ALDinHE Annual Team Award 2024

This page celebrates and publicises exceptional work taking place within the learning development community, highlighted through the ALDinHE Annual Team Awards nominations. Here you can read about the team nominees’ work from the 2024 awards.

Congratulations to our 2024 winner: University of Northampton Learning Development Team

Nominated by Sheryl Mansfield:

Members of the University of Northampton Learning Development Team being awarded their ALDinHE Team Award Trophy
Members of the University of Northampton Learning Development Team being awarded their ALDinHE Team Award Trophy

The Learning Development Team at University of Northampton demonstrates ALDinHE values in every aspect of their work. I am privileged as the Head of Department to work with an array of enthusiastic colleagues and would like to nominate the Team who are student-focussed and collaborative, as well as inquisitive and research active. Each team member contributes to the ALDinHE community in different ways including reviewing for the Professional Recognition scheme, reviewing for the journal and special editions, attending and leading COP’s, committee members for Northampton ALDCon 2020-22, publish content for the JLDHE, Chair Working Groups as well as sit on the Steering Group. All this activity demonstrates our commitment and forges links with the community supporting the ethos of the Association. As a team, we encourage conversations about difficult topics and respectfully debate issues with colleagues to ensure critical perspectives are offered. Placing the student first in our day-to-day activity embodies the values of Learning Development, and remaining mindful of the additional stresses students have outside their studies supports a welcoming and approachable team. To boost our impact, the team effectively liaise with colleagues from other departments benefiting our service output which saw 17,618 student interactions in 2022/23. Recently, the team have seamlessly adapted our practice allowing students to book tutorials in groups. This has offered choice to students and increased the accessibility of tutorials. Our team is made of Tutors as well as Mentors who are current undergraduate students, this partnership has enabled a student perspectives to be included in the design and development of resources shaping our provision and using other platforms previous untapped by Learning Development. Collectively we work together embracing the expertise of each individual creating a team which is greater than the sum of its parts.

Receiving the LD team of the Year Award is only just sinking in. Many members of the team correct me when I talk about Learning Development; they pipe up “Awarding Winning Learning Development Team!” which makes me so proud. Our Vice Chancellor wrote a little piece about our achievement in her weekly update which caused a flurry of emails to our inbox with congratulations. One said…“Many congratulations to you and the LD team for your recent award! So well deserved to such a vital, relevant and ‘accessible’ team – you’re all wonderful. I hear nothing but praise from students and working with you last year was the same for us too.”

I know each and every member of the team don’t think they are doing anything special, but the reality is their humble nature is why we are successful as a unit. We energise each other during phases of innovation and offer critical but kind reflections on our own and others practice. We want to thank ALDinHE for recognising our achievements and know we were up against some tough competition. Our journey has been one of growth, collaboration and a shared passion for learning. We acknowledge the countless hours of staff past and present refining content, designing resources and supporting learners. Well Done Team!

Team Awardees:

Alison Loddick ; Amy West ; Anna Shirley ; Anna Smith ; Anne-Marie Langford ; Asanat Kazeem ; Emma Kimberley Ellie Abrahart ; Elliot Lake; Helena Beeson ; Holly Griffiths ; Ivelina Cramphorn ; Kate Swinton ; Marlies Shepperdson ; Paul Rice ; Samantha King ; Sarah Mills ; Sheryl Mansfield .

What the reviewing panel said:

What an amazing initiative to have undergraduate students as mentors in the design of resources.

