#SCP12: The Expert Pedagogue

This week we are discussing characteristics of an Expert Pedagogue in the Sport Coaching Pedagogy unit at the University of Canberra.

This is the SlideCast for the presentation:

During the presentation I intended to discuss the contribution of three people to the consideration of expert pedagogy:

In 2001, John Wooden gave a TED talk. I thought this was a fascinating video of someone who had been teaching and coaching since the 1930s.

I wrote about Coach Wooden in 2010 shortly after his death. In that post I included Bill Dwyre’s reminiscence:

On Oct. 14, 2000, he will be 90 years old. Yet he walks me out, shuffling alongside and making sure the gate is open and that I can find my way comfortably. My comfort is his. As I drive away, I remember something he told me weeks ago, a quote from Mother Teresa that he found meaningful: “A life not lived for others is not a life.” And I find myself wondering if there really is another one like him out there, or if this really is as good as it gets.

Bill’s observation took me back to another post I had written about humility and leadership. But that is a topic for another day!

Communication, Social Media and the Coach

I am meeting with Robin McConnell‘s undergraduate Advanced Coaching Studies’ group on 29 April.

My discussion topic is Communication, Social Media and the Coach.

This blog post is the start of a conversation with the group in advance of the meeting.

I am keen to discuss:

  1. Coach and athlete communication.
  2. Opportunities provided by social media to share ideas and discuss performance.
  3. Augmented information.

This blog has a number of posts on these topics. I am hopeful that the students coming to the meeting have an opportunity to look at:

There are many more posts that might be of interest (and some SlideShare presentations) but I am keen to explore how students in the group engage with social media and cloud computing. I will be asking about slow reading too (Kingsley, 2010). I will recommend SIRC’s excellent social media resource and mention Wirearchy via Harold Jarche’s post Social Learning, Complexity and the Enterprise. I will point to Tom Slee’s post on social media (via Kent Anderson), Jason Kramer-Duffield’s discussion of communication ecologies and evidence about the Internet and civil society. Brian Solis posted about the social genome in his discussion of The Three C’s of Social Networking (consumption, curation, creation).

A recent report from Canada (2011) points out that:

Cloud computing is a loose and evolving term generally referring to the increasing use of computer applications that are web-based. A cloud-based application does not need to be downloaded to a user’s computer or institutional servers, and the data used by the application and inputted by the user is housed on servers elsewhere. The application works remotely: it’s not physically present, it could be anywhere in the world (hence the term “in the cloud”).

Social media applications are by definition cloud-based: Facebook, MySpace, Twitter, Blogging services like WordPress.com, Blogger, Tumblr or Posterous, or link sharing sites like StumbleUpon, Digg. Any individual may sign on and start using such services independent of their institutional affiliations.

The students in the group will graduate this year at a remarkable time. As coaches in a digital age they will become produsers of learning resources that can have profound impacts on personal learning environments.The scale of this age is indicated by Gary Hayes’ Social Media Counts (13 April 2011):

(For an alternative set of metrics see Is Social Media Ruining Students?)

I hope to end our discussions on with a consideration of leadership behaviours that will resonate with Robin’s discussion throughout the unit. I hope too that we can explore the role augmented information plays in short, medium and long-term coach-athlete relationships.

I will be suggesting that the students follow up on a great case study of the use of social media. Mark Upton and Robert Oatey have developed teamsportcoaching.com. Mark and Robert are strong advocates of coach education and are “true believers in the potential of the online medium to deliver content that can enhance a wide variety of coaching methods and disciplines”. I think Mark’s post, Creating the ‘coachable moment’ with PlayerTube and online video, exemplifies excellent use of social media based upon profound understanding of the coaching process.

After all this discussion I will recommend reading Connectivism & The Relationship Era. The post includes this observation which seems a great place to end the day’s conversation:

In the connectivist learning model, the flow of knowledge is more important than the knowledge itself. In other words, the process is more important than the content. The main reason for this is that there is a constant need for quick adaptation. In this era, knowledge must be directed quickly to where it is needed to be applied. Once it has served its purpose, it is archived and momentarily forgotten. Notice that discarding information is now practically unheard of because once the connection has been made (i.e. something is learned), it will be stored somewhere. The additional task is mere retrieval or recollection.

Postscript

In this post I am considering free social media. There are a variety of third part software services available too. A recent white paper on Becoming a Social Business (2011) observes that:

The rise in consumer-oriented social networking applications and platforms over recent years has drawn curiosity from enterprises both large and small. IDC believes that curiosity has turned into business opportunity as the lines between consumer and enterprise continue to blur. Unfortunately, adoption of social software in the enterprise has encountered some skepticism due to the hype surrounding the technology and the perception that it is the younger generations’ means for socializing with friends. It has also been criticized as being a waste of time. Yet there is evidence to suggest that this doubt is shifting and that enterprise social software is becoming the next generation of collaboration tools to enhance organizational productivity.

As an example IBM has a social software available (IBM Connections):

Photo Credits

Coaches watching the fight

Coach with the wrestler’s hat

Wrestler with his coach

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Insights for Coaches from Learning Design

I have just returned from Bradys Lake in Tasmania.

I was there for a canoe slalom race that was part of the selection process for the Australian canoe slalom team.

Every time I go to a sport event I think about the relationships that athletes and coaches build to develop performances. In Donald Schon tradition I reflect in action and on action. I believe that I bring an educational approach to my own coaching and relationships with athletes and hope that I try to improve my coaching continuously.

At present I have a voracious appetite to learn more about the technical aspects of canoe slalom. I have never paddled a kayak and so my coaching of the sport is based entirely upon my real-time observation and an unequivocal commitment to athlete flourishing. Sometimes I fail miserably in both regards but I do have a philosophy that guides me, helps me to get back on track and bounceback.

I was thinking about this philosophy this morning when I received a link from Stephen Downes to Abhijit Kadle’s post on Learning Design Philosophy. In the post Abhijit suggests that:

Learning design is not just a science, it is an art. When the team works and generates effective learning designs, they are a result of a deep rooted instructional design philosophy.

Abhijit adds that:

We (Upside Learning) like to look at instructional design in two clear veins, the first is the philosophy of learning design – the beliefs and faith in models that underly everything we do in design. The second is the methodology, the method and process based on these models that allow us to consistently generate good designs for all our clients and their unique situation. The philosophy is what we imbibe, methodology is what we practice.

Abhijit discusses the influence of three instructional design theoreticians in forming this philosophy: Benjamin Bloom, David Merrill, and Robert Mager. Upside draw upon:

I enjoyed the serendipity of receiving Stephen’s link to Abhijit’s post and the relevance of Stephen’s comment in a discussion of best and worst learning experiences that:

The best learning I’ve ever done has been on my own, working through a hard problem, by reading and then writing, either text, or software, or derivations. This is also the hardest learning I’ve done; most of the people I could talk to don’t understand it well enough to explain it, and attempting to work it through leads to more confusion than clarity.

I think there are some great insights here for coaches. I am intrigued by how coaches develop insights into performance and have a sense of long-term progression. I am particularly interested in guided discovery as the foundation of athlete development and realise that in my own coaching this involves an interplay between philosophy and method.

Without the philosophy there is no compass for learning. Abjihit’s post has reminded me that I need to be very clear about the theoretical guides for my work.

It is marvelous that this opportunity arose because of the efforts of a resident of Moncton, New Brunswick to share a daily news feed!

Photo Credit

Bradys Lake, Central Tasmania

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