Blended Learning Conference 2012

<Awaiting Presentation>

These are the handouts used for this session:

Changing the Conversation handout

The Rapport Exercise Bands are best printed on two different coloured papers for easy identification. Form participants into pairs and had one of each band type (A+B) asking them not to share what is written on them. Run the exercise for about 5 minutes, so rapport is well established. Then sit down, or other action. Again let them disengage for about 5 minute or until the room is suitable uncomfortable. If there is time allow them to re-establish rapport, but this is not essential.

Changing the Conversation handout

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Recruiting for coaching ambassadors

Today we started the campaign for recruiting students as coaching ambassadors. To start this process we pitched an outline of what we wanted from the students and what benefits they would gain to a group third year sports business management students. This group was selected as it had previous experience of using coaching within their course during their second year. This was well received and a number of students approached me after presentation for further details. Attached are the handouts explaining the role and how to get registered to the University’s Job Shop as well as the recruitment application from and presentaion slides.

Coaching Ambassadors Project Job description

Ambassador Recruitment Survay Question

Media Professionals Module

I have just had another interesting meeting about embedding coaching principles directly into the module process. The module Media Professionals’ Workshop (school of cultural studies) explores professional practice and future career paths for students in the second year of their degree. Part of the module is focussed on a live production with a current media professional, forming 40% of their assessment. Part focuses on career planning which builds 60% of the assessment. Coaching is being considered for the second part (career planning) aiming to enable students formulate their goals and solidify a plan of action, what, where and when.

This module currently offers workshops on such as aspects as CV development, supported by the careers advice department. Our discussion today focused on using coaching methods with students on a voluntary basis, possibly as group coaching sessions, similar in format to the ones I have been developing with Tony Renshaw’s insight. Areas such as skill/competency assessment and change management could form the bases of workshops to support goal development and strategy planning. Many of the resources from the PLC module could be used to support this process. There was also some discussed about the possibility of using a reflective approach so as students can build a portfolio of evidence.

Much of this fits in with what Nick Halafihi has being doing and some cross over with Sarah Patrick’s work in health. I enquired into the nature of the course’s PDP structure, as this has been seen as a common link area with coaching, but this is currently more skill development based for this course.

Using a coaching framework with Pupps

On Friday I met with Iwi Ugiagbe-Green who ran the Pupps pilot last year and is a frequent blogger on ALT issues. The conversation was around running the pilot again with coaching support from the PC3 project.

The general idea is to provide a self-coaching form set through PebblePad for students to work through as and when they need the support. Pupps used a self-assessed competency profile last year, as a means of gathering data at the beginning and end of the project. This provides a good start to using the sort of questions you would use with tools such as the wheel of life. Taking a low score and asking: What would a nine look like, what would the outcomes of being able to do X be? This enables them to understand their understanding of what a competency or role entails. The wheel of life process takes you through to actions on making a high score possible. These actions are identified by the student enabling ownership in moving towards their chosen career or life goals.  Well that’s roughly how it works.

Pupps participants are placement students who are required to produce a reflective statement about their activities. This is ideal for working with PebblePad. Iwi has also invited graduate trainees to participate this year which gives a nice link into CPD and work based learning activities. She thinks that the use of a coaching based profile will fit in well with their PDP when they come back to level 3 after placement. There is also the possibility of hooking this into PDP @ level 1 next year which would provide a nice counter to what we are currently doing with Nick’s team. Another thing we considered was getting some form of coaching and reflective process in at the placement decision making stage, which we might be a bit late for this year but could be developed for next year. The final thought, it was a busy conversation, thanks to Iwi, was using coaching to support buddying systems, peer coaching, level 3 informally supporting level 2 etc .

Coaching fitting in with CPD and PDP seams to be a recurrent theme at the moment. The next step is to identify some good coaching questions and create a structure within PebblePad for them. This will also feed into the work we are doing with Nick’s team and can be released as a general resource.

First Coaching workshop for staff

Today we ran the first in a series of two coaching workshops with university tutors. The aim was to give them enough insight into the coaching process to start to change the type of conversation they have with their students during personal tutorials. Traditionally a tutorial would revolve around the student expressing areas of concern or difficult and the tutor providing them with direction on how to move forward. What we want to encourage is the tutor to find out first what the student is really after, and how they, the student, can draw on their own resources to resolve the issue or problem.

The group of tutors at the workshop are all running course that require the students to make decisions about their learning or career paths. Nick Halafihi and his team are looking to use coaching within their PDP module which builds towards student placement. Student placements are very affective and can give students an edge when it comes to finding employment after university. However they can be equally disastrous if the student discovers they are stuck doing something they don’t enjoy or find uninteresting. By using coaching during the PDP modules students should be able to make this placement choice with much more confidence in both the skills they can employee and their personal interactions.

Sarah Patrick is in the process of redesigning a course within Health that has multiple module options to enable students to create very specific specialisations. Again the choice to the student is critical to their future employability as well as enjoyment with the course on the whole. From personal experiences I have known students to select options because their friends are doing the module or because they perceive it as an easy number of credits. Quite often this is not a solid foundation for developing a career path that is enjoyable or interesting.

Sue Smith and Ian Truelove also attended as they are interested in how coaching can be used to support students and the tutorial process. It was a successful event and everyone seamed to enjoy the activities. Looking forward to the feedback and see if that collates with my thoughts and feelings.

Update: validation, learning objects and roleplay

Just realised it is a couple of months since our last update – primarily a result of lots of activity leading to less reporting! So what have we been up to? We are essentially preparing for our first cohort – due to start at the beginning of March. Having decided to adopt a module-based approach to giving students access to personalised curriculum development we have had a lot to do: module validation (initially within an existing scheme called Leading Edge but we are now looking at a cross institutional validation), module design and content, as well as recruiting our first cohort and planning and designing our evaluation process. So a lot going on!

Our plan is to produce as much of our content as possible as reusable learning objects, making them available via our open educational resource repository. This is proving more tricky than we anticipated. We started using Glomaker as a production tool which is built around learning design patterns. We really like this model which embeds pedagogy into the design. However we found the components it currently offers too restrictive: without a lot of additional Flash development we were going to have difficulties doing what we wanted to do. So we moved over to CourseLab, which we are now trialling. However we quickly hit a snag with that too – unfortunately the scorm packages it produces do not display correctly within our VLE in any browser other than IE: not very open! So we are now initially preparing learning resources using our VLE’s learning modules, which will be converted to standalone objects for the repository where appropriate.

In the process of producing content, we have produced a series of role play videos to try to demonstrate the differences as we see them between tutoring, mentoring and coaching. These are in the process of being built into a learning object on the subject but are included here as many have asked for an explanation of this. Obviously these are somewhat stylised and caricatured to make the point but hopefully the differences, as we see them, will be clear! All three conversations tackle the same topic: giving presentations.

The Tutoring conversation: 

The Mentoring conversation: 

The Coaching conversation: 

Video update – October 2009

A brief video update focusing on our latest developments on coaching for the PC3 project.