2024 Nominations

Inclusive Curriculum Tool Team at University of Liverpool, nominated by Laura Blundell

The Inclusive Curriculum Tool (IC Tool) has been designed and developed collaboratively by the Centre for Innovation in Education, the Department of Chemistry, and the Institute of Population Health. The IC Tool team exemplify the impact of collaborative effort with Academic staff, Educational Developers and key stakeholders to change the curriculum for the better. Rooted in a commitment to inclusivity and innovation, the IC Tool provides staff the opportunity to self-reflect on how inclusive their practice is via a series of supportive prompt questions. The tool has been designed to recognise good practice and highlight areas for improvement. At the end of the process staff have access to recommendations some of which will be specific to a particular group of students, with others being more generic, to support wider equality for all students. Staff have a number of options for engaging with the tool from using as a self-reflection piece to inform module to design, to a more holistic approach to programme design where teams can come together and work together on improving the student experience using the inclusive lens. The IC tool is divided into four key areas: belonging and engagement, course content, teaching and learning delivery, and assessment and feedback. Each section has detailed guidance which is underpinned by the latest research from the sector and draws on proven good practice and lived experience. The IC tool also supports work towards the Race Equality Charter, the Student Success Framework, the Access and Participation Plan and the UNs Sustainable Development Goal 4 – Inclusive and Equitable Quality Education. In conclusion, the IC Tool team embody the core values of ALDinHE through their collaborative spirit, dedication to inclusivity, advocacy for effective learning development practices, commitment to scholarly research, and their impact to support professional development. For more information: https://www.liverpool.ac.uk/centre-for-innovation-in-education/curriculum-resources/inclusivity/inclusive-curriculum-tool/

Academic Skills Advisors at Edge Hill University, nominated by Helen Briscoe

I nominate Edge Hill University’s Academic Skills Advisors for the LD team award. This team embrace the challenges of effectively supporting a complex, diverse and everchanging student population by working closely alongside Inclusion, SpLD and Wellbeing teams. Sharing information ensures that other teams can signpost students to our LD support, and we can quickly adapt to any key changes. We employ a diverse team of Student Advisors who are key partners in supporting our workshops, offering constructive feedback, and leading campaigns. This partnership has unequivocally improved our ability to promote student learning and offer exceptional LD practice with inclusivity and accessibility at the heart of our support. Recognising the importance of critical pedagogy to challenge assumptions we continually invite student and tutor feedback. Our LD Community of Practice (CoP) also enables us to critically reflect, share ideas, highlight good practice, and support each other. Two of our team are currently engaged in research investigating the benefits of a CoP for LD practice. Our commitment to a scholarly approach and LD research has highlighted transition periods as key crunch points for students. Developing new ways to promote student learning, our team deliver the innovative Getting Started with UniSkills (GSWU) programme of live workshops and interactive toolkits to support pre-entry students, making a positive difference before students have even enrolled. In the last year, four team members have advocated for effective learning development by publishing LD content (one book chapter and one journal article), and most of our team have achieved LD post-nominals. Three CeP, one CeLP, and two FHEA awards, demonstrates our on-going commitment to learning and professional development. This team exemplify the ALDinHE values, working alongside colleagues and students, continually supporting each other, and critically reflecting on practice to ensure that everyone gets the most out of their university experience.

Educational Development Team (Teaching and Learning Unit) at Copenhagen Business School, Denmark, nominated by Nuria Lopez

My name is Nuria Lopez, and I would like to nominate the team I belong to, the Educational Development Team at the Teaching and Learning Unit of Copenhagen Business School (Denmark). We are a group made up of eight learning consultants, one learning technologist, and a group team leader. Our strong collaborative ethos is our superpower: we value, respect, and make the most of our diverse backgrounds and expertise, and as a group, we constantly learn from and lean on each other. Teachers are our primary stakeholders, and we support a wide range of educational development activities. For example, we are largely responsible for the pedagogical development training at the university, in the form of courses and workshops that cover various aspects of teaching practice and adhere to key principles such as the pedagogical use of educational technology, the development of research-based practice, and the promotion of inclusive and equitable learning environments. We also support programme and course development processes and the implementation of university-wide teaching and learning initiatives. This involves long-term collaboration with faculty in designing activities and assessment formats, considering teaching methods, developing best practices for online or blended learning, etc. Our work with teachers has a direct impact on teaching practice and quality, and ultimately aims at promoting student engagement and enhancing student learning. Always striving for the provision of high-quality support, we engage in active self-reflection. We allocate time for knowledge sharing and peer training, and we engage in peer feedback by inviting a colleague as sparring partner to those activities we carry out individually. Finally, we are committed to our own continuous professional development, as shown for example in our Senior/Associate Advance HE Fellowships and conference contributions. I could not be prouder of the team I belong to! Thank you for your consideration.

