elluminate wed final

PC3: Personalised Curriculum Creation through Coaching

Janet Finlay & Dawn WoodLeeds Metropolitan University

The PC3 approach

Place coaching at the heart 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

What is coaching to you?

Development

PERFORMANCE

Listening

Advice

Support

Mentoring

TEACHING

4

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)

5

How is it distinct from mentoring?

Non directive support

Directive support

MentoringTutoring

Coaching

Comparing styles of support

Let’s have a short interlude – web tour

http://www.youtube.com/watch?v=YtetWmAenkE

(if looking at this later)

What characteristics did you notice?

Coaching Mentoring Tutoring

8

How is coaching used in PC3?

Personal vision:Where I wish to

go

My real self: developmental opportunities

Personalised curriculum

development

Learning, development

and achievement

CoachingIn PC3

9

Rationale for using coaching

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 facilitates the realisation of personal learning

plans and, through this, personalised curriculum

10

The PC3 framework

The PLC module

Personalised Learning through Coaching Initially M level but will be producing UG

version Covers:

Coaching Adult learning, intentional change, reflection Curriculum design, professional development Technology support

Distance delivery through self-contained units of learning (could be repurposed)

Assessed through reflective e-Portfolio

12… Networking … F2F group work … Webinars …

Studeo

Intro to PC3

Ind

ucti

on

Health Check & Core Process

Carnegie coaching lab

Learning bank

Commons

Self-Awaren

ess

Real SelfIdeal Self

Feedback

on Diagnos

tic

Formative

Appraisal

Diagnostic

Personal

Visioning

Expression of

Outcomes

Refining Learning Needs

Searching for

Learning

Prospects

Selection of

Modules of Study

Personal Plan

Negotiate

Learning Path

Intro:CoachingTechnolo

gyReflectio

n

Diagnostic

VisioningReflectio

n

Adult Learning

- Intention

al Change

Models of

Coaching

Gathering

Evidence

Evaluation

Research

Critical Review

Curriculum

Choices

Professional

Growth

Planning forfuture

Assessm

en

t: L

earn

ing

Pla

n,

Coach

ing

, Te

chn

olo

gy

Decision making process ….. Coaching Reflections …….

InductionSelf-

AwarenessRefining Outcomes SelectionNegotiation

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

Key challenges identified Tracking part-time work-based learners No current provision for non-Faculty open award Information on available modules 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

Questions for discussion How might this apply in your institution?

What is the number one thing to make this succeed?

What is the number one thing to cause this to fail?

16

Further information

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

Project Director: Janet FinlayTechnology Enhanced Learning TeamOld School Board 109j.finlay@leedsmet.ac.ukx. 26303

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

Wood