Social Media and e-coaching in teaching
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Social Media and e-coaching in teaching



Slideshow from a seminar held at Stockholm University's Dept. of Computer and System Sciences ( on December 11th 2012. The topic dealt with e-coaching of online/blended learners and ...

Slideshow from a seminar held at Stockholm University's Dept. of Computer and System Sciences ( on December 11th 2012. The topic dealt with e-coaching of online/blended learners and the potential role of social media.
I would like to acknowledge the kind support of the Knowledge Institute ( in the organisation of this seminar.



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Social Media and e-coaching in teaching Social Media and e-coaching in teaching Presentation Transcript

  • Social media and e-coaching in teaching Steven Verjans, PhD Scientific Centre for Teacher Research Open Universiteit, The Netherlands#SoMeDSV
  • Virtual mobility anecdote • Student at Haagse Hogeschool • Elective online course at Sheffield Hallam Uni • Group research project: Interviews about e- learning • Situation: – misinterpreted assignment, – now has only 4 days to rectify situation – NL-mentor does not understand problem – UK-teacher will not change assignment • Contacts me: What can I do?DSV Seminar - 11-12-12Page 2
  • Social media and e-coaching in teachingOVERVIEW• E-coaching examples• Social media: new tools for e-coaching?• Characteristics of learning situations• E-coaching competences in the literature• Trends in e-learningDSV Seminar - 11-12-12Page 3
  • Example 1 – Eliseleren & Toll-Net• Online in-service training course for teachers about technology supported learning• Characteristics – Group-based learning (15 students & 2 active e-coaches) – Strict pacing (8 modules in 10 weeks) – Group-centric learning (Tasks lead to sharing experiences) – Non-formal learning (Only certificate of attendance) – Post-initial (Professional & academic teachers) – Mainly online (Introduction & conclusion face2face) – Mainly asynchronous (Few web meetings)DSV Seminar - 11-12-12Page 4
  • Example 2: “E-Learning: wat, waarom en hoe”• Course module (4,3 ECTS) at Open Universiteit within Master of Educational Science• Characteristics – Individual learning (Limited group support, passive e-coach) – Any time, any pace (Start at any time, exam at any time) – Content-centric learning (5 study tasks) – Formal learning (course certificate) – Initial or post-initial (mainly professionals +35) – Distance & online (Paper-based and online) – Mainly asynchronous (Monthly virtual classroom)DSV Seminar - 11-12-12Page 6
  • Characteristics of learning situations• Groups vs. Individual• Pacing (cohorts) vs. Any time, any pace• Content-centric vs. Group-centric vs. Teacher-centric• Formal learning vs. Non-formal learning• Initial vs. Post-initial• Distance/online vs. Blended• Synchronous vs. Asynchronous Match learning situation with appropriate e-coaching competencesDSV Seminar - 11-12-12Page 9
  • Where do social media come in tothis story?DSV Seminar - 11-12-12Page 10
  • www.shakespeak.comPrepare to vote; keep your phone ready! TXT 1 2 The text on this slide will instruct your audience on how to vote. Internet text will only appear once you start a free or a credit session. This 1 2 Please note that the text and appearance of this slide (font, size, colour, etc.) cannot be changed. Twitter 1 2 DSV Seminar - 11-12-12 Voting is anonymous Page 11
  • Do you think social media can or should play a role in e- coaching? A. Social media is just a hype that is used informally. It has no use in teaching or learning. B. Social media can play a role, but I do not think universities should use them. C. Social media should play a role in e-coaching, because our students use social media to communicate. # votes: 0 # votes: 0 Closed ClosedTXT DSV Seminar - text box will be used to describe the different message sending methods. This 11-12-12Internet 12 Page The applicable explanations will be inserted after you have started a session.Twitter It is possible to move, resize and modify the appearance of this text box.
  • Do you think social media can or should play a role in e-coaching? We will set these example results to zero once Social media is just a youve started your session and your slide show. A. hype that is used 33.3% informally. It... In the meantime, feel free to change the looks of your results (e.g. the colors). Social media can play B. a role, but I do not 66.7% think universities... Social media should C. play a role in e- 100.0% coaching,...DSV Seminar - 11-12-12Page 13 Closed Closed
  • Example 3DSV Seminar - 11-12-12Page 14
  • DSV Seminar - 11-12-12Page 15
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  • Does this look familiar?DSV Seminar - 11-12-12Page 18
  • Example 4DSV Seminar - 11-12-12Page 19
  • OU studenten op StudienetDSV Seminar - 11-12-12Page 20
  • En op FBDSV Seminar - 11-12-12Page 21