DigiSim Team at University of Cumbria, nominated by Claire Inglis

I would like to nominate the Digital Simulation Team at the University of Cumbria for the Learning Development Award. Our team promotes excellence in student learning and engagement through innovative approaches and a commitment to collaboration, diversity, and continuous improvement.

One instance of their partnership approach is our collaboration with students in designing immersive simulations. For example, we have had a range of students participating in project creation, so that projects are co-created with students. An example of this is a piece we made about a patient with a learning disability, where we captured his experience in order to build an engaging activity.

Furthermore, the team’s commitment to diversity and inclusivity is evident in our efforts to embrace learners from all backgrounds. We presented on “The lived experience of autistic tutors at a HEI: Reflections and recommendations for student support,” as we ensure respect for diverse learners and advocated for inclusive practices to support their success.

In terms of sharing effective learning development practice, the team has been instrumental in participating in conferences and workshops to disseminate best practices. For instance, our participation in events like the “Active Learning Festival” and “NET2022” has provided platforms to share insights and advocate for innovative pedagogical approaches in healthcare education.

Moreover, the Digital Simulation Team actively contributes to scholarly research related to learning development. Their presentation “The impact of experiencing a placement in the Health Simulation Team at a HEI: Student perspectives” is just one example of our commitment to advancing the scholarship of teaching and learning through rigorous inquiry and publication.

Lastly, the team’s dedication to ongoing learning and reflection is evident. Through regular feedback mechanisms and participation in professional development activities, we strive to enhance their skills and improve practice.

Student Learning Development (SLD) at the University of Glasgow, nominated by Andrew Struan

Student Learning Development (SLD) at the University of Glasgow works in partnership with all students, from pre-entry to PhD, in enhancing academic literacies. As a large team of LD professionals, we promote access to, and success in, Higher Education through subject-aligned LD. We recently redeveloped all teaching materials utilising co-creation with our team of PhD student teaching assistants and focus groups with students. We have a peer learning team who work in partnership with subject-based staff in implementing peer activity across the university, and we run the multidisciplinary student-led conference Let’s Talk About [X] and journal [X]position. Our team ethos embodies partnership and collaborative work on all projects and teaching. Accessibility is a key value for our team, and all materials are fully accessibility-checked. Team members engage in both institutional training and internal accessibility training with a specific L&T focus. We are also keenly aware of the diverse nature of our students, maintaining close relationships with our Disability and Widening Participation Teams. Our International Advisers work collaboratively with our international students to learn from their perspectives, and thus shape practice institution-wide. Our Mathematics Adviser leads a research group on maths anxiety for non-mathematicians, and we have published research on decolonising STEM. Several team-members hold committee positions with ScotHELD and ICALLD. Through this, we are committed to driving forward practice-sharing, trend-spotting, and a culture of collective reflective practice across the sector. Active engagement in these communities also allows us to engage in healthy debate to challenge assumptions, both about student cohorts and about approaches to effective learning development. All members of SLD are research-active. We have published award-winning books on academic writing, led global Special Issues on academic literacies, written widely around the practice/impact of LD, and spoken internationally on the models used at Glasgow.

