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The Learning Development Project Podcast

ALDinHE member addressing a group of people


ALDinHE is committed to representing and supporting all those working in the field of Learning Development (LD) in the UK. We aim to cultivate a community of practice, promote discussion and ideas exchange, and further the professional development of our members by offering training opportunities and quality assurance.


We aim to represent professionals employed in the field of Learning Development in Higher Education, primarily in the UK and Ireland, and those with an active interest in the field. ALDinHE promotes discussion about effective models for LD, cultivate a community of practice and act as a support network for the general professional development of staff involved with LD. 

ALDinHE Steering Group presenting at the Annual Conference
ALDinHE member attending a conference event


We are guided by five values:

  1. Working alongside students to make sense of and get the most out of HE learning
  2. Making HE inclusive through emancipatory practice, partnership working and collaboration
  3. Adopting and sharing effective Learning Development practice with (and external to) our own institutions
  4. Critical self-reflection, on-going learning and a commitment to professional development
  5. Commitment to a scholarly approach and research related to Learning Development.

What is learning development?

All students should have the opportunity to fulfil their potential and find enjoyment in learning.

Learning development in higher education is the practice of working alongside students to enable them to achieve their goals and reach their potential by teaching, demystifying, and challenging academic practices and conventions.

Learning development professionals are scholarly, research-informed practitioners who teach, facilitate, and provide support and advocacy for students.

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Take5 #87 Towards a more creative and playful HE

Play provides the energy, the eruptions, the poetry and the connectivity for engagement and success. Play transforms deficit-fixing teaching, it is creative and emergent, it provides spaces and places of reimagining and agency – play has the power to transform education, and educational experiences and outcomes (Sinfield et al., 2019). This #Take5 is brought to you from Sandra Sinfield (London Metropolitan University), Tom Burns (London Metropolitan University) and Sandra Abegglen (University of Calgary). Drawing together playful, arts-based and creative practices, this post offers theoretical arguments for why we all need a more creative Higher Education (HE) to build a more…

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