Coaching Digital Learning:

Cultivating a Culture of Change

Coaching educators to create digital learning environments is a challenging, important, and highly collaborative role. Individuals who play this role are instrumental in cultivating a digital, personalized blended learning culture within their school, district and/or state. This course allows you to learn along with your colleagues from other schools and districts to enhance your digital learning content knowledge and further develop coaching strategies.

Course Objectives

  • Deepen your understanding of what it takes to coach educators to integrate technology effectively with relevant and rigorous opportunities to build upon your professional needs and understanding — whether beginning in your role as an instructional coach or seeking advanced strategies;
  • Explore relevant frameworks (e.g., TPACK, SAMR, Four Cs), strategies, tools, and resources to advance your digital learning coaching efforts;
  • Experience multiple opportunities for personalized application of your new learning and job-embedded practice; and
  • Develop and share a personal coaching plan to support your school/district's digital/blended learning culture.

Learn More

  • Understand the role of instructional technology coaches in guiding educators to integrate technology effectively;
  • Deepen their understanding of formative assessment strategies through direct pathways to implement with staff to gauge the needs of a school/ district;
  • Explore the potential of OER web-based tools to enhance your Professional Learning Network (PLN) and knowledge base as a coach, as well as facilitate connections with educators worldwide;
  • Understand and apply frameworks, like the Technological Pedagogical And Content Knowledge (TPACK) framework and Substitution, Augmentation, Modification, and Redefinition (SAMR) as guides to the best intersection of curricular standards, sound pedagogy choices, and technology;
  • Explore strategies to support classroom teacher practices that enhance students' Collaborative work, Communication with multiple audiences, Critical thinking, and Creativity (Four Cs);
  • Deepen your understanding of the elements of Digital Citizenship to coach both educators and students toward digitally safe learning environments and habits;
  • Experience personalized application of your new learning and job-embedded practice;
  • Create a Coaching Action Plan that serves as a scaffold for guiding your colleagues and others toward effective digital learning; and
  • Contribute to the learning of others who participate in the course.

Complete the registration survey to provide information about yourself, your school or district, and your goals for participating in the Coaching Digital Learning MOOC-Ed.


During this first week you will further your thinking about the vision for and role of instructional technology coaching in helping educators integrate technology effectively. You will address how to turn that vision into action and begin building your Coaching Action Plan which will be revisited each week during the MOOC-Ed. The essential questions for this unit are:

  • What is your vision for instructional technology coaching?
  • How will you guide educators toward building a digital learning culture in your school, district, or state?
  • What essential dispositions and skills are necessary to be a instructional technology coach?


During this unit, you will come prepared to get connected. Consider how you engage others as well as enhance your professional learning through exploration of social networking tools and resources to support classroom practices that enhance communication, collaboration, critical thinking, and creativity.

Pathway Focus: Working with educators to meet goals.

The essential questions for this unit are:

  • What are the digital age skills and how do they enhance digital learning and teaching.
  • What does your current personal learning network look like and how can you expand it?
  • How do you, as an instructional technology coach facilitate continued learning for those you support?


This unit is dedicated to familiarizing you with two frameworks, technological, pedagogical, and content knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR).

Pathway Focus: Questioning and co-planning

The essential questions for this unit are:

  • How can TPACK and SAMR guide educators to the best intersection of curricular standards, sound pedagogy choices, and digital tool selections to directly enhance and support student learning?
  • What should you look for when planning or observing technology-infused learning activities?


During this unit you will explore strategies to support classroom teacher practices that enhance students’ collaborative work, communication with multiple audiences, critical thinking, and creativity.

Pathway Focus: Reflective practice and the use of data

The essential questions for this unit are:

  • How do you know the teachers you support understand how to design and support technology-rich learning environments?
  • What digital assessment tools and data do you use/ are you considering using to inform your practice and why?
  • What strategies, frameworks, or rubrics will you use as guidance in selecting digital tools/resources to use in your work?
  • What insights have you gained upon completing the Transformational Coaching Rubric?


You will take a deep dive into understanding and applying the elements of digital citizenship.

Pathway Focus: Creating habits of mind

The essential questions for this unit are:

  • In your role of supporting and guiding educators, how do you share lessons, develop strategies, and more importantly, model best practices to create responsible and skilled digital citizens?
  • How can you create a safe and responsible digital culture in your school, district or state?


This unit presents you with a high-impact opportunity to develop your course of action developed out of the previous units. Participants will construct a manifesto comprising of their:

  • Mission as an instructional coach
  • Vision for digital learning and teaching
  • Goal for their instruction and practice
  • Plan to share learning with others

Participants will complete an End-of-Course Survey and have the option to earn a Certificate of Completion.

*This information is from a previous course offering and is subject to change.

Earning Continuing Education Units (CEUs)

A certificate of completion for 20 hours of professional development will be provided on request to participants who:

  • Verified that they spent at least 20 hours participating in the course
  • Participated in the discussions and entered at least six postings (at least one per unit)
  • Submitted at least three artifacts of participation (Unit Activities)
  • Completed the End-of-Course survey
  • Submitted a Coaching Action Plan

You can submit the certificate to your local agency with a request for CEUs. Granting of CEUs will be subject to the policies and procedures of your state and local agency.

