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University of Northampton's Kate Coulson named co-Chair of national higher education learning association

University of Northampton's Kate Coulson named co-Chair of national higher education learning association
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South Africa , United Kingdom , New Zealand , Kate Coulson , National Teaching Fellow Of Advance , A University , University Of Northampton , International Consortium Of Academic Language , National Teaching Fellow , Learning Development , Higher Education , International Consortium , Academic Language , Learning Developers ,

"Digital storytelling as a 21st century tool for Learning Developers" by Julie Wuthnow

Digital storytelling (DS) is a multimedia storytelling technique that has become an efficacious educational tool in tertiary environments. Individual students, supported by other students in a facilitated “Story Circle”, create short videos using digital devices, still images, and a cloud-based video editor in response to a targeted story prompt. The DS process aligns closely with an emerging trend in universities to instil in their students both critical reflection skills and strong digital, media, and visual literacies to enable them to thrive in their professional and personal lives. This paper proposes the adoption of DS as an additional and innovative pedagogical strategy by Learning Developers (LDs) within discipline-specific embedded teaching. Embedded teaching is a well-established method of developing student literacies, and LDs already employ this approach to support academics across disciplines. The integration of DS into this practice would further strengthen the capaci ....

Developers Lds , Learning Developers , Critical Reflection , Academic Literacies , Digital Literacies , Learning Developers , Learning Advisors ,

"Using formulation in Learning Development" by Helen Webster

Learning Development is a field of practice concerned with supporting students to develop their study skills, including academic and assessment literacies. It is strongly rooted in values that are student-centred, collaborative and emancipatory rather than remedial or deficit. However, in the wider dominant culture of UK HE institutions, Learning Developers are often placed in an implicitly hierarchical relationship with students, "giving advice and guidance", at odds with these values. Without a clear model for practice to help them enact their values in a student-centred and dialogic way, Learning Developers may risk pathologizing the student, depriving them of agency and expertise, in an overly prescriptive and instrumental approach to skills development. This paper explores formulation, a core skill in Clinical Psychology, and its applicability in Learning Development. Formulation is a method of integrating theory and practice, clinical expertise with the client’s own e ....

United Kingdom , Learning Developers , Clinical Psychology , Learning Development , Academic Skills , Academic Literacies , Learning Development , Study Skills ,

Learning Development team win National Teaching Excellence Award

Learning Development team win National Teaching Excellence Award
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Lorrae Fox , Jan Lyons , Lefteris Kastis , Rebecca Howarth , Helen Hargreaves , Gwendy Robinson , Anna Karapiperi , Josh Chatfield , Ruth Byrne , Helen Boswood , Louise Innes , Beth Caldwell , Helen Berrington , Nel Boswood , Rayhana Gajaria , Sarah Robin , Amin Yarahmadi , Joanne Wood , Head Of Learning Development , Faculty Of Health , Lancaster University Management School , Lancaster Learning Development , Learning Development , Collaborative Award , Teaching Excellence , Learning Developers ,