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.

1. Social media and e-coaching in
teaching
Steven Verjans, PhD
Scientific Centre for Teacher Research
Open Universiteit, The Netherlands
#SoMeDSV

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?
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3. 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
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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)
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6. 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)
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9. 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
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10. Where do social media come in to
this story?
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11. www.shakespeak.com
Prepare to vote; keep your phone ready!
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12. 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
Closed
TXT DSV Seminar - text box will be used to describe the different message sending methods.
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13. 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 you've 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,...
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Closed
Closed

14. Example 3
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18. Does this look familiar?
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19. Example 4
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20. OU studenten op Studienet
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21. En op FB
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22. 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
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23. 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
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24. What about the future?
Social media = disruptive tools for (e-)coaching?
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25. Example 5
http://japanologie.arts.kuleuven.be/
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27. What do you think about this?
Recognisable? Where’s the
coaching?
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28. 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)
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29. Salmon, G. (2000) – E-moderating
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30. Goodyear, P., Salmon, G. et al. (2001) - Roles involved in
online teaching
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31. 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
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32. 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)
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33. Trends / hypes in e-learning?
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34. MOOC?
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35. 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/
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36. Collaborative content curation?
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37. 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
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38. Flipped classroom?
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39. 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
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http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/

41. Trendrapporten
http://www.nmc.org/horizon-project
http://ftp.jrc.es/EURdoc/JRC66836.pdf
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42. 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
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43. 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
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44. Where does it end?
http://heloukee.wordpress.com/
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48. Result
• http://www.youtube.com/watch?v=qj9AGxYPD0A
• http://www.youtube.com/watch?v=lgY4f19KH0k
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49. That’s all, folks
http://www.ou.nl/
http://netvibes.com/sverjans

50. 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.
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51. 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
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