ALDinHE Research Grants
Call for proposals 2021-2022
We are looking to fund a number of small-scale research projects, which aim to help promote learning development as a scholarly activity.
While we continue to invite a broad range of proposals that engage with learning development practice or theory, and impact on student learning, we would like to give particular attention to applications that focus on two vital areas:
- equality, diversity and inclusion and
- sustainability in learning development and higher education.
We encourage funding proposals that respond to, and aim to gain insight into ensuring learning development plays an active role in tackling some of these issues and remains sustainable in the long-term. This includes applications that specifically look at values-driven learning and practice and how you are expressing these or working with students to these values. You may wish to apply this lens to inclusivity or BAME students, to scholarship, to digital learning, delivery and accessibility, or to a combination of all of these. Consider also how you might bring students into that conversation.
What could higher education look like in 2021-2022, and where do we want learning development to be? Your research project can help shape that outcome.
Please read the ALDinHE website for detailed guidance and complete two versions of the application form, returning these to firstname.lastname@example.org by 23.59 29th July 2021. Applicants will be notified in September 2021.
LD@3 How learning developers can support teaching about climate change?
08/06/2021 @ 3 – 4pm BST
This LD@3 session discusses our recent #Take5 blog post about the implications teaching climate change in higher education for learning developers. The issue of climate change has gained prominence in higher education recently, following declarations of a ‘climate emergency’ by several universities, evidence of widespread demand among young people to be taught about climate change, and the launch of QAA and AdvanceHE guidance on Education for Sustainable Development (ESD). We have been working together on research to explore how climate change is taught, and recently published our findings focused on geography degree programmes. We are now looking at how other disciplines are embedding climate change where it is not traditionally taught (e.g. fashion, law, chemistry and literature). As preparations for the COP26 climate change conference in Glasgow get underway, we are interested in hearing from the learning development community about the implications of integrating climate change and Education for Sustainable Development into the curriculum. Our blog outlines our current thinking about teaching climate change, and explores challenges such equipping students with appropriate skills, authentic assessments, staff CPD, academic and professional services partnerships, and curriculum development. We pose a series of questions for learning developers to consider – and look forward to hearing your thoughts. Our session will be of interest both to those experienced in supporting ESD and climate change teaching, and those who have yet to explore it in their own practice.
Presenters: Iain Cross and Alina Congreve
Meeting ID: 841 9054 3093 – Passcode: 478448
LD@3 Essay Writing Activity Cards for Creative Disciplines
Time: Wednesday 16th June 2021 3-4pm BST
Presenters: Julia Kotula and Kizzy Beaumont, Arts University Bournemouth
Title: Essay Writing Activity Cards for Creative Disciplines
Join Zoom Meeting: https://aub.zoom.us/j/96465146205
Meeting ID: 964 6514 6205
The Study Skills team at Arts University Bournemouth (AUB) in collaboration with a Graphic Design staff and students have developed a set of activity cards to help scaffold students’ essay writing from planning through to editing.
These are evidence-based activities drawn from in-course subject-specific and open, cross-disciplinary workshops undertaken at AUB and are translated into principles-based activities. They are designed to provide frameworks for academic research, writing and style based specifically in creative disciplines. Students work in pairs or small groups by following a set of prompts within a selected stage of the writing process. The activity cards can be used both in online and face-to-face sessions. We found the activity bank particularly engaging for students as it is interactive, inclusive and student-centred. The resource also has the benefit of being translatable for a range of creative subjects, disciplines and assignments: something which also offers opportunity to open academic literacy windows for tutors.
In the LD@3 session we intend to share our resource and outline why and how we use it and share lessons learnt from incorporating it into 1:1 and group academic support sessions.
LD@3 is open to everyone! Please feel free to circulate this to interested colleagues. Information about upcoming sessions and materials from past sessions can be found on the ALDinHE website.
25 June 2021
Attend the next ICALLD symposium over time
You are cordially invited to the next instalment of ICALLD’s Symposium over time, led by ALDinHE’s New Zealand partner, ATLAANZ:
ATLAANZ ICALLD symposium-over-time 25 June 10-11:30am (NZ time)
“Evaluating the impact of Tertiary Learning Advice Consultations on student learning and development – A discussion of a recent pilot study.”
Student Learning Te Taiako regularly evaluates Tertiary Learning Advice Consultations (TLACs), workshops and programmes, by conducting student surveys and focus groups, together with staff peer-observations and one-minute papers. In response to recent calls to go beyond attendance data and perceived student satisfaction to ‘meaure’ impact, we have begun using Hamilton et al.’s (2019) ICALLD evaluation model. In this session, we will report on this latest phase of our evaluation project, which maps learning advisors’ notes after each TLAC against the framework’s key themes: promotion, reaction, learning, behaviour change, academic attainment & ‘institutional impact’. We also invite participants to share your evaluation practices and future plans and give feedback on our pilot study.
Register in advance: https://vuw.zoom.us/meeting/register/tJAlduypqD0sG9x4ARHSMY6p8ph7sS5raUrM
Call for contributions to a new volume titled “A Compendium of Learning Development Practice”
Submissions will be accepted until 11 June 2021.
ALDinHE Conference 2021
Delegates from ALDcon21 can listen to recordings of conference sessions. Catch up on any sessions you could not attend or re-listen to events you did attend.
Are you interested in inclusivity or neurodiversity in post-compulsory education?
The purpose of the group is to provide an informal, supportive environment within which professionals working in and around ‘Learning Development’ can interact and share experiences connected to neurodiversity and inclusivity.
Research Methods and Practice CoP
Researching Learning Development and/or a Learning Developer doing research? ALDinHE’s Research Community of Practice could be for you. We established in Spring 2020 and currently have around 15 active members, meeting monthly to encourage ideas and foster collaboration. The CoP offers:
- A sounding board or support – especially useful for those new to research, or for more experienced researchers wanting to support others.
- ‘Critical friends’ to help with publications or conference presentations.
- Opportunities to develop collaborative projects around shared interests.
- A conduit to more formal mentoring through ALDinHE’s working groups.
Above all, our mission is to cultivate interest in researching and disseminating the praxis of learning development. We welcome enquiries from potential new members. If you are interested, please contact Ian Johnson (email@example.com).