Lisa Hervey

Dr. Lisa Hervey is a Senior Research Scholar at the Friday Institute for Educational Innovation and Teaching Professor in the Instructional Technology Master's Program at North Carolina State University. During her 18 year tenure, starting with 10 years as a public school 6th–8th Language Arts teacher, she became a National Board Certified Teacher and earned a M.Ed. in K-12 Reading and Ph.D. in Curriculum and Instruction from NC State. She leads revolutionary district-wide culture shifts via blended models of professional learning and strategic planning to support local technology initiatives including the NC Learning Technology Initiative; Golden LEAF Foundation's Learning Technology Readiness Initiative; and a number of local education agencies across North Carolina and beyond. Dr. Hervey's most recent publication, in Technological Pedagogical Content Knowledge - Exploring, Developing, and Assessing TPACK, stems from her research on veteran teachers' complex change process when developing pervasive, robust digital learning and teaching capacities and praxis. Follow her @lisahervey

Brittany Miller

Brittany Miller is a Digital Learning Coach for the PL²C team at The William & Ida Friday Institute for Educational Innovation. She graduated Cum Laude with her Master's in Instructional Technology from North Carolina State University, where she also earned her BA in English Education. She holds an NC license in Secondary English Education, Middle Grades Language Arts, Technology Endorsement, and Instructional Technology, and has taught a range of high school courses from a literacy elective to AP English III. She publishes multimedia resources for teachers through social media professional learning networks to assist all levels of the education system through digital learning conversions.


Jaclyn B. Stevens

Jaclyn is a unique combination of designer and educator, beginning her career in education after her successful work as a media consultant and award winning graphic designer. As a Digital Learning Coach and Research Associate with the Friday Institute for Educational Innovation at North Carolina State University's College of Education, she supports educators and leaders in adaptive student-centered approaches to provide concrete, quality, purposeful, reflective and on-the-ground personalized learning supported through technology to work towards equity for all learners. She holds a B.F.A. in Digital and Graphic Arts, as well as a Master's in Education with a focus on Instructional Technology. Jaclyn's mantra is to adapt, not adopt — fostering digital initiatives to transform professional learning through changes in pedagogical shifts and meeting the needs of all learners to champion creativity and innovation. Follow @jaclynbstevens

The Coaching Digital Learning MOOC-Ed provides a scalable, accessible, and flexible approach that is aligned with the principles of effective professional development. Our approach is grounded in authentic, active, and collaborative professional learning activities. Participants will engage in discussion forums to exchange ideas with colleagues, as well as share and synthesize new learning; hear from peers on the ground; engage in Twitter Chats; apply new learnings to their local context through small projects; and work on their own Coaching Action Plan, developed across all units.

Our approach is grounded in authentic, active, and collaborative professional learning activities. Participants will engage in discussion forums to exchange ideas with colleagues, as well as share and synthesize new learning; hear from peers on the ground; engage in Twitter Chats; apply new learnings to their local context through small projects; and work on their own Instructional Technology Coaching Action Plan, developed across all units.

Each unit has two distinct pathways for learning:

  • Entry Coaching: This pathway, as part of a starter kit, will focus on impact, opportunity, and developing an inquiry coalition to institute a culture of digital learning and teaching.
  • Innovative Coaching: For those that want to deepen their current capacity, this pathway will help coaches ready to elevate their practice with strategies to remove barriers, celebrate impacts, and how to keep learning from evidence and experience.

The approach builds upon the following key concepts:

  1. Authentic project based learning - You will work on your own coaching action plan based upon your interests and the needs of your school or district.
  2. Peer-supported learning - You will have opportunities to discuss ideas, share strategies and resources, and exchange constructive feedback with other participants in similar roles and schools. You can also participate as a member of a local school or district team.
  3. Support for exploration - Activities and guidelines for providing feedback will encourage you and your fellow participants to propose new ideas, look at issues in new ways, consider new approaches and use new digital tools, all within a supportive context.
  4. Crowdsourcing - The "wisdom of the crowd" will be employed to gather resources, vet ideas, tag and rate materials, and stimulate each participants' ideas and reflections.
  5. Self-directed emergent learning - There is not a fixed path through the MOOC-Ed or a fixed curriculum everyone will follow. You will be able to — and expected to — navigate your own path, consistent with your own goals, through the MOOC-Ed activities, resources and exchanges, supported and guided by the facilitators, resources, and fellow participants.
  6. Case study-/Scenario-based approaches - You will address problems of practice, explore, and apply new learnings.
  7. Anytime, anyplace learning in which educators can engage as their time allows, from anywhere they have web access via a computer, tablet or smartphone. Their personal experience as an online learner can inform participants about the potential of digital learning to improve student engagement and achievement.
  8. Multiple voices, so that participants learn about the perspectives of other teachers and administrators along with those of students, researchers and experts in the field rather than from one or two experts who deliver a series of online lectures.

Expectations for Participants

Participants are expected to do the following:

  1. Complete an initial survey about your background, interests, and goals for taking the MOOC-Ed. This is done during the registration process.
  2. Review the "Core Resources" (videos, webcasts, readings) for each session. These will provide some common background, frameworks, and language to inform the assignments, discussions, and peer feedback. The "Additional Resources" are optional and provided for deeper exploration.
  3. Complete weekly assignments, which will allow opportunities for application of knowledge gained from this MOOC- Ed, including your Coaching Action Plan.
  4. Review and provide feedback on the assignments of several other participants.
  5. Contribute by doing at least some of the following: ask questions, respond to others' questions and share ideas in small group discussions; suggest resources that will be useful to others; rate, tag and annotate resources you use; and share your expertise in other ways.
  6. Complete the survey about your MOOC-Ed experience and provide suggestions for improving the MOOC-Ed in the future.
Start Date 10/02/2017
Duration 6 weeks
Cost Free
Primary Audience Instructional Technology Coaches and Facilitators
Technology Integration Specialists
Media Specialists
Mentor Teachers
Certificate Available Yes
Certificate Hours 20
Facilitators Lisa Hervey
Brittany Miller
Jaclyn Stevens
End Date 11/27/2017
Registration Closes 10/15/2017

Previous Courses

Spring 2017
Spring 2016
Fall 2015