The introduction of student Personal Development Planning (PDP) was the first attempt in UK Higher Education to implement a particular framework for enhancing and capturing student learning by sector wide agreement. In order to maintain and enhance practice in ways which ensure maximum efficacy, it is now essential to deepen our understanding of its impact on the student learning experience.
National Action Research Network on Researching and Evaluating Personal Development Planning and e-Portfolio Practice is managed by Sue Burkinshaw (University of Bolton), Dr John Peters, (NTF 2001), University of Worcester, and Rob Ward, Director of Centre for Recording Achievement (CRA) drawing on the expertise and network power of the CRA.
The project brings together those at the forefront of PDP implementation across the Higher Education Sector.
It directly engages practitioners from 16 HEIs to develop and build capacity for the robust research and evaluation of PDP for students in HE.
National Action Research Network on Researching and Evaluating Personal Development Planning and e-Portfolio Practice is managed by Sue Burkinshaw (University of Bolton), Dr John Peters, (NTF 2001), University of Worcester, and Rob Ward, Director of Centre for Recording Achievement (CRA) drawing on the expertise and network power of the CRA.
The project brings together those at the forefront of PDP implementation across the Higher Education Sector.
It directly engages practitioners from 16 HEIs to develop and build capacity for the robust research and evaluation of PDP for students in HE.
Table of Contents
Editorial
| Foreword | HTML PDF |
| John Hilsdon, Andy Hagyard |
| Interaction and passion in a PDP community | |
| Sue Burkinshaw |
Introduction
| Forming communities of practice | |
| Christine Keenan, Peter Hughes, Arti Kumar |
| An overview of the development of Personal Development Planning (PDP) and e-Portfolio practice in UK higher education | |
| Janet Strivens, Rob Ward |
Papers
| What role can PDP play in identity development and confidence building in non-traditional students? | |
| Carina Buckley |
| Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training? | |
| Simon Cotterill, Karen Lowing, Karl Cain, Rachel Lofthouse, Cheryl Mackay, Joanne McShane, David Stancliffe, David Wright |
| From cats to roller-coasters: creative use of posters to explore students' perceptions of PDP | |
| James Davey, Peter Lumsden |
| How do different models of PDP influence the embedding of e-Portfolios? | |
| Louise Frith |
| Situated Personal Development Planning | |
| Peter Hughes, Neil Currant, Jackie Haigh, Carol Higgison, Ruth Whitfield |
| Taking Concept Mapping (CM) forward with socially mediated structured approaches | |
| Maja Jankowska |
| Turning the NARN into an ARC at the University of Bedfordshire – some reflections and comparisons | |
| Arti Kumar |
| 1, 2, 3 – A journey of PDP at the University of Wolverhampton | |
| Megan Lawton, Emma Purnell |
| Student experience with e-Portfolio: exploring the roles of trust and creativity | |
| Rachel Moule, Ethan Rhemahn |
| Useful or just another fad? Staff perceptions of Personal Development Planning | |
| Jo Powell |
| The role of the personal tutor in a curricular approach to Personal Development Planning | |
| Sue Riddell, Natalie Bates |
| An investigation into the undergraduate dissertation tutorial as a Personal Development Planning (PDP) process to support learner development | |
| Andrea Raiker |
| Evaluating a new e-PDP tool and its relationship with personal tutoring | |
| Jane Rowe |
| 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 | |
| Julie Savory |
| Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry | |
| Elizabeth Symonds |
| An evaluation of the impact of e-Portfolio supported pedagogic processes on students’ reflective capacity | |
| Sarah Wilson-Medhurst, Andrew Turner |
ISSN: 1759-667X