Association for Learning Development in Higher Education
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Session abstract: This presentation explores the finding of a small-scale qualitative research project aimed at understanding factors that impact transfer of learning in a literature searching webinar for doctoral students. The findings showed that lack of previous training and practice time, in and after the session, impacted negatively on transfer of learning from the webinar. Evidence pointed to the important to providing opportunities for learners to practice newly learned skills to maximise learning transfer. Focusing tools such as a PowerPoint presentation, class handouts and recordings of the session were found to have supported transfer during and after the session. Active …
Abstract: The QAA (2020) report prioritised detection over prevention of contract cheating. This workshop fulfils two objectives: building on the work of Crockett and Best (2020), it briefly presents empirical research identifying text-based indicators of commercially outsourced academic writing (‘contract cheating’), and assesses the potential of using investigative text analysis to raise suspicions of contract cheating. Inspired by Dawson and Sutherland-Smith (2019), the workshop will be in 3 sections. Firstly, attendees will be asked to assess six academic essay extracts as either commercial or student written. Second is the presentation of a linguistic model and resources for detection of commercial …
As Learning Developers, how can we foster a teaching environment where all students feel included regardless of their prior learning experience or background? How do we break down barriers to learning for our students and ensure that no student is left behind? We hope that our half-day interactive workshop on Inclusive Practice in Learning Development, Friday 10th September 1-4pm can provide some answers to these questions. Using anonymised examples from delegates’ own practice, we hope to learn from each other’s experiences and current inclusive practice and work together to design our own manifesto for inclusive learning in Learning Development. If you are able to attend the workshop please book using …
Session abstract: Our first LD@3 of the year will be facilitated by a group of Learning Developers representing a range of universities and various ALDinHE groups How far, and in what ways, is our practice informed and shaped by scholarship? What various types of scholarly activity do learning developers currently engage in, or would they be interested in engaging in? What even ‘counts’ as scholarship in the first place? These questions cut across several areas of ALDinHE’s work – from supporting LD-related research, to producing work for publication, to theorising and critiquing educational practice, to developing our personal and collective …
The recognition scheme is open for applications all year round. Join us on a writing retreat to progress your Certified Practitioner (CeP) and Certified Leading Practitioner (CeLP) award. The CeP and CeLP awards promote Learning Development as a profession in its own right. Successful applicants receive formal recognition of their specialist knowledge and practice. This demonstrates expertise to both current and prospective employers, and might also be useful when applying for HEA fellowship. Successful applicants are: Given a certificate in recognition of their Learning Development expertise. Added to a list of CePs on the ALDinHE website – publically recognising their …
February 22 @ 3:00 pm – 4:00 pm Workshop content and aims We will present an overview of our process of involving students as partners in the development of our academic and study skills service. Alongside course tutors, library colleagues, and e-learning developers, we designed and implemented an online diagnostic tool for students to complete which assessed their competence in a range of Academic Writing skills (critical writing, structure, and using evidence) and Harvard Referencing. Upon completion of this diagnostic, students were directed to select which workshops they would attend in a mini-conference format; options available depended on how students performed in the diagnostic …
We all have the capacity and the potential to influence others and bring about change, even if it doesn’t always feel like it. Working in partnership with students to empower them and negotiate change is a form of leadership that arguably every learning developer utilises. Why, then, can it be so difficult to think of ourselves as leaders in relation to our colleagues or have our leadership recognised by wider university management? In this session, Carina Buckley and Kate Coulson invite you to reflect on how you might already influence others, and use the idea of the five ‘points of …
There is a significant amount of literature that looks at the connection between stand-up comedy and teaching (Kaplan and Pascoe 1977; Weaver and Cottrell 1988; Kher, Molstad, and Donahue 1999; Norton, 2001; Baumgartner and Morris 2008; Beavers, 2011). Much of the literature has focused on humour; although it has been beneficial to know that using humour “can deliver a jolt of insight and excitement” and provide the “hooks” that will capture the audience’s interest, I would like to take a broader look at the forms or ‘kata’ of the art of stand-that can inform our practice. This is not an …
This presentation outlines an approach to LD that does not focus on where ‘students should be’ but rather tries to meet them where they are. This ‘pragmatic approach’ is based on real experiences in the classroom informed by critical pedagogy (Freire, hooks). It recognises that the assumed skills of students in HE are a product of social, political and cultural ideas and norms that do not reflect the experiences of many students. We have tried to adopt practices that recognise that the burden of ‘code switching’ (Benzie and Harper, 2020) to prescribed academic norms is often placed on students, without …
Although it might not always feel like it, we all have the capacity and the potential to influence others and bring about change. Too often ideas of ‘leadership’ can get muddled up with ‘management’, but if we switch focus from authority to relationships, from responsibility to advocacy, and from hierarchy to mentoring, then suddenly leadership becomes a lot more accessible, to everyone. In this session, Carina and Kate share their experiences of leading and influencing and what’s worked for them, and invite you to reflect on how you might already influence others and what seems to work best for you. …
Calling new presenters for the LD@3 20/21 Programme!
We are looking for 20-30 minute presentations on all and any aspects of learning development. This could be an opportunity to tell the community about new innovations in your teaching or practice, to test out new ideas with a receptive audience or present part of your work that may go on to publish. Presentations will be hosted online at 3pm with opportunity for questions from participants. If you would like to present at an LD@3 session please complete the LD@3 proposal form and include an abstract of 200-250 words. We will be accepting proposals throughout the year. For any enquiries about offering an LD@3 session please contact either Maddy Mossman or Alistair Morey.
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