item: #1 of 538 id: jldhe-100 author: Lawton, Megan; Purnell, Emma title: 1, 2, 3 - A journey of PDP at the University of Wolverhampton date: 2010-12-09 words: 4270 flesch: 39 summary: An unanticipated outcome of submitting e-PDP activities online for formative feedback has been that staff are able to identify students at risk. Though tutors generally see the value and benefit in e-PDP activities, these can also be perceived as being overly burdensome (particularly with large groups) when the perception of the function of PDP is as an ‘add on’ to discipline content. keywords: development; learning; pdp; portfolio; project; university; wolverhampton cache: jldhe-100.pdf plain text: jldhe-100.txt item: #2 of 538 id: jldhe-1000 author: Scott, Maggie title: Dominant discourses in higher education. Book review: Kinchin, I. M. and Gravett, K. (2022) Dominant discourses in higher education: critical perspectives, cartographies and practice. London: Bloomsbury. date: 2023-02-28 words: 2553 flesch: 33 summary: Nevertheless, the authors present a comprehensive, well- researched commentary on neoliberal HE practice. Dominant discourses in higher education: critical perspectives, cartographies and practice. keywords: authors; chapter; development; discourses; education; learning cache: jldhe-1000.pdf plain text: jldhe-1000.txt item: #3 of 538 id: jldhe-1004 author: Connolly, Daniel; Dickinson, Lliam; Hellewell, Luke title: The development of undergraduate employability skills through authentic assessment in college-based higher education. date: 2023-04-27 words: 5417 flesch: 26 summary: The recommendations for learning developers seeking to design authentic assessment experiences are: 1) Allocate significant time for the co-design of the brief with employers, ensuring that the outcome of student assessment aligns with graduate skills needed in industry. 2) The development of undergraduate employability skills through authentic assessment in college-based higher education Dan Connolly Barnsley College, UK; Leeds Trinity University, UK Lliam Dickinson Barnsley College, UK Luke Hellewell Barnsley College, UK Abstract This paper explores how authentic assessment can be implemented to enhance opportunities to develop employability skills through problem-solving tasks. keywords: assessment; case; college; development; education; employability; journal; learning; skills; students; undergraduate cache: jldhe-1004.pdf plain text: jldhe-1004.txt item: #4 of 538 id: jldhe-1007 author: Harding, Rachael; McWilliams, Robyn; Bingham, Tricia title: Developing librarians’ teaching practice: a case study of learning advisors sharing their knowledge date: 2023-04-27 words: 4354 flesch: 32 summary: To further cement the importance of active learning to information literacy teaching and learning, liaison librarians considered a cline of appropriate active learning activities and identified those that were familiar, and which could be applied to their own practice. Using an education design-based research approach, this collaboration aimed to enhance the teaching practice of liaison librarians to enable more consistent review, planning, and design of information literacy workshops. keywords: advisors; development; education; information; learning; liaison; librarians; practice; teaching cache: jldhe-1007.pdf plain text: jldhe-1007.txt item: #5 of 538 id: jldhe-101 author: Powell, Jo title: Useful or just another fad? Staff perceptions of Personal Development Planning date: 2010-12-09 words: 4884 flesch: 45 summary: Quinton, S. and Smallbone, T. (2008) ‘PDP implementation at English universities: what are the issues?’, Journal of Further and Higher Education, 32(2), pp. Staff perceptions of Personal Development Planning continuous enhancement of PDP Practice’ and 2) ‘senior management commitment and support for PDP’ (QAA, 2009, p.10). keywords: development; education; learning; pdp; perceptions; planning; staff; students cache: jldhe-101.pdf plain text: jldhe-101.txt item: #6 of 538 id: jldhe-1013 author: Kantcheva, Ralitsa ; Sum, Kiu title: Getting connected: establishing direct communication between learning developers and PhD Students with teaching responsibilities date: 2023-04-27 words: 3240 flesch: 36 summary: The Author(s) (CC-BY 4.0) Getting connected: establishing direct communication between learning developers and PhD Students with teaching responsibilities Ralitsa Kantcheva Bangor University, UK Kiu Sum Solent University, Southampton, UK; Westminster University, UK Abstract Many PhD researchers have the opportunity to take up teaching responsibilities during their doctoral studies to enhance their employability and interest in academia. Finally, ensuring that PhDs with teaching responsibilities can directly communicate with LD practitioners about any teaching-related challenges before making any changes to the approved teaching programme will foster a stronger relationship. Kantcheva