This issue of student engagement only if assessed and/or accredited
seems to be a very often recurring theme in PDP debate.
Does anyone have substantial experience of school- or student-age learners
being so motivated by PDP provision that the majority engage without their
being required to do so in any way? If not, what do readers think are
promising
ways of working towards achieving this?
One reason I think this is really important is that without this kind of
intrinsic
motivation, PDP is unlikely to reach the "excluded" or disadvantaged people
who are not in education (or employment), thus risking widening the
"digital divide".
Simon
At 14:26 2005-02-25, Arti Kumar wrote:
>Adding to this debate, I would like to present the view our university
>has adopted: that students (and indeed staff) do not seriously engage
>with PDP unless it is an accredited and assessed part of the curriculum.
> We have core modules which integrate Personal, Professional and
>Academic Development in most subject fields at Levels 1 and 2, and are
>currently developing career-related elements linked to the final year
>project or dissertation.
--
Simon Grant, of North-West England
http://www.simongrant.org/home.html
Information Systems Strategist
http://www.inst.co.uk/
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