Details of the implementation of Personal Development Planning (PDP) as a module within BPP Law School's LLB programme.

1. Personal development planning: its role and implementation in the law curriculum Philip Roberts and Ian Gardner BPP Law School

2. Running order PDP: background SKIP overview Design and theory Module content and e-portfolios Q&A

5. understand how they are learning and relate their learning to a wider context;

6. improve their general skills for study and career management;

7. articulate personal goals and evaluate progress towards their achievement;

9. Recording experiences and achievements

10. Thinking about skills

11. Thinking about values/attitudes/motivations/reasons

12. Goal-setting and planning

13. Summarising (for presentation to a third party)

14. Understanding oneself as a learner(Strivens and Ward (2009))

15. 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))

16. 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

17. 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))

18. 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?

19. 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”

20. SKIP overview: expectations “How difficult have you found studying undergraduate law so far (where 1=easy and 5=difficult)?” (13 students)

21. SKIP overview: expectations

22. SKIP - Timeline 1 = Starting off 2 = Development 3 = Goals and planning 4 = Report 1 2 4 3 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.

24. Module redesign exercise

25. Learning log

26. Current affairs log

27. CV draft

28. Plans and goals analysis

30. 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....

31. PDP: history and implementation SKIP overview Design and theory Module content and e-portfolios Q&A

32. Redesign

33. Analysis ‘Fresh eyes’ Attempt to experience module as a student Consider what worked better than other areas

34. Design Consideration of a number of theories: Cognitive Load 7 +/-2 ‘Chunking’ Serialist and Holisits Web design and usability

35. Development

36. Implementation

37. 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)

38. ePortfolios PebblePad More than just an ePortfolio Alternatives

39. Clarify expectations

41. IanGardner@bpp.com