RAPPORT
Volume 3 Issue 1 (2018)
unexpected experience for some of the
students as they had not had this
opportunity before. They also realized how
working towards one particular objective
enhances the achievement of other
objectives because they are often
connected. In relation to this, two students
wrote: “Understanding connections of
efforts can help achieve goals”; “I guess it
was both motivating and as a
consequence useful to become a more
effective learner. It was interesting to see
how one simple exercise could change the
way of thinking and made me realise how
connected the objectives are.”
The activities were divided into four steps:
(A) Identify strengths and weaknesses in
relation to the learning objectives; (B) Plan
how to improve what was identified as a
weak point; (C) Record evidence of strong
points; and (D) Review the whole learning
process. This step by step approach used
in the PDP activities was perceived as
very useful by most of the students (9 out
of 10). One student wrote “Interesting to
break down in smaller mini-activities or
mini-challenges. A good tool for future
use”.
Increasing motivation
Different aspects of motivation were
reported by students when describing their
experiences working with PDP. For
example, working with a new tool can
increase motivation. Being able to see
their own goals clearly and realise that
they are achievable. Being able to revisit
the initial reasons for study. Being able to
set out what they want to get out of their
learning journey. Reflecting on goals and
understanding them, as well as the
experience of becoming a more effective
learner were deemed motivating. The fact
that PDP helps to make their learning
goals clearer and more tangible motivates
students to achieve them. One student
said: “It enables you to collect the
evidence of competencies, achievements,
feedback to look back [at] when you feel
slightly demotivated or in need of a push.”
Students felt that putting everything in one
place was a big advantage, as it helped
them to develop and link their goals and
experiences. Students also felt that the
ePortfolio helped to structure their thinking.
Being able to link self-evaluation and
planning in EPOS was deemed very
useful. It was also considered very useful
in relation to employability, such as being
able to articulate and present capabilities
to an employer, and to apply for a job. One
student wrote: “I think that the ePortfolio is
a great idea and enables you to put a full
breakdown of your skills, development
goals and experience in one place.
Excellent for job applications and being
able to better articulate your abilities to an
employer.”
Developing a different view of their
studies and themselves
Different perspectives
Working with PDP allowed students to see
things from a different perspective. It
showed them that there are many reasons
to study, and it is possible to envisage and
consider a career plan. They were able to
make links between working independently
and managing their time. It encouraged
them to expand their thinking when
completing assessment tasks and it
showed them the advantages of this type
of ‘linking thinking’ rather than considering
the module materials in isolation. This was
mind opening.
One student wrote about how working with
PDP was life-changing for him: “I wasn’t
expecting much from PDP, but I am so
happy that I participated [in the pilot]. I was
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