BobbyRobidouxFeb12,2017

EDTC0560
UsingTechnologyforTeachingandTechnology

Assignment 3 EdTech Exploration

Plan

Coaching as a Leader

Coaching skills and Leadership development for

Manitoba Liquor & Lotteries
 As referenced in assignment 2, Manitoba Liquor & Lotteries
(MBLL) Organizational Development team launched a leadership
development training initiative. Management and leadership training
programs were purchased and others programs were developed in-
house. The Coaching As A Leader training program has become one of
the core courses and foundational learning of the companys initiative.

Coaching As A Leader focuses on personal awareness, individual

communication preferences and acknowledging the emotional states of
our co-workers. These are progressive and modern themes in the
corporate world. This is training that would benefit greatly from
educational technology that is equally as progressive and modern. As
mentioned in assignment 2, the technology currently being used
during the classroom facilitation is primarily the basic tools;
PowerPoint, flip charts, white boards and printed material
complimented with occasional YouTube video. There are certainly
opportunities for educational technology to increase the effectiveness
and impact of this program. Two types of educational technology could
be:

1. Social media
2. Cloud-based application

It is important to remember that all the participants are or will be in

management and leadership positions. To achieve positive results and
buy-in from learners any tech used would need to be focused, efficient
and confidential.

1. Social media:

One of the strength of the Coaching As A Leader program is overall

timeframe of delivery. That timeframe however also creates risks and
challenges. The program spans seven-month and is comprised of
seven half-day courses, each delivered approximately a month apart.
This length of program allows for trust to develop among participants.
It also gives the participants time to reflect on the learning, put into
practice the concepts and techniques being taught. One of the risks
however is that the students might note stay closely connected to the
material during many weeks between classes. The University of New
South Wales webpage Selecting Technologies (2016) listed social
bookmarks a potential tool for attaining the learning of co-learning and
reflective practice. These would be excellent was for the cohort to be
able to share related content from the web with each other in the
weeks between classes. Another potentially useful social media tool
would be a messaging service like Class Messenger as described in The
Practical Ed Tech Handbook (Byrne, 2016). This would allow the
facilitators to send reminders and answer questions between classes.

2. Cloud-based Applications

One of the exercises completed by the participants between classes

is journaling. Participants are asked to reflect multiple times between
classes on their learning, potential applications and pitfalls they might
be experiencing. It is important that participation in this exercise be
tracked, but it equally as important that those journals remain private
to each individual. A simple cloud-based applications that could
achieve both these goals without being overly complex or time-
consuming would be ideal.

Another useful application to keep participants active in the content

between classes could be Padlet, also described in The Practical Ed
Tech Handbook (Byrne, 2016). This could be used to create a
password-protected, efficient forum for participants to share quick
success stories, learn from each others experiences or simply stay
connected to the content.

Word count: 513

References:

The University of New South Wales (2016). Selecting Technologies.

Retrieved from https://teaching.unsw.edu.au/selecting-technologies

Byrne, R. (2016). The Practical Ed Tech Handbook.