Pdp: Its Role And Implementation In The Law Curriculum
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Apr. 8, 2010•0 likes•902 views
Pdp: Its Role And Implementation In The Law Curriculum
Apr. 8, 2010•0 likes•902 views
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Details of the implementation of Personal Development Planning (PDP) as a module within BPP Law School's LLB programme.
Ian GardnerFollow
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Pdp: Its Role And Implementation In The Law Curriculum
- 5. understand how they are learning and relate their learning to a wider context;
- 6. improve their general skills for study and career management;
- 7. articulate personal goals and evaluate progress towards their achievement;
- 9. Recording experiences and achievements
- 13. Summarising (for presentation to a third party)
- 25. Learning log
- 27. CV draft
- 28. Plans and goals analysis
Editor's Notes
- Dearing Report (Sir Ronald Dearing, National Review of Higher Education (1997))QAA Policy statement on a progress file for Higher Education - http://www.qaa.ac.uk/academicinfrastructure/progressfiles/archive/policystatement/default.asp#pdp (cited 11 March 2010)
- J. Strivens and R. Ward, “An overview of the development of Personal Development Planning”, in J. Strivens (ed) Personal Development Planning (Foundation Degree Forward , 2009), 5See also:S.Clegg and S. Bradley, “Models of personal development planning: practice and processes” (2006) 32 (1) The British Educational Research Journal 57 – This presents a taxonomy of PDP, according to Professional, Employment and Academic “ideal type” models.
- For BPP’s 2008 review of undergraduate law degrees, see: P. Roberts, “Career development in the LLB” (2009) 43(3) Law Teacher 297For discussion of the effects of diversity and new technologies on the student experience, see:H.Huijser, L. Kimmins and P. Evans, “Peer assisted learning in fleximode: developing an online learning community” (2008) 1 Australasian Journal of Peer Learning 51
- See P. Roberts (2009), supra
- For a welldocumented example of embedded PDP within the law curriculum, see:S. Bloxham and A. Cerevkova, “Reflective Learning, Skills Development and Careers Management Online – An Evaluation of a First Year Law Module” 2007(1) Journal of Information, Law & Technology (JILT), <http://www2.warwick.ac.uk/fac/soc/law/elj/jilt/2007_1/bloxham_cerekova/ >S. Bloxham, F. Boyle and A. Thanaraj, ”Using E-portfolios to Support PDP and Reflective Learning within the Law Curriculum: A Case Study”, 2009(3) Journal of Information, Law & Technology (JILT), <http://go.warwick.ac.uk/jilt/2009_3/bloxham> Also see, for example:M. Atlay , P. Petrovaamd D. Ujma (2009) “To embed or not to embed? The embedding of PDP in the curriculum” in Personal Development Planning and Employability. Learning and Employability Series 2 (ed M. Yorke) (CRA/Higher Education Academy)<http://www.heacademy.ac.uk/assets/York/documents/ourwork/tla/employability_enterprise/web0368_learning_and_employability_series2_pdp_and_employability.pdf>It is suggested that there are five main approaches to PDP in the curriculum that have been adopted by various universities. These include a discrete model, where PDP is additional to the curriculum; linked, with PDP in parallel to the curriculum - but not integrated; embedded modular, embedding PDP in certain modules; integrated, with PDP embedded across the whole curriculum (in some cases as ‘curriculum carrier’) and finally, an extended model.For further commentary on eportfolios, see second part of paper.
- The learning theoretic material derives from “standard” sources, for example:B. Bloom (ed.), Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain (New York, McKay, 1956)D. Kolb, Experiential Learning experience as a source of learning and development (New Jersey, Prentice Hall, 1984)P. Honey & A. Mumford, Manual of Learning Styles (London, P Honey, 1982)Relevant to this, as well as the discussion of the purpose of the portfolio “milestones” described later, is the distinction between “deep” and “surface” learning. There is a boddy of commentary, including:F. Marton and R. Säljö ‘On qualitative differences in learning. I – Outcome and Process’ (1976) 46 British Journal of Educational Psychology 4N.J. EntwistleThe Impact of Teaching on Learning Outcomes in Higher Education – A Literature Review (Sheffield: CVCP, 1992) 12; citing N.J. Entwistle `Student learning and studystrategies' in B.R. Clark and G. Neave (eds) The Encyclopedia of Higher Education (Oxford:Pergamon Press, 1992)
- This is a growing body of commentary on peer assisted learning in an online environment. See for example:Ian Davies, “E-xperience in e-learning: The impact of a peer assisted online mentoring scheme on an e-learning programme: A case study of E-College Wales” in Networked Learning Conference Proceedings (2004) <http://www.networkedlearningconference.org.uk/past/nlc2004/proceedings/individual_papers/davies.htm>H. Huijser and L. Kimmins, “PALS online and community building: a contradiction in terms?” in 22nd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) (2005) <http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/32_Huijser.pdf>H. Huijser, L. Kimmins and P. Evans, “Peer assisted learning in fleximode: developing an online learning community”, (2008) 1 Australasian Journal of Peer Learning 51
- Learning Technology Dept. look at SKIP as first example of possibly making use of design principles in new/old modules.Roughly follow Addie model.Ozdilek, Zehra & Robeck, Edward “Operational priorities of instructional designers analyzed within the steps of the Addie instructional design model”, (2009) Procedia - Social and Behavioral Sciences, Volume 1 (1) Pages 2046-2050Evaluation outstanding but during other steps has been conversation between module team and Learning Tech dept.Image source: http://www.regent.edu/admin/ctl/addie/images/pic_addiemodel.gif
- Theories/best practice considered.John Sweller, New South Wales, focus on limits of working memory.www.cmu.edu/teaching/trynew/sweller-visualinstructionaldesign.pdfGeorge Miller, 7 is the ‘magic number’ of what we can hold in our working memory. Multimedia allows for different ways to deliver content and minimise load.Miller, George A. (1956): The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information. In Psychological Review, 63 pp. 81-97 Herbert Alexander Simon, Berkley, “a term referring to the process of taking individual units of information (chunks) and grouping them into larger units”.http://www.albany.edu/~dkw42/s6_chunked.htmlAbility to come in and out of module structure as desired by own learning preferences.Atherton, J. (2009). Systems and Conversations: Pask and Laurillard. Retrieved October 4, 2009, from learningandteaching.info: http://www.learningandteaching.info/learning/pask.htmIncluding the need for consistent interfaces and consistency, inc.:Consider expertise including:Zaharias, P., & Poulymenakou, A. (2008). Design Guidelines for Asynchronous E-Learning Applications. In T. T. Kidd, & H. Song, Handbook of Research on Instructional Systems and Technology (pp. 741-751). New York: Information Science Reference.Badre, A. N. (2002). Shaping Web Usability: Interaction Design in Context. Indianapolis: Pearson.
- Sutherland, S. and Powell, A. (2007). CETIS SIG mailing list discussions 9 July 2007 in e-Portfolios: Anoverview of JISC activities http://www.jisc.ac.uk/publications/publications/eportfoliooverviewv2.aspx[viewed 06 September 2007]
- Policy of SKIP to allow students to develop own portfolio – partly on basis of findings of other Universities, including: IT challenges relating to the development of the e-portfolio templates student access to the software and student ownership[Two issues raised by Getting started with e-portfolios: University of Cumbria (UKCLE)*]Students may arrive with own systems, etc. “Tech savy” may be happy to build and keep own systems* http://www.ukcle.ac.uk/research/projects/cumbria.html
- Show examples linked to from site.