| Descript |
1 online resource (273 pages) |
| Content |
text txt |
| Media |
computer c |
| Carrier |
online resource cr |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of Illustrations -- Figures -- Tables -- List of Contributors -- Foreword by John Hilsdon -- Acknowledgements -- Introduction -- References -- Part I: Becoming a Learning Developer: Ideas and Identity -- Chapter 1: Theory in LD: We Are All Players -- Introduction: What Is Theory? -- Theory in Practice -- Theory as Practice -- Theory Informing Learning Development -- Conclusion: Thinking the New - (Re)creating Learning Development -- References -- Chapter 2: Conceptual Foundations in Learning Development -- Introduction -- Historical, Value-driven, and Theoretical Foundations -- 'Doing' and 'Being' in Learning Development -- People as Producers, Not Texts as Products -- Skills Teaching Alongside Content, Not in a Vacuum -- Working with Disciplinary Instructors, Not as Disciplinary Instructors -- More than a Mindset -- What Is Learning Development? Two Theoretical Perspectives -- A Third Space -- Disciplinary Insider-Outsider and Community Builder -- Conclusion: So What Are We Fighting For? -- References -- Chapter 3: The Mess We're In: LD Pedagogies and the Question of Student Agency -- Introduction -- Students are Complex Human Persons (Who Knew?!) -- Enabling Agency: The Question of Structure -- The Limitations of 'Generic Skills' (Or, Why Contestants on Strictly Don't Attend Lectures on 'Dancing Skills') -- The Centrality of Practice (Or, Why those Same Strictly Contestants Don't Rely on Written Guides on How to Cha-Cha-Cha) -- Conclusion: The Curse of Agency? -- References -- Chapter 4: The Development of Expertise and Identity Within a Community of Practice: A Networking Model -- Introduction -- Working in the Third Space -- Learning Developers' Journeys -- Novice -- Functional Group Member -- Networking -- Professional Networker -- Expert. |
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Opportunities and Challenges -- Reflection: Networking -- Team Level -- Institutional Level -- External Professional Development -- Conclusion -- References -- Chapter 5: Hybrid Learning Developers: Between the Discipline and the Third Space -- Capturing the Ineffable: Conceptualising the Hybrid Practitioner's Role and Identity -- Boundary-Spanning, World-Travelling, and Bridge-Making: The Advantages of Being a Hybrid -- Juggling on a Tightrope: The Difficulties Involved in Hybrid Work -- Where Do We Go from Here? -- References -- Part II: Being a Learning Developer: Praxis -- Chapter 6: A Day in the Life: What the Learning Developer Does -- Where Is Learning Development? -- Learning Development Online -- Case Study: The Online Writing Social -- How Learning Developers Enact LD -- Assignment Support -- How LD Tutorials Work -- Workshops: Extracurricular -- Workshops: Embedding and Integrating LD -- Integrate, Integrate, Integrate -- Case Study: Academic Reading Circles -- Producing Resources -- Contributing to Strategies and Projects -- Conclusion -- References -- Chapter 7: Diversity in Our Expertise: Empowering Neurodivergent Students Within Learning Development -- Introduction -- The Impact of Legislation Changes on Disabled Students in HE -- How LD Support Has Evolved for Neurodivergent Students -- Attainment of Disabled Students -- The Synergy Between LD Values and Learning Developers' Work with Neurodivergent Students -- Strategies to Empower Neurodivergent Students -- Confidence -- Reading -- Writing -- Communities of Practice -- ALDinHE Neurodiversity/Inclusivity Community of Practice -- Conclusion -- References -- Chapter 8: Teaching Writing in Learning Development -- What Is Writing for Us (and What Is It Not) -- Applying This Definition to Teaching -- References. |
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Chapter 9: Empowering and Enabling: Leveraging Technology for a Student-Centred Future -- Introduction -- The Affordances of Technology and Promises of a Digital Future -- Challenges to Realising the Affordances of Technology -- The Contribution of Learning Developers -- Student Outcomes -- References -- Chapter 10: Transformative Social Learning Space -- Are You a Student? -- Social Learning Spaces -- The Writing Café -- Pushing Boundaries -- Final Reflections -- References -- Chapter 11: The View from over Here: What the Students Think about Learning Development -- Introduction -- Method -- How Did Your University Welcome You? -- The Value of Working with Learning Developers -- (Dis)engaging with Learning Development -- Sometimes You Just Need a Hug -- Don't Mention the Pandemic -- Recommendations for Remaking Learning Development -- Conclusion -- References -- Part III: Reflecting in and on Learning Development: Cultivating Criticality -- Chapter 12: Critical Self-Reflection in Learning Development -- Overview -- Critical Theory -- Immanent Critique -- ALDinHE Values -- Marginality -- Beyond Pedagogy -- Discomfort over Fear -- Conclusion -- References -- Chapter 13: Practice Versus Policy: Learning Development's Role in Supporting, Developing, and Challenging Equality, Diversity, and Inclusion in the Higher Education Sector -- Introduction -- EDI Policy and Learning Development -- Moving from Policy to Practice -- Conversations and Barriers -- Working with EDI on an Institutional Level -- Future Actions -- References -- Chapter 14: Closing the Gap: Learning Development and Race -- Introduction -- Higher Education and Race -- Learning Development and Race -- BAME Award Gap -- Closing the Gap -- Recommendations -- Conclusion -- Notes -- References -- Chapter 15: Decolonisation in Learning Development -- LD's Role in DtC -- Decolonising LD?. |
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References -- Chapter 16: Learning Development in, Against, and Beyond the Neoliberal University: Critical Learning Development and Critical Academic Literacies -- The Neoliberal University -- Learning Development in the Neoliberal University -- Critical Learning Development and Critical Academic Literacies -- Being and Becoming Critical -- Resistances, Alternatives, and Hope -- References -- Part IV: Knowledge Making: Learning Developers as Researchers -- Chapter 17: Research and Scholarship in Learning Development -- Introduction -- Scholarship in Third Space -- LD Scholarship Manifesto -- Principles and Definition -- The Ten Key Features of LD Scholarship -- What LD Scholarship Entails -- Engagement -- Conclusion -- References -- Chapter 18: Methodologies for Research in Learning Development -- Introduction -- Ontology -- Epistemology -- Positionality -- Methodological Designs -- Case Studies -- Ethnographic Approaches -- Action Research -- Participatory Research -- Surveys and Experiments -- Mixed, Merge, and Multiple Methods -- Research Methods -- Focus Groups and Workshops -- Interviews -- Questionnaires -- Multi-method -- Textual -- Learning Analytics -- Reflective and Reflexive Methods -- Conclusion -- References -- Chapter 19: Learning Developers as Writers: The Four Tendencies Framework to Get Writing -- Writing as an Expectation -- The Four Writing Tendencies Framework -- Finding Yourself in the Four Writing Tendencies Framework -- Quiz -- Striver -- Pragmatist -- Actualiser -- Freelancer -- What Now, That You Have This Self-Knowledge? -- Note -- References -- Chapter 20: Publishing in Learning Development: A Primer for New(ish) Authors -- Introduction -- Identifying Your Audience -- Preparing for Submission -- Understanding How Journals Work -- Receiving Feedback -- After Publication -- Conclusion -- References. |
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Part V: Becoming Established in Learning Development: The Potential in and for LD -- Chapter 21: Succeeding at Learning Development -- Introduction -- Our Unique Perspective -- Harnessing the Power of Third Space -- Using University Structures -- Influencing Strategy -- Adapting Our Message to the Audience -- Defending Our Professional Expertise -- Self-promotion -- Use Our Connections -- Conclusion -- References -- Chapter 22: The Impact of Learning Development -- Introduction -- What Is Impact? -- Why Measure Impact? -- How to Measure Impact -- Does Learning Development Have Impact? -- Conclusion -- References -- Chapter 23: Leadership in Learning Development: A Networked Approach -- Introduction -- Leadership as a Social Activity -- Recognising Points of Power in Learning Development -- Position Power -- Task Power -- Knowledge Power -- Personal Power -- Relationship Power -- A Networked Approach to Leadership -- References -- Chapter 24: Professional Development and Recognition in LD -- Introduction -- Professional Development Events -- Learning Development Conference -- Regional Events -- LD@3 -- Other Professional Development Opportunities -- Professional Recognition Opportunities for Learning Development Practitioners -- ALDinHE Recognition -- A Need for Recognition -- Application Pathways and Reviewing -- Networking and Expertise Directory -- Mentoring -- Sector Recognition -- AdvanceHE Fellowships -- Teaching Excellence Awards -- Navigating Learning Development Recognition -- Creating Opportunities to Work Beyond Your Institution -- Applying for CeP and CeLP -- Applying for AdvanceHE Fellowships -- Conclusion -- References -- Chapter 25: Raising the Profile of Learning Development in Higher Education: Institutional and Sector Perspectives -- Perceptions of LD -- Repositioning Learning Development. |
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Learning Development at Institution and Sector Levels. |
| Alt author |
Buckley, Carina.
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| ISBN |
9781003831105 (electronic bk.) |
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