This short article gives an overview of a small-scale case study research project based on a 2nd year cohort of students from the Business Information Systems area of the School of Computing, Engineering and Information Sciences at Northumbria University. The aim of this employability module is to prepare students for the recruitment process for their placement year in industry and to inculcate proper professional attitudes and behaviour. The teaching strategy uses the precepts of PDP, and an eportfolio is the vehicle for learning and assessment

Adamson, Jackie

Clark, Wendy

Thompson, Jamie

White, Alan

English

Northumbria Research Link

Northumbria Research Link
Citation: Clark, Wendy, Thompson, Jamie, White, Alan and Adamson, Jackie (2010) Illuminating and 
measuring personal development : the impact of this work on learning and teaching. In: CRA 2nd 
International  Residential  Seminar,  26-28  April  2010,  National  College  for  School  Leadership, 
Nottingham,UK. 
URL: 
This version was downloaded from Northumbria Research Link: http://nrl.northumbria.ac.uk/1190/
Northumbria University has developed Northumbria Research Link (NRL) to enable users to access 
the University’s research output. Copyright © and moral rights for items on NRL are retained by the 
individual author(s) and/or other copyright owners.  Single copies of full items can be reproduced, 
displayed or performed, and given to third parties in any format or medium for personal research or 
study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, 
title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata 
page. The content must not be changed in any way. Full items must not be sold commercially in any  
format or medium without formal permission of the copyright holder.  The full policy is available online: 
http://nrl.northumbria.ac.uk/pol  i cies.html  
This  document  may differ  from the  final,  published version of  the research  and has been made 
available online in accordance with publisher policies. To read and/or cite from the published version 
of the research, please visit the publisher’s website (a subscription may be required.)
                        
‘Researching and Evaluating
Personal Development Planning and e-Portfolio.’
The Second International Residential Seminar
COMMENTARY ON THE PRESENTATION GIVEN BY THE NORTHUMBRIA UNIVERSITY TEAM:
“Illuminating and measuring personal development: the impact of this work on learning
and teaching”.
Wendy Clark, Jackie Adamson, Jamie Thompson, Alan White
BACKGROUND
This presentation reports on a small-scale case study research project, based on a 2
nd
year cohort of students
from the Business Information Systems area of the School of Computing, Engineering and Information Sciences
at Northumbria University. The aim of this employability module is to prepare students for the recruitment
process for their placement year in industry and to inculcate proper professional attitudes and behaviour. The
teaching strategy uses the precepts of PDP, and an eportfolio is the vehicle for learning and assessment
(Slide 2).
The research project was designed to investigate how successful we have been in encouraging students to take
control of their learning, to realise that learning is a skill that can be consciously improved, and that their
‘learning power’ can increase.
The difficulty with such a project is the identification of an appropriate measuring tool. The Effective Lifelong
Learning Inventory (ELLI), which identifies 7 dimensions of learning ‘energy’, was developed in response to the
growing realisation that the instrumental approach to learning and teaching which has dominated formal
education – an approach consisting of, typically, codified curricula and high stakes assessment in the form of
