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?
I'm presenting my 5 Ps approach to Formulation at the Teaching and Learning Conversations webinar today. This is a fab series of discussions on a variety of topics around teaching and learning which I've followed for a while, and can strongly recommend - always interesting speakers! Anyway, today's session is the latest and longest opportunity … Continue reading TLC webinar: Authentically Student-centred LD
I There's a tricky balance faced by the Learning Developer in their one to one work. On the one hand, students have come to us to be given advice and guidance; on the other hand, we aim to promote student autonomy and ownership of learning. These two elements are in direct opposition - either we … Continue reading Authenticity and Congruence in LD talk
I'm off to London later today, at the kind invitation of the University Health and Medical Librarians' Group, to talk about Academic literacy - what it is, what it covers, how it's taught. Boy, are they going to be disappointed when I don't actually have any sensible answers for any of those questions! Academic Literacy … Continue reading UHMLG: Academic Literacy/ies talk
I've been working a lot recently on formulation, an approach to one to one work borrowed from Clinical Psychology, and thinking about how we could adopt it in Learning Development practice to ensure that it is genuinely student-centred and emancipatory and that we are acknowledging the authority that the student themselves brings to their own learning. … Continue reading Juxtaposition and negotiation: a key technique in LD formulation
I posted last time about emancipatory practice, why I feel it's a core and indeed defining value in Learning Development, and what that might mean in practice. Emancipatory practice arises out of the implications of academic literacies, the main underpinning theoretical basis for Learning Development in the UK. Theory helps me critically examine my practice - … Continue reading Biting the Hand that Employs Us
I’ve been trying to write this post for quite a while now, as I have long had the feeling that emancipatory practice is the core defining value of Learning Development, but have struggled to fully understand and articulate what it means and how to do it. I suspect that it has profound implications for our … Continue reading Emancipatory practice: the defining LD value?