Transcript Personal Development Planning (PDP)/ePortfolio: What are

RGU:DELTA
Personal Development Planning
(PDP)/ePortfolio: What are we talking
about?
by
Dr Charles Juwah
Department for the Enhancement of
Learning, Teaching and Assessment
Content
• Personal Development Planning (PDP):
What is it?
• Why PDP?
• Providing the framework to ensure effective
student engagement in learning and
development.
Outcomes
• Appraise and discuss the importance and
process of Personal Development Planning
(PDP).
• Use PDP and ePortfolio to support the
development of relevant knowledge, skills,
competencies.
• Justify the role of PDP in enhancing
employability (or employment skills).
What is Personal Development
Planning (PDP)?
Personal development planning (PDP) is defined
as 'a structured and supported process
undertaken by an individual to reflect upon their
own learning, performance and/or achievement
and to plan for their personal, educational and
career development'.
What is Personal Development
Planning (PDP)?
PDP embraces a range of approaches to learning
that connect:
• planning (an individual's goals and intentions for
learning or achievement),
• doing (aligning actions to intentions),
• recording (thoughts, ideas, experiences, in order
to understand and evidence the process and
results of learning) and
• reflection (reviewing and evaluating experiences
and the results of learning) (HEA 2008).
Why PDP?
PDP
• Academic: Developing knowledge, skills,
abilities and competences
- Working Portfolio of Students’ Artefacts
- Assessment
- Develop reflection
- Supporting personal/professional development
PDP
- Repository of artefacts
- Evidencing progression of learning and
achievement (of the intended, outcomes,
competencies, etc.):
 a basis for accreditation of prior learning.
 it can also serves as a transcript
- Resource for planning a CV
- Showcasing and presentation of evidence of
achievement
Benefits of PDP
PDP process will enable you to:
• become more self aware of their learning
needs;
• identify opportunities for learning and
developing new skills outwith the curriculum;
• identify their strengths and weaknesses and
to devise ways by which to improve on them;
• develop skills and capabilities that are
relevant for employment;
Benefits of PDP
PDP process will enable you to:
• make the link between teaching, learning
and assessment and to take ownership of
your learning;
• be more effective in monitoring and
reviewing your progress;
• record in a more structured way your
academic achievement and career-related
capabilities;
• enhance your continuing professional
development
• become autonomous lifelong learner.
Benefits of PDP
• Enables feedback and support to be provided
around your learning needs by:
 peers
 tutors
 mentors
 supervisors
What is involved in
PDP?
Stages of PDP
• Profiling
• Setting outcomes and learning objectives
• Planning and Doing
• Assessment
Stages of PDP
• Feedback
• Action planning
• Evidencing and recording achievement
What can I use to
support my PDP?
Types of PDP
• Paper based PDP
• Electronic PDP (ePDP) http://eportfolio.rgu.ac.uk OR
IP Address: http://193.63.235.23
ePortfolio
Global Profile
• Create a global profile:
- Name
- Password
- Status
- Location
* Complete boxes with asterisk
ePortfolio
Tour of the site:
• Provides information on the various
sections of the ePortfolio
• Hovering over each icon provides
relevant information on that section of
the ePortfolio
ePortfolio
Sections of the
ePortfolio:
Sections of the
ePortfolio:
Profile/Skills Audit
Learning Style
Learning Agreement
Outcome (s)/
Objective (s)
• Planning and Doing
• Learning (Formal,
informal, individual
or group based)
• Learning/Reflective
Journal (Review)
• Assessment
• Feedback
• Action Planning
• Evidencing learning
• Career Dev
• CV
•
•
•
•
ePortfolio
Uploading Files to the ePortfolio
• You can upload a range of files:
- Word
- Audio
- Graphics
- Images
- Moving images: streamed video
- ASCII
- Excel or Access
* You are restricted to 20MB
ePortfolio
Private and Public Spaces
• Your ePortfolio is private
• However, you may wish to make any or all
sections of your portfolio to specific
individuals (e.g. tutor/mentor/coach or
fellow students, etc.)
You can grant individuals access to any
section of your portfolio by inserting their
names in the relevant fields
ePortfolio
Calendar Management
• Manage your activities using the
calendar
What next?
Activity 1
Now that you have familiarised yourself with
the PDP process and the ePortfolio tool, please
complete the following:
• Produce a profile of your knowledge, skills and competences
pertaining to teaching using the skills audit proforma or the
SWOT analysis approach.
• Use the Learning Style Questionnaire to produce a profile of
your preferred learning style.
Note. Please share your skills profile and output of your learning
style test with your mentor and tutor.
Contact
• Dr Charles Juwah
Department for the Enhancement of Learning,
Teaching and Assessment
St Andrew St Building
Aberdeen
AB25 1HG
Tel 01224 263346
e-mail: [email protected]
Further Reading
• COTTRELL, S., 2003. Chapters 1 and 2, Skills for Success: The
Personal Development Planning Handbook. Basingstoke: Palgrave
Macmillan.
• STRIVEN, J., 2008. Chapter 1, Report on Personal Development
Planning. Higher Education Academy [online] Available from:
www.heacademy.ac.uk/pdp (Accessed 14 December 2008)
•
CENTRE FOR RECORDING ACHIEVEMENT (CRA)
http://wwwrecordingachievement.org
•
NATIONAL COMMITTEE OF INQUIRY INTO HIGHER EDUCATION,
1997. Higher Education in the Learning Society, Report of the
National Committee (The Dearing Report) [online] Available from:
http://www.ncl.ac.uk/ncihe/nr_139.htm
References
HIGHER EDUCATION ACADEMY (HEA), 2008. PERSONAL
DEVELOPMENT PLANNING (PDP) http://www.heacademy.ac.uk/pdp/htm
http://www. heacademy.ac.uk/PDP-UK-NETWORK.htm
•
HIGHER EDUCATION ACADEMY, 2006. Student Employability Profiles.
The Higher Education Academy © September 2006. ISBN 1-90578817-7
•
QUALITY ASSURANCE AGENCY , 2000. Guidelines for the progress
files [online] Available from:
http://www.qaa.ac.uk/crntwork/progfileHE/guidelines/guideline.pdf