Personal development planning: its role and implementation in the law curriculum

Philip Roberts and Ian GardnerBPP Law School

Running order1. PDP: background2. SKIP overview3. Design and theory4. Module content and e-

portfolios5. Q&A

PDP – Background• Dearing Report• QAA definition

“Personal Development Planning is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development.

It is intended to help students:– become more effective, independent and confident self-directed

learners;– understand how they are learning and relate their learning to a wider

context; – improve their general skills for study and career management; – articulate personal goals and evaluate progress towards their

achievement;– and encourage a positive attitude to learning throughout life.”

PDP – Background• Typical PDP activities/outputs can be grouped:

• Recording experiences and achievements

• Thinking about skills

• Thinking about values/attitudes/motivations/reasons

• Goal-setting and planning

• Summarising (for presentation to a third party)

• Understanding oneself as a learner

(Strivens and Ward (2009))

PDP – Background 2008 review of undergraduate law degree

programmes:◦ 9% of QLD providers referred to PDP as part of law

curriculum

The undergraduate LLB at BPP Law School◦ Structure◦ Student market & Student community

(H. Huijser, L. Kimmins and P. Evans (2008))

SKIP overview

BPP level 4 (15 credit) module◦Skills in Practice - ‘SKIP’◦ Initially linked to

Admissions Career development

◦ Supported by Blackboard and Pebblepad

Admissions model◦ Diagnostic process – SKIP as recommended

pathway

SKIP overview “Embedded”?

◦ Discrete-Linked-Embedded-Integrated-Extended◦ Long/thin vs short/fat

(Atlay et al (2009))

Subject-specific?◦ Availability to all BPP students

Accredited/assessed?◦ Significant “output”

Portfolio plus Commentary (S. Bloxham et al (2007,

2009))

SKIP overview: learning objectives Students should be able to:

◦ Understand and articulate their learning needs and preferences

◦ Act independently in planning their learning ◦ Reflect on their learning◦ Recognise, evaluate and articulate their

transferable skills

Early introduction to learning theories◦ “Educated consumers” of theory?

SKIP overview: expectations

“Because the content and direction of the portfolio is largely determined by you, we expect the following of you:

◦ the ability to be organised and self-disciplined

◦ some creativity

◦ a willingness to be self-critical”

SKIP overview: expectations

“How difficult have you found studying undergraduate law so far (where 1=easy and 5=difficult)?”

(13 students)

SKIP overview: expectations

54321

Easy - Difficult

6

5

4

3

2

1

0

Stu

den

tsStudent perception of difficulty

1 23

4

1 = Starting off2 = Development3 = Goals and planning4 = Report

This timeline represents the duration of the SKIP module. You will begin (on the left)with some preparatory work (Starting Off), and then move on to the Development stage, during which you will assemble evidence and commentary for your portfolio. However, During this second stage – perhaps on a number of occasions - you may want to address your Goals and Plans. Finally, you will Report by completing your portfolio and writing your report on it.

SKIP - Timeline

SKIP overview: “milestones”

Module milestones:• Skills audit – pre-module• Module redesign exercise• Learning log• Current affairs log• CV draft• Plans and goals analysis• Skills audit – post-module

SKIP overview: milestones Current affairs log

◦ Rationale

Redesign exercise◦ Link to learning theories/preferences

A complete module A topic area within a module A series of sessions dealing with the same topic A particular session – e.g. a seminar or lecture A case study A new session linking existing elements of different

modules or topics An online guide or session

◦ Feedback benefits

SKIP overview: linkages Admissions Curriculum design

◦ Embedded vs linked Learning theory Peer assisted learning

◦ Mentors, community building Career development

◦ Link to level 5 module Feedback/course design Learning technology....

1. PDP: history and implementation

2. SKIP overview3. Design and theory4. Module content and e-

portfolios5. Q&A

Redesign

Analysis

‘Fresh eyes’

Attempt to experience module as a student

Consider what worked better than other areas

Design

Consideration of a number of theories:

1. Cognitive Load 2. 7 +/-23. ‘Chunking’4. Serialist and Holisits 5. Web design and usability

Development

Implementation

ePortfolios

"An e-portfolio is a purposeful aggregation of digital items - ideas, evidence, reflections, feedback etc, which 'presents' a selected audience with evidence of a person's learning and/or ability."

Sutherland and Powell (2007)

ePortfolios

PebblePad

More than just an ePortfolio

Alternatives

Clarify expectations

Q&A

PhilipRoberts@bpp.com IanGardner@bpp.com