"I earned a placed at Newcastle University to study medicine. The north-east was unlike anywhere I had lived before. One of sparingly few black faces in the university, I felt like a misplaced peppercorn in a bowl of salt. My first year was especially difficult. The loneliness sank me into a deep depression. I felt … Continue reading Induction – the University Citizenship Test?
How is it mid-July already?! There's been so much to think about and plan recently, much of which I've wanted to share here, but time has been ticking by, and so much to do! I wanted to share some of the thinking I've been doing with my colleague Liam Carson around the piece of work … Continue reading Thinking about Induction and Transition
A while ago, I wrote a post exploring whether, in addition to helping students articulate and navigate the signature pedagogies of their own disciplines, Learning Development could be said to have a signature pedagogy of its own - a distinctive way that we teach what we teach. My approach to answering this question was to … Continue reading LD@3: Does Learning Development have a Signature Pedagogy?
University is often thought of as a sheltered environment, a cosy retreat from the Real World, a safe ivory tower where young people play with ideas that are 'purely academic' before being launched into the unforgiving grown up world. But what if we recognised that university is far from a safe shelter where learning can … Continue reading Developing wicked learners for an unkind university
In these still relatively early days of the COVID-19 pandemic crisis (I’m assuming here that the repercussions will drag on for the rest of this academic year, at least), there are a few things we can say for certain. Firstly, this is unprecedented. Whatever we know about distance learning, about online learning, about how this … Continue reading Student Support 2.0: Working with not against the pivot online
There’s a crisis on, and we want to help. In the first couple of weeks of the move to remote, online learning, there has been a deluge of advice, information and support for staff new to the technologies and pedagogies involved, and a race similarly to get information and guidance up online for students. Within … Continue reading Let Them Suck Eggs: framing advice to students appropriately in a crisis
It’s quite understandable that in the last week or so, academic staff have been very consumed by getting to grips with moving their teaching and assessment online, with very little notice. Very hearteningly, there’s been an abundance of advice available, whether from universities’ educational development and learning technologies teams, putting on webinars and setting up … Continue reading Start with the Student in the pivot online
We seem to have reached the tipping point in the UK for universities making the call to suspend face to face teaching and move provision online – pretty short notice for a lot of us! It’s natural for the focus for stressed lecturers to be on how to translate a traditional online course into effective … Continue reading How can we help? Learning Development in Digitally Difficult Times
As I'm sure we all are, I've been asked to consider what would happen if the university either moved all teaching online or closed down as completely as possible, in the face of the COVID-19 pandemic threat. I've seen a huge range of reactions to this on HE social media from various directions, from 'This … Continue reading Learning Development in a time of pandemic
A while ago now (oops) I was looking at Cognitive Constructivism in my series reviewing educational theories and their application to Learning Development. I ended noting that this school of thought sees learning as an individual activity, but that later, social constructivist theories would position learners not as 'lone scientists', but as interacting with others … Continue reading Social Constructivism and Learning Development – should we scaffold?