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PDP (Personal Development Planning)

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Personal Development Planning

Personal Development Planning is "a structured and supported 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. The process requires critical reflection, planning, implementing and evaluating activities. To achieve the key outcome of more independent, autonomous and self aware learners, the process must be integral to the whole learning experiences, embedded firmly within the curriculum while taking an holistic view of student experience." (Briefing Paper for Academic Colleagues on Personal Development Planning and Student Progress Files, Roger Scrutton, Senatus Undergraduate Studies Committee, 21 September 2004).

The University of Edinburgh has committed itself to implementing a PDP/Progress File process by the 2006/07 academic year (the QAA originally set the target date as 2005/06). As noted in the SUGSC paper (link above), e-portfolios are likely to be the mode of delivery for this process. While the SUGSC paper focuses on undergraduate provision, there are also discussions underway within the University as to the potential uses of PDP for postgraduates and researchers (http://www.postgrad.ed.ac.uk/pgskills/pdp0504.htm).

In the School of Education, the PDP process must sit alongside a wide variety of similar and related activities already required as part of the School's longstanding commitment to professional development. In addition, there are significant questions about how, and by whom, it will be supported.

However, assuming that these challenges can be overcome, the potential benefits of an e-portfolio for PDP include:

• it can provide a structure (for example, a matrix of key skills which users could use to map their development, a set of forms to fill in, tips and suggestions to help users get started and move forward), but also be used flexibly (with a combination of the repository and template-driven presentation tools). This may make it suitable for a wider range of users – from first year undergraduates to researchers and lecturers – than a paper-based or simple form-based system, while providing more support than just a set of guidelines or instructions.

• it can link in with the MyEd portal to sit alongside other tools and resources (WebCT, transcripts, library catalogue) – convenient to access, given University ‘stamp of approval’.

• courses and programmes can use it for other activities in addition to PDP – just one system to learn, a common repository for evidence and materials, and a more integrated view of PDP as part of a user’s overall learning and development.

• it is relatively simple to change templates and matrices as the School develops its PDP processes in line with evolving pedagogies and professional needs.