and Sum Getting connected: establishing direct communication between learning developers and PhD Students with teaching responsibilities Journal of Learning Development in Higher Education, Issue 27: April 2023 7 Conclusion This short dialogue reveals that experiences vary between the PhD student and the LD practitioner and their two respective HEIs. keywords: development; education; learning; phds; responsibilities; students; teaching cache: jldhe-1013.pdf plain text: jldhe-1013.txt item: #7 of 538 id: jldhe-1014 author: Bain, Katrin title: Inclusive assessment in higher education: what does the literature tells us on how to define and design inclusive assessments? date: 2023-04-27 words: 7533 flesch: 42 summary: While the above does not offer direct instructions on how to design inclusive assessments or present assessment formats that can be considered inclusive, it does offer a framework for questioning existing practice and to think about how inclusive assessment could look within one’s module. Whilst some aspects of inclusive assessments could be identified, this research also showed that many questions around inclusive assessment are still unanswered. keywords: assessment; bain; design; development; education; issue; journal; learning; literature; research; students cache: jldhe-1014.pdf plain text: jldhe-1014.txt item: #8 of 538 id: jldhe-102 author: Raiker, Andrea title: An investigation into the undergraduate dissertation tutorial as a Personal Development Planning (PDP) process to support learner development date: 2010-12-09 words: 6839 flesch: 45 summary: A finding of this research is that greater emphasis should be placed on schools supporting dissertation students during school mentor training. Another perspective provided by Stefani et al. (1997, p.271) focuses on the divergence of supervisor and student perceptions about issues surrounding the dissertation. keywords: development; dissertation; education; learner; learning; pdp; process; research; students; support; tutorial cache: jldhe-102.pdf plain text: jldhe-102.txt item: #9 of 538 id: jldhe-1021 author: Lipsedge, Karen; Mulrooney, Hilda title: Introduction to the Special Edition date: 2023-02-28 words: 2604 flesch: 43 summary: Although it is worth exploring what belonging means for different groups, nonetheless, working to facilitate connections and partnerships within and between staff and student groups enables empowerment and co-construction. As such, this work focuses not just on minoritised student groups, but also the staff who provide opportunities to challenge the curriculum, facilitate difficult conversations and who themselves act as role models, but many of whom are also minoritised. keywords: development; groups; issue; learning; special; students cache: jldhe-1021.pdf plain text: jldhe-1021.txt item: #10 of 538 id: jldhe-1022 author: Syska, Alicja title: Editorial date: 2023-02-28 words: 1028 flesch: 45 summary: Syska Editorial Journal of Learning Development in Higher Education, Special Issue 26: February 2023 2 Words have power. Our heartfelt appreciation for the time, expertise, and work it took to review papers in this issue goes to the following reviewers: Daisy Bao Suzy Beck Sara Bird Jennie Rose Steres Blake Annie Bryan Cath Caldwell David Clover Vicky Collins Syska Editorial Journal of Learning Development in Higher Education, Special Issue 26: February 2023 3 Tracey Coppins Anika Easy Anne Elizabeth Davey Lee Fallin Grainne Gordon Peter Hartley Siobhan Hawke Dustin Hosseini Joy Igiebor Ian Johnson Rhian Mari Kerton Humaira Khan Michael Kilmister Tom Lowe Victoria Mann Sheryl Mansfield Heather Mitchell Leisa Nichols-Drew Elliott Spaeth Claire Stocks Jayne Taylor Sarah Wolfenden With best wishes, The JLDHE Editorial Board References Aspinall, P. J. (2020) ‘Ethnic/racial terminology as a form of representation: a critical review of the lexicon of collective and specific terms in use in Britain’, Genealogy, 4(3), 87. keywords: education; issue; journal; university cache: jldhe-1022.pdf plain text: jldhe-1022.txt item: #11 of 538 id: jldhe-1023 author: Fisher, Gary Frazer title: Networked Learning: The centrality of human-to-human networks in online learning environments. A book review of: Themelis, C. (2023) Pedagogy of Tele-Proximity for eLearning: Bridging the Distance with Social Physics (New York: Routledge) date: 2023-04-27 words: 1494 flesch: 36 summary: She argues that tele-proximity (a state in which individuals are brought into human-to-human proximity despite geographic distance) is a necessary response to the social alienation that is sometimes concomitant with e- learning, and that social physics (the mathematical modelling of groups of individuals’ behaviour) can provide the ‘knowledgeable actions and actionable knowledge’ and the necessary finesse, and develop communications and networks within e-learning spaces in order to facilitate this