Social Media and e-coaching in teaching

Social media and e-coaching in teaching

Steven Verjans, PhD

Scientific Centre for Teacher Research

Open Universiteit, The Netherlands

#SoMeDSV

DSV Seminar - 11-12-12Page 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?


Social media and e-coaching in teaching

OVERVIEW

• E-coaching examples

• Social media: new tools for e-coaching?

• Characteristics of learning situations

• E-coaching competences in the literature

• Trends in e-learning


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)


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)


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 competences


Where do social media come in to this story?


www.shakespeak.comPrepare to vote; keep your phone ready!

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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.

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Do you think social media can or should play a role in e- coaching?

A.

B.

C.

Social media is just a hype that is used informally. It...

Social media can play a role, but I do not think universities...

Social media should play a role in e- coaching,...

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Example 3





Does this look familiar?


Example 4


OU studenten op Studienet


En op FB


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 competences


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, GTalk


What about the future? Social media = disruptive tools for (e-)coaching?


Example 5 http://japanologie.arts.kuleuven.be/

http://japanologie.arts.kuleuven.be/



What do you think about this? Recognisable? Where’s the coaching?


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)


Salmon, G. (2000) – E-moderating


Goodyear, P., Salmon, G. et al. (2001) - Roles involved in online teaching


Reid, D. (2002) - Classification of online tutor competencies

1. Technical knowledge• Attitude, choice, resources, support, use

2. Content expertise• Find/share resources, analyse questions, formulate tasks

3. Process facilitation• Understand social process, communicate online, support

4. Evaluation• Assessment, feedback, monitoring

5. Course management• Administer, access, enroll


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)


Trends / hypes in e-learning?


MOOC?


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/


Collaborative content curation?


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- online

http://paper.li/sverjans

http://www.scoop.it/u/sverjans#pg=1&mi=topics&si=followed&panel=followedPanel

http://www.scoop.it/u/sverjans#pg=1&mi=topics&si=followed&panel=followedPanel

http://www.scoop.it/u/sverjans

http://storify.com/catherinecronin/what-it-takes-to-teach-online

http://storify.com/catherinecronin/what-it-takes-to-teach-online


Flipped classroom?


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/flippingtheclasslearn

http://www.scoop.it/t/flippingtheclasslearn


http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/


Trendrapporten

http://ftp.jrc.es/EURdoc/JRC66836.pdf

http://www.nmc.org/horizon-project

http://ftp.jrc.es/EURdoc/JRC66836.pdf

http://www.nmc.org/horizon-project


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 shift


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 things


Where does it end? http://heloukee.wordpress.com/

http://heloukee.wordpress.com/2011/12/11/running-a-module-as-an-arg-a-k-a-the-rufi-franzen-mystery/





Result

• http://www.youtube.com/watch?v=qj9AGxYPD0A

• http://www.youtube.com/watch?v=lgY4f19KH0k

http://www.youtube.com/watch?v=qj9AGxYPD0A

http://www.youtube.com/watch?v=lgY4f19KH0k

That’s all, folkshttp://www.ou.nl/

http://netvibes.com/sverjans


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.


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/1820/1900

http://dspace.ou.nl/handle/1820/1900