Today's post is more of a messy, confessional, washing-the-dirty-laundry-in-public kind of post, because this is the time of year when we LDers are up to the eyeballs in demand, the start of term is forever ago and it's too long til Christmas! My old ballroom dance teacher used to say that when you're practising and … Continue reading Embedded workshops – the good, the bad and the ugly
The awesome Kim Shahabudin and I are leading a Tweetchat tonight for #LTHEChat - I'm really looking forward to it, as whatever the topic and whoever the lead, it's always a diverse, lively and thought-provoking occasion each Wednesday night! We thought long and hard about what topic to choose - before coming to the conclusion … Continue reading #LTHEChat on #LoveLD tonight!
All Learning Developers teach study skills, but not everyone who teaches study skills is a Learning Developer...? Or is a Learning Developer just another name for someone who teaches study skills? There's a rather tangled knot of terminology at the heart of my work that I think is well worth trying to tease out. Some … Continue reading Teaching Study Skills = Learning Development?
I'm more thrilled than I can say about this news - I got a National Teaching Fellowship! I'm over the moon. It's just brilliant to have your work recognised at this level. The claim I made was built around values-driven, ethical, properly theorised and expert Learning Development practice, which is something I'm passionate and a … Continue reading National Teaching Fellowship
The notion of signature pedagogies was developed by Shulman (2006) when looking at education in the professions. "These are types of teaching that organise the fundamental ways in which future practitioners are educated for their new professions. In these signature pedagogies, the novices are instructed in critical aspects of the three fundamental dimensions of professional … Continue reading Towards a Signature Pedagogy of Learning Development
Another question about the decisions involved in running a Learning Development service, and their implications for the profession - how long should a one to one session be? This one is a more controversial one, as I suspect one to one appointment times have shortened over the history of Learning Development as services have moved … Continue reading How long does it take to develop learning?
Another of the big decisions to be made when running a Learning Development service - will your provision be confidential or not? The notion of confidentiality in Learning Development comes from its more student services origins, as it evolved out of counselling and Specific Learning Difficulties provision to support widening participation students and others perceived … Continue reading Confidentiality in Learning Development
Words words words wordswordswordswords.... One of the challenges of a literature review is gaining enough distance to see the wood for the trees. Especially for students whose disciplines don't generally involve writing words about words, a literature review can be more bewildering than orienting. We see this in literature reviews which become a catalogue of … Continue reading Mapping the Literature
At the ALDinHE conference this year, two colleagues, Carina Buckley and Louise Frith, presented some work they've been doing on professional identity within LD. They outlined a model of how within a distributed community of practice like ALDinHE, we might grow in expertise through moving through various roles or levels of networkedness. We discussed this … Continue reading Zen and the Art of Learning Development
Let no one underestimate how complex, skilled and, frankly, bloody hard work Learning Development is. One to one work in particular can be seen as a nice, easy going chat in which the LDer gives the student the information and guidance they need, problem solved, job done, off they go. I mean, it's only one … Continue reading Is there a need for clinical supervision in Learning Development?