Digital Coach Training
Digital Coaching: Helping Others be Successful with Technology
“It’s not faith in technology. It’s faith in people.”
― Steve Jobs
I. Rationale:
This training is designed to prepare new digital coaches for their role in working with students in
a professional capacity.
II. Course Aims and Outcomes:
Aims
This training is designed to teach new coaches important technological, social, and academic
skills necessary for success in a coaching role. They will come away from this training with
valuable skills, resources, and tools that will help them become highly effective digital coaches
and more successful students themselves.
Intended Learning Outcomes:
By the end of this training, trainees will:
o Understand the mission of ATR and their role within the department
o Understand what a coach is, the benefits of coaching, and the responsibilities that come
with coaching
o Be able to identify and follow trends in higher education
o Be able to identify and determine relevancy of emerging technologies
o Be fluent in a variety of essential technology tools
o Identify appropriate writing and research resources on campus
o Locate and evaluate source materials
o Explain the importance of digital citizenship and apply these principles to their practice
III. Format and Procedures:
The training will be conducted over a span of several weeks. Each week will introduce a new
content unit which will be taught by members of the ATR staff and employees. The units will
cover a variety of themes and will include relevant readings, media content, and activities to be
completed by the coach-in-training. The coach-in-training will be expected to behave in a
professional manner and, to the extent possible, apply the skills they are using in real-world
situations. This may include but is not limited to interacting with fellow staff and employees,
working with students individually or in a group setting, and communicating with instructional
faculty members.
IV. Course Reading & Assignments:
1. Course readings:
(a) Required reading & resources:
Blackboard: General Information (plus sub articles). (2013). Retrieved July 27, 2015, from
https://kb.odu.edu/default.asp?id=149&Lang=1&SID=
1
Canvas modules
Frequently Asked Questions. (2015). Retrieved July 27, 2015, from
https://www.odu.edu/academics/student-computing/student-email/google-apps/faqs
Hicks, K. (2015, July 9). Teacher’s Guide to Digital Citizenship. Retrieved from
http://www.edudemic.com/teachers-guide-digital-citizenship/
Information Literacy Competency Standards for Higher Education. (2000, January 18). Retrieved
from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report:
2015 Higher Education Edition. Austin, Texas: The New Media Consortium.
Keller, C. A. (2006). The “Buzz” about Creating a Professional E-Portfolio. School Library
Monthly, 22(7), 56-58.
Open Web vs. Deep (Invisible) Web. (2013, September). Retrieved from
https://www.lib.odu.edu/genedinfolit/3searching/open_web_vs_deep_invisible_web.html
Singh, A., Mangalaraj, G., & Taneja, A. (2010). Bolstering Teaching through Online Tools.
Journal of Information Systems Education, 21(3), 299-311.
Van Nieuwerburgh, Christian. An Introduction to Coaching Skills. 2014, Chapter 1.
(b) Additional materials:
Crispen, P. (2011, August 25). Blackboard 9.x Essential Training for Students. Blackboard
Tutorials. Lecture conducted from Lynda.
Hyder, K. (2012, February 27). Up and Running with WebEx Training Center. WebEx Tutorials.
Lecture conducted from Lynda.
Rand-Hendriksen, M. (2014, January 17). WordPress 4.x Tutorials | WordPress Essential
Training. WordPress Tutorials. Lecture conducted from Lynda.
Schultz, S.F. The benefits of mentoring. New Directions for Adult and Continuing Education,
1995 (66) 57-67.
Stratton, J. (2015, June 11). Google Drive Essential Training. Google Drive Tutorials. Lecture
conducted from Lynda.
Towson University CRLA tutor training manual.
http://www.towson.edu/aac/resources/documents/Fall2014TutorTrainingManualACCESS
IBLE.pdf
2. Assignments and activities will accompany most of the units in this training course. This may
include written work, independent online tutorials, videos, self-assessment, pair work, group
work and discussions with a variety of trainers and other trainees.
V. Academic Integrity
As A Member of the Old Dominion University Community, I Will:
• M – Make personal and academic integrity fundamental in all my endeavors; Honesty and
accountability will guide all of my actions. I will be true to myself and my own goals and will
give credit to others for their ideas and accomplishments. I will not cheat.
