MOOC Registration Form

Massive Open Online Course contains free online courses that is open for everyone who wants to enhance their skills and learn things at their own pace. At first, I thought that enrolling would be complicated but once you got the right MOOC for you, in this case I chose edX, all the process would be smooth sailing. In edX ,it hosts online university-level courses in a wide range of disciplines to a worldwide student body, including some courses at no charge. Finding your desired course is very easy because you can refine your searches based on what you want. Enrolling in your chosen course is very easy, you can choose whether to pursue a verified certificate or audit the chosen course. Once you get to enroll in your chosen course, there will be a tutor assigned to you who will guide you until you finish the course. This Massive Open Online Course is very helpful for a lot of people because it is free and you can take the course based on your own schedule.

Name: Estabillo, William Jesrie, G.

Grade: Grade 12 – Freedom

Email address: Wjgdominguez@bloomfield.edu.ph

Brief Description about MOOC: Massive Open Online Courses are online courses that is open for everyone to enroll. It provides an affordable and flexible way to learn and enhance skills, advance your career, and deliver quality educational experiences at scale.

Course Objectives: The Coaching Skills for Learner-Centered Conversations course is about creating a different type of relationship in teaching and learning settings, resulting in a genuinely learner-centered form of dialogue. This course will help you to better understand what coaching is, learn coaching frameworks and coaching skills that you can put into practice immediately, and consider how you can use coaching approaches in your own roles as an educator or as a learner.

Name of Instructor: Arti Maini

Academic Qualifications: Arti was appointed as Deputy Director of Undergraduate Primary Care Education in the Department of Primary Care and Public Health, within Imperial’s School of Public Health in June 2017. She holds degrees in Medicine and in Clinical Neuroscience from St Georges Hospital Medical School in London and completed an MSc in Medical Education. She has worked as a GP and medical educationalist for almost two decades and her clinical work is based in North West London. Arti is an experienced, accredited coach, coach trainer and supervisor with diplomas in Coaching Supervision and in Executive Coaching and Leadership Mentoring. She is also a Master Practitioner in Neuro-Linguistic Programming (NLP). She is the coaching lead for the School of Medicine and is the Deputy Director for the Medical Education Innovation and Research Centre (MEDIC) in the School of Public Health where she leads the Centre’s coaching theme. Arti runs RCP-accredited training in learner-centred coaching skills for medical educators in conjunction with the Educational Development Unit (EDU). She also runs coaching training courses for medical students and has led the coaching training aspect of the successful School of Medicine Academic Tutor pilot. As a result of this work, all Phase 1 medical students at Imperial will have access to an Academic Tutor trained in coaching skills for medical education, and these students will also now themselves be trained in health coaching skills as part of the new curriculum, supporting them to develop person-centred approaches to healthcare, as well as develop advanced interpersonal communication skills, leadership and study skills, and a solution focused mindset to support resilience and wellbeing. She has led development of a Massive Online Open Course (MOOC) in Coaching skills for educators, in conjunction with EdX and Imperial’s Digital Learning Hub, due to launch at the end of 2019. Arti works with the NHS London Leadership Academy as a coach for those working within the NHS, is on the faculty of the Coaching Supervision Academy and is an active member of the Imperial Coaching Academy. Her coaching work has attracted national and international attention and she has been invited to collaborate on research projects, run workshops and train medical education faculty and students at other institutions including Harvard Medical School and UCL. She has an interest in the use of coaching approaches for capacity building and to address local and global health inequalities, and has previously been a member of the RCGP Health Inequalities Standing Group. Locally, she has co-led health coaching training for the Grenfell Outreach Team, supporting their work with residents affected by the 2017 Grenfell Fire disaster. She has also previously led a successful Health Education England international pilot to coach health professional leaders based in Malawi, and provides consultancy for a Tanzania-based coaching project involving community workers supporting education and healthcare for women and girls. She regularly incorporates coaching approaches into her own clinical practice and is co-author of the highly acclaimed book Coaching for Health-Why it works and how to do it. She leads a course for Year 5 medical students on Promoting Health Equity where students have the opportunity to experience a range of clinical and community placements serving vulnerable patient groups, including people who are homeless or who are refugees or asylum seekers. She has contributed to Imperial’s Curriculum Review process from Phase 1 through to Phase 3. She has been actively involved in shaping the new Patients, Communities and Healthcare Course for Year 1 and 2 medical students, and in developing learner-centred and socially accountable approaches in undergraduate medical education. Arti was awarded the Imperial President’s Medal for outstanding contribution to teaching in 2019, and the award-winning Undergraduate Primary Care Education team that she co-leads received the 2018 national AdvanceHE CATE Excellence in Education award, and the 2019 Imperial President’s Award for Societal Engagement. Her education and research interests include coaching for health, education, wellbeing and leadership, person-centred care, capacity building, social accountability, medical humanities, professional identity and longitudinal learning.

Reasons of enrolling in the MOOC: I enrolled in MOOC because I believe that I will benefit a lot from this experience. I’m able to choose what course I like and the difficulty level of that course. It is a self-paced course which means that I can complete this course on my own schedule. It contains a range of learning activities, from interactive videos and quizzes to discussion forums where I can connect with peers from around the world.

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Date: March 23, 2020