Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Social Media and e-coaching in teaching

1,014 views

Published on

Slideshow from a seminar held at Stockholm University's Dept. of Computer and System Sciences (http://dsv.su.se/) 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 (http://www.kks.se/) in the organisation of this seminar.

Published in: Education
  • Be the first to comment

Social Media and e-coaching in teaching

  1. 1. Social media and e-coaching in teaching Steven Verjans, PhD Scientific Centre for Teacher Research Open Universiteit, The Netherlands#SoMeDSV
  2. 2. 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
  3. 3. 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
  4. 4. 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
  5. 5. 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
  6. 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
  7. 7. Where do social media come in tothis story?DSV Seminar - 11-12-12Page 10
  8. 8. 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
  9. 9. 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.
  10. 10. 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
  11. 11. Example 3DSV Seminar - 11-12-12Page 14
  12. 12. DSV Seminar - 11-12-12Page 15
  13. 13. DSV Seminar - 11-12-12Page 16
  14. 14. DSV Seminar - 11-12-12Page 17
  15. 15. Does this look familiar?DSV Seminar - 11-12-12Page 18
  16. 16. Example 4DSV Seminar - 11-12-12Page 19
  17. 17. OU studenten op StudienetDSV Seminar - 11-12-12Page 20
  18. 18. En op FBDSV Seminar - 11-12-12Page 21
  19. 19. 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
  20. 20. 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
  21. 21. What about the future?Social media = disruptive tools for (e-)coaching?DSV Seminar - 11-12-12Page 24
  22. 22. Example 5http://japanologie.arts.kuleuven.be/DSV Seminar - 11-12-12Page 25
  23. 23. DSV Seminar - 11-12-12Page 26
  24. 24. What do you think about this?Recognisable? Where’s thecoaching?DSV Seminar - 11-12-12Page 27
  25. 25. 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
  26. 26. Salmon, G. (2000) – E-moderatingDSV Seminar - 11-12-12Page 29
  27. 27. Goodyear, P., Salmon, G. et al. (2001) - Roles involved inonline teachingDSV Seminar - 11-12-12Page 30
  28. 28. 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
  29. 29. 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
  30. 30. Trends / hypes in e-learning?DSV Seminar - 11-12-12Page 33
  31. 31. MOOC?DSV Seminar - 11-12-12Page 34
  32. 32. Massive Open Online Course• cMOOC – Siemens, Downes, Couros, de Waart – Connectivist MOOCs• xMOOC – Stanford, MIT, Coursera, edX – Lecture MOOCs http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/DSV Seminar - 11-12-12Page 35
  33. 33. Collaborative content curation?DSV Seminar - 11-12-12Page 36
  34. 34. Wat is content curation?• Aggregation – http://paper.li/sverjans• Curation – http://www.scoop.it/u/sverjans#pg=1&mi=topics&si=followe d&panel=followedPanel – http://www.scoop.it/u/sverjans – http://storify.com/catherinecronin/what-it-takes-to-teach- onlineDSV Seminar - 11-12-12Page 37
  35. 35. Flipped classroom?DSV Seminar - 11-12-12Page 38
  36. 36. 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. – http://www.scoop.it/t/flippingtheclasslearnDSV Seminar - 11-12-12Page 39
  37. 37. DSV Seminar - 11-12-12 Page 40http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/
  38. 38. Trendrapporten http://www.nmc.org/horizon-projecthttp://ftp.jrc.es/EURdoc/JRC66836.pdf DSV Seminar - 11-12-12 Page 41
  39. 39. 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
  40. 40. 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
  41. 41. Where does it end?http://heloukee.wordpress.com/DSV Seminar - 11-12-12Page 44
  42. 42. DSV Seminar - 11-12-12Page 45
  43. 43. DSV Seminar - 11-12-12Page 46
  44. 44. DSV Seminar - 11-12-12Page 47
  45. 45. Result• http://www.youtube.com/watch?v=qj9AGxYPD0A• http://www.youtube.com/watch?v=lgY4f19KH0kDSV Seminar - 11-12-12Page 48
  46. 46. That’s all, folks http://www.ou.nl/http://netvibes.com/sverjans
  47. 47. 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
  48. 48. 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. http://dspace.ou.nl/handle/1820/1900DSV Seminar - 11-12-12Page 51

×