All 6 entries tagged PDP And Cpd

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May 13, 2005

London Hub Event

I have been asked to contribute to a seminar organised by the London Hub of UKGRAD - the topic being how to support part-time research students.

I guess other speakers will be looking at the particular needs of this group, and, to be honest, we have not previously fully thought through how mainstream provision is/is not helpful for this group. Current provision, which is partly Roberts funded, has been focussed more on the Research Councils funded students who are full time. International students (another client group) also tend to be full-time students

So, the event will be really hepful for me in thinking about next years' programme for the Graduate School, and also how PDP/CPD can be made more relevant for part-time students.
The aspect of the Warwick provision that I can focus on is the E-Portolio and Blog facilities, I do think that part-timers could really benefit from the formal and informal (respectively) networking and communication opportuities that these e-resources provide…


August 23, 2004

PDP and blogs – review and rethink….

For the last few weeks I have been going around the university pointing out that PDP (according to the QAA approved definition) can include the use of blogs to record informal learning (or learning from experience); similarly, blogs can (and now do) include a specialist section to encourage PDP activity. Imagine a Venn diagram of PDP and Blogs overlapping by about 1/5th…. In other words – 'PDP is not a blog' and 'a blog is not PDP’. But looking through the postings of staff and students I'm beginning to think that the second statement (a blog is not PDP) is over-stating the case.

If PDP is seen as a natural reflective practice, just a new name for the considered 'learning from experience' thinking of all mature adults, (and should we even include the unconscious process by which everybody makes sense of their lives – whether reflected upon or not?), then many – even most – of the blog entries so far are examples of PDP in practice.

I'm thinking of back-tracking on my message to academics and others new to blogs and to PDP. The new message is:
'Students encouraged to keep a personal blog will usually grow towards a reflective style which is the necessary – if not sufficient – foundation for PDP'

Not quite so snappy – but more accurate – than 'A blog is not a PDP'


August 03, 2004

how to spot PDP

Recap: PDP is a process, an activity undertaken by an individual for his/her own development.

Some PDP verbs: learning, thinking, planning, reflecting, recording. If you are doing all these things you are, almost certainly, engaged in PDP. Well done!


August 02, 2004

stuffy stuff

I realise I'm starting to use my blog to lecture readers about PDP; actually, this information really belongs on our not-yet-completed website section on PDP (staff section). Still, I'd like to know if my stuff on PDP would make sense to the uninitiated.. and how the whole thing can be made more immediate and relevant.

any suggestions?


QAA – summary of current thinking on PDP

Introduction to national requirements for PDP in HE
The following notes are intended to bring you up to speed with current (QAA) thinking about PDP. They are a practical summary of the recent thoughts, recommendations (and requirements) on the introduction of PDP into the HE curriculum. Taken from: QAA Report:
Developing a progress file for HE: Summary report of the consultation exercise , Sections 27 – 38 Personal Development Planning

Why PDP?
To help students to become more effective and independent learners

Agreed general definition
'(PDP is) a structured process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal educational and career development’.

It is intended to help students:

  • become more effective ,independent and confident self-directed learners
  • understand how they are learning and relate their learning to a wider context
  • improve their general skills for study and careers management
  • articulate their personal goals and evaluate progress towards their achievement
  • encourage lifelong learning

PDP activity should, therefore be:

  • a structured process that is integral to higher level learning
  • concerned with learning in a holistic sense (both academic and non-academic)
  • something that an individual does with guidance and support initially
  • a process that involves self-reflection , the creation of personal records, planning and monitoring progress towards the achievement of personal objectives
  • intended to improve capacity of individuals to communicate their learning to others who are interested in it (e.g. academic staff and employers)

Minimum expectation for Institutional PDP

  • Institutional promotional materials should indicate how the skills and attitudes which underlie PDP are promoted
  • At the start of an HE programme students will be introduced to the opportunities for PDP within the programme
  • Students will be provided with opportunities for PDP at each stage of their programme
  • The rationale for PDP will be explained for the benefit of students (e.g. in student or course handbooks or module guides

July 30, 2004

PDP at Warwick – some initial thoughts on institutional responsibilites

To recap a PDP is:
"A structured and supported process undertaken by an individual to reflect on their own learning and performance."
"(....) a means by which students can monitor, build and reflect upon their personal and acacdemic development"

Institutional role:
Universities should be introducing and/or piloting PDP in 2004/05 as part of the QAA student progress file initiative. Actually, the obligations on institutions are not onerous and reflect a lot of existing good practice (though this good practice is unlikely to be called PDP which is, in my opinion, an unhelpful terminology; more about this later).
Anyway, every University should ensure the following:

  • PDP is explained in promotional materials
  • students are introduced to PDP at the start of their courses
  • students are provided with opportunities for PDP thereafter
  • the rationale for PDP is made clear – for example in handbooks and modules
  • there is a defined structure for implementation.

At Warwick the introduction of PDP will be piloted in 7 departments during 2004/05 based upon the following:

  • the use of Blogs as a method of recording PDP
  • responsibility for PDP devolved to departments
  • the role of the Personal Tutor as facilitator of PDP will be promoted
  • PDP activity will be concentrated on the Induction period
  • resources to support PDP will be made available through the Skills website

More about the all of these in future postings. Meanwhile any comments welcome


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