and Peer Interaction within Threaded Discussions - this article looked for correlations between instructors' behaviours and students' discussion quality (based on Interaction Analysis model)

Kreijns et al. (2014) - Community of Inquiry: Social Presence Revisited - is a good intro to social presence and the COI model. The authors argue that the quality of interpersonal relations in a group ('social space') is the most important aspect of social presence, and apply this to virtual classrooms and norms of behaviour in an online space.
Gibbons, Andrew (2014) - Eight Views of Instructional Design and What They Should Mean to Instructional Designers - a reexamination of the use of instructional design models given the changes with technology and educational delivery

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Videos and Web Links:

Gilly Salmon has some interesting thoughts on the role of the e-moderator, relating to her 5 Stage Model.

The e-moderator has an invaluable role to play in the successful implementation of the five stage model of learning.

Stage 1 Access and Motivation - the e-moderators role is to welcome and encourage participants to interact,
Stage 2 Online Socialisation - familiarising and providing bridges between cultural, social and learning environments,
Stage 3 Information Exchange - facilitating tasks and supporting the use of learning materials
Stage 4 Knowledge Construction - facilitating process
Stage 5 Development - supporting and responding.

See the Five Stage Model page for more information about the E-moderators roles.

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RELATING TO BLOOM'S TAXONOMY