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Pdp: Its Role And Implementation In The Law Curriculum

Details of the implementation of Personal Development Planning (PDP) as a module within BPP Law School's LLB programme.

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Pdp: Its Role And Implementation In The Law Curriculum

  1. 1. Personal development planning: its role and implementation in the law curriculum<br />Philip Roberts and Ian Gardner<br />BPP Law School<br />
  2. 2. Running order<br />PDP: background<br />SKIP overview<br />Design and theory<br />Module content and e-portfolios<br />Q&A<br />
  3. 3. PDP – Background<br /><ul><li>Dearing Report
  4. 4. QAA definition</li></ul>“Personal Development Planning is 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. <br /> It is intended to help students:<br /><ul><li>become more effective, independent and confident self-directed learners;
  5. 5. understand how they are learning and relate their learning to a wider context; 
  6. 6. improve their general skills for study and career management;
  7. 7. articulate personal goals and evaluate progress towards their achievement;
  8. 8. and encourage a positive attitude to learning throughout life.”</li></li></ul><li>PDP – Background<br /><ul><li>Typical PDP activities/outputs can be grouped:
  9. 9. Recording experiences and achievements
  10. 10. Thinking about skills
  11. 11. Thinking about values/attitudes/motivations/reasons
  12. 12. Goal-setting and planning
  13. 13. Summarising (for presentation to a third party)
  14. 14. Understanding oneself as a learner</li></ul>(Strivens and Ward (2009))<br />
  15. 15. PDP – Background<br />2008 review of undergraduate law degree programmes:<br />9% of QLD providers referred to PDP as part of law curriculum<br />The undergraduate LLB at BPP Law School<br />Structure<br />Student market & Student community<br /> (H. Huijser, L. Kimmins and P. Evans (2008))<br />
  16. 16. SKIP overview<br />BPP level 4 (15 credit) module<br />Skills in Practice - ‘SKIP’<br />Initially linked to<br />Admissions<br />Career development<br />Supported by Blackboard and Pebblepad<br />Admissions model<br />Diagnostic process – SKIP as recommended pathway<br />
  17. 17. SKIP overview<br />“Embedded”?<br />Discrete-Linked-Embedded-Integrated-Extended<br />Long/thin vs short/fat<br />(Atlay et al (2009))<br />Subject-specific?<br />Availability to all BPP students<br />Accredited/assessed?<br />Significant “output”<br />Portfolio plus Commentary<br />(S. Bloxham et al (2007, 2009))<br />
  18. 18. SKIP overview: learning objectives<br />Students should be able to:<br />Understand and articulate their learning needs and preferences<br />Act independently in planning their learning <br />Reflect on their learning<br />Recognise, evaluate and articulate their transferable skills<br />Early introduction to learning theories<br />“Educated consumers” of theory?<br />
  19. 19. SKIP overview: expectations<br /> “Because the content and direction of the portfolio is largely determined by you, we expect the following of you:<br />the ability to be organised and self-disciplined<br />some creativity<br />a willingness to be self-critical”<br />
  20. 20. SKIP overview: expectations<br /> “How difficult have you found studying undergraduate law so far (where 1=easy and 5=difficult)?”<br /> (13 students)<br />
  21. 21. SKIP overview: expectations<br />
  22. 22. SKIP - Timeline<br />1 = Starting off<br />2 = Development<br />3 = Goals and planning<br />4 = Report<br />1<br />2<br />4<br />3<br />This timeline represents the duration of the SKIP module. You will begin (on the left)<br />with some preparatory work (Starting Off), and then move on to the Development stage, <br />during which you will assemble evidence and commentary for your portfolio. However, <br />During this second stage – perhaps on a number of occasions - you may want to address <br />your Goals and Plans. Finally, you will Report by completing your portfolio and writing <br />your report on it.<br />
  23. 23. SKIP overview: “milestones”<br />Module milestones:<br /><ul><li>Skills audit – pre-module
  24. 24. Module redesign exercise
  25. 25. Learning log
  26. 26. Current affairs log
  27. 27. CV draft
  28. 28. Plans and goals analysis
  29. 29. Skills audit – post-module </li></li></ul><li>SKIP overview: milestones<br />Current affairs log<br />Rationale<br />Redesign exercise<br />Link to learning theories/preferences<br />A complete module<br />A topic area within a module<br />A series of sessions dealing with the same topic<br />A particular session – e.g. a seminar or lecture<br />A case study<br />A new session linking existing elements of different modules or topics<br />An online guide or session<br />Feedback benefits<br />
  30. 30. SKIP overview: linkages<br />Admissions<br />Curriculum design<br />Embedded vs linked<br />Learning theory<br />Peer assisted learning<br />Mentors, community building<br />Career development<br />Link to level 5 module<br />Feedback/course design<br />Learning technology....<br />
  31. 31. PDP: history and implementation<br />SKIP overview<br />Design and theory<br />Module content and e-portfolios<br />Q&A<br />
  32. 32. Redesign<br />
  33. 33. Analysis<br />‘Fresh eyes’<br />Attempt to experience module as a student<br />Consider what worked better than other areas<br />
  34. 34. Design<br />Consideration of a number of theories:<br />Cognitive Load <br />7 +/-2<br />‘Chunking’<br />Serialist and Holisits<br />Web design and usability<br />
  35. 35. Development<br />
  36. 36. Implementation<br />
  37. 37. ePortfolios<br />"An e-portfolio is a purposeful aggregation of digital items - ideas, evidence, reflections, feedback etc, which 'presents' a selected audience with evidence of a person's learning and/or ability."<br />Sutherland and Powell (2007) <br />
  38. 38. ePortfolios<br />PebblePad<br />More than just an ePortfolio<br />Alternatives<br />
  39. 39. Clarify expectations<br />
  40. 40. Q&A<br /><ul><li>
  41. 41.</li>