Open for Learning: Supporting Coach Development Online

Keith Lyons, David Legg and Stephen Price

Balmorals Composing Songs (National Library of Scotland, no known copyright restrictions)

Canadian educators have been at the forefront of the development of open online courses.

The appearance of the first Massive Open Online Courses (MOOCs) in 2008 provided remarkable opportunities for learners to connect and cooperate.

This presentation reports the use of Canadian-inspired connectivist approaches to online learning in Australian and Canadian contexts.

Introduction

The Connectivism Store (Alan Levine, CC BY-SA 2.0)

An OpenLearning platform was used to connect Box’Tag coaches in a small open online course (SOOC) in February 2013.

This presentation outlines the progress of the course from conceptualisation to post-course evaluation.

It discusses the potential of open learning approaches to connect coaches.

It considers synchronous and asynchronous approaches to the provision of learning opportunities.

The paper draws attention to the importance of community drivers and technology stewards in the flourishing of those engaged with the course.

The paper also addresses how open learning opportunities will transform coaches’ personal learning environments and their continuing professional development.

Australian Example: A Box’Tag SOOC

OpenLearning

Introduction to Box’Tag

Introduction to Box’Tag Course Outline

OpenLearning platform

A small open online course (SOOC) in February 2013.

Conceptualisation to post-course evaluation.

Connecting coaches.

Synchronous and asynchronous learning opportunities.

Community drivers and technology stewards.

Transforming coaches’ personal learning environments and their continuing professional development.

Box’Tag SOOC