Confidentiality in Learning Development

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

Zen and the Art of Learning Development

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

Is there a need for clinical supervision in 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?

TLC webinar: Authentically Student-centred LD

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

Juxtaposition and negotiation: a key technique in LD formulation

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

Biting the Hand that Employs Us

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