Take5

This #Take5 is brought to you by Ikedinachi Ogamba, Associate Professor and Curriculum Lead, Coventry University, UK. Ike explores what it means to be an AI sceptic in this postdigital age. Is it possible? Are we forgetting or neglecting the sceptical, unengaged and disengaged groups in the AI adoption and integration conversation and policy? What does it mean for the academic? What might it mean for their students and higher education?  The Spark, The Angle  The idea to write this piece grew from reviewing an institutional AI literacy framework and competency progression model. The framework mapped educator development and support […]

In this #Take5 Sandra Abegglen, University of Calgary, Sandra Sinfield, London Metropolitan University and Bonnie Stewart, University of Windsor, make a case for taking more time for ourselves. They argue that we all need time to pause and reflect – time for some intentional stepping away from the pressures and fast pace of our working lives. Today’s university life – with its multiple demands and constant pressure – they argue, necessitates that we pause in order to re-group – and continue with more energy and humanity. Weaving in Bonnie’s sabbatical,’Belonging and Place,’ in the University of the Highlands and Islands […]

This #Take5 is brought to you from Ravshonbek Otojanov, Queen Mary University of London who discusses how he uses ‘thought experiments’ to help students think like economists. This is an interesting approach to tackling active learning in large group settings where the space may inhibit physical interactivity  – but where you harness problem solving to initiate epistemic thinking. A challenge for us might be: What thought experiments can we harness in LD and other disciplines to help students understand and take ownership of their disciplinary learning? Think like an economist Students are not just engaging with and learning content, they […]

On the 15th of each month, we are inviting those working in the field of learning development to share their day. Write up what you have done on the 15th of the month (or your nearest working day to this date) (plus reflections) and share it with us via this short submission form. The entries will be shared here on the ALDinHE blog. In 2010-11 and 2014-15, the ALDinHE website was previously used for a collective online journal by members of the LD community. The collective journal re-launched on the 15 May 2023. You can read the journal entries for each month. The shared experiences […]

Sandra Abegglen, Tom Burns, Richard F. Heller, Rajan Madhok, Fabian Neuhaus, John Sandars, Sandra Sinfield, Upasana Gitanjali Singh This #Take5 is brought to you by the editorial team of Stories of Hope: Reimagining Education, an open book made possible by the contributions of authors from across the globe. These educators all had a positive and innovative approach to education, and have given much needed hope for a better future for both learners and teachers in these challenging times. Here we hear from the team and what they are doing now. We wanted to share this update because if Learning Developers […]

In this #Take5 post, members of the Learning Development community share reflections on how articles from the Journal of Learning Development in Higher Education (JLDHE) have influenced their practice, shaped their professional identities, and broadened their perspectives. This reflective blog post connects to a forthcoming special issue of JLDHE exploring the theme of the reach, value, and impact of Learning Development. We invite you to read on and consider adding your own voice to this conversation. For submission details, please visit the special issue’s webpage. This blog post was brought to you by the following JLDHE Editorial Board members:  With […]

This #Take 5 is brought to you by the #Take5 editorial board, who want to persuade you that now really is the time for you to share your amazing practice with the wider higher education community. We are storytellers – our lives are made up of the stories we tell, the marks we make in the world. We love our Learning Development and wider educational community. You have so many great stories to tell about the ways you have engaged with tricky topics, innovative pedagogy and the most willing – or resistant – of colleagues or students. So – write […]

This #Take5 is brought to you by Steve Briggs and Dr Ralitsa Kantcheva from the University of Bedfordshire who undertook an ALDinHE funded international research project between 2024 and 2025 to develop a taxonomy of Academic Language and Learning Development (ALLD) Practitioner roles. Their hope is that their research – and the various publications through which they have disseminated it – will offer Academic Language and Learning Development practitioners – and all discipline staff – a valuable tool to achieve a common understanding of this often misunderstood – or poorly understood – field. This #Take5 provides a bitesize overview of […]

“I Have ADHD Too”: Building Strength-Based Peer Communities in Higher Education By Kelly Goodfellow, Senior Learning Developer (Neurodiversity), UWE Bristol Kelly.Goodfellow@uwe.ac.uk In recent years, the conversation around ADHD in higher education has shifted—from deficit-based narratives to more inclusive, strength-focused approaches. At UWE Bristol, we’ve been exploring what this shift looks like in practice through our ADHD Psychoeducational Peer Programme. This blog post shares our journey, the rationale behind our model, and the impact it’s had on students navigating university life with ADHD. Why a Psychoeducational Peer Programme? ADHD is increasingly recognised in adult populations, with many students receiving diagnoses during […]

Using GenAI in higher education responsibly: A checklist and discussion cards for critical engagement Generative AI (GenAI) is a growing part of academic life. Despite its increasing use and presence, student surveys typically report uncertainties and concerns about its use and about the support they receive. Whether it’s drafting summaries, exploring ideas for teaching, or rephrasing text, GenAI tools can feel powerful and, at times, overwhelming. But with this power comes responsibility and a need to develop habits of use that are critical, reflective, and sustainable. This #Take5 is brought to you by Sue Becks and Peter Hartley who argue […]