tests of knowledge, skills and understanding – was no longer relevant to the needs of the modern world.
In 2006, the Leitch Review of Skills (HMSO 2006) pressed universities to lead in making the UK a world leader
in delivering skills for work, again reminding HE of the inadequacy of codified curricula to meet the constantly
changing needs of the modern global workplace. Staff in HE already implementing PDP to address these
challenges recognised the potential of ELLI to both enrich the learning experience and provide a means of
evaluating its effectiveness. Continuing research into the connection between ELLI and student achievement
has established a very strong correlation between 2 of the ELLI dimensions, Critical Curiosity and Changing and
Learning, and high student achievement. Strategic Awareness also showed a positive correlation to high
achievement, although not statistically significant.
METHODOLOGY (Slide 3)
The importance of reflection in the development of the deep approach to learning necessary for learning
autonomy is widely recognised. Because of the personal nature of reflective writing and the commitment
needed on the part of the students to produce good reflective writing, it was felt that the quality of the
reflective writing could be used as a proxy for engagement with the process. A taxonomy for the assessment of
reflective writing was therefore developed, based on the work of Biggs and Collis, Hatton and Smith and Jenny
Moon. Analysis was then carried out to determine whether changes in the measured learning power of the
students were mirrored by their reflective writing marks.
FINDINGS 1 (Slide 4)
Comparison of ELLI ‘scores’ achieved at the beginning and end of the module showed positive development in
most dimensions, including those identified as having a significant correlation with high achievement (Critical
Curiosity, Changing and Learning and Strategic Awareness)
FINDINGS 2 (Slide 5)
First year ‘scores’ were then compared with the second year results with reference to reflective writing ability.
Those who engaged with the PDP/eportfolio process –ie those whose reflective writing showed deeper
thought – showed most positive change, whereas those who did not engage showed a decrease in learning
‘power’.
STUDENT QUOTES (Slide 6)
Textual analysis of student reflective writing showed that many students were becoming aware of learning as a
process, as a skills that could be consciously improved with practice. Our analysis also indicates that ELLI
constitutes a very useful way of increasing awareness of the PDP/eportfolio aims. Its novelty arouses curiosity,
and its vocabulary helps students and staff to articulate their thoughts about learning itself.
CONCLUSION
Our experience suggests a way of understanding how ELLI has contributed to a synergy between PDP and
ePortfolio. We have evidenced that the language of ELLI and engagement with the tool has been a catalyst for
reflection, self awareness and understanding. The language of ELLI and the dimensions it describes has also
provided a useful structure for portfolio structure. From such a foundation we can build a model through
which students can understand the process (and necessity) of becoming lifelong learners (Slide 8).
Our project in the context of the wider ELLI research now has to address some key questions. The Dispositions
to Stay (and Learn and Succeed) research has indicated that three specific ELLI dimensions are associated with
academic success. (Critical Curiosity, Orientation to Change and Strategic Awareness). For staff and students –
what does this mean? More specifically – in what ways can we devise PDP and ePortfolio structures and
processes that encourage growth and development of these dimensions? We will be exploring these questions
and evaluating our initiatives in the next stage of the project.


