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In the Learning Development Project, conversation is the key to unlocking disciplinary scholarship. We interview the writers and thinkers whose work has shaped and continues to influence the Learning Development field today. Join us in discovering the people behind the ideas - because publication isn’t the end of the story.
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When we think about our roles as educators, it is rarely about the content. While that is important, it is also besides the point if our students don’t feel connected to it or to us. Our jobs involve creating an environment that is welcoming and which challenges students to learn. Part of that is...
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If LD were a publication, what kind of publication would it be? For Josh Thorpe, the obvious answer is ‘comic book.’ Comics, like LD, bring a sense of friendly approachability, of informality, of something that exists between one thing and another – like third space. And like LD, comics can allow...
Learning Development, as a form of labour in higher education, is part of a complex ecosystem that has a huge impact on our professional identity. Our values, the expectations we have for our role (along with those our managers have for us), our positioning - structural as well as relational - wi...
Why do we have exams? The idea of the memorisation and narrative regurgitation of facts being a measure of learning is, in many ways, quite absurd. The exam system can also be excluding of students with different linguistic, cultural and social capital from those for whom the system was originall...
When is ‘transparency’ not transparent? When it comes in the form of policy that carries different levels of risk for staff and students. For Chahna Gonsalves, the biggest issue with institutional AI policies is that it adds what she terms ‘interpretive load’ to students: the idea that they have ...
Student-staff partnerships (SSPs) offer multiple benefits to all participants. While we might most often think about the pedagogic, employability or experience gains for students, SSPs can also help staff think through various issues from new perspectives, for example the potential gains brought ...
Remember when you started as a Learning Developer? What it was like to welcome a student into a tutorial for the first time, and stand in front of your first class ready to run a workshop? Do you remember what it felt like to flounder? For Joy Igiebor, that feeling of floundering and unknowing, a...
We talk about wanting to empower our students, but what does that really mean? For Laura Dyer, it means that we are the ones holding the power and we extend it to our students – whereas what we could and should be doing instead is helping students to tap into the power that they already have. Thi...
All learning is social, but not all learning is social learning. For Etienne and Beverly Wenger-Trayner, the distinction between the two lies in three crucial factors: the pursuit of learning to make a difference; the engagement of uncertainty; and the paying of attention to what might emerge. Le...
What has philosophy got to do with learning development? And why should learning development be concerned with philosophy? For Jason Eyre – indeed, for all philosophers – philosophy gives us new ways to think about things and new concepts we can work with, to understand not necessarily the answer...
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