1. PC3: Personalised Curriculum
Creation through Coaching
Janet Finlay
Technology Enhanced Learning
Team

2. Outline
 Overview of project
 Coaching at the Core
 The PC3 Framework
 Challenges and Benefits
 User groups and timescales
 Questions?

3. PC3: Personalised Curriculum Creation
through 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. 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. 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. 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. 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. 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. 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. Proposed PC3 Framework

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. 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. 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. 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. 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. PC3 Framework will need to
address:
 Regulations (where necessary)
 Processes
 Technology support
 Staff development and training
 Student induction

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. 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. Initial user groups
 Carnegie Leaders in Learning
Partnership
 Faculty of Health
 FdSc Sports Performance
 Regional University Network
 Institute of Northern Studies

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. 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. Any questions?