proximity (p. x). Another valuable aspect of the book is that it links these principles into lived reality, providing practical insight for e-learning practitioners on how to implement tele-proximity pedagogy in their teaching. keywords: education; human; learning cache: jldhe-1023.pdf plain text: jldhe-1023.txt item: #12 of 538 id: jldhe-103 author: Riddell, Sue; Bates, Natalie title: The role of the personal tutor in a curricular approach to Personal Development Planning date: 2010-12-09 words: 6469 flesch: 44 summary: Transforming personal tutors into personal development tutors at the University of Liverpool. This approach provided some substantial changes to the way academics had previously functioned in the role of personal tutor and sought to address concerns that had been raised about the perceived constraints in facilitating holistic student development posed by the existing curriculum. keywords: approach; development; development planning; education; learning; role; students; support; tutor cache: jldhe-103.pdf plain text: jldhe-103.txt item: #13 of 538 id: jldhe-1035 author: Syska, Alicja title: Editorial date: 2023-04-27 words: 3303 flesch: 29 summary: The paper provides an overview of how co-constructed methods take shape in the university classroom and how those methods benefit student learning. The paper rationalises exploring alternatives to traditional pedagogical methods, highlighting barriers, facilitators, and potential downfalls of co-constructed learning spaces, and discusses implications for student learning and for teachers. keywords: assessment; development; editorial; education; issue; journal; learning; paper; students; university cache: jldhe-1035.pdf plain text: jldhe-1035.txt item: #14 of 538 id: jldhe-104 author: Symonds, Elizabeth title: Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry date: 2010-12-09 words: 4665 flesch: 41 summary: Researching PDP Practice, November 2010 Evaluating an e-Portfolio implementation with early adopters using Appreciative Inquiry Elizabeth Symonds University of Worcester, UK Abstract The benefits of using e-Portfolio tools to enhance the student learning experience have been widely reported. In order to attain a richer, deeper understanding of e-Portfolio use, the types of quantitative measures we could use rely on the researchers recording data such as time spent and number of reflections/experiences recorded. keywords: development; implementation; learning; portfolio; staff; students cache: jldhe-104.pdf plain text: jldhe-104.txt item: #15 of 538 id: jldhe-105 author: Wilson-Medhurst, Sarah; Turner, Andrew title: An evaluation of the impact of e-Portfolio supported pedagogic processes on students' reflective capacity date: 2010-12-09 words: 6193 flesch: 45 summary: It is also informed by a body of literature around the value of e- Portfolio and PDP processes in supporting student development (for example, Stefani et al., 2007; Orsini-Jones and Jones, 2007). Wilson-Medhurst, S. (2005b) ‘Supporting student development using reflective writing’, Investigations in University Teaching and Learning, 2(2) keywords: development; education; learning; medhurst; module; portfolio; processes; reflection; students; university; wilson cache: jldhe-105.pdf plain text: jldhe-105.txt item: #16 of 538 id: jldhe-106 author: Moule, Rachel; Rhemahn, Ethan title: Student experience with e-Portfolio: exploring the roles of trust and creativity date: 2010-12-09 words: 6870 flesch: 40 summary: Barriers were identified in terms of prerequisite IT skills to enable participation; the imbalance between e-Portfolio interface or design and structure and freedom; the need for adequate time allowance in the curriculum; and one-to-one or small group support to develop those skills in the early stage of the course. Rachel Journal of Learning Development in Higher Education, Special Edition: November 2010 18 http://homepages.ed.ac.uk/jhaywood/papers/Engagement%20with%20Electronic%20Portfolios.pdf http://homepages.ed.ac.uk/jhaywood/papers/Engagement%20with%20Electronic%20Portfolios.pdf Moule and Rhemahn Student experience with e-Portfolio: exploring the roles of trust and creativity provided e-Portfolio design and technical support for learners on the module in her capacity as e-Portfolio project lead for the BCU CETL: Centre for Learning Partnerships. keywords: creativity; development; education; experience; journal; learning; pdp; portfolio; research; student; trust cache: jldhe-106.pdf plain text: jldhe-106.txt item: #17 of 538 id: jldhe-109 author: Savory, Julie title: The role of Personal Development Planning (PDP) for employer sponsored students - an exploration of how PDP learning activities can support CPD and workforce development requirements date: 2010-12-09 words: 6752 flesch: 33 summary: Journal of Learning Development in Higher Education, Special Edition: November 2010 13 Savory, Conroy and Berwick The