RAPPORT
Volume 3 Issue 1 (2018)
learning. It guided students through the
different steps of PDP using the tabs in
their EPOS or OneNote ePortfolio. Each
step was clearly explained in relation to
the PDP principles, in relation to the
module they were studying and their
broader life context, and with guidance
about how to reflect on or record the
activity using their EPOS or OneNote
ePortfolio. We learnt from the EPOS pilot
and made the first activity in the OneNote
pilot even more specific about the steps in
the PDP process.
A second and important lesson learnt from
the EPOS pilot was that an ePortfolio tool
that is unfamiliar to students and relatively
complicated to use can distract students
from the process of PDP itself. One of the
advantages of using OneNote was that it is
very easy to customize by the users.
Under the tabs and in their personal
space, students were able to enter their
thoughts as text, in paragraphs, in tables,
in lists. They could upload photos of work
done or inspirations, upload audio/video
recordings of themselves reflecting, upload
their assignments containing tutor
feedback. They could make use of check
boxes to help prioritise and to keep track
of progress. Finally, as a tool potentially
used outside of the academic sphere – in
daily life and in the workplace – OneNote
supports the very essence of PDP in
promoting the transfer of skills, knowledge
and experience from one aspect of life to
another.
References:
Atlay, M. (2009) ‘Integrating Personal
Development Practice into the
Curriculum’, in: Yorke, M. (ed.) Personal
Development Planning and
Employability, York: HEA. Retrieved
from:
https://www.heacademy.ac.uk/system/files/
pdp_and_employability_jan_2009.pdf
(accessed 21 January 2018).
Baker, K. L., Perkins, J. & Comber, D. P.
M. (2014) ‘International Students and
Their Experiences of Personal
Development Planning’, Active Learning
in Higher Education, 15(2) 129-143
[Online]. Retrieved from:
http://journals.sagepub.com.libezproxy.
open.ac.uk/doi/abs/10.1177/146978741
4527388 (accessed 12 April 2017).
Barrett, H. C. (2010) ‘Balancing the Two
Faces of ePortfolios’, Educação,
Formação & Tecnologias, 3(1) 6-14.
Retrieved from:
http://electronicportfolios.org/balance/
(accessed 9 July 2018).
Chaudhuri, T. & Cabau, B. (2017) E-
Portfolios in Higher Education. A
Multidisciplinary Approach. Singapore:
Springer
Clark, W. & Neumann, T. (2009)
‘ePortfolios: Models and
implementation’, WLE Centre:
Occasional paper in work-based
learning, London Knowledge Lab.
Retrieved from
https://core.ac.uk/display/82450?recSetI
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b9::590f417b4564f6.70517333
(accessed 30 April 2017).
Clegg, S. (2004) ‘Critical readings:
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