Research Question: What impact can learning inventories like ELLI and the ESCI-U have on students’ capacity to understand and regulate their own learning?
The project would build on the work of the FDTL Project Meta which was concerned with encouraging students to be critically reflective and more self regulated in their learning through: 1. Developing methods of reflective writing including critical story telling. 2. The support of peers and mentors to enhance the process. 3. The introduction of learning inventories to support the progression in students learning
Initial Question: E-portfolios linked to appropriate formative and summative assessment criteria
I have been using reflective writing with learners to support within- and post- experience reflection for some time and to place that learning within a meaningful personal context. Within a widening participation arena, the focus has been on transforming identity and on enhancing self efficacy. To achieve this I have been using the portfolio building process, linked to formative and summative assessment, to encourage learners to view their experiences from different perspectives. This with the aim of supporting their learning and development including employability awareness and development.
Research Question: What are the elements within this Coventry Add+Vantage module that support and encourage a reflective capacity?
(Journal of Learning Development in Higher Educaiton) - An evaluation of the impact of e-Portfolio supported pedagogic processes on students’ reflective capacity
Research Question: What are the factors that make the use of an e-portfolio system effective for student learning?
The University of Worcester has recently bought an e-portfolio system (Pebblepad) and is in the process of implementing its use across the University. We would like to maximise the benefit of this new system for students and are investigating providing appropriate support at an institutional level.
(Journal of Learning Development in Higher Education) - Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry
Initial Question: Why do staff engage with PDP?
A small group of interested people including champions from different faculties/departments have begun to meet regularly to discuss the future development of PDP and (e)Portfolios. This group has highlighted a range of areas for research. As well as the Centre for Enhancement of Learning & Teaching (CELT) the home department for PDP and Employability - the faculties currently involved are Health, Education and the Business School.
Research Question: What view do staff have of PDP?
Investigate students view of what they see as relevant for their PDP.
An exploration of students' motivations to engage with e-Portfolio
(Journal of Learning Development in Higher Education) - Useful or just another fad? Staff perceptions of Personal Development Planning
(Journal of Learning Development in Higher Education) - Student experience with e-Portfolio: exploring the roles of trust and creativity
Initial Question: Do staff make changes to their (e)-PDP pedagogical approaches and interventions for students as a result of the action research process?
My background is in careers education, information and guidance, especially in designing, delivering and leading accredited and assessed Career Development Learning (CDL) Modules (both generic and subject-specific) within HE curricula. These were continuously refined through a process of evaluation and feedback, akin to action research, and received very good feedback.
Research Question: To explore the extent to which a supported action research process might act as an agent of change in (e) – PDP practice and to analyse the type of change participants’ report.
(Journal of Learning Development in Higher Education) - Turning the NARN into an ARC at the University of Bedfordshire - some reflections and comparisons
(Journal of Learning Development in Higher Education) - An investigation into the undergraduate dissertation tutorial as a Personal Development Planning (PDP) process to support learner development
(Journal of Learning Development in Higher Education) - Taking Concept Mapping (CM) forward with socially mediated structured approaches
What is the role of PDP in identity development and confidence building in Foundation degree students, specifically adult women?
Although there is no standard approach, PDP takes place in all courses through a variety of means: personal tutoring, career planning, study skills provision (assessed or not), production of transcripts of marks and electives. On entry, all students are required to complete a self-assessed learning profile that is discussed in later tutorials. The CETL Foundation Direct supports an assessed online unit for Foundation degrees that includes educational and life planning, professional development and careers enhancement.
(Journal of Learning Development in Higher Education) - What role can PDP play in identity development and confidence building in non-traditional students?
Initial Question: E-portfolios: catalyst or distraction for supporting students PDP. Does an e-portfolio tool support reflection on learning and experiential learning?
PDP provision at Kent is embedded into the curriculum in each department some departments have set up skills/PDP modules, usually in the first year to help students develop their academic skills. There is a wide variety of PDP support available to Kent students, however for many students this results in PDP being invisible. For the past year UELT has been supporting the introduction of an e-portfolio tool which is available to all departments to support their PDP provision and make it more visible to students. Many departments have piloted the tool and overall feedback from staff and students has been positive.
