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Editorial

Editorial 01 ALH 054234 (to_d) 20/6/05 8:39 am Page 91 active learning in higher education Copyright © 2005 The Higher Education Academy and SAGE Publications (London, Thousand Oaks, CA and New Delhi) Vol 6(2): 91–93 LYNNE P. BALDWIN Brunel University, UK DOI: 10.1177/1469787405054234 Whether you are working within the higher education sector in the UK or elsewhere, you are engaged in one way or another in personal development planning (PDP). This is high on the agenda in the UK; the Quality Assur- ance Agency (the QAA), which reviews the quality and standards of UK higher education by auditing each institution, rightly requires that we have mechanisms in place to ensure that learners have opportunities for PDP. The QAA says that learners must have ‘a means by which [they] can monitor, build and reflect upon their personal development (termed personal development planning)’. Many in HE have interpreted this to mean that learners must construct a formal, written document, that is, a folder/port- folio of their learning experience whilst at university. It might be argued, however, that much of our personal development, whether in university, home or anywhere else, is informal for the most part; we do not record (write down) all http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Active Learning in Higher Education SAGE

Editorial

Baldwin, Lynne P.
Active Learning in Higher Education , Volume 6 (2): 3 – Jul 1, 2005
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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
1469-7874
eISSN
1741-2625
DOI
10.1177/1469787405054234
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Abstract

01 ALH 054234 (to_d) 20/6/05 8:39 am Page 91 active learning in higher education Copyright © 2005 The Higher Education Academy and SAGE Publications (London, Thousand Oaks, CA and New Delhi) Vol 6(2): 91–93 LYNNE P. BALDWIN Brunel University, UK DOI: 10.1177/1469787405054234 Whether you are working within the higher education sector in the UK or elsewhere, you are engaged in one way or another in personal development planning (PDP). This is high on the agenda in the UK; the Quality Assur- ance Agency (the QAA), which reviews the quality and standards of UK higher education by auditing each institution, rightly requires that we have mechanisms in place to ensure that learners have opportunities for PDP. The QAA says that learners must have ‘a means by which [they] can monitor, build and reflect upon their personal development (termed personal development planning)’. Many in HE have interpreted this to mean that learners must construct a formal, written document, that is, a folder/port- folio of their learning experience whilst at university. It might be argued, however, that much of our personal development, whether in university, home or anywhere else, is informal for the most part; we do not record (write down) all

Journal

Active Learning in Higher Education – SAGE

Published: Jul 1, 2005

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