Purpose
The Personal Development Plan (PDP) has been utilized as a pedagogical approach in outdoor education studies at the Norwegian School of Sport Sciences (NIH) for approximately 20 years. The purpose of this project is to investigate students' experiences and learning outcomes associated with this educational approach. Among other objectives, the project aims to shed light on how students perceive this method in relation to themes such as: student-active learning methods, individualized learning paths, experiential learning, responsibility for one's own learning, and the PDP as a tool to promote lifelong learning.
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Since the early 2000s, outdoor education studies at NIH have employed the PDP as a pedagogical methodology, particularly in part-time programs but also in the Bachelor's program in outdoor education. This approach has been adopted to give students responsibility for their own learning process and to develop learning projects that are perceived as relevant to each individual. The methodology was also chosen to align the learning processes with the unique characteristics of the discipline. In total, it is estimated that more than 1,500 students at NIH have used this methodology. We now aim to take a scientific approach to document and critically examine our teaching practices.
Through this project, we seek to research our own teaching practices. We also believe that our pedagogical approach is unique and that our experiences with this methodology should be shared with the academic community.
The PDP as a learning concept involves students asking themselves where they want to be after completing their education—in a relevant future professional context. They then select a skill area they wish to develop through practice and academic immersion. The process involves preparation, implementation, learning support, and assessment. Furthermore, student work is linked to relevant learning theories.
As educators, we have gained experience using the PDP as a tool in students' learning processes, and we now aim to systematize these experiences and communicate how and why this approach can be used. Additionally, we will explore the challenges and opportunities associated with organizing learning processes in this way. We will also examine students' experiences with the PDP as a learning concept and its potential as an inspiration for lifelong learning.
The project is conducted as a qualitative study, consisting of multiple components, with ongoing data collection.
The project also involves master's students.
Results
Findings from the study will be published in recognized, peer-reviewed scientific journals and presented at national and international conferences.
