PC3: Personalised Curriculum Creation through Coaching

Janet Finlay

Technology Enhanced Learning Team

Outline

Overview of projectCoaching at the CoreThe PC3 FrameworkChallenges and BenefitsUser groups and timescalesQuestions?

PC3: Personalised Curriculum Creation through Coaching

Funded through JISC e-Learning Programme: Curriculum Design

One of 12 projects nationallyRunning from now to May 2012£400K from JISC plus institutional

contributionCross-institutional teamSenior management support

Background context

Arose out of need for flexible curriculum support for Carnegie Leaders in Learning Partnership

Wider application across institution: Leitch - 40% of workforce HEI qualification by 2020 New markets: work-based learners, part-time study

for leisure Needs of Regional University Network students and

staff

The PC3 response

Place coaching at the core of the personalised curriculum design.

Learners work with a personal coach to assess their learning needsselect appropriate provision or construct

awards (or module sets)access resources and learning supportnegotiate assessment review progress and adjust plans

What is coaching?

“The coach works with clients to achieve speedy, increased and sustainable effectiveness in their lives and careers through focused learning.

The coach’s sole aim is to work with the client to achieve all of the client’s potential – as defined by the client”

(Rogers 2004 p7)

How is it distinct from Mentoring?

The skills coaches use are employed through a different lens to that of mentoring

Coaching is integral to the process of self-directed change

Non directive support

Directive support

Mentoring Coaching

How will coaching be used?

Personal vision:Where I wish to

go

My real self: developmental opportunities

Personalised curriculum

development

Learning, development

and achievement

CoachingIn PC3

Why is it so important?

Coaching empowers individuals to make the right choices: It focuses on the individual’s needs It impacts on their effectiveness It facilitates the development of maturity as an adult

learner It facilitates the development of self direction It facilitates the development of reflective practice It aims to facilitate the realisation of personal

learning plans and, in so doing, personalising the individual’s own curriculum.

Proposed PC3 Framework

Carnegie Coaching Lab

Processes to support enrolment on individual curriculum pathways, through open awards (validated via learning outcomes rather

than specific content) personal learning contracts accreditation of work-based learning

Coaching training for staff and students Appropriate technology to support media-rich

communication and review of practice e.g. Elluminate Dartfish

Health Check

Assess current achievements and identify skills and knowledge gaps online diagnostics self-assessment and audit tools competency frameworks

Input from employers and professional bodies Relevant resources from employer groups and

existing projects e.g. CETL ALPS.

Learning Bank

Access to resources to support study, from complete module provision to individual learning

Guided access to the institutional repository and relevant external resources, including those from employers and professional bodies

Allow the learner to contribute resources back to the bank

Will build on The Repository at Leeds Met and the related Streamline and Persona projects

Studeo

Learner’s personal space where they can organize, reflect on and develop evidence for their learning

E-portfolio system - include personalized assessment

Learner-created shared learning spaces, for interaction with coaches, colleagues, employers or other groups

Commons

Space for interaction with other learners motivation and support informal learning sharing of curriculum design ideas co-coaching

Private social networking space Facilitate use with existing tools e.g. Google

Apps, Facebook

PC3 Framework will need to address:

Regulations (where necessary) Processes Technology support Staff development and training Student induction

Key challenges identified

Tracking part-time work-based learners Flexibility of access to and selection of

provision and assessment Flexibility of staff engagement with learners:

implications for deployment Technical integration with existing systems:

Banner, X-stream, Repository Appropriate cross-module and cross-course

funding model

Benefits

Place coaching at the heart of assessment, learning and teaching

Learner-focused responsive approach to curriculum design

Widening participation for part-time and work-based learners

Develop further international flexible distance provision

Strengthen partnerships with employers

Initial user groups

Carnegie Leaders in Learning Partnership

Faculty of HealthFdSc Sports PerformanceRegional University NetworkInstitute of Northern Studies

Basic Timeframe

Sep 08: Review current situation; develop initial framework and technology; prepare staff groups

Feb 09-Sep 11: Evaluative trials and iterative development with different user groups: CLLP FdSc Sports Performance Faculty of Health Regional University Network Institute of Northern Studies

Sep 11: Review; extend to new user groups

Further information

Website/Blog: http://www.pc3.org.uk

Project Director: Janet FinlayTechnology Enhanced Learning TeamOld Broadcasting Housej.finlay@leedsmet.ac.ukx. 26303

Project core team: Margaret Christian, John Gray, Tam Mason, Dawn Wood

Any questions?