Moving from learning developers to learning development practitioners

Opinion pieceFifteen years ago the term ‘learning development’ was not well known within the UK higher education sector (Hilsdon, 2018). Although there remains no universal learning development definition, the term has grown in popularity and become synonymous with “look[ing] at the whole higher education learning experience from students' perspectives” (Hilsdon, 2009). Typically, such work focuses on the development of academic literacies / skills (such as writing, maths, study skills, information literacy, good academic practice and ICT) and/or transitions through university. Through adopting a learning development lens, a teacher will endeavour to provide blended, developmental and student‐centred learning opportunities (either through the curriculum, co‐curriculum or extra‐curriculum) that are contextually relevant and timely (as opposed to remedial and bolted‐on). As such, learning development relates to teaching practices per se which means that many teaching and learning professionals (such as Academic Skills Tutors, Subject Lecturers, Librarians, Learning Technologists Educational Developers and EAL/ESoL teachers) will share some affinity with learning development

Development of the ALDinHE recognition scheme: Certifying the ‘Learning Developer’ title

Over the last fifteen years, the pedagogy of learning development has become increasingly established within UK universities (Hilsdon, 2018). As such, there have never been more individuals who professionally identify with the ‘learning developer’ title. Self-identification with a professional title is always going to be problematic as there will be significant variation in background, experience, qualifications and values amongst practitioners. This will result in confusion and ambiguity around the meaning of a title (such as learning developer), which in turn can undermine practitioners’ professional status and career development opportunities. It is therefore unsurprising that over the last five years there has been a growing call amongst the learning development community to introduce greater consistency around how the learning developer title is used (Webster, 2015; Webster, 2017; Johnson, 2018). The Association for Learning Development in Higher Education (ALDinHE) has responded to this call to action by developing a recognition scheme for learning developers. This has two levels - certified practitioner (CeP) and certified leading practitioner (CeLP). Unlike other educational development recognition schemes - for example, Higher Education Academy (HEA) fellowships or Staff and Educational Development Association (SEDA) fellowships) - the CeP/CeLP scheme involves evidencing core values associated with practicing learning development. As such, it provides the first bespoke recognition opportunity for the learning development community. This article outlines how the ALDinHE recognition scheme was conceived, piloted and launched at the 2018 Learning Development Conference

Co-creating LearnHigher: demystifying and shaping what we do

Established in 2005, the LearnHigher platform provides high quality, peer-evaluated resources which support students’ learning development. It was developed through a collaborative network of 16 institutions and is overseen by a working group who support and encourage the submission of resources.Following a summary of the past year and a demonstration of the submission process, the audience had the opportunity to reflect on LearnHigher and help shape its future. The authors aimed to hear about how LearnHigher had informed teaching and learning. This was a chance for the community to share experiences of using and submitting resources, and to consider ways to increase impact on professional development and practice. The session culminated in an open forum of discussion regarding future directions, enabling the community to shape how LearnHigher moves forward in 23-24 and beyond.</p

The assessment of feedback: A learning development process

The aim of the project is to explore student perceptions of the feedback process within the School of Tourism and Hospitality (SoTH) at Plymouth University. The purpose is to be responsive to the requirements of students, as individuals, and understand their needs. But at the same time, the project aims to enhance academic practice, as ‘how students experience and make sense of learning activities and academic practices’ (Hilsdon 2010:2) will be better understood, and can be better prepared for. Therefore, the nexus between feedback and Learning Development is explored. The rationale for this project was borne from the proposition that feedback is a major focus of student concern in Britain (Hounsell 2007) and that it has become a topical issue ‘given the publicised findings of the National Student Survey’ (Bailey 2009:1). The process of providing feedback is ‘bread and butter to teaching and learning’ (Boud 2000:155). However, literature infers that good feedback can get lost in translation between the teacher and student (Rodgers 2006). Therefore, as a lecturer, directed by the QAA general principles (Rust 2002) to provide appropriate feedback (principle 12), it is crucial to develop an understanding about student practice. Once understood, the knowledge can then enrich learning materials, and ensure that feedback is communicated in the most effective way for students to digest

Developing Students' Critical Thinking by Using Problem Based Instruction Strategy

The objective of this research was to obtain an empirical data about developing students’ critical thinking by using problem based instruction strategy. The method of this research was experimental study and conducted upon 60 students of fourth semester of English Department at University of Indraprasta PGRI in 2015-2016 academic year. The instrument tests were firstly tried out to determine the validity and reliability. Hypothesis testing techniques performed by ttest, and obtained a value of 6,012 with significance level ? = 0,95%, while the ttable was 1,701. Thus, it seen that ttest was higher than ttable, the hypothesis null (H0) was rejected and research hypothesis (H1) was accepted. So, it can be concluded that developing students' critical thinking by using problem based instruction strategy was significant

Pedagogies applied to develop student self-awareness and written self-evaluations: a costume case study

In 2013–14 a change in assessment criteria percentage weightings on the BA Stage Management and Technical Theatre course at East 15 Acting School was implemented – a course taught mainly through authentic learning processes. This change, coupled with the increase in emphasis on reflective processes in higher education in general, highlighted that students not only on this course but also more widely need to be able to articulate their learning more rigorously than before through more comprehensively written self-evaluations. Through a discussion of critical thinking and reflection and instinctively applying Art and Design pedagogies to teaching on what is traditionally considered to be a vocational course, this article charts an experimental case study following students on the Costume Pathway, hoping to improve their ability in this area. The aim was to develop the self-awareness and analytical and reflective thinking involved in evaluating personal working practices to a high standard in order to improve the written communication thereof. Therefore, this article is also a reflection on how a thorough understanding from educators of what self-evaluation demands of students can enrich student learning experiences and develop transferable skills to produce industry-ready and life-ready graduates

Increasing Interracial Relationships

This observational case study explores how an interdistrict magnet school strives to use the Montessori curriculum to create an environment where interracial relationships are the norm

Research-led curriculum innovation to enhance core employability attributes for Environmental Science graduates

Aims of project: To enhance graduate skills and cultivate professionalism, resilience and global citizenship through innovation of a research-led employability curriculum. Background/context to project: The lack of employability skills among STEM graduates, in particular environmental science, has been highlighted in the 2016 Wakeham Review and was identified as key area for curriculum development by internal reports (e.g. Kneale, 2016). Surveys consistently indicate that ‘soft’ skills, such as communication, team working and a positive ‘can do’ attitude are highly valued by employers (e.g. Archer & Davison, 2008; CBI, 2009; Lowden et al., 2011). At the same time, many undergraduate students experience significant barriers to gaining employment, including confidence in their own employability (Beaumont et al., 2016). SoGEES financed a pilot of three years (beginning AY2015-16), whereby BSc Environmental Science students (stage 2) undertake a 4 week programme of leadership training by an external provider, which includes classroom workshops and leadership practice during a 2-day overnight expedition on Dartmoor. In addition, lack of confidence and low resilience to multiple stressors faced during the transition period into adulthood were identified as barriers to students fulfilling their potential