The Learning Development Project

<p>Why do we have exams? The idea of the memorisation and narrative regurgitation of facts being a measure of learning is, in many ways, quite absurd. The exam system can also be excluding of students with different...

<p>When is ‘transparency’ not transparent? When it comes in the form of policy that carries different levels of risk for staff and students. For Chahna Gonsalves, the biggest issue with institutional AI policies is that...

<p>Student-staff partnerships (SSPs) offer multiple benefits to all participants. While we might most often think about the pedagogic, employability or experience gains for students, SSPs can also help staff think...

<p>Remember when you started as a Learning Developer? What it was like to welcome a student into a tutorial for the first time, and stand in front of your first class ready to run a workshop? Do you remember what it...

<p>We talk about wanting to empower our students, but what does that really mean? For Laura Dyer, it means that we are the ones holding the power and we extend it to our students – whereas what we could and should be...

<p>All learning is social, but not all learning is social learning. For Etienne and Beverly Wenger-Trayner, the distinction between the two lies in three crucial factors: the pursuit of learning to make a difference...

<p>What has philosophy got to do with learning development? And why should learning development be concerned with philosophy? For Jason Eyre – indeed, for all philosophers – philosophy gives us new ways to think about...

<p>Belonging is one of those abstract concepts that seems to be something whose meaning we can all relatively easily grasp, but when we come to look at it more closely, actually appears to be much more slippery and...

<p>How do we make the body not only our partner in learning, but our friend? And why would we even want to? The mind-body dualism espoused by Descartes in the 17th century continues to influence our thinking today, with...

<p>Learning does not happen without attention. But in a world so full of distractions, how can we ensure our students are paying attention? For Professor James Lang, the answer lies in deliberating cultivating attention...

<p>The eruption of generative AI into higher education prompted many educators, worried about the integrity of their courses (and the personal integrity of their students), to redesign their assessments, rejecting...

<p>We’ve been thinking about the connections between professional identity and writing in the context of third space for a few years now, and it seems ever more pertinent in these times of uncertainty, transition and...

<p>Sandra's secrets of collaboration:</p><p>Openness to the experience and what it brings</p><p>Recognition of our human nature and the need for being with other</p><p>We can - and must? - make time and space for each...

<p>What matters to us and what do we value? These are two key questions posed by Karen Gravett as she explores ideas around relational pedagogies and mattering and how they can contribute to creating a more caring...

<p>What does it mean to liberate learning? Who is doing the liberating, and what do we think someone being liberated from? For Becky Lindner and Martin Compton, the answer to the first question is essentially to find...