1. Advisor

1. Description

The coach uses an advisory approach characterised by providing indirect answers and advice.

He only makes his expertise available to the students when they specifically request it or when they need it in the event of them getting stuck.

The main goal of this approach is to mobilise the student's own expertise.

2. Required skills and attitudes

• Possess a thorough theoretical and practical knowledge of the learning content and methods in the field of study.
• Possess the didactic skills to transmit this expert knowledge to the students.
• Adopt an open, social and communicative approach with regard to the students.
• Use an indirect approach that is characterised by the use of indirect answers and advice and the mobilisation of the student's own expertise.

3. Guidelines on how to take on this coaching role

3.1 Position in PBL-based EPICES projects

One of the most important characteristics of a PBL-based EPICES project is that it creates an activating and stimulating learning environment that first and foremost activates the student's own expertise. The goal is that students complete the task successfully by using their already acquired skills and knowledge and in doing so broaden their skills and knowledge.

The role of advisor forms an ideal choice for the coach in most situations during a PBL-based EPICES project. An advisor gives no direct answers or instructions and makes his expertise available only when the students specifically ask for it or are in need of it, aiming to mobilise the student's own expertise and hence allowing them to go in search of the right solution or method on their own.

3.2 Points of attention

The frequent adoption of the role of advisor is recommended, given that it contributes to achieving one of the most important goals of the PBL-based EPICES projects: guided self-development.

To take on this role successfully and correctly in practice, the following guidelines should be taken into account:

1. The coach only makes his expertise available when the students specifically request so or when the situation so demands for the successful progress of the project.
2. The coach provides advice in an indirect way (e.g. suggesting various options, posing questions regarding the justification of choices) and hence provides no direct instructions or ready-made answers.
3. It is important that the students are stimulated to mobilise their own expertise first and hence to go in search of a solution themselves. In other words: he encourages them to make use of their own knowledge and skills, to think critically, to make a suggestion or argumentation and make and defend their own choices.

4. Influence on the competences to be developed

This overview outlines how and to which extent this specific coaching role contributes to acquiring the different competences, so that you can adapt your coaching to the competence(s) that has/have to be developed:

Significant

• Is competent in designing

Average

• Has a scientific approach
• Is competent in co-operating and communicating
• Takes account of the social and temporal context

Insignificant

• Other competences

5. Influence on divergent educational settings

The role of advisor should be stressed in the following divergent situations:

Size of group

• The role of the advisor should be particularly stressed if the group is small (<4)
• The role of the advisor should be particularly stressed if the group is large (>6)

Level of development

• The role of the advisor should be particularly stressed if the group has a basic level of development
• The role of the advisor should be particularly stressed if the group has an expert level of development