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 9ENj.finlay@leedsmet.ac.ukx. 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?