I'll still be using Delicious to keep an easy track on web-links for research but I now realise the personal blog for OU is missing the essential "share" factor. I'm a bit of a "shareaholic" on Facebook,. I wonder whether Twitter is of any use for reflection though and I will continue to resist tweeting.
Probably because of all the time I already spend on Blip. So welcome to the new blog my fellow citizens of State. Friday, October 2, Core Activity 2. The task was very ably carried out by the most proactive members of the group — Steve and Guilia. While others may have put in some information, most of the condensing and collating was owned by them. Reflecting back on the process, I need to start earlier in the two weeks of the Unit to complete the tasks at hand.
Although there are always things that could take priority, I must build on this realisation that, unless I am more proactive early on in the activities, I am not going to be able to develop skills or have any evidence needed to fulfil the criteria within the framework for personal and professional development on H We used Skype quite frequently in my last tutor group for chatting and also had several phone conferences.
If I had been more proactive, especially as Steve was jokingly suggesting a pub meeting, I could have shared those experiences. The texts themselves are easy to skim read and I made notes as I went along knowing that we had another task at hand.
However I have waited for Educause to respond to me to no avail — I found that a bit disappointing that the article was not easily available. There is potential to exploit the tool more widely within general CPD. The paper concludes by identifying how this could be achieved and highlights the benefits to the individual, the professional bodies and the economy of this type of reflective approach embodied within an electronic personal learning system.
This policy statement came from recommendations within the National Committee of Inquiry into Higher Education more commonly referred to as the Dearing Report [5]. Recommendation 20 of this report suggests that there should be a way to develop a progress file that has two elements: a transcript recording student achievement which should follow a common format devised by institutions collectively through their representative bodies; a means by which students can monitor, build and reflect upon their personal development.
The Policy Statement set out roles and responsibilities for implementation, point 16 in the Guidelines for HE Progress files that clearly state that the institutions are responsible for providing opportunities for students to engage with PDP, however the responsibility for gaining benefit from this process would be with the student but that the institutional stance, policies, support and attitudes would influence this.
This definition is now widely used across the HE sector. The term PDP is therefore a relatively new term. In the Learning and Teaching Strategy the emphasis for PDP was on development of policy and practice and then implementation. In Strategic Priority 6. Objective 6.
The PDP processes are integrated throughout the whole of the student experience at the university, they are developmental and used by students with tutor guidance. That review showed that there were lots of activities that could be classed as PDP. Often this work was documented by paper-based tools that had been developed and used locally.
At an institutional level it was decided that for both practical and pedagogical reasons to provide a paper-based system for recording PDP to all students would be inefficient and would go against the institutional ethos of using technology to support learning for which the university is recognised as a leader [8]. From discussion between academic staff in schools and in the Centre of Excellence in Learning and Teaching links were made to development work on profiling learning that was happening in a fledging company of ex and part time members of staff from Wolverhampton.
The company was developing a generic tool that was based on sound pedagogical practices that did not give one final product but allowed for it to be used in whatever way someone found meaningful. All staff and students having their own personal accounts, icons for short-cut access to the software became a part of all desktops and could be found in the personal management page of the virtual learning environment, Wolverhampton On-line Learning Framework WOLF.
This was outside but not exclusively new to the existing technology supported learning community. It facilitates self-awareness, promotes reflection, supports enrichment through commentary and feedback from the recipients of shared assets. It grows, develops and matures as the user accesses it, without constraint, over time. It provides tools for aggregating assets in multiple forms; for telling myriad stories to diverse audiences and ensures absolute user-control over what is shared, with whom, for what purpose and for how long.
Pebble Learning [9]. The software allows users to build a diverse collection of items related to their studies, personal development, continuing professional development or any event of personal significance. Those items can then be published or shared with specified individuals or groups or to a public audience through the creation of a URL address. The software promotes reflection and gathering of evidence, any digital file can be linked to the software giving the ability to add such things as video, images and sound.
Figure 2. Figure 3. Personal development planning is a process that allows you to think about, and then record, your skills, achievements and learning outcomes.
By completing it you will identify which areas you need to develop further, helping you to plan for your future and your career. PDP is arrnaged through the University in different ways. It can be built into course programmes, addressed through personal tutoring and supported by other central services such as the Careers Service. See also. Not available 10 September Wojtczak, A. Wojtczak defines a Personal Development Plan PDP in the context of medical education as: A list of educational needs, development goals and actions and processes, compiled by learners and used in systematic management and periodic reviews of learning.
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