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self-regulation and personal development

Page history last edited by Norman Jackson 12 years ago

When I worked for the Quality Assurance Agecy I helped develop in 1999-2000 the only policy that has ever been created to encourage a form of learning in UK higher education.  The introduction of Personal Development Planning (PDP) across the whole UK higher education system in 2000 represents a system-wide policy-driven attempt to focus more attention on the learner as an individual with a unique identity and set of qualities, achievements, dispositions and motivations that enable her to be and to act in this crazy world. It is intended to foster the habits of self-regulation and the metacognitive skills to plan, act, self-observe, evaluate and learn from the experience of doing - a form of 'metalearning'.

 

PDP AND SELF-REGULATION.doc

 

 EARLI CONFERENCE METALEARNING WORKING PAPER.doc

 

PDP sits within a mechanism for recording achievement and experience called the Progress File. When viewed from the complex world perspective, Progress Files represent an attempt to recognise the complexity of learning, experiences and achievements that make up a 'being for complexity.'

 

PROGRESS FILE A POLICY SOLUTION TO LEARNING IN A COMPLEX WORLD.pdf 

 

The story of PDP shows us that a higher education system can make a decision about an approach to learning that is believed to make a difference to learners' lives and create an enabling policy that helps the system develop the will to change. While it is easy to criticise practices that emphasise the instrumental features of action planning, record keeping and reflection on action and performance neglecting other important features of self-regulated learning as an education system we have made an important start and practices inspired by PDP offer our best hope of moving towards holistic notions of learning for a complex world.

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