What's PDP Got To Do With...?

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A look at supporting PDP in HE particularly in the physical sciences.

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  • In our project, we couldn’t hope to influence all of these factors but we could succeed with the first one which would in turn influence the apparent value to staff and students.PDP – it’s a requirement; the argument about whether it should be done is pastA lot of what is often thought of as the preserve of PDP can be found in the course content (see benchmarks); if it’s required in the course then you have to cover it (staff or student), no argumentAlso, is in line with the kind of skills employers say they want and sometimes find lacking in graduates.If it’s taught by someone outside their discipline beware, it looks less like part of the course and that question comes back (PDP works best when integrated)If it’s taught in a separate class outside the main timetable beware, it looks like an add-onIf it’s given no time on the timetable beware, it looks like you give it less value than timetabled items
  • Paperwork can be helpful!QAA Benchmarks for the ‘hard’ sciences are full of transferable skills like these.Where there is no benchmark look to: course documentation employers’ statements on skills needed/missing professional bodies
  • In our project, we couldn’t hope to influence all of these factors but we could succeed with the first one which would in turn influence the apparent value to staff and students.PDP – it’s a requirement; the argument about whether it should be done is pastA lot of what is often thought of as the preserve of PDP can be found in the course content (see benchmarks); if it’s required in the course then you have to cover it (staff or student), no argumentAlso, is in line with the kind of skills employers say they want and sometimes find lacking in graduates.If it’s taught by someone outside their discipline beware, it looks less like part of the course and that question comes back (PDP works best when integrated)If it’s taught in a separate class outside the main timetable beware, it looks like an add-onIf it’s given no time on the timetable beware, it looks like you give it less value than timetabled items
  • UG Chemistry Framework on Hull’s Department of Chemistry web site(no e-portfolio system and about to change VLEs)Comprises: skills in a spreadsheet (with skills/evidence rating built in) zipped set of folders for evidence storage student help sheet (academic help sheet also available)
  • UG Chemistry Framework on Hull’s Department of Chemistry web site(no e-portfolio system and about to change VLEs)Comprises: skills in a spreadsheet (with skills/evidence rating built in) zipped set of folders for evidence storage student help sheet (academic help sheet also available)
  • What's PDP Got To Do With...?

    1. 1. “What’s PDP got to do with...?”<br />Tracey Madden<br />
    2. 2. The e-Portfolio Framework Project<br />Support use of e-portfolios in physical sciences<br /><ul><li>Technical solutions encounter problems of interoperability
    3. 3. Solution needs to help whole of community</li></ul>Supporting Student e-Portfolios<br /><ul><li>http://bit.ly/4BHnj9</li></li></ul><li>PDP – meeting challenges to make it work<br />The experience of others says it helps if it is:<br /><ul><li>Linked to the objectives of the discipline course
    4. 4. Integrated into course and timetable
    5. 5. Supported
    6. 6. Valued by staff
    7. 7. Valued by the participants
    8. 8. Assessed
    9. 9. Interesting</li></ul>Personal development planning: what does it mean?<br />N Jackson<br />http://bit.ly/vWRFU<br />
    10. 10. Transferable Skills in QAA Benchmarks<br />‘Workin a team’ <br />(Materials Science Benchmark)<br />‘Plan to improve your own performance’ <br />(Engineering Benchmark)<br />‘Listen carefully’ <br />(Physics and Astronomy Benchmark)<br />‘Time management’ <br />(Chemistry Benchmark)<br />
    11. 11. PDP – meeting challenges to make it work<br />The experience of others says it helps if it is:<br /><ul><li>Linked to the objectives of the discipline course
    12. 12. Integrated into course and timetable
    13. 13. Supported
    14. 14. Valued by staff
    15. 15. Valued by the participants
    16. 16. Assessed
    17. 17. Interesting</li></ul>Personal development planning: what does it mean?<br />N Jackson<br />http://bit.ly/vWRFU<br />
    18. 18. Building the e-Portfolio Framework (I)<br />Physics<br />IOP<br />Designing Your Future <br />QAA<br />PhysicsBenchmark<br />Physical Sciences Centre<br />Student Profiles<br />e-Porfolio Framework<br />Skills Statements<br />
    19. 19. Building the e-Portfolio Framework (II)<br />Skill rating<br />
    20. 20. Building the e-Portfolio Framework (III)<br />Evidence Rating<br />
    21. 21. e-Portfolio Framework Example<br />Storage Folders<br />Skills Statements<br />
    22. 22. e-Portfolio Framework Example<br />
    23. 23. More Information<br />Physical Sciences Centre<br />http://www.heacademy.ac.uk/physsci<br />e-portfolios<br />PDP<br />Higher Education Academy<br />http://www.heacademy.ac.uk<br /><ul><li>PDP</li></ul>e-mail t.madden@hull.ac.uk<br />

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