1. Janet Finlay & Dawn Wood
Leeds Metropolitan University

2.  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

4. “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)
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5. Directive Non directive
support support
Mentoring Coaching
Tutoring
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6.  Let’s have a short interlude – web tour
 http://www.youtube.com/watch?v=YtetWmA
enkE
(if looking at this later)

7. Coaching Mentoring Tutoring

8. Personal vision:
Where I wish to
go
Learning,
development Coaching My real self:
and In PC3 developmental
achievement opportunities
Personalised
curriculum
development
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9.  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
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10. 10

11.  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. Studeo
Assessment:Learning Plan, Coaching, Technology
Decision making process ….. Coaching Reflections …….
Health Check & Core Process
Formative Expression
Personal
Appraisal Self- of
Searching Plan
Feedback Awareness Outcomes Selection
Intro to for
Diagnostic on of Modules
PC3 Learning Negotiate
Diagnostic Real Self Refining of Study
Prospects Learning
Induction
Personal Ideal Self Learning
Path
Visioning Needs
Carnegie coaching lab
Self- Refining
Induction Awareness Selection Negotiation
Outcomes
Learning bank
Intro: Diagnostic Adult Gathering Research Curriculum
Choices Planning
Coaching Learning- Models of Evidence
Technology Visioning Intentional Critical for
Coaching Professiona
Reflection Reflection Change Evaluation Review future
l Growth
Commons … Networking … F2F group work …Webinars …
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13.  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

14.  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

15.  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. Website/Blog: http://www.pc3.org.uk
Project Director: Janet Finlay
Technology Enhanced Learning Team
Old School Board 109
j.finlay@leedsmet.ac.uk
x. 26303
Project core team:
Margaret Christian, John Gray, Tam Mason, Dawn Wood
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