SpLD Tutorial Service and ELTC TEL Team at University of Sheffield, nominated by Victoria Cartledge-Mann

The SpLD Service and ELTC TEL Team have demonstrated excellence in their adoption of cutting edge technology, including Generative AI, virtual reality and gamification to encourage students to utilise SpLD tutorials and to provide innovative learning tools for students. As such, the teams have provided an excellent service to students and the institution, engaged academic and professional service staff with the service, and made an outstanding contribution to the sector. The first resource is the student experience project, which uses virtual reality to explore what happens in an SpLD tutorial and to provide a walk round of tutorial rooms. The purpose of this is to both de-mystify the tutorials and encourage students to access the tutorials, and to provide a forum for SpLD students to talk about their experience of tutorials via their chosen media. Some students chose to create a cartoon, and some chose to create art work or presentations: https://spaces.wondavr.com/embed/?course=cf178850-f3cb-11ed-8374-53e38f465ece&presenter=true . The second resource, Study Quest, uses gamification to creating exciting and innovative supplementary study skills resource. This resources was created by SpLD Students, the SpLD Service and the ELTC TEL team using the latest research in gamification to encourage engagement in the development of academic and study skills: https://spld-study-quest.group.shef.ac.uk/SpLDStudyQuest-Storylineoutput/story.html. 98% of students who provided feedback reported that they enjoying the format and that it supported their learning. The final resource uses generative AI to enable students to development their viva skills. Prior to the development of this resource, there were few resources that supported students in developing their skills in dynamically responding to the examiners’ questions in a safe and supportive environment. This resource replicates the viva situation and the avatars respond to the answers of the students. In summary, the teams use of technology has resulted in the development of cutting edge, innovative workshops and resources.

Library Student Team at University of Manchester, nominated by Jennie Blake

Since 2014, the University of Manchester Library Student Team (UMLST) has brought together full-time staff, interns and twenty-three part-time student workers, from a range of experiences and backgrounds, including caring responsibilities, neurodiversity, and Black and Asian heritage, ensuring that Manchester Library’s support is inclusive, accessible and drives positive change. The team champions staff-student partnerships, co-delivering sessions ranging from revision strategies for foundation year students to inclusive practice(s) for academic staff. Their diverse experiences ensure all students see themselves in the support offered, enhancing belonging, impact and engagement. This approach respects diverse learners and engages them in creating resources that mirror their varied needs. The team embeds critical self-reflection and professional development in their practice. In evaluating the impact of their work, they adapt to the changing landscape of higher education and inspire a culture of perpetual learning. Rooted in relational pedagogy (inspired by work of Gravett and others) and emergent strategy (from adrienne maree brown), the UMLST embrace connection and recognise the impact representation and inclusive practice has on the success of students they support (where attendance at multiple MLE sessions has been correlated with getting a good degree for UoM students) and student members of UMLST (where 40% of them achieve a first at the end of their degree programmes). The team continually evolves as current students graduate and new ones are recruited. This allows them to respond to student experiences and use that connection to drive reflection and research into academic support, belonging and other key areas. They have published (with full time staff and student workers as co-authors) on co-creation of learning support and supported other institutions to start similar support services in their own contexts. This commitment to scholarly approaches leads to contributions at conferences such as RAISE, ALDinHE, and AdvanceHE, advocating effective (and collective) practices.

Academic Skills Team at City University of London nominated by Pam Parker

The academic skills team at City, University of London capture the ALDHE values in their work. The team annually liaise with staff within our Schools to identify the needs of students for the coming year and in partnership plan the integrated sessions that are to be delivered within programmes with 65 of these for this year. Alongside this they also collaborate with staff and students to plan the additional central workshops/webinars that are needed and have delivered 33 this year. Using a partnership approach enables them to meet the diverse needs of students and evolve their offer as students’ needs change. The team’s knowledge of the student community helps them to draw on a range of pedagogic approaches to deliver this support. In addition to workshops/webinars they offer individual one-to-one support and recognise that due to both preference and personal circumstances these need to be offered both in-person and online. There have been 810 of those so far this year. To further promote and support student learning and development they provide a range of material online so that students can also follow up after sessions or at a time to suit them. They evaluate their interactions with staff and students so that they can reflect on how effective their provision is and then adapt this as needed in response to the feedback. The team is aware of sector practice and regularly reviews the literature and other sources of information such as the ALDinHE website in order to provide a contemporary and effective service. All members of the team reflect on their practice and engage in personal and professional development to enhance their individual and team practice. As a team their practice is clearly underpinned by the ALDinHE values.

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