Research Question: Does an e-portfolio help students to recognize and articulate their employability skills? A case study using Pebblepad at the University of Kent.
(Journal of Learning Development in Higher Education) - How do different models of PDP influence the embedding of e-Portfolios?
- Institution Kent, University of
- Document Author Louise Frith
- Email email@example.com
- Phone 01227 827015
To what extent does Exeter’s new e-PDP tool support the quality of tutor-tutee interactions in the context of personal tutorials?
At Exeter we have just launched a new ePDP tool, based on our student record system and linked to the students transcripts. The students ePDP can be viewed online by their personal tutor in preparation for personal tutorials and to date around 2,000 students have activated their ePDP records. For our part in the NTFS project, we are aiming to conduct an evaluation of this resource, (i) as a means of helping students prepare for tutorials, and (ii) as an ongoing record of their achievement, reflection and planning.
(Journal of Learning Development in Higher Education) - Evaluating a new e-PDP tool and its relationship with personal tutoring
How will the outcomes of the ePDP project support the embedding and engagement by staff and students of the University of Bolton’s PDP framework and meet the blended and e learning agendas of the School of Arts, Media and Education and the University?
The inclusion of PDP (personal development planning) is a University requirement for all programmes and is embedded through validation in a traditional text based and /or visual journal approach. The challenge is to implement an ePDP approach in the School of Art, Media and Education (SAME), at the University of Bolton (UoB) as part of the blended and E learning agenda.
Education: Conference Papers. Paper 6 "Meeting the needs of students within an institutional Personal Development Planning (PDP) framework: piloting, informing, embedding and evaluating ePDP in a School of Arts, Media and Education (SAME) at a UK University — the PIeR project."
Initial Question: Does a student’s nationality or cultural background affect their a) understanding of, b) engagement with and c) learning through personal development planning?
The University of Bradford (UoB) has a PDP framework based around 3 models of PDP implementation. Decisions about which model to align to, and the specifics of PDP practice, rest at the level of the programme team, academic division or school. This means that the institution is host to a diversity of locally situated PDP practice.
Research Question: How an institutional PDP framework affords varieties of implicit and explicit programme – deep PDP practices.
(Journal of Learning Development in Higher Education) - Situated Personal Development Planning
Initial Question: Barriers to PDP – engaging staff and students. What are the structural (curriculum considerations) and perceptional (attitudes of staff) barriers to engagement with PDP?
Research Question: Can we draw on student perspectives to enhance PDP?
(Journal of Learning Development in Higher Education) - From cats to roller coasters: creative use of posters to explore students' perceptions of PDP
Research Question: Have the new responsibilities placed upon the personal tutor highlighted any conflicts between the role of personal tutor and the role of Pdp tutor?
There is some anecdotal evidence that implementing PDP through an existing Personal Tutor system has a negative effect on the pastoral role of the personal tutor. This research will attempt to investigate this issue and, if evidence supports this statement, will seek to investigate why this is the case.
Research Question: Investigating the educational benefits (or otherwise) of community blogging in Initial Teacher Training.
Journal of Learning Development in Higher Education - Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training?
Research Question: To investigate how best can the inclusion of PDP activity in part time (day release) vocationally orientated programmes help meet the expectations of sponsoring employers regarding employability skills / competencies?
To date a lot of the interest in PDP seems to have been on how it can help students adjust to studying at university with quite a lot of focus on the first year experience. My own observation of PDP implementation is that explicit provision tails off in later years of a programme as institutional concerns to retain students are addressed. However for students it is at later stages in their programme that the need to be able to demonstrate to employers the added value they have gained from their studies/university experience becomes more important. This links to the current government policy emphasis on developing higher education programmes which help meet employer requirements and address the skills shortage issues identified by the Leitch Report.
(Journal of Learning Development in Higher Education) - The role of Personal Development Planning (PDP) for employer sponsored students – an exploration of how PDP learning activities can support CPD and workforce development requirements