Professional development on professional development

I usefully spent today at Liverpool John Moores University in a workshop run by Janet Strivens and Rob Ward from the Centre for Recording Achievement, around PDP and eportfolios.

Key points from the session:

PDP is a culture that can be embedded and not an output

The use of constructive alignment can be stifling and at odds with the irregularity and risk taking nature of PD

There is a degree of confusion in practice about PD as output and PD as process.

PD incorporates meta learning, decision making and critical self review. It is an intense activity and should not be reduced only to blocks but should be valued and embedded.

PD helps learners assume responsibility for learning; the knock on effect is that staff are freed to teach and enable and not to micromanage. (there is then a potential efficiency).

PD and e-portfolios are complementary (enhanced reflection, asynchronisity) but can also be the source of tension when the technology is the design driver.

Good PD is intensive to establish.it demands upfront design.

Whilst staff and students may resist and in some cases resent PD, once normalised in to systems staff and students can see huge value in developing mutual understanding of learning styles, skills in managing uncertain knowledge and information, skills for the changing world and personal realisations.

Confusion between employment skills and employability skills may be evident in some systems.

PD in a competitive HE Market is hugely important for adding value to an individual; the evidence base is growing to help articulate this case (see CRA).

The language of PD can be interpreted to focus on practice, practise, application, planning and reviewing. It need nit be abstract.

Students showcasing their attributes through portfolios and cvs etc. is only a tiny part of the PD journey, the real value for the student is in the journey of self understanding that ultimately informs such outputs.

Questions remain around what to assess: quality of evidence, ‘academic-ness’ of reflection or individual progress.

Excellent examples of embedded PD are brave and bold!

For more information http://www.recordingachievement.org/

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This entry was posted in curriculum, Learning to learn (meta-learning), reflection at work, Uncategorized and tagged . Bookmark the permalink.

One Response to Professional development on professional development

  1. Pingback: PDP vision from LJMU | lydiaarnold.net

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