All project Figures & tables
  1. Project & System overviews...
  3. Notes on support roles
  5. Questions used to evaluate prototypes
  6. The Gatsby Benchmarks
  7. How pPlan supports the Gatsby Benchmarks
  8. The 5 "W"s
  12. Prototypes road map (provisional dev. plan)

  1. Project overview

    iAutor system

    See underlying A,B,C framework in system overview Figure 2

    The tools in this pPlan App could be reconfigured for a business focused staff CPD program or an `ecoPlan` App to support sustainability & the planet
    System to support application instances ...  
    pPlan App

    This web site is an application (instance) of the iAutor system. For more information see Figure 2, the home page & Course

    A B C D SP V F AI  
    pPlan Guides

    See Guides introduction (link in top navigation)

    These guides could evolve into a Course at later date
    E  
    Research

    Research will come later as the other parts of the project mature

    See questions & research strands Figure 5 at the bottom of this page

      Data: statistical analysis & ML AI  
    Figure 1 Project overview

  2. iAutor 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 Context / use-cases
    User account setup workflow:
    1. Signup:
    • username, password & email set
    • + age-group, country...
      (important for pPlan support)
    • email sent (see step 2.)
    2. verification:
    • Email verification if True: account activated
    3. Setup includes:
    • 1 default Board for goals (+ user & profile records)
    • 4+ role Groups (7 in total)
    • System assigned AgeGroup coach
    • Free personal subscription
    4. Get started:
    B Questionnaires (psychological instruments)

    Personality test, Character strengths +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 Entries: Personal journal, supporting information & analysis
    D Profile & external tools
    E Guides (Course) to support your edu/career development

    It references: global & organisation goals & curriculum links

    V Views: Goal-with-plans, Goal-pictures-view, Summary, Profile, Dashboard
    Experimental views : Grid-Mapped planning...
    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 high level overview of initial design
    Figure 2 System overview

  3. Notes on support roles

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

    • Coach
    • Mentor
    • Teacher
    • Tutor
    • Counsellor
    • Friend (peer)
    • Sibling
    • Parent
    • Grand parent
    • Aunt, Uncle

    In other words people using pPlan as a tool to support other pPlan users. Below are the permission profiles which these support roles can be assigned

    User permission profiles
    These are groups (of users) with specific permissions assigned (See support roles below)
    Engineer
    Note: Can add goals,,, see below     		Editor Note: Can edit goals... Commentator Note: Can add feedback... Spectator Note: Can view... Public
    Note: Special group which can be used to grant public access.     		  Full control

    Note: This group is reserved for the owner & possibly parents of young children

    Click here to see more information on the permissions matrix

    Information on assigning support roles

    Figure 3 Support roles
  4. Permissions for each pPlan user  
    Key:         A: Add         E: Edit (Includes Archive & Update)         V: View         D:Delete
    App sub-parts/ Notes Views/ Object type User permissions
    Note: Permissions given directly to users     		User permission profiles
    These are groups (of users) with specific permissions assigned (See support roles below)     		Users can additionally be set as Staff or Administrators of the pPlan application
      Full control

    Note: This group is reserved for the owner & possibly parents of young children

    		SP support roles
    Engineer
    Note: Can add goals,,, see below     		Editor Note: Can edit goals... Commentator Note: Can add feedback... Spectator Note: Can view... Public
    Note: Special group which can be used to grant public access.     		Not specified
    Note: Not currently used
    A Goal setting & planning tool Board * EV EV EV V V V -
    Goal * AEV AEV EV V V V -
    Task/ SMART-plan * AEV AEV EV V V V -
    B Questionnaires -
    C Entries * EV EV EV V V V V -
    F Feedback on OBJECTS * -
    Users User Profile -
    Dashboard/ profile Dashboard -
    Notes:

    Figure 4 User permission profiles

  5. Project research strands

     

    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: 13+ (typically to ~30)

    Based on very early personal experience using the tool - Y8 (~ 12/13 year olds) may be a good year to start the conversations around careers & courses to start exploring

    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

    Figure 5 Project research strands

  6. The Gatsby Benchmarks
    Gatsby benchmarks in table below are from www.gatsby.org.uk

    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.

