25 Sep 2008, 23:29
Edited by Jose Martel Penate, 26 Sep 2008, 00:02
Visible to all Open University users
Before starting H808 I had no idea what PDP (as "PDP") or eportfolios were.
A few years ago I did an art and design foundation course and for the first, and only, time put together a portfolio - a showcase portfolio for my interviews at universities/art colleges. Now, having done some reading on both subjects, I can see that my uni tutors did employ techniques aimed at helping me to "own"/take responsibility for my learning, though I don't recall them ever clearly stating that that was what they were doing; it was simply that that was the way things were done and I, as a student, followed their lead. And the closest thing to eportfolios we had were the sketchbooks for ideas and work in progress that all students kept.
So, this is all new to me. And, as a teacher of English as a foreign language, I'm actually quite surprised that I have never heard of PDP and eportfolios (or even the use of portfolios in education) before. Though it may simply be the case that I had no (reason to take an) interest in them so I took no notice of them (in my wanderings about the internet and various books on teaching methodology). Now that I am sitting up and taking notice I can see that there is this (huge?) movement extolling the virtues of PDP and eportfolios.
Is this all just a fad? I hope not, and I would think not. (Rigorous?) Studies have shown that PDP - systematically thinking about and then planning one's own learning, life, future - does (significantly?) improve an individual's motivation, and thus, participation in their own learning/development. I've always been a contemplative kind of person so this idea of reflection-helping-development isn't a hard one for me to buy into (hmmm, looks like I also need to use the word "metacognition": awareness and understanding of one's own thought processes).
But of course, all because something is a good idea doesn't mean that everyone will do it. Could the difficulties involved in integrating PDPs/eportfolios into the various academic/work environments tend to turn potential users (academic institution/employers) away? I suppose that when governments get involved and issue policy that should or must be adhered to, then problems will get solved or circumvented. In the business world, I imagine that if CDP programs result in greater productivity/profit then we'll see an increase in their use.
Are there nay-sayers? I've only read papers "for" PDPs and eportfolios. Obviously the OU/H808 are "for". What do the people "against" say??
To be continued...
A few years ago I did an art and design foundation course and for the first, and only, time put together a portfolio - a showcase portfolio for my interviews at universities/art colleges. Now, having done some reading on both subjects, I can see that my uni tutors did employ techniques aimed at helping me to "own"/take responsibility for my learning, though I don't recall them ever clearly stating that that was what they were doing; it was simply that that was the way things were done and I, as a student, followed their lead. And the closest thing to eportfolios we had were the sketchbooks for ideas and work in progress that all students kept.
So, this is all new to me. And, as a teacher of English as a foreign language, I'm actually quite surprised that I have never heard of PDP and eportfolios (or even the use of portfolios in education) before. Though it may simply be the case that I had no (reason to take an) interest in them so I took no notice of them (in my wanderings about the internet and various books on teaching methodology). Now that I am sitting up and taking notice I can see that there is this (huge?) movement extolling the virtues of PDP and eportfolios.
Is this all just a fad? I hope not, and I would think not. (Rigorous?) Studies have shown that PDP - systematically thinking about and then planning one's own learning, life, future - does (significantly?) improve an individual's motivation, and thus, participation in their own learning/development. I've always been a contemplative kind of person so this idea of reflection-helping-development isn't a hard one for me to buy into (hmmm, looks like I also need to use the word "metacognition": awareness and understanding of one's own thought processes).
But of course, all because something is a good idea doesn't mean that everyone will do it. Could the difficulties involved in integrating PDPs/eportfolios into the various academic/work environments tend to turn potential users (academic institution/employers) away? I suppose that when governments get involved and issue policy that should or must be adhered to, then problems will get solved or circumvented. In the business world, I imagine that if CDP programs result in greater productivity/profit then we'll see an increase in their use.
Are there nay-sayers? I've only read papers "for" PDPs and eportfolios. Obviously the OU/H808 are "for". What do the people "against" say??
To be continued...
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