Illuminating and measuring personal development : the impact of this work on learning and teaching

 What is clearly evident from this research, that if staff are given this metaphorical soft place to sit, chat and recharge their batteries, then more innovation, risk taking and adaptation of pedagogical practice should become part of the fixtures and fittings.   For more details about the research and findings, please contact the Blended Learning Unit blu@wlv.ac.uk    “Illuminating and measuring personal development: the impact of this work on learning and teaching”. Wendy Clark, Jackie Adamson, Jamie Thompson, Alan White:  Northumbria University  Background This short article gives an overview of a small-scale case study research project based on a 2nd year cohort of students from the Business Information Systems area of the School of Computing, Engineering and Information Sciences at Northumbria University.  The aim of this employability module is to prepare students for the recruitment process for their placement year in industry and to inculcate proper professional attitudes and behaviour.  The teaching strategy uses the precepts of PDP, and an eportfolio is the vehicle for learning and assessment.  The research project was designed to investigate how successful we have been in encouraging students to take control of their learning, to realise that learning is a skill that can be consciously improved, and that their ‘learning power’ can increase.  The difficulty with such a project is the identification of an appropriate measuring tool.  The Effective Lifelong Learning Inventory (ELLI), which identifies 7 dimensions of learning ‘energy’, was developed by a team at Bristol University in response to the growing realisation that the instrumental approach to learning and teaching which has dominated formal education – an approach consisting of, typically, codified curricula and high stakes assessment in the form of tests of knowledge, skills and understanding – was no longer relevant to the needs of the modern world.  In 2006, the Leitch Review of Skills pressed universities to lead in making the UK a world leader in delivering skills for work, again reminding HE of the inadequacy of codified curricula to meet the constantly changing needs of the modern global workplace.  Staff in HE already implementing PDP to address these challenges recognised the potential of ELLI to both enrich the learning experience and provide a means of evaluating its effectiveness.  Continuing research at Northumbria and elsewhere into the connection between ELLI and student achievement has established a very strong correlation between 2 of the ELLI dimensions, Critical Curiosity and Changing and Learning, and high student achievement.  Strategic Awareness also showed a positive correlation to high achievement, although not statistically significant.   Methodology The importance of reflection in the development of the deep approach to learning necessary for learning autonomy is widely recognised.  Because of the personal nature of reflective writing and the commitment needed on the part of the students to produce good reflective writing, it was felt that the quality of the reflective writing could be used as a proxy for engagement with the process. A taxonomy for the assessment of reflective writing was therefore developed by members of the team, based on the work of Biggs and Collis, Hatton and Smith and Jenny Moon.   Analysis was carried out to determine whether changes in the measured learning power of the students were mirrored by their reflective writing marks.  Textual analysis of their reflective writing was undertaken to investigate their understanding of the learning process itself.  Findings Comparison of ELLI ‘scores’ achieved during the first  year of the degree course with those of the same students at the end of the second  year module with reference to reflective writing ability indicated  that those who engaged with the PDP/e-Portfolio process –i.e. those whose reflective writing showed deeper thought – showed most positive change, whereas those who did not engage showed a decrease in learning ‘power’ in those dimensions  identified as having a significant correlation with high achievement (Critical Curiosity, Changing and Learning and Strategic Awareness)    Textual analysis of student reflective writing showed that many students were becoming aware of learning as a process, as a skill that could be consciously improved with practice.  Our analysis also indicated that ELLI constitutes a very useful way of increasing awareness of the PDP/e-Portfolio aims.  Its novelty arouses curiosity, and its vocabulary helps students and staff to articulate their thoughts about learning itself.  Conclusion Our experience suggests a way of understanding how ELLI has contributed to a synergy between PDP and e-Portfolio. We have evidenced that the language of ELLI and engagement with the tool has been a catalyst for reflection, self awareness and understanding.  The language of ELLI and the dimensions it describes have also provided a useful framework for portfolio structure, and helped students to understand the process (and necessity) of becoming lifelong learners. Our project in the context of the wider ELLI research now has to address some key questions. The Dispositions to Stay research has indicated that three specific ELLI dimensions are associated with academic success. (Critical Curiosity, Orientation to Change and Strategic Awareness).  The next stage of the project will seek to identify ways to devise PDP and e-Portfolio structures and processes that encourage the growth and development of these dimensions.    Defining Personal Development Planning: putting the personal in PDP? John Peters & Mark Tymms  Professor Sue Clegg has repeatedly argued that PDP is ill defined, most recently describing it as ‘a chaotic concept.’ (Clegg & Bufton 2008, Clegg 2004).  She quotes Fry et al’s (2002) assertion that the PDP literature is characterised by “several concepts that are ill-defined, are often used with multiple meanings, are under-researched, poorly problematised and very often dependent on context.” (p. 118)  Clegg and Fry have a point.  Talk to PDP practitioners; each will provide a different definition of what they do and each will place different emphasis on its key purposes.  To educational researchers this clearly matters [and promises years of research publication!] but should it matter to PDP practitioners?  There are a number of reasons why it might.  It is difficult to provide an educational rationale for our practice if we have no educational theorisation to fall back on.  It lays us open to challenge from many of the very same academics and educationalists we might want to help us implement PDP practice.  It makes it difficult for us to claim that we are engaged in evidence based practice and makes it equally difficult to develop an evidence base demonstrating the educational impact of PDP practices. Instead, practitioners have tended to resort to policy statements for their rationale.  This leaves us at the whim of changing policy and leaves PDP to ‘suffer from over-expectation’ (O’Connell 2003 p.28) when it is repeatedly offered as ‘the answer’ to yet another new policy initiative.   However, we should not be lured into trying to provide a clear cut and simplistic definition of PDP just to make life easier for ourselves.  

Illuminating and measuring personal development: the impact of this work on learning and teaching

