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Please use this identifier to cite or link to this item: http://hdl.handle.net/10373/833

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Title: The personal, the platform and the political
Authors: Moir, James
Affiliation: University of Abertay Dundee. School of Social & Health Sciences
Keywords: Personal development planning
Electronic portfolios
Sociology
Reflexive learning
Political issues
Issue Date: Nov-2009
Publisher: University of Birmingham
Type: Journal Article
Refereed: peer-reviewed
Rights: Published version (c)University of Birmingham
Citation: Moir, J. 2009. The personal, the platform and the political. Enhancing Learning in the Social Sciences. 2(2): pp.1-15
Abstract: This paper examines issues surrounding the use of electronic portfolios for personal development planning (PDP) in sociology. These are now a common feature of many virtual learning environments (VLEs) across higher education institutions. However, while such an approach can be enabling for students in their learning, all too often the learning process can be subtly moulded as an instrumental rather than a critical process. Learning in this context can become a process of managing information (including personal information) rather than discovery, insight and growth. There is a clear tension here for some between what they regard as the academic nature of personal development, leading to personal growth and the concomitant contribution to an educated citizenry, and the underlying national imperative that requires knowledge linked to economic wealth creation. However, in an era of mass higher education, it is often the latter that is a priority for governments. This political dimension to PDP can be lost when located inside the practical matters associated with education as an inner-directed process. One suggestion for overcoming this issue is to make use of Web 2.0 as a platform for opening up reflexive personal development planning through the various tools that permit interaction. This paper considers this proposition in terms of reflexive learning in sociology.
URI: http://hdl.handle.net/10373/833
ISSN: 1756-848X
Appears in Collections:Social & Health Sciences Collection

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