The Learning Development Team: Three developers, one pedagogy

Abstract

With the inception of Centres for Excellence in Teaching and Learning (CETLs), the demand for learning developers has increased in many institutions across the UK. Operating largely in small teams, yet within the remit of facilitating large-scale institutional change, CETLs often find themselves outside established institutional structures, with developers fulfilling newly defined roles and responsibilities. This short paper focuses on the way learning development support has been integrated in one particular CETL, in order to explore issues, challenges and experiences that are part of the role.

Feedback for Learning Development: Tourism students' perspective

“…These results are consistent with those of other research papers which recognised there is a need to improve literacy within undergraduates to adapt them into HE (Baldauf, 1997;Skillen and Manhony, 1997;O'Neill and McMahon, 2005;Drury and Webb, 1990;Golebiowski, 1997;McKinney, Wood, Little, 2009;ALDHE, 2012;Skillen et al 1998). Furthermore, these findings support the premise students arrive in HE with differing standards of literacy skills and need to be equipped to recognise the expectation of tertiary institutions (Bannano and Jones, 2007;Skillen et al, 1998;Shahabudin, 2009).…”

“…Even previous models of LD still assumed only selected students needed help or could develop skills for tertiary institutions (Skillen and Manhony, 1997;Skillen et al 1998). However, since the 1990s there has been a growing interest in the issues associated with student learning at HE (O'Neill and McMahon, 2005); leading to the recognition that in order to adapt undergraduates to their new environment, there is a need to improve literacy and learning skills for all (Drury and Webb, 1990;Golebiowski, 1997); thus the 'IDEALL' approach was introduced which acknowledged this gap (McKinney, Wood, Little, 2009;ALDHE, 2012;Skillen et al 1998).…”

Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development

“…The remit of the role also included support for summative and formative project and programme evaluation; and taking forward the CILASS research agenda in relation to IL. A further discussion of the LDRA role can be found in McKinney et al (2009) and Little (2009).…”

Efl Teachers’ Perceptions About Implementing Active Learning Techniques in Teaching Speaking

“…Active learners are also involved in classroom activities to develop students' skills and less emphasis on transmitting information (Benjamin, 1991), and have more meaningful opportunities to communicate (Meyers & Jones, 1993). Besides, pedagogical techniques help enhance learning activities more than lecturing (McKinney et al, 2009), and strategies promoting active learning are comparable to lectures in promoting the mastery of content but superior and lectures in promoting the development of students' skills in thinking and writing (Mvududu & Thiel-Burgess, 2012;Prince, 2004). According to McKinney (2009), there are many types of active learning techniques employed in language classrooms such as concept mapping, writing and producing newsletters, keeping journals or logs, analyzing case studies, compiling mini-research proposals or projects, utilizing student-generated examination questions, arranging student debates, analyzing or reacting to videos, utilizing games, arranging student-led review sessions, enabling collaborative learning groups, enabling think-pair-share, using oral presentation and cooperative learning.…”