‘Researching and EvaluatingPersonal Development Planning and e-Portfolio.’The Second International Residential SeminarCOMMENTARY ON THE PRESENTATION GIVEN BY THE NORTHUMBRIA UNIVERSITY TEAM:“Illuminating and measuring personal development: the impact of this work on learningand teaching”.Wendy Clark, Jackie Adamson, Jamie Thompson, Alan WhiteBACKGROUNDThis presentation reports on a small-scale case study research project, based on a 2nd year cohort of studentsfrom the Business Information Systems area of the School of Computing, Engineering and Information Sciencesat Northumbria University. The aim of this employability module is to prepare students for the recruitmentprocess for their placement year in industry and to inculcate proper professional attitudes and behaviour. Theteaching strategy uses the precepts of PDP, and an eportfolio is the vehicle for learning and assessment(Slide 2).The research project was designed to investigate how successful we have been in encouraging students to takecontrol of their learning, to realise that learning is a skill that can be consciously improved, and that their‘learning power’ can increase.The difficulty with such a project is the identification of an appropriate measuring tool. The Effective LifelongLearning Inventory (ELLI), which identifies 7 dimensions of learning ‘energy’, was developed in response to thegrowing realisation that the instrumental approach to learning and teaching which has dominated formaleducation – an approach consisting of, typically, codified curricula and high stakes assessment in the form oftests of knowledge, skills and understanding – was no longer relevant to the needs of the modern world.In 2006, the Leitch Review of Skills (HMSO 2006) pressed universities to lead in making the UK a world leaderin delivering skills for work, again reminding HE of the inadequacy of codified curricula to meet the constantlychanging needs of the modern global workplace. Staff in HE already implementing PDP to address thesechallenges recognised the potential of ELLI to both enrich the learning experience and provide a means ofevaluating its effectiveness. Continuing research into the connection between ELLI and student achievementhas established a very strong correlation between 2 of the ELLI dimensions, Critical Curiosity and Changing andLearning, and high student achievement. Strategic Awareness also showed a positive correlation to highachievement, although not statistically significant.METHODOLOGY (Slide 3)The importance of reflection in the development of the deep approach to learning necessary for learningautonomy is widely recognised. Because of the personal nature of reflective writing and the commitmentneeded on the part of the students to produce good reflective writing, it was felt that the quality of thereflective writing could be used as a proxy for engagement with the process. A taxonomy for the assessment ofreflective writing was therefore developed, based on the work of Biggs and Collis, Hatton and Smith and JennyMoon. Analysis was then carried out to determine whether changes in the measured learning power of thestudents were mirrored by their reflective writing marks.FINDINGS 1 (Slide 4)Comparison of ELLI ‘scores’ achieved at the beginning and end of the module showed positive development inmost dimensions, including those identified as having a significant correlation with high achievement (CriticalCuriosity, Changing and Learning and Strategic Awareness)FINDINGS 2 (Slide 5)First year ‘scores’ were then compared with the second year results with reference to reflective writing ability.Those who engaged with the PDP/eportfolio process –ie those whose reflective writing showed deeperthought – showed most positive change, whereas those who did not engage showed a decrease in learning‘power’.STUDENT QUOTES (Slide 6)Textual analysis of student reflective writing showed that many students were becoming aware of learning as aprocess, as a skills that could be consciously improved with practice. Our analysis also indicates that ELLIconstitutes a very useful way of increasing awareness of the PDP/eportfolio aims. Its novelty arouses curiosity,and its vocabulary helps students and staff to articulate their thoughts about learning itself.CONCLUSIONOur experience suggests a way of understanding how ELLI has contributed to a synergy between PDP andePortfolio. We have evidenced that the language of ELLI and engagement with the tool has been a catalyst forreflection, self awareness and understanding. The language of ELLI and the dimensions it describes has alsoprovided a useful structure for portfolio structure. From such a foundation we can build a model throughwhich students can understand the process (and necessity) of becoming lifelong learners (Slide 8).Our project in the context of the wider ELLI research now has to address some key questions. The Dispositionsto Stay (and Learn and Succeed) research has indicated that three specific ELLI dimensions are associated withacademic success. (Critical Curiosity, Orientation to Change and Strategic Awareness). For staff and students –what does this mean? More specifically – in what ways can we devise PDP and ePortfolio structures andprocesses that encourage growth and development of these dimensions? We will be exploring these questionsand evaluating our initiatives in the next stage of the project.

http://nrl.northumbria.ac.uk/id/eprint/1190/1/Adamson%20J%2C%20Clark%20W%2C%20Thompson%20J%2C%20White%20A%20-%20Illuminating%20and%20measuring%20personal%20development-%20the%20impact%20of%20this%20work%20on%20learning%20and%20teaching%20-%20commentary.pdf

Illuminating and measuring personal development: the impact of this work on learning and teaching

Abstract

Similar works

Full text

Available Versions

Northumbria Research Link

Northumbria Research Link

Northumbria Research Link

Northumbria Research Link