1,720,991 research outputs found
Introduction
No full textEvery day, thousands of students across institutions of higher education find themselves immersed in a conversation about some seemingly impenetrable aspect of their learning, be it writing an essay, understanding an assignment, sitting an exam, or articulating ideas in a presentation. Learning Development is a unique field of practice. Student-centred and driven by the desire to make higher education more inclusive and less mystifying, it has grown from a loose collection of dedicated, like-minded practitioners, to an expansive territory that has been relatively successfully charted but not yet fully defined and settled. In spite of the fluid and emergent nature of the contents of this book, careful thought went into its structure. They are followed by two parts that invite practitioners to engage more critically with their work and to explore ways in which they can become active contributors to the field through research and publication
Introduction
No full textIt was the worst of times: times of incredulity, despair, and darkness. Yet we emerged from that darkness into a season of light, the spring of hope, a new epoch of belief. While ours may not be ‘the best of times’ yet, the years during and following the COVID-19 pandemic sparked opportunities for new ways of thinking, doing, and being in higher education (HE)
Introduction
No full textIt was the worst of times: times of incredulity, despair, and darkness. Yet we emerged from that darkness into a season of light, the spring of hope, a new epoch of belief. While ours may not be ‘the best of times’ yet, the years during and following the COVID-19 pandemic sparked opportunities for new ways of thinking, doing, and being in higher education (HE)
A View from over Here: What students think about Learning Development
No full textIn this chapter, we consider Learning Development from the student perspective, by speaking with students about their experiences of working with Learning Developers and asking them to reflect on the value of these interactions. We are just as interested in why students might not interact with these services as this will seed the opportunity to rethink current LD provision across the sector. How LD is conceptualised and situated can have an impact on the value assigned to it as well as subsequent access and engagement during studies. Typically, LD is seen as both a spatial and a temporal activity in the mind of the student: it is valuable, it happens somewhere, and frequently it requires a lot of time to engage with. To navigate the use of LD, we would argue LD would greatly benefit from involving students as partners in both the devising delivery and marketing of LD at all levels
The development of expertise and identity within a community of practice: a networking model
No full textThis chapter examines the fluid, dynamic, and situated identities of a Learning Developer and what it means to work in this role within the shifting context of the ‘third space’. We present identity as a means of reconciling the substantive self – who we believe ourselves to be – with the situational self – that which is constructed via our contextualised relationships, and therefore closely aligned to the networks of which those relationships are part. We present a five-stage model for networking as a means of professional identity development, based on a Community of Practice approach, and connect identity to developing expertise
Teaching writing in learning development
Full text linkWriting plays an essential role in Higher Education, as a tool for learning, as well as a tool for assessing the outcome of learning. Teaching students how to use ‘writing to learn’ and guiding them through ‘learning to write’ for assessment or future employment is a core task for Learning Developers. Exploring diverse definitions of writing drawn from academic literacies, and research in writing studies, this chapter makes the case for a conceptual approach that considers writing as a form of social interaction, as well as a cognitive process and examines the implications of this approach for teaching.As outsiders in the majority of subjects our students are studying, Learning Developers cannot teach writing from a position of disciplinary expertise. The chapter considers how our role as mediators or guides to academic discourses can translate into a pedagogy of teaching how, rather than teaching what, and illustrates with examples of teaching practice how such an approach can be translated into specific teaching activities.</div
Professional development and recognition in LD
No full textThis chapter addresses professional development and recognition opportunities within the Learning Development field. It initially provides a chronology of how bespoke professional development for Learning Developers expanded during the 2010s and details where such opportunities can be accessed. This is followed by an overview of the ALDinHE professional recognition scheme along with guidance for potential applicants. The chapter concludes with consideration of how Learning Developers can acquire the experience and expertise necessary to apply for wider sector recognition. Collectively, the chapter is intended to inform and support a Learning Developer continued professional development planning and career progression
Succeeding at learning development
Full text linkThis chapter focuses on how we, as Learning Developers, can be successful in our roles, have strategic influence and remain committed to our core values. It discusses strategies we can adopt to demonstrate our expertise and relevance to our academic colleagues including: speaking to their concerns; making the most of funding opportunities; preparing to contribute to School meetings; and volunteering to join university wide working groups. It also discusses how we can harness informal structures and network with other third space professionals to support our shared objectives and get our voices heard. It argues that we must own our expertise, see the value in our unique perspective and use this to influence strategy. Finally, it raises the importance of enhancing and promoting our own professional development, taking opportunities for training and development, and gaining qualifications and professional accreditation for the work that we do. Navigating this third space can be challenging but by being nimble, tailoring our approaches to the different audiences, evidencing our expertise and remaining committed to our core values, we have the opportunity to develop our role into one with influence and recognition
Empowering and enabling: leveraging technology for a student-centred future
Full text linkNotions of a digital future frame this chapter, and from this starting point the affordances of technology in a higher education environment are discussed. The tensions that limit or constrain technologies and their possible leverage for beneficial student outcomes are signposted through the lens of inequality, constraints, and the student voice. The vital role that Learning Developers (LD) have in influencing the actualisation of the affordances and negating or minimising the potential challenges by using their knowledge, skills, and behaviour forms the central tenet of the work. We argue that Learning Developers populate a hybridity of spaces in universities, and draw across professional and academic staff in developing emancipatory practice to inform and enhance the student experience. By drawing upon and sharing best practices, they can be termed third-space professionals and colonise these third spaces with fluidity and flexibility, and (co)-create new spaces and places to engage with students. Thus, LDs have a pivotal role to play in realising the affordances of technology
Methodologies for research in Learning Development
Full text linkThis chapter explores the diverse research methodologies and methods employed within Learning Development research, emphasising the importance of participatory, emancipatory, and practitioner-led approaches to create a distinctive ontological and epistemological approach to research encompassing of Learning Development values and theory. The chapter delves into various research methodologies, including participatory research, surveys and experiments, mixed, merge and multiple methods, and research methods used in the Journal of Learning Development in Higher Education (JLDHE). The chapter also highlights the application of specific research methods such as focus groups, workshops, interviews, questionnaires, multi-method, textual, learning analytics, and reflective and reflexive methods in the context of Learning Development. By engaging with these diverse methodologies and methods, Learning Development practitioners can contribute to the ongoing evolution of the field and solidify its unique identity. Ultimately, this chapter aims to demonstrate the potential for research to shape and define Learning Development, and to inspire readers to adopt participatory, emancipatory, and practitioner-led approaches in their own research endeavours
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