Abstract
This paper examines how e-Portfolios have been used in relation to three different models of Personal Development Planning (PDP). It begins with a brief description of the context of the study at the University of Kent. Then, using Clegg and Bradleyââ¬â¢s (2006) models of PDP, it identifies three case studies to review: Social Work (the professional model), Sports Studies (the employability model) and Physics (the academic model). The discussion centres on what has been learned from these case studies in relation to PDP practice and embedding of e-Portfolios. The paper will be of interest to academics and curriculum developers introducing e-Portfolios to support various models of PDP.
Highlights
The University of Kent’s Personal Development Planning (PDP) practice was reviewed in 2006 (Frith, 2006)
The review noted that rich and diverse PDP practice was present in all programmes of study but was sometimes so embedded that it was difficult for students to discern
Each example shows a very different academic culture, from Social Work in which PDP is driven by external professional requirements, Sports Studies which is beginning to use PDP to encourage students’ reflection on practical projects, to Physics which interprets PDP as a way to help students understand the most difficult aspects of their learning
Summary
The University of Kent’s PDP practice was reviewed in 2006 (Frith, 2006). This reported existing PDP practice in departments. The three models of PDP which Clegg and Bradley (2006) identify are helpful in understanding why some academic departments have been quick to embed e-portfolios and are comfortable with the software, whereas others have found embedding e-portfolios a much longer and more problematic process For their analysis, Clegg and Bradley draw on the work of Barnett (2000) and Moore (2001) who identified two directions which courses can face; either projectional, outward facing to employers and the economy, or introjectional, facing inwards to the discipline and the academy. In these subjects staff generally do not see employment as the focus for the degree as students follow varied career paths; staff aim to create a graduate rather than a professional In these subjects, PDP focuses on enabling students to recognise their learning process and practice skills necessary for development in the discipline. This work has exposed a staff development need to learn how to set and mark reflective tasks
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