PDP / CPD and e-portfolios:

Rising to the Challenge of Modelling Good Practice

Lorraine Stefani

DirectorCentre for Professional Development

University of AucklandC P D

PDP - Personal Development Planning

CPD - Continuing Professional Development

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• Explore the links between PDP and CPD

• Explore the potential of the e-portfolio to support the processes of reflection for students and for staff

▫ Level of (non) engagement

▫ Modelling good practice

▫ e-skillsC P D

Activity 1

Work in pairs / threes / small groups:

• Define Personal Development Planning.

• Define Continuing Professional Development.

• What are the over-arching conceptual similarities?

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PDP - A structured process undertaken by the individual to reflect upon their own learning performance and/or achievement to support personal, educational and career development.

CPD - A coherent programme or range of activities that engage the individual in identifying and reflecting on learning needs and taking useful actions to enhance their current practice.

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DEVELOPMENT

Experiencing

Processing orReflecting

Generalising

Journaling(recording)

Applying / Planning

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• The time factor for staff involved in supporting PDP

• Understanding the concept of reflection

• Recording mechanisms

• ‘Reward’ PDP

• Do we have models of good practice to fall back on in terms of recording and reflecting on achievement, changing / enhancing practice based on reflection?

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• Notions of scholarship and reflection as applied to the facilitation of learning are assumed rather than explicit

• Academic staff find it problematic to articulate their teaching philosophy

• Structures and mechanisms for recording professional development relating to teaching, ill defined or poorly understood.

• Perception (if not reality) that teaching lacks the esteem of research

• Staff do not see the ‘reward’ for reflection on practice recording these reflections, and taking action. C

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“We seem to be beginning a new wave of technology development in higher education. Freeing student work from paper and making it organized, searchable and transportable opens enormous possibilities for re-thinking whole curricula: the evaluation of faculty; assessment of programmes; certification of student work; how accreditation works.

e-portfolios have a greater potential to alter higher education at its very core than any other technology application we have known this far (Batson 2002).”

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• e-learning as an integral aspect of the curriculum and the student learning experience as opposed to e-portfolios as an ‘add-on’.

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• Stanford University

http://sll.stanford.edu/consulting/tools/efolio/

• Alverno College, Milwaukee

http://www.ddp.alverno.edu/

htpp://eportfolios.ac.uk/ Indiana University (Powerpoint) ‘Managed

Environments for Portfolio-based Reflective Learning’ (Sharon Hamilton)

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• How do we change the mind-set within our Institutions to recognise that we need to reconceptualise the curriculum in such a way that e-learning and e-portfolios become an integral aspect of the student experience?

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• How do we change the mindset of teachers in Higher Education to manage assessment, both formative and summative, through the medium of the e-portfolio?

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• How do we design the curriculum to integrate e-portfolios?

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• How do we change the mind-set within our Institutions to recognise that we need to reconceptualise the curriculum in such a way that e-learning and e-portfolios become an integral aspect of the student experience?

• How do we change the mindset of teachers in Higher Education to manage assessment, both formative and summative, through the medium of the e-portfolio?

• How do we design the curriculum to integrate e-portfolios?

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‘What impact does my teaching have in terms of changing the ways in which learners understand or conceptualise the world around them with respect to ideas, hypotheses and theories characteristic of the field of learning in which they are studying?’ (Ramsden)2003

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• Who proposes the model for e-portfolios?

• Who has ownership?

• Who decides what is a portfolio?

• Who provides formative (or summative) feedback in the case of tenure, continuation, promotion applications?

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A well designed e-Teaching Portfolio may act as an effective tool to support a reflective and scholarly based approach to teaching in the same way a well designed portfolio for students’ Personal Development Planning could support reflection on learning

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1. Proposing a ‘repository model’ based on 5 key aspects of teaching

a) Roles, responsibilities, goals

b) Evaluations of teaching

c) Contributions to your institution or profession

d) Activities to enhance instruction

e) Honour or recognition for teaching related activities C

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2. The reflective stage

A statement on the linkage between the rationale for teaching goals, student learning activities, student learning outcomes

Align reflection and enhancement of teaching

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Portfolio

Courses

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Exam

“Drag-able” Repository• template setup• extant skill base• simple categorization • expandable

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Full Detail

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Summary: • E-Portfolios, technology in general are merely tools to

support reflection• The pedagogical principles of Personal Development

Planning need to be better understood and reseaarched• Continuing Professional Development should be an

accepted component of a scholarly, reflective approach to teaching

• Academic staff modelling reflection and developing their e-protfolio might encourage students to engage more enthusiastically in PDP

• A holistic approach to e-learning is needed rather thane-learning being viewed as an add on. C

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