2. A Workshop by: Sharon Gedye, Janice Gibbs & Flea Palmer 21ST June, 2010 PDP and e-Portfolio(PebblePad)
3. Session Outline Part 1: Update on PDP What is it? What are the requirements? How do I do it? Sharing PDP practice Examples of Practice Part 2: Introduction to PebblePad Part 3: Hands on PebblePad Purposeful play – what are the key PebblePad facilities for you
4. What is PDP? Personal Development Planning (PDP) is a structured and supported process that helps students: get the most out of University life, develop as an independent and confident learner, review, plan and take responsibility for their own educational, personal and career development,
5. What is PDP? PDP is an ongoing and gradual process of: Reflecting upon development and identifying areas of strength and weakness, discussing development needs Maintaining a record of developments, progress and achievements Collating evidence of newly developed skills and attributes employers find desirable to help prove and articulate potential when applying for jobs or further courses of study Action planning to address current and future personal, academic and career development needs
6. : PebblePad Formal learning Including: Taught curriculum Professional Placements Field Trips Co curriculum e.g. volunteer work, work experience, summer projects Informal Learning e.g. sports clubs, volunteering activities societies, caring,
7. Personal development planning: Guidance for institutional policy and practice in Higher Education (2009) Features known to be successful in implementing PDP Designed within departments to ensure local ownership Development opportunities provided for all staff Learners have access to named individual through the PDP process Learners are supported in understanding how reflective review and action planning help their personal development. PDP is integral to curriculum design and assessment PDP integrates opportunities for careers advice/planning
22. Purposeful Play - 30 minutes Have a play with PebblePad.Why not: Try creating a quick CV using the ‘about me’ tool. Create a new meeting to record and reflect on this workshop Create an action plan for improving PDP in your department Try to have a brief explore of all the PebblePad facilities. What 3 PebblePad tools are you most likely to use? To support what you are already doing To support you ideas for improved PDP
Editor's Notes
NB. If you adapt these slides please ensure that you credit the original source: Polly Magne – Educational Development, University of PlymouthIntroduce the sessionWe’ll be covering the things on screen
QAA document ‘Personal development planning: Guidance for institutional policy and practice in Higher Education’ (2009) has a few updates.Previously PDP had to be ‘made available’ to students, in the update the wording is much stronger, PDP is a ‘structured and supported process’ indicating that we are required to build it into our programmes and ensure that we support student engagement with PDP.
Explain how this model works There are various learning arenas, the three listed here are: Formal Learning; Co-curriculum; and Informal LearningEach of these enables students to develop a varied and useful set of skills that employers will look forPebblePad can be used by students to pull all these learning experiences together: some of it will be programme led; the SU might encourage use of PebblePad in relation to volunteer work etc, and students can use PebblePad to record their own informal learning too. They can then pick a choose relevant bits to make available to a range of audiences.
Back to the QAA document ‘Personal development planning: Guidance for institutional policy and practice in Higher Education’ (2009) This document has identified a range of features known to be successful in implementing PDP . . . But they have to be done wellUoP are doing all of these.Explain that UoP decided at the start of PDP to encourage subject areas to design their own PDP to ensure that it aligned with their programme and in some cases professional needs. This has been widely recognised as the best approach to PDP rather than ‘a one size fits all’ style, as the individually designed, subject specific model gives departments creative freedom and ownership of their PDP. However it does mean that individual subject areas now have to actively ensure that their PDP is up to scratch. Whilst there will be room for improvement in all of the areas listed above, the two particular aspects that need most attention are: Learners have access to named individual through the PDP process PDP is integral to curriculum design and assessmentBottom line - PDP has to be valued by staff!!!
Here’s some examples of activities . This is what PDP activities look like. Please see the associated word document for more details and share the document with your participants. It would be a good idea to pick up on one or two relevant examples from the screen
Moving away from PDP models, now ask participants what PDP Activities they have embedded within their programmes. There is one example on screen, just so that they can see what you mean by ‘activity’. Explain it to them: the project week is subject focused – in this case the course is ‘Marketing’. The project is to do a group sales pitch for a chosen product by the end of the week. During the week they have input on factors that they need to consider in choosing a product and marketing it. They will also have sessions on working effectively as a team and using project development tools. By the end of the week the whole group must present a slick ‘pitch’. In addition each group member has to keep a reflective blog of the process and submit a short report outlining: the project process and their part in it, the success of their pitch and their personal reflection on the week.Ask them to work in subject teams to identify their PDP activities, however big or small.Ask each group to feed back to the main group and make a note of their activities.Then show participants that there are a number of PebblePad tools they could use to underpin their PDP activities
