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 planetThis web site is an application (instance) of the iAutor system. For more information see Figure 2, the home page & Course
See Guides introduction (link in top navigation)
These guides could evolve into a Course at later dateResearch will come later as the other parts of the project mature
See questions & research strands Figure 5 at the bottom of this page
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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 |
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| User account setup workflow: | |||
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1. Signup:
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2. verification:
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3. Setup includes:
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4. Get started:
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B
Questionnaires
(psychological instruments)
Personality test,
Character strengths +Inventories:
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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
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E
Guides (Course) to support your edu/career development
It references: global & organisation goals & curriculum links |
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V
Views:
Goal-with-plans,
Goal-pictures-view,
Summary,
Profile,
Dashboard Experimental views : Grid-Mapped planning... |
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| 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 | |||
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. Below are the permission profiles which these support roles can be assigned
Click here to see more information on the permissions matrix
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pPlan used within Education |
Use not reliant on Education sys. |
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| (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 |
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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 |
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Questions, examples |
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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 |
| 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. |
| 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 | * | ||
| Questions Answers --> | pPlan Tools | pPlan Course | For comparison: Business management topics | |
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| 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 | |||
| Theme | History | Science/humanities | Design, Technology, Business | Education | |||
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| Psychology | Computer & Data | Environmental/ Geography | IT/Engineering | Management | |||
| Miscellaneous |
Potted history of:
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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 |
| pPlan
(current age ranges & built-in user accounts...) |
Omnifolio
(age-range for comparison) |
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| 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 & time management) |
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 | 19-22 | |||
| 22-30 N/A | Self awareness (VISP Surveys...) | 22-30 | |||
| 31-40 N/A | 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 | N/A | ||||
| pPlan coordinator (Owner of Goal tree hierarchy goals) | N/A | ||||
| United Nations (Global goals) | N/A | ||||
This type of feedback is specific, issue-focused and based on observations. There are four types of constructive feedback:
| 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 |
| # | 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 |
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| 0.1 | 2018, Aug. - Oct. | Prototype1
https://pplan-prototype1.herokuapp.com/
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| 0.1b | 2019, July - 2020, Dec.
(On going development on this codebase side-by-side with user-testing)
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Prototype1b
https://pplan-prototype1b.herokuapp.com/
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| 0.2 | 2021-22 |
Prototype2
https://think.iautor.netalso @ 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 |
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| pPlan course | 2020 - 22 |
CourseDev
https://think.iautor.net/course/module/intro
also @ https://pplan.herokuapp.com/course/module/intro |
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| 0.3 | 2022-23 |
Prototype3
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| 0.4 | 2023-24? |
Prototype4
(or maybe a release candidate?) |
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