Tag: Learning Development

Get critical, get digital, get EDEU…

Sue Watling / / digital literacies, PhD, Teaching and Learning in a Digital Age (TELEDA)

Learning Development @ Lincoln menu structure

I’ve been looking for supporting materials on critical writing and reflection for Getting Started and they’re not jumping off the page. Like digital literacies, I wonder if competence with these skills and practices are being assumed. Yet conversations suggest support would be useful. As CERD divides and EDEU* begins to form, I’m looking back. Learning development was part of CERD, until Helen Farrell, our Learning Development Coordinator, was an unfortunate loss through redundancy. The work Helen and I did lives on in the [unmaintained] Learning Development@Lincoln website, now evolved into a library lib guide page.

Maybe bringing academic and digital together under a title like ‘Learning Literacies’ is a new way to represent them. I’d like to bring these aspects of learning development into EDEU because I’ve been here before. Digging around in my archives shows how the content is relatively unchanged over the years.

In 2007 I created the Academic Writing Desk. Home page image below.

Academic Writing Desk homepage

Here is the Academic Writing Desk home page for Essay Writing.

Academic Writing Desk on Essays

In 2009 I developed Snapshot specifically for Getting Started. This was designed to introduce new students to academic practice; namely academic writing, reading, thinking and a bit on reflective practice.

Snapshot (introduction to academic practice) home page

Here is the Snapshot page on academic writing

Snapshot page on academic writing

Helen Farrell and I created the Learning Development@Lincoln website. The Writing page is shown below.

Learning Development at Lincoln Writing Page

These are all different ways of presenting similar information. An interesting insight into life in 2008 is the lack of reference to digital literacies in the Learning Development@Lincoln resources – but this could easily be put right.

EDEU will be new but not so new. Before CERD, we were the Teaching and Learning Development Office with a remit not that dissimilar to EDEU. The difference is how times have changed, how the university and the sector has changed. Internationalisation, social media, online submission, multimedia communication etc. With additional resource the new unit will provide capacity to pick up on some of the learning development aspects of these areas. Time to get critical. Get digital. Get EDEU. Bring it on! 

————————————————————————————————————————-

* EDEU Educational Development and Enhancement Unit

————————————————————————————————————————–

Learning Development takes centre stage

Sue Watling / / digital literacy

The 8th ALDinHE Conference (the Association for Learning Development in Higher Education) ‘Engaging Students – Engaging Learning’ took place at Queen’s University Belfast 18-20 April 2011. ALDinHE is the organization for professionals engaged in the development of learning within the higher education sector. The provision of Learning Development varies across institutions; some have teams of variously named coordinators, supporters or advisers, both in central positions or placed in Faculties, others have less or none. For the latter, that may be about to change because Learning Development is about to take centre stage. No longer the Cinderella of higher education – with rising fees and increasing focus on the student experience – the ways in which learning can be supported and developed are about to be revisited.

The main problem with Learning Development is a linguistic one. Most people refer to it as Skills – learning skills, academic skills, literacy skills – whatever the prefix there’s no getting away from the subsequent association with deficit or lack and from there it’s a short step to that dreadful word ‘remedial’ – when it isn’t about any of those things. Learning Development is about the qualities which make the higher education experience so unique; critical thinking, reflective practice, independent learning, problem solving, time organisation, motivation, transferable skills – oops there’s that word again – it has to go! 

There’s another driver for revisiting and rethinking institutional provision of Learning Development and that’s digital literacy. A colleague has recently asked for a context free description of what is meant by digital literacy. I would suggest analysis, synthesis and evaluation with regard to digital data would be a reasonable start and that Learning Development is ideally placed to support the digital literacy of students (and staff) alongside more traditional higher education requirements. In an uncertain world, one thing we can be sure of is the increasing influence of the Internet and universities need to be at the forefront in making sure the Internet is seen for what it is – a chaos of information with no controls over content and with every day that chaos increases. We need to learn to pick our way through it with care and that requires the sort of critical thinking which lies at the heart of the higher education experience.

Digital literacy will be the making of Learning Development. It’s the opportunity for the profession to stand at the front of the stage and be recognised as a foundation of university education.  If you want to engage students – do it digitally. Learning Development is about to have an identity make-over and ALDinHE will be leading the way. http://www.aldinhe.ac.uk/index.htm