Hi
I do think that with the non-traditional learner - such as (often) those
involved in FDs have different needs to those who are 'bought up with'
self assessment in Records of Achievement (and the like) done while at
school. With the non-traditional learner the concept of being able to
entirely separate Professional and personal development is difficult -
one might almost regard it as a progression route??? With Leitch
encouraging us to look more to the non-traditional learner and
partnerships with non HE organisations we need to consider this aspect
of learning as something many (more mature or from other countries) find
strange and often intrusive. To take Carina's example of self-confidence
- doesn't a lot of this overlap?
Just a suggestion
Yours
Lyn
Lyn Norman
Work-Based Learning Team @ COBE
Room 053
Offices 6
Walton Hall
Open University
MK7 6AA
-----Original Message-----
From: Discussion and support list for PDP UK Network members
[mailto:[log in to unmask]] On Behalf Of Westwood, Jenny
Sent: 21 February 2007 11:37
To: [log in to unmask]
Subject: Re: PDP in Postgrad distance learning healthcare programme
Carina
I wonder if professional development (both academic and career) is the
context in which personal development planning (self-awareness,
self-evaluation, self-efficacy, self-confidence, etc) will make sense
and be of value to students (and our less enthusiastic colleagues!)
whilst they are at university - and then beyond? Jenny
-------------------------------------
Jenny Westwood
Academic Development Adviser
EdDev
Napier University, Edinburgh
0131 455 6008
[log in to unmask]
-----Original Message-----
From: Discussion and support list for PDP UK Network members
[mailto:[log in to unmask]] On Behalf Of Carina Buckley
Sent: 20 February 2007 14:34
To: [log in to unmask]
Subject: Re: PDP in Postgrad distance learning healthcare programme
Dear Angela,
I work for a CETL at the University of Portsmouth called Foundation
Direct, which provides PDP to Foundation degree students in a way that
directly addresses and is relevant to their needs and their aims. Our
brief is to develop best practice in professional development, and we
deliver an assessed 20 credit unit that runs through the entire length
of the degree and which focusses on the three domains of learning of
self, theory and practice. In this way it is entirely integrated into
the degree, and they actively learn the skills of reflection, critical
thinking etc as well as having the chance to use and develop them.
Foundation degree students are all in full time work and may have been
out of the education system for years - decades, in some cases - and so
they have a completely different profile to 'traditional entry' students
and thus different needs. We are here to provide support and assistance
to these students, but our team's expertise in professionalism and
reflection is applicable to any degree and any student. Our aim is to
help them develop communities of practice and bring together their
knowledge from the workplace and the university and so become more
independent, confident and ultimately successful professionals. The PDU
has been running for 18 months now and seems to be having the impact we
were hoping for.
Perhaps a stronger emphasis on professionalism like this, rather than
the more limiting personal development, would surely be more appropriate
and relevant (and therefore more engaging) for the types of students you
are working with? I would be very happy to talk to you about this
further if you were interested.
With best wishes,
Carina Buckley
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