    Figure 6 Gatsby Benchmarks

  7. 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 *
    Figure 7 Gatsby Benchmarks pPlan support

  8. The (5 Ws) Who, What, Why, When, Where?

    Questions Answers --> pPlan Tools pPlan Course For comparison: Business management topics
    1. Who is pPlan for? Support students with support of parents, teachers, tutors, coaches(+ link) See course objectives unit Customers, Employees, Suppliers, Competitors, Government
    2. What is it for? Support personal development, educational & career planning Strategy (Corporate, Business Unit, Marketing, Product)
    3. Where might it be used? Home, school, college, online Markets, Facilities, distribution, Outsourcing
    4. When Continuously: lifelong and life-wide learning (see where) When available - see projects roadmap Strategic Plan, Annual Plan, Program and Project Management
    5. Why We think there is a lack of intelligent systematic support in this area for young people (in their formative years). pPlan provides tools to understand and personalise support for the individual Leadership, Communications, Culture, Change Management
    How By building self awareness, targeted feedback from others and computer analysis Marketing, Operations Plan, Sales Force, Metrics, Incentives
    How Much Investment Plan, Business Case
    Figure 8 The 5 Ws

  9. Cross-Curricular Connections

    Connections to elements in the pPlan project including the Course
    Theme History Science/humanities Design, Technology, Business Education
    Psychology Computer & Data Environmental/ Geography IT/Engineering Management
    Miscellaneous Potted history of:
    • Employment
    • Automation Cyber-physical systems, AI (Artificial Intelligence), Robotics...
    • Education
    • Business & Management
    		 B Questionnaires (psychological instruments);
    Counselling SP     		Algorithms employed in technology stack Cooling data centres
    sustainability.aboutamazon.com:
    The Climate Pledge, a commitment [By Amazon] to meet the Paris Agreement 10 years early
    Is this enough?
    Are current governmental regulations enough?

     

    Countries & cities where pPlan users live (pPlan includes the coordinates of these cities: geographic information systems GIS)

    		iAutor technology stack: Linux, Python, Databases (Postgres)... The use of SMART action plans (in goal setting)

    Organisation goals & strategies - for comparison & context with those of an individual

    		Cross-Curricular & across educational sectors/ ages groups
    Figure 9 Cross-Curricular Connections

  10. Age group ranges & built-in accounts

    Includes the built-in user accounts for coaches & students
    pPlan
    (current age ranges & built-in user accounts...)     		Omnifolio
    (age-range for comparison)
    User age range Student accounts Coach accounts Coach associated real person
    0-10 student-10-lt (A. Brown) coach-10-lt Greta Thunberg School strike for climate
    11-15 student-11-15
    (curriculum exploration)     		coach-11-15 Vanessa Nakate Climate activism 16 or younger
    16-19 student-16-19 (Job explorations) coach-16-19 Mahatma Gandhi Indian independence movement 17-18 years old
    20-39 student-20-39 (Neurominority) coach-20-39 Ansel Adams Group f/64
    19-22 N/A Transferable (soft) skill development coach-19-22 Volodymyr Zelenskyy Ukrainian Democracy 19-22
    22-30 N/A TODO Note - this spot to be taken by account student-20-39 22-30
    31-40 N/A Self awareness (VISP Surveys...) Charles Kao Kuen Pioneered of Fiber optics 31-40
    40-59 student-40-59 (M. Brown) coach-40-59 Bob Marley Bob Marley and the Wailers 41-50
    >=60 student-60-gt (Well-being) coach-60-gt Rachel Carson Nature writing 51-60
    Do not wish to declare student-demo (DNWTD ) coach-DNWTD Wangari Maathai Green Belt Movement Age: prefer not to say
    Other built-in accounts
    System User     		N/A
    pPlan coordinator (This websites developer & owner of Goal tree hierarchy goals)
    		N/A
    United Nations (Global goals) N/A
    Figure 10 Age group ranges & built-in user accounts