• O – Offer service to the university and to the community; Recognizing that as a community we
are all interdependent, I will seek ways to be involved actively in the university and the broader
community through organizations, programs, and volunteerism.
• N – Nurture a climate of care, concern, and civility for others; I will contribute to a campus
atmosphere characterized by friendliness, welcoming attitudes, cooperation, equity, and
appreciation for others.
2
• A – Accept responsibility for all of my actions; Recognizing that my actions affect others, I will
be aware of and adhere to campus policies, make conscious choices, act with intention, and
understand and accept the consequences of my own behavior. I will not make excuses nor blame
others for my actions.
• R – Respect the dignity, rights and property of all people; Recognizing that I am an individual
among a community of individuals, I will strive to treat others as I want to be treated, I will be
considerate of others’ freedom to express themselves and respectful of others’ choices and
lifestyles.
• C – Commit to the ongoing pursuit of intellectual and personal development; Realizing that life
is a continuing process of growth, I challenge myself to learn, to examine critically my beliefs
and goals, and to be the best I can be.
• H – Heighten my awareness of individual and cultural differences and similarities; Aware that
our strength is our diversity [and that each individual is endowed with unique gifts], I choose to
be attuned to the strengths of each individual. I will seek new ways to learn about others, to
challenge stereotypes, to recognize the human similarities that bond us together as people, and to
respect and value the differences instead of criticizing them.
VI. Tentative Course Schedule [based on a graduate level course on college teaching that
meets once a week for two hours and requires students to keep a journal]: (May change to
accommodate guest presenters & student needs)
Topics
Readings
Canvas modules
Unit 1
(Foundational)
Welcome &
Overview
-Mission of SSC
and ATR
-Monarch Creed &
ethics
-Customer service
standards
-Policies &
procedures
Canvas modules
Unit 1 (cont’d)
Understanding the
dept.
-SSC departmental
overview
-ATR departmental
overview
Canvas modules
Unit 2
(Foundational)
Coaching Roles &
Van Nieuwerburgh,
Responsibilities
Chapter 1
-What is a coach?
-What are the
benefits of
coaching?
Activities
Presenters
ATR director
or assistant
director
ATR director
or assistant
director; PEP
director
ATR director
or assistant
director;
current
academic
coaches
3
-Role and
responsibilities
Unit 3
Digital Citizenship
-Importance and
applications to
coaching
Unit 4
Research &
Information Fluency
-On-campus
resources
-Locating and
evaluating source
materials
Unit 5
Creativity &
Innovation
-Trends in higher
education
-Emerging
technologies
-C & I in Digital
Coaching
Unit 6
Essential Tools &
Training
-Blackboard
-Google Drive
Unit 6 (cont’d)
Essential Tools &
Training
-WebEx
-Wordpress.com
Unit 6 (cont’d)
Essential Tools &
Training
-ePortfolio basics,
set up and initial
execution
Hicks, K. (digital
article)
Canvas activity:
“Social Networking
Faux Pas”
Current
academic
coaches
Information Literacy
Competency
Standards for
Higher Education
(digital article)
Canvas self-paced
exercise: “Primary
vs. Secondary
Worksheet”
Outsider
presenter
(research
librarian)
Open Web vs. Deep
Web (digital article)
Johnson, L., Adams
Becker, S., Estrada,
V., and Freeman, A.
(first .pdf listed on
site)
Briefly review
Frequently Asked
Questions, Google
Apps
Read Blackboard:
General Information
Singh, Mangalaraj,
& Taneja (scholarly
journal article)
Canvas self-paced
exercise: “Research
Process Quizzes”
(online tutorial)
Canvas self-paced
exercise: “Evaluating
Web Sources”
(online tutorial)
Canvas activity:
“BYOD Academic
Success Plan”
Lynda’s “Blackboard
9.x Essential Training
for Students”
Outsider
presenter
(professor of
higher
education)
Outside
workshop
presenter
Lynda’s “Google Drive
Essential Training”
Lynda’s “Up and
Running with WebEx”
Outside
workshop
presenter
Lynda’s “Wordpress
4.x Tutorials |
Wordpress Essential
Training”
Keller, C. A. page
56-58.
Outside
workshop
presenter
4
Wrap-up
Talk with the
supervisor and other
coaches to review any
concepts or concerns
that have not been
addressed so far.
Additional questions
and reading can also be
discussed here.
5