Date post: | 10-Dec-2014 |
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Welcome to the PC3 Project Launch Event
Welcome (5 mins) Introduction to PC3 Project (25 mins) Coaching at the Core (15 mins) Question and Answer Session (10 mins) Small group discussion (45 mins):
Relevance of project to you? Benefits of project? Issues raised by project?
Plenary feedback and discussion (20 mins)
PC3: Personalised Curriculum Creation through Coaching
JISC e-Learning Curriculum Design Project
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
Project Team
Core Team: Janet Finlay Margaret Christian John Gray Tam Mason Dawn Wood
Support Team: Sally Brown Barbara Colledge Anne Gregory Hugh Lavery Wendy Luker Jo Norry Louise Richards Bob Rotheram Marie Stinson Jill Taylor Helen Whitrod-Brown
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 heart 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
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
More later on coaching….
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 Existing tools e.g. Google Apps
PC3 Framework will need to address:
Regulations (where necessary) Processes Technology support Staff development and training Student induction
Initial user groups
Carnegie Leaders in Learning Partnership
FdSc Sports PerformanceRegional University NetworkInstitute of Northern StudiesFaculty of Health
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: FdSc Sports Performance CLLP Regional University Network Institute of Northern Studies Faculty of Health
Sep 11: Review; extend to new user groups
PC3: Coaching at the Core
The Carnegie Coaching Lab
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.
Further information
Website/Blog: http://www.pc3.org.uk
Project Director: Janet FinlayTechnology Enhanced Learning TeamOld Broadcasting House148 Woodhouse LaneLeeds LS2 [email protected]. 26303
Any questions?
Small Group Discussion
How might this project link with or support your current role/work?
What benefits do you anticipate forYour Faculty/Service?Your students?
What issues do we need to address to make this successful?