  • What are the characteristics of this learning situation• Groups vs. Individual?• Pacing (cohorts) vs. Any time, any pace?• Content-centric vs. Group-centric vs. Teacher-centric?• Formal learning vs. Non-formal learning?• Initial vs. Post-initial?• Distance/online vs. Blended?• Synchronous vs. Asynchronous? Match learning situation with appropriate e-coaching competencesDSV Seminar - 11-12-12Page 22
  • What about the future?Social media = New tools for e-coaching• Create virtual familiarity – Blogging – Microblogging – Social networking• Share content – Social bookmarking – Slides, photos, videos – Documents, publications• Be available on IM – Skype, MSN, GTalkDSV Seminar - 11-12-12Page 23
  • What about the future?Social media = disruptive tools for (e-)coaching?DSV Seminar - 11-12-12Page 24
  • Example 5 Seminar - 11-12-12Page 25
  • DSV Seminar - 11-12-12Page 26
  • What do you think about this?Recognisable? Where’s thecoaching?DSV Seminar - 11-12-12Page 27
  • E-Coaching competences in the literature• 5-stage model (Salmon, 2000, Move-IT webinar, May 13, 2010)• Roles involved in online teaching (Goodyear, Salmon, et al. 2001)• Classification of online tutor competencies (Reid, 2002)DSV Seminar - 11-12-12Page 28
  • Salmon, G. (2000) – E-moderatingDSV Seminar - 11-12-12Page 29
  • Goodyear, P., Salmon, G. et al. (2001) - Roles involved inonline teachingDSV Seminar - 11-12-12Page 30
  • Reid, D. (2002) - Classification of online tutorcompetencies1. Technical knowledge • Attitude, choice, resources, support, use2. Content expertise • Find/share resources, analyse questions, formulate tasks3. Process facilitation • Understand social process, communicate online, support4. Evaluation • Assessment, feedback, monitoring5. Course management • Administer, access, enrollDSV Seminar - 11-12-12Page 31
  • Toll-Net guidelines (Verjans, De Pauw, Jacobs 2008)• Stay up-to-date (as a professional)• Coach-em (your students)• Don’t be afraid to experiment (as a professional)• Give feedback (to your students)• Work together (with your peers/colleagues)• Plan and set limits (for yourself and your students)DSV Seminar - 11-12-12Page 32
  • Trends / hypes in e-learning?DSV Seminar - 11-12-12Page 33
  • MOOC?DSV Seminar - 11-12-12Page 34
  • Massive Open Online Course• cMOOC – Siemens, Downes, Couros, de Waart – Connectivist MOOCs• xMOOC – Stanford, MIT, Coursera, edX – Lecture MOOCs Seminar - 11-12-12Page 35
  • Collaborative content curation?DSV Seminar - 11-12-12Page 36
  • Wat is content curation?• Aggregation –• Curation – d&panel=followedPanel – – onlineDSV Seminar - 11-12-12Page 37
  • Flipped classroom?DSV Seminar - 11-12-12Page 38
  • Flipped classroom• Instruction online (home): recorded lectures, exercises, etc. – And other online learning materials available• F2F moment: apply / practice / process• Very trendy at the moment notably in the U.S. – Seminar - 11-12-12Page 39
  • DSV Seminar - 11-12-12 Page 40
  • Trendrapporten DSV Seminar - 11-12-12 Page 41
  • Future of learning (Nov 2011)• CORE of learning – Personalisation – Collaboration – Informalisation (informal learning)• Central learning paradigm – Lifelong and life-wide learning – Shaped by ubiquitous presence of ICT  Fundamental shiftDSV Seminar - 11-12-12Page 42
  • NMC Horizon Report 2012 – Higher education• 1 year or less – Mobile apps – Tablet computing• 2-3 years – Game-based learning – Learning analytics• 4-5 years – Gesture-based computing – Internet of thingsDSV Seminar - 11-12-12Page 43
  • Where does it end? Seminar - 11-12-12Page 44
  • DSV Seminar - 11-12-12Page 45
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  • DSV Seminar - 11-12-12Page 47
  • Result•• Seminar - 11-12-12Page 48
  • That’s all, folks
  • References• Eliseleren – Cannaerts, M., Vandeput, L., Erlingen, G., Vandeven, L., Truyen, F., Goethals, M., et al. (2005). ELISE - Online in-service teacher training. Paper presented at the EDEN 2005 Annual Conference, Helsinki. – Cannaerts, M., Wambeke, T., & Verjans, S. (2007). Integrating social software in an online e-learning course for teachers. Paper presented at the EDEN 2007 Annual Conference, Naples, Italy.• Toll-Net – De Pauw, S., & Verjans, S. (2009). Toll-net: samenwerken aan e-leren en gecombineerd leren voor volwassenen ICT en onderwijsvernieuwing (Vol. 20, pp. Onderwijs en leren - Afstandsleren en ICT - Gecombineerd onderwijs 4 / 83-106). Mechelen: Wolters Plantyn.DSV Seminar - 11-12-12Page 50
  • References – Salmon, G. (2000). E-Moderating: The Key to Teaching and Learning Online (Open and Distance Learning Series): Taylor & Francis Group. – Goodyear, P., Salmon, G., Spector, J., Steeples, C., & Tickner, S. (2001). Competences for online teaching: A special report. Educational Technology Research and Development, 49(1), 65-72. – Reid, D. (2002). A Classification Schema of Online Tutor Competencies. Paper presented at the Proceedings of the International Conference on Computers in Education. – Verjans, S., De Pauw, S., & Jacobs, L. (2008). Ontwikkelprofiel e-lesgever volwasseneneducatie. Report presented at the "E-lesgever, wat een crack!", Toll-shops held November, 4, 2008, Diest, Belgium; November, 17, 2008, Roeselare, Belgium; November, 25, 2008, Temse, Belgium. Seminar - 11-12-12Page 51