Development of the ALDinHE recognition scheme: Certifying the ‘Learning Developer’ title
AuthorsBriggs, Steven G.
AffiliationUniversity of Bedfordshire
X342 Academic studies in Higher Education
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AbstractOver the last fifteen years, the pedagogy of learning development has become increasingly established within UK universities (Hilsdon, 2018). As such, there have never been more individuals who professionally identify with the ‘learning developer’ title. Self-identification with a professional title is always going to be problematic as there will be significant variation in background, experience, qualifications and values amongst practitioners. This will result in confusion and ambiguity around the meaning of a title (such as learning developer), which in turn can undermine practitioners’ professional status and career development opportunities. It is therefore unsurprising that over the last five years there has been a growing call amongst the learning development community to introduce greater consistency around how the learning developer title is used (Webster, 2015; Webster, 2017; Johnson, 2018). The Association for Learning Development in Higher Education (ALDinHE) has responded to this call to action by developing a recognition scheme for learning developers. This has two levels - certified practitioner (CeP) and certified leading practitioner (CeLP). Unlike other educational development recognition schemes - for example, Higher Education Academy (HEA) fellowships or Staff and Educational Development Association (SEDA) fellowships) - the CeP/CeLP scheme involves evidencing core values associated with practicing learning development. As such, it provides the first bespoke recognition opportunity for the learning development community. This article outlines how the ALDinHE recognition scheme was conceived, piloted and launched at the 2018 Learning Development Conference.
CitationBriggs S (2018) 'Development of the ALDinHE recognition scheme: Certifying the ‘Learning Developer’ title', Journal of Learning Development in Higher Education, 13 (), pp.-.
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