You are on page 1of 5

Section 3

Unit Title Personal and Professional Development 1

Unit Code PPD1/ACT107
Programme BA (Hons) Design for Interaction
Credits 10 Level 1 Unit Status Core - Mandatory

Contact Time 20 Access to Resources 40 Independent Study 40

Reflection upon experience is central to both academic learning and

professional development. This unit will support and focus on the
development of learners’ self-awareness, patterns and habits of
learning, and their study, organisation, self-management and
communication skills. It provides the opportunity for structured self-
Introduction reflection that can be built upon, as learners work towards a
continuing process of critical analysis of their professional practice.

It will play an important role in setting students up for their course

and supporting them to develop increasingly independent
approaches to learning.

Students will attend a number of lectures, workshops and seminars

and be directed to supporting material covering areas such as the

Primary Topics
Curriculum • Learning styles/patterns and how these relate to other areas
Outline such as:
o Team working strategies and group processes;
o Study skills;
o Project/time management;
o Problem solving.
• Goal setting in relation to own strengths and weaknesses.

Faculty of Design Definitive Document: 21 July 2006

Section 3


In order to pass this unit, the learner must demonstrate their ability
Unit Learning
1. Consider their own strengths and weaknesses, particularly as
a learner; (LO1)
2. Develop personal and professional goals, particularly in
relation to learning; (LO2)
3. Collect and present evidence of personal and professional
development. (LO3)


Students will be exposed to key concepts and methodologies

through lectures, seminars and workshops. However the majority of
learning will take place through the development of their Personal
and Professional Development File.

Personal and Professional Development File

The Personal and Professional Development File will be made up of
three main elements:

Learning Plan
The Learning Plan will set out the students’ position in relation to
their course/learning and possible future directions. This will mostly
be produced by considering their strengths and weaknesses in
Teaching and
relation to their course and goals.
Reflective Commentary
The Reflective Commentary will identify specific evidence from the
Evidence Base (below) in order to demonstrate the achievement of
learning outcomes (some of which may not be specifically delivered
within this unit).

Evidence Base
The Evidence Base will contain documents and other evidence to
support both the Learning Plan and the Reflective Commentary.

Teaching Methods
Students will be supported in developing knowledge and skills within
this unit by the models used and the ways in which elements such
as the Learning Plan, the Reflective Commentary and formative
assessment are structured.

Faculty of Design Definitive Document: 21 July 2006

Section 3

Lectures/Guest Lectures/Workshops
2-3 per term.
Lectures and workshops will introduce underlying concepts,
processes and models in areas such as learning styles, project/time
management, communication skills and goal setting. Guest lectures
may be used to help learners understand these concepts within a
wider context where appropriate.

Small Group Seminars/Workshops

2-3 per term.
These will be used to encourage discussion and reflection on the
learning/working experience and to ensure learners gain from
shared experiences.

Self-Directed Study
The majority of learning for this unit is self-directed. Students will
learn by doing within the framework of structured and supported
review already described.

2-3 per year.

Faculty of Design Definitive Document: 21 July 2006

Section 3

Personal and Professional Development File – Indicative


The list below details the type of content expected to demonstrate

the attainment of the unit learning outcomes. While the list below is
neither exhaustive nor prescriptive, most Personal and Professional
Development Files will contain examples of the work detailed below:

• Learning Plan
o Personal and professional goals
o Self analysis – strengths and weaknesses as a learner
Elements • Reflective Commentary (750 – 1000 words or equivalent)
o Significant milestones in learning and in meeting goals
o Reasons for changes in direction or goals
• Evidence Base
This may include, as appropriate:
o Initial portfolio
o Tutor/peer feedback
o Responses to Project Briefs
o Schedules/project plans/personal timetable
o Evidence of independent study/engagement
o Research notes

Formative Assessment
There are normally formative assessment points during each term
for students to receive feedback on their Personal and Professional
Development File and progress. This will give students an indication
of their existing performance in relation to the learning outcomes
before submitting the File for summative assessment.

Summative Assessment
The Personal and Professional Development File is submitted for
interim feedback and then as a final submission. The percentages of
the final grade are weighted accordingly.

Assessable Elements Percentage of Final Grade

Personal and Professional 25%
Development File (1st submission,
normally start of term 2)
Personal and Professional 75%
Development File (2
submission, normally in term 3)

Faculty of Design Definitive Document: 21 July 2006

Section 3

Achievement in this unit will be assessed on evidence, within the

Personal and Professional Development File, of the level to which
learners have demonstrated their ability to:

• Thoroughly review their own strengths and weaknesses

(particularly as a learner) and relate these to relevant models,
Assessment such as learning styles; (LO1)
Criteria • Develop and set out personal and professional goals,
particularly in relation to learning, that are informed by the
models covered within the unit; (LO2)
• Evidence their learning and personal and professional
development by gathering relevant material and presenting
this in an appropriate form. (LO3)

Students will be referred to relevant models, texts and discussions

during and in support of other teaching. What follows is a more
general guide:

Marshall, L. (1998) A Guide to Learning Independently, Open

University Press.

Lakoff & Johnson. (1981) Metaphors We Live By, University of

Chicago Press.
Reading List - links to
many useful resources on learning styles, progress files, mind
mapping etc.
online questionnaire on learning styles. –
additional model of learning styles.

Faculty of Design Definitive Document: 21 July 2006