The document describes the CLAHRC curriculum for a collaborative learning Master's program. It involves students completing practical, work-based learning projects while attending Collaborative Learning and Development events. Students receive support from a project manager and CLAHRC contact as they iteratively improve their project and disseminate learning. Faculty may provide workshops at events, support individual students in their specialist areas, and second mark assignments within their expertise. The first cohort is expected to be 8-10 students, with the Research and Relationship Manager taking the lead role in supporting them.

1. A Collaborative Learning
Curriculum
How the masters fits in with CLD and
the CLAHRC curriculum
(and what might you be asked to do?)

2. The whole picture
The CLAHRC approach
Use of
IHI, M4I, PDSA, AED
The CLAHRC curriculum
etc.
Topics/elements we
teach, structure &
balance of elements MSc
Collaborative, multi- Face to face teaching at events, same
Extended individual
disciplinary, shared Practical use of elements, same learning
learning, supported by course
learning, patient application, challenge objectives, practical application, work
tutor, assignments
focus s, work based based learning
learning

3. A different type of model
Traditional academic model A different learning model for the MSc
Postgraduate studies
(MSc, PhD – specialised The CLAHRC approach
topic, small or none taught
component, total focus on
student driven learning
Work based
HND, Degree – narrower
Complexity
CLD event
topic, taught, some learning
flexibility, onus on
Complexity
student driven learning
Individual
study
GCSE, A level – broad
topics, taught, rigid syllabus, tick
box, fixed examination points

4. An individual entering a CLAHRC
project
Project Starts Project work
On-going
with CLAHRC and completion
Individual continues to
Individual team
make iterative changes
Receives induction to members supported by
to improvement
methodology project manger and
project, supported by
CLAHRC contact
PM and CLAHRC contact
Attends CLD Individual completes the
Begins planning their
events, completes project and disseminates
project in their
challenges, enters data learning
workplace
on WRT locally/nationally

5. An individual entering the MSc
Individual applies
Project work and
& receives offer of On-going
completion
place from UWL
Individual continues to
Meets to negotiate their Individual supported by
make iterative changes to
learning contract, sets out CLAHRC contact usually
work based
the assignments they will RRM, completes pre-
project, supported by
complete arranged assignment goals
CLAHRC
Attends CLD Individual completes
Receives an induction into
events, completes project, submits final
CLARHC methods & begins
challenges, iteratively uses assignments, is awarded
planning work based
data to improve project in MSc, disseminates
project
work place learning locally/nationally

6. A student journey
Student Begin work
Continuous Continued
based Attend CLD
expression improvement event
attendance at
CLD events ….
work on
project ….
project
of interest
Submit first
Attend Continued
Student Attend first assignment to
bespoke individual
application CLD event RRM & receive
learning event learning …
feedback
Meeting with Iterative
Submit
University
RRM or DKP to
negotiate
change in
work based
assignment to Complete
offer made RRM & receive
learning
contract
project from
learning
feedback MSc

7. Team contribution?
• Giving a CLD workshop?
– Same learning objectives for all
– Same level of complexity for all
– MSc students may do further individual work
based on the workshop afterwards
• Students may approach at CLD with further questions
– MSc students, like fellows, may be working alone
or in a ‘looser’ team
• Same consideration as offered to fellows to take into
account their lack of their team present

8. Team contribution?
• Specialist area support:
– You may be invited to support an MSc student
– This will be within your area of expertise
– This will be something like a ‘second supervisor’
relationship
– You may be invited to attend meetings where they
negotiate their learning contract
– You may be invited to second mark assignments
where they fall in your area of expertise

9. Expected workload
• First cohort expected to be 8-10 students
– RRM & Deirdre Kelley-Patterson will take the lions share of
load in supporting the first cohort of students
• Students will be entering the MSc at different time
points
• Assignments will be negotiated and individually
tailored as appropriate for the student and setting, and
will be due at different points
• No expectation of team marking assignments, unless
within specialist area and requested in advance
• Contributions to CLD will remain the same