Hi
I think both perspectives are true.
I think PDP will need to be assessed, but it shouldn't worry people that
somehow PDP is unworkable unless it is and therefore might be de-valued.
Let's face it; would students take an exam or write an essay if it wasn't
assessed or they didn't receive feedback? I see few students that would
voluntary do any of these things without anything in return.
Regards
David Thompson
Progress Files Development Officer
Aston University
At 16:15 26/02/2005 +0000, you wrote:
>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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