Moving from learning developers to learning development practitioners

2.50
Hdl Handle:
http://hdl.handle.net/10547/622923
Title:
Moving from learning developers to learning development practitioners
Authors:
Briggs, Steven G. ( 0000-0002-2578-6025 )
Abstract:
Fifteen years ago the term ‘learning development’ was not well known within the UK higher education sector (Hilsdon, 2018). Although there remains no universal learning development definition, the term has grown in popularity and become synonymous with “look[ing] at the whole higher education learning experience from students' perspectives” (Hilsdon, 2009). Typically, such work focuses on the development of academic literacies / skills (such as writing, maths, study skills, information literacy, good academic practice and ICT) and/or transitions through university. Through adopting a learning development lens, a teacher will endeavour to provide blended, developmental and student‐centred learning opportunities (either through the curriculum, co‐curriculum or extra‐curriculum) that are contextually relevant and timely (as opposed to remedial and bolted‐on). As such, learning development relates to teaching practices per se which means that many teaching and learning professionals (such as Academic Skills Tutors, Subject Lecturers, Librarians, Learning Technologists Educational Developers and EAL/ESoL teachers) will share some affinity with learning development.
Affiliation:
University of Bedfordshire
Citation:
Briggs, S. (2018) 'Moving from learning developers to learning development practitioners', Journal of pedagogic development 8 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
18-Oct-2018
URI:
http://hdl.handle.net/10547/622923
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/474/669
Type:
Article
Language:
en
Description:
Opinion piece
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorBriggs, Steven G.en
dc.date.accessioned2018-10-19T10:34:16Z-
dc.date.available2018-10-19T10:34:16Z-
dc.date.issued2018-10-18-
dc.identifier.citationBriggs, S. (2018) 'Moving from learning developers to learning development practitioners', Journal of pedagogic development 8 (3)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/622923-
dc.descriptionOpinion pieceen
dc.description.abstractFifteen years ago the term ‘learning development’ was not well known within the UK higher education sector (Hilsdon, 2018). Although there remains no universal learning development definition, the term has grown in popularity and become synonymous with “look[ing] at the whole higher education learning experience from students' perspectives” (Hilsdon, 2009). Typically, such work focuses on the development of academic literacies / skills (such as writing, maths, study skills, information literacy, good academic practice and ICT) and/or transitions through university. Through adopting a learning development lens, a teacher will endeavour to provide blended, developmental and student‐centred learning opportunities (either through the curriculum, co‐curriculum or extra‐curriculum) that are contextually relevant and timely (as opposed to remedial and bolted‐on). As such, learning development relates to teaching practices per se which means that many teaching and learning professionals (such as Academic Skills Tutors, Subject Lecturers, Librarians, Learning Technologists Educational Developers and EAL/ESoL teachers) will share some affinity with learning development.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/474/669en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectlearning developmenten
dc.subjectX342 Academic studies in Higher Educationen
dc.titleMoving from learning developers to learning development practitionersen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of pedagogic developmenten
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