RAPPORT
Volume 3 Issue 1 (2018)
The International Journal for
Recording Achievement,
Planning and Portfolios
More than a tool: integrating the ‘teacher voice’ into an ePortfolio using
the Three-Layered PDP model
Maria Luisa Perez Cavana and Sue Lowe
Lecturer in Languages
Senior Learning Designer
The Open University, UK
Abstract
Personal Development Planning (PDP) was developed as a structured process to
enable learners to reflect on their own learning, to record achievement and to plan for
personal, academic and career development (QAA, 2009). PDP has been associated
with ePortfolios as a means to support the pedagogical functions of PDP (Ward &
Strivens, 2010, Toner & McDowall, 2015). Different approaches have been implemented
in numerous UK higher education (HE) institutions (Strivens, 2007).
This paper describes an innovative approach to the design and use of ePortfolios
exemplified in the implementation of PDP using the dynamic interplay of three elements:
the Three-layered PDP Model. In this model PDP is closely interwoven with two other
elements: a learning ePortfolio and scaffolding activities. The paper discusses how this
model is different from previous uses of ePortfolios and it explains the pedagogical
rationale behind this model.
This study took place within the context of the Open University (OU), one of the largest
universities in the UK which is dedicated to distance education. The study reports on
two pilot studies and the data gathered using this Three-layered PDP Model. It finishes
by evaluating the model and suggesting some further steps.
Background and context
The Open University
Not only one of the largest universities in
the UK with around 175,000 students, The
Open University in the UK (OU) is
The authors can be contacted at Maria-
[email protected] or
@DisEdTech (for Sue Lowe),
dedicated to distance education. As such,
the OU’s approach to learning and
teaching is necessarily specific to this
context. The Student Charter (Open
University, 2018a) states:
“As staff members of an academic
community, we […] aim to support
each student in a way that is an
engaged and independent learner
or researcher; develop and take
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