Pc3 overviewpresentation

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Pc3 overviewpresentation

  1. 1. PC3: Personalised CurriculumCreation through Coaching Janet Finlay Technology Enhanced Learning Team
  2. 2. Outline  Overview of project  Coaching at the Core  The PC3 Framework  Challenges and Benefits  User groups and timescales  Questions?
  3. 3. PC3: Personalised Curriculum Creationthrough Coaching  Funded through JISC e-Learning Programme: Curriculum Design  One of 12 projects nationally  Running from now to May 2012  £400K from JISC plus institutional contribution  Cross-institutional team  Senior management support
  4. 4. 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
  5. 5. The PC3 response  Place coaching at the core of the personalised curriculum design.  Learners work with a personal coach to  assess their learning needs  select appropriate provision or construct awards (or module sets)  access resources and learning support  negotiate assessment  review progress and adjust plans
  6. 6. 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)
  7. 7. How is it distinct from Mentoring? Directive Non directive support support Mentoring Coaching The skills coaches use are employed through a different lens to that of mentoring Coaching is integral to the process of self- directed change
  8. 8. How will coaching be used? Personal vision: Where I wish to go Learning, development Coaching My real self: and In PC3 developmental achievement opportunities Personalised curriculum development
  9. 9. 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.
  10. 10. Proposed PC3 Framework
  11. 11. 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
  12. 12. 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.
  13. 13. 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
  14. 14. 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
  15. 15. 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
  16. 16. PC3 Framework will need toaddress:  Regulations (where necessary)  Processes  Technology support  Staff development and training  Student induction
  17. 17. 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
  18. 18. 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
  19. 19. Initial user groups  Carnegie Leaders in Learning Partnership  Faculty of Health  FdSc Sports Performance  Regional University Network  Institute of Northern Studies
  20. 20. 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
  21. 21. Further information Website/Blog: http://www.pc3.org.uk Project Director: Janet Finlay Technology Enhanced Learning Team Old Broadcasting House j.finlay@leedsmet.ac.uk x. 26303 Project core team: Margaret Christian, John Gray, Tam Mason, Dawn Wood
  22. 22. Any questions?

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