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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LD@3 – Creating a Community of Scholarship: The Criticality Project

Thursday 14th July @ 3pm – 4pm Over the last twenty years, the field of learning development has been caught in circular debates about the value and effectiveness of subject-embedded versus extra-curricular or standalone activities. These debates have over-emphasised the need to consider each subject area in strict isolation. In this paper, we explore the benefits of encouraging an interdisciplinary approach to learning development. We discuss the creation of The Criticality Project, a unique six-week short course open to all students studying at Manchester Metropolitan University that has been running since 2019. Throughout this course, the concept of ‘criticality’ is interrogated …
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White wooden door in a stone wall

“That was a pretty serious jump”: Feelings of ambivalence and complexity of arts-based educators in online environments  

By Dr Selen Kars-Unluoglu (University of the West of England) & Prof Burcu Guneri-Cangarli (Izmir University of Economics) Arts-based methods which traditionally rely on engagement with material artefacts (e.g. LEGO® bricks, finger puppets, craft materials) have been on the rise in management learning and teaching (Taylor and Ladkin, 2009). COVID-19 has challenged educators to adapt these methods to online teaching environments. The challenge was to get learners to move from thinking to thinging (Knappett & Malafouris, 2008)in online environments without the opportunity to pass on, share, co-engage with material artefacts in a physical setting. While there has been some discussion in the …
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