Evaluating a new e-PDP tool and its relationship with personal tutoring

The University of Exeter has used electronic tools to support the PDP process for students since well before the 2005 implementation of Progress Files. However, in 2007 high priority was given to the launch of a new e-PDP system to all staff and students through the long-established mechanism of the...

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Autor principal:	Jane Rowe
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2010
Materias:	Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/07df21d23d52473781d8a6d2cfde4296
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spelling	oai:doaj.org-article:07df21d23d52473781d8a6d2cfde42962021-11-29T14:04:42ZEvaluating a new e-PDP tool and its relationship with personal tutoring10.47408/jldhe.v0i0.1101759-667Xhttps://doaj.org/article/07df21d23d52473781d8a6d2cfde42962010-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/110https://doaj.org/toc/1759-667XThe University of Exeter has used electronic tools to support the PDP process for students since well before the 2005 implementation of Progress Files. However, in 2007 high priority was given to the launch of a new e-PDP system to all staff and students through the long-established mechanism of the universityÃ¢â¬â¢s personal tutor system. This paper explores, in the context of one academic school, the attempted integration between face-to-face Ã¢â¬Ëdevelopmental conversationsÃ¢â¬â¢ between tutors and tutees, and online recording of experiences and action plans by students. Whilst a fundamental change in the role of the personal tutor appears to have been accepted, the extent to which electronic tools are seen as an important part of the process is shown to be very much a live issue, centred on perceptions about ownership and responsibility. The paper concludes that staff support for, and positive engagement among students with the principles of Personal Development Planning (PDP) do not necessarily translate into motivation to use online resources. Moreover, the findings of our project seem to confirm Richardson and WardÃ¢â¬â¢s (2005) observation that the terms Ã¢â¬Ëe-PortfolioÃ¢â¬â¢ or Ã¢â¬Ëe-PDPÃ¢â¬â¢, Ã¢â¬ËPDPÃ¢â¬â¢ and Ã¢â¬ËProgress FilesÃ¢â¬â¢ are often used interchangeably and that implementation of online tools, particularly in personal tutor-led PDP programmes, must be managed carefully to avoid confusion between process and output.Jane RoweAssociation for Learning Development in Higher Education (ALDinHE)articleTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	Theory and practice of education LB5-3640
spellingShingle	Theory and practice of education LB5-3640 Jane Rowe Evaluating a new e-PDP tool and its relationship with personal tutoring
description	The University of Exeter has used electronic tools to support the PDP process for students since well before the 2005 implementation of Progress Files. However, in 2007 high priority was given to the launch of a new e-PDP system to all staff and students through the long-established mechanism of the universityÃ¢â¬â¢s personal tutor system. This paper explores, in the context of one academic school, the attempted integration between face-to-face Ã¢â¬Ëdevelopmental conversationsÃ¢â¬â¢ between tutors and tutees, and online recording of experiences and action plans by students. Whilst a fundamental change in the role of the personal tutor appears to have been accepted, the extent to which electronic tools are seen as an important part of the process is shown to be very much a live issue, centred on perceptions about ownership and responsibility. The paper concludes that staff support for, and positive engagement among students with the principles of Personal Development Planning (PDP) do not necessarily translate into motivation to use online resources. Moreover, the findings of our project seem to confirm Richardson and WardÃ¢â¬â¢s (2005) observation that the terms Ã¢â¬Ëe-PortfolioÃ¢â¬â¢ or Ã¢â¬Ëe-PDPÃ¢â¬â¢, Ã¢â¬ËPDPÃ¢â¬â¢ and Ã¢â¬ËProgress FilesÃ¢â¬â¢ are often used interchangeably and that implementation of online tools, particularly in personal tutor-led PDP programmes, must be managed carefully to avoid confusion between process and output.
format	article
author	Jane Rowe
author_facet	Jane Rowe
author_sort	Jane Rowe
title	Evaluating a new e-PDP tool and its relationship with personal tutoring
title_short	Evaluating a new e-PDP tool and its relationship with personal tutoring
title_full	Evaluating a new e-PDP tool and its relationship with personal tutoring
title_fullStr	Evaluating a new e-PDP tool and its relationship with personal tutoring
title_full_unstemmed	Evaluating a new e-PDP tool and its relationship with personal tutoring
title_sort	evaluating a new e-pdp tool and its relationship with personal tutoring
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2010
url	https://doaj.org/article/07df21d23d52473781d8a6d2cfde4296
work_keys_str_mv	AT janerowe evaluatinganewepdptoolanditsrelationshipwithpersonaltutoring
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Evaluating a new e-PDP tool and its relationship with personal tutoring

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