Introduction


This project started as a masters implementation project within the Department of Computer Science and Information Systems at Birkbeck College London University.

For an introduction to the pPlan tools please see the home page. The questions below relate to the user surveys on prototypes (see below) and related tools


Page content:

  1. System overview
  2. Questions used to evaluate prototypes
  3. Prototypes road map (provisional dev. plan)
  4. Notes on support roles
  5. The Gatsby Benchmarks
  6. How pPlan supports the Gatsby Benchmarks
  7. More about project


System overview

This apps goal is that:
your input and engagement with: A - E, along with feedback [ SP + AI   ] supports achieving your goals and improves self-awareness
B Surveys / psychological instruments

Personality test +Inventories:
1. Values
2. Interests
3. Abilities

A Goal setting & planning tool

Set broad goals and 1 or many SMART action plans which can all receive inline feedback F

C Personal journal, supporting information & analysis

Description of current situation, SWOT

D Profile & external tools
E online course - curriculum links/ integration

Course about and for your...

V Views Summary , Grid-Mapped planning, Dashboard ...
Requesting & Assigning me SuPport SP - support roles may include: coaches, family, mentors, teachers, friends, tutors
F Feedback from supporting roles on A B C D & any direct communication
Computer feedback based on statistical analysis & ML AI  
Outcomes
Click for a more comprehensive overview

Questions used to evaluate prototypes


General system design research questions

These questions relate to specific components/tools shown in the system overview diagram below

  1. How could the Summary (portrait) view which presents a summary of input to Tools A, B, C - be improved :

    1. Display different information - what information?

    2. Present it differently - how?

  2. What would be the best surveys/questions B to support Strand 1 and Strand 2 in mainstream education?

  3. Regarding educational and career choices and planning - i.e. exploring the course/career options and getting information on these:

    1. Should pPlan include more information or provide deep links into specific pages of the databases provided under the Education and Career menus above?

    2. Based on the input to A, B, C, D and F should pPlan provide suggestions? AI  

  4. Is there a need for more specialised and dedicated personal development planning (PDP) systems that support personal reflection, exploration, planning & critical thinking than are currently available in the mainstream?

  5. Planning Tool A - If mentees defining and reflecting (with mentor support) upon the following constructs is the best approach :

    1. Current Situation <--> Goal (Ideal Situation) <--> Smart Plans ?

    2. If a visual map/overview and networking of relationship between these constructs enhances coachee/mentee understanding and improves decision making?

General end user questions & research strands

This prototype is focused on researching and supporting strands one and two below around mainstream education and career planning of individuals of ~ 14 years +. However pPlan's tools (which are derive from education, business and psychology) could be tailored to other groups and situations suggested by strands 3-5. Tailoring the language used, survey questions and the external resources referenced.

 

pPlan used within Education

Use not reliant on Education sys.

(supporting roles may have up to 100? coachees/mentees)
Target age groups and questions/ Use-case stands

Core Strand 1

Core Strand 2

Strand 3

Strand 4

Strand 5

Coachee age range: 14+ (typically to ~30)

Planning for Uni/course/ apprenticeship

Planning for Career

Include some Learning Analytics data (attendance, grades, VLE engagement) to monitor retention & other risks... & identifying any issues getting in way of success

Could it support any SLD or disabilities?

Where Tool used independently of Education system

Questions, examples

 

What changes if supporting L7- e.g MBA

Uses data from other systems:  Student Information System, attendance, VLE

e.g. Visual timetable (planning board for autism)

e.g. when used by individual coach or family or teacher

For more information please complete the survey → link under "About" in the top navigation

Specific end user questions

Which end-user features would improve pPlan: SWOT analysis, user photos, working values inventory, Ability to have many mentors, ability to share board on facebook...

General technical questions

What aspects of the technical implementation are fit for reuse and which might be discarded?

Prototypes road map (provisional dev. plan)


# Dates
Supported
Name/ URL
Note: As only prototype applications the servers go to sleep and take a second or 2 to wake up
Development focus
0.1 2018, Aug. - Oct.
Prototype1
https://pplan-prototype1.herokuapp.com/
  • Develop the systems foundations: authentication, permissions, data model...
  • Start developing the planning tool A
0.1b 2019, July - Dec.
(On going development on this codebase side-by-side with user-testing)
Prototype1b
https://pplan-prototype1b.herokuapp.com/
  • Develop the Survey engine B
  • Start developing the Summary view
  • Improve the Dashboard
0.2 2020 -
Prototype2
  • Improvements across the codebase towards more formal testing & evaluation with end-users
  • Improvements to the planning tool A based on prototype #1 feedback
  • Start exploring computer feedback based on statistical analysis & ML AI  
0.3 2021 -
Prototype3
  • Explore Strand 2 for closer integration with Secondary school, FE & HE practices of personalisation, support, tutoring, parent communications and the broader curriculum (ex. PSHE )
High level project management and feature development ideas
taiga.io

Notes on support roles


The term support role SP is used to mean in no particular order or exclusively:

In other words people using pPlan as a tool to support other pPlan users

The Gatsby Benchmarks


Benchmark Description
1. A stable careers programme Every school and college should have an embedded programme of career education and guidance that is known and understood by pupils, parents, teachers and employers.
2. Learning from career and labour market information Every pupil, and their parents, should have access to good-quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.
3. Addressing the needs of each pupil Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.
4. Linking curriculum learning to careers All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.
5. Encounters with employers and employees Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.
6. Experiences of workplaces Every pupil should have first-hand experiences* of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.
7. Encounters with further and higher education All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.
8. Personal guidance Every pupil should have opportunities for guidance interviews with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.

https://www.careersandenterprise.co.uk/schools-colleges/understand-gatsby-benchmarks

How pPlan supports the Gatsby Benchmarks


Core dimensions of good careers and enterprise provision How pPlan supports benchmarks
Benchmark Directly supports Some support Possilbe support (or not currently) Explaination
1. A stable careers programme y * Provides tools for the individual & coaches to develop, record and reflect over time
2. Learning from career and labour market information y references existing external resources
3. Addressing the needs of each pupil y * personalisation central to the design of plan
4. Linking curriculum learning to careers y can use/integrate pplan as e-portfolio of career planning…
5. Encounters with employers and employees y
6. Experiences of workplaces y **Record as the outcome of plans and feedback on goals during experience
7. Encounters with further and higher education y **
8. Personal guidance y *

More about project


Blog/Project home

Developer - Jago Brown
Educational Technologist at the Bloomsbury Institute (London)
Emails: jago.brown@active-studio.com or jago.brown@bil.ac.uk
More information:
Linkedin | Twitter @JagoBrown | Github