  11. Constructive feedback

    This type of feedback is specific, issue-focused and based on observations. There are four types of constructive feedback:

    • Negative feedback – corrective comments about past behaviour. Focuses on behaviour that wasn’t successful and shouldn’t be repeated.
    • Positive feedback – affirming comments about past behaviour. Focuses on behaviour that was successful and should be continued.
    • Negative feed-forward – corrective comments about future performance. Focuses on behaviour that should be avoided in the future.
    • Positive feed-forward – affirming comments about future behaviour. Focused on behaviour that will improve performance in the future.
    (Source: federation.edu.au/staff/learning-and-teaching/teaching-practice/feedback/types-of-feedback)

    Other types of feed

    • Informal feedback
    • Formal feedback
    • Formative feedback
    • Summative feedback
    • Student peer feedback
    • Student self feedback
    TODO: relate these educational context feedback types to pPlan tools

  12. Adopt a growth mindset

    growth-mindset-matrix
    Fixed Mindset Growth Mindset
    If you have a Fixed Mindset, your abilities won't develop If you have a Growth Mindset, your abilities will develop
    I don't tackle challenges; I avoid them Challenge I enjoy challenges. I tackle them head-on.
    Believe that people are born with talent Talent Talent is earned with hard work
    Hard work is pointless. I makes me look less smart Effort Hard work is the path to mastery
    If I fail its out of my control Failure If I fail its an opportunity to learn for the next time
    I hate constructive criticism Criticism
    I am jealous of other peoples success stories Success find lessons and inspiration in the success of others

  13. Project road map
    Actually closer to a provisional development plan than a road map

    • Partially developed features are indicated with strike-through text or use grey text/background
    • As data security and safeguarding users is paramount - but development time is limited - you may follow links that give an ugly un-friendly "user denied HTTP ERROR 403" message
    # 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 - 2020, 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
    • Improvements to the planning tool A based on prototype #1 feedback
    0.2 2021-22
    Prototype2
    https://think.iautor.net
    also @
    https://pplan.herokuapp.com

    Here pPlan was still at an experimental stage & undergoing - development - but moving out of the concept prototyping phase & allowing access to try most features

    • Develop meaningful content that end users might engage with (now the system framework is in place). Specifically the goals & the hierarchy/tree they exist in.
    • Enhance organisation information (goals) to include orgs outside education - to provide a broader context for personal decisions
    • Improvements across the codebase towards more formal testing & evaluation with end-users
    • Start exploring computer feedback based on statistical analysis & ML AI  
    • Review & improve the end-user roles/permissions and their assignment (coach, coachee, coordinating-coach + Admin roles)... example. Hide CRUD buttons for anonymous views rather than redirect to signin or custom error pages
    • Performance & analytics: explore caching & logging strategies
    pPlan course 2020 - 22
    CourseDev
    https://think.iautor.net/course/module/intro
    also @
    https://pplan.herokuapp.com/course/module/intro
    • Course using pPlan tools is in the early stages of development
    • Currently just adding bits of content and not concerned with targeting a particular audience age-group, possibly because the intention would be that an informed teacher/coach/adult would (deliver) guide others through the course - see the introduction page
    • Provide open views that are publicly accessible on the internet.
      These along with the pPlan course are intended to eventually provide an Open educational resource (OER)
    0.3 2022-23
    Prototype3
    0.4 2023-24?
    Prototype4

    (or maybe a release candidate?)
    • Explore Strand 2 for closer integration with Secondary school, FE & HE practices of personalisation, support, tutoring, parent communications and the broader curriculum (ex. PSHE )