role of Personal Development Planning (PDP) for employer sponsored students The focus group participants also identified that their own practices with regard to support and performance review processes could be enhanced to maximise the benefits for the organisation and sponsored students. Savory, Conroy and Berwick The role of Personal Development Planning (PDP) for employer sponsored students keywords: development; development planning; education; employer; knowledge; learning; november; pdp; planning; role; students cache: jldhe-109.pdf plain text: jldhe-109.txt item: #18 of 538 id: jldhe-110 author: Rowe, Jane title: Evaluating a new e-PDP tool and its relationship with personal tutoring date: 2010-12-09 words: 6524 flesch: 41 summary: Exeter’s e-PDP tool Whilst still ‘branded’ with the PDP acronym, ‘e-PDP’ was radically different from the tool that had been used before. Project findings It was clear from the outset of this project that although the constituent schools within the college all had long established personal tutor systems and had established minimum requirements expected of tutors (including PDP guidance), the students themselves had very different approaches to PDP; expectations of their tutor; and the role and usefulness of the e-PDP system. keywords: development; learning; pdp; relationship; students; system; tool; tutor; tutoring cache: jldhe-110.pdf plain text: jldhe-110.txt item: #19 of 538 id: jldhe-111 author: Frith, Louise title: How do different models of PDP influence the embedding of e-Portfolios? date: 2010-12-09 words: 5111 flesch: 49 summary: Introduction The University of Kent’s PDP practice was reviewed in 2006 (Frith, 2006). These bodies set out how many days of practice students must complete in order to qualify, and they also write the guidance on the assessment of practice. keywords: development; learning; models; pdp; portfolios; students; work cache: jldhe-111.pdf plain text: jldhe-111.txt item: #20 of 538 id: jldhe-112 author: Jankowska, Maja title: Taking Concept Mapping (CM) forward with socially mediated structured approaches date: 2010-12-09 words: 6616 flesch: 50 summary: The qualitative content analysis of the sample casts some light on those aspects of personal development students concentrated on (some of which are neglected in the curricula). Use of CM as both a teaching and research tool Novak and Cañas (2006) describe concept maps as graphical tools for organising and representing knowledge in the form of diagrams with hierarchical nodes that contain concepts. keywords: approaches; concept; development; education; jankowska; learning; mapping; maps; research; students cache: jldhe-112.pdf plain text: jldhe-112.txt item: #21 of 538 id: jldhe-113 author: Keenan, Christine; Hughes, Peter; Kumar, Arti title: Forming communities of practice date: 2010-12-09 words: 3910 flesch: 47 summary: As the initial period of the project was about trust building and group formation, the turnover of group members was initially unsettling. Each group member came with an idea for a research project, many of which are exemplified in this special edition, and over the course of the three years regional groups met to review, feedback and build on the research they had been undertaking. keywords: community; development; education; group; learning; members; practice; project cache: jldhe-113.pdf plain text: jldhe-113.txt item: #22 of 538 id: jldhe-114 author: Strivens, Janet; Ward, Rob title: An overview of the development of Personal Development Planning (PDP) and e-Portfolio practice in UK higher education date: 2010-12-09 words: 7851 flesch: 33 summary: Different systems which are referred to as e-Portfolio systems may offer a different range of Journal of Learning Development in Higher Education, Special Edition: November 2010 8 Strivens and Ward An overview of the development of PDP and e-Portfolio practice in UK higher education functionalities. Researching PDP Practice, November 2010 An overview of the development of Personal Development Planning (PDP) and e-Portfolio practice in UK higher education Janet Strivens Centre for Recording Achievement and University of Liverpool, UK Rob Ward Centre for Recording Achievement, UK Abstract This article presents an overview of the origins of Personal Development Planning (PDP) in UK higher education and the development of the concept into a range of practices, rooted in the processes of recording achievement, reflection, review and planning. keywords: development; edition; education; learning; november; overview; pdp; personal; planning; portfolio; practice; strivens; ward cache: jldhe-114.pdf plain text: jldhe-114.txt item: #23 of 538 id: jldhe-115 author: Peters, John title: Building research capacity in a practitioner community: framing and evaluating the 'National Action Research Network on Researching and Evaluating Personal Development Planning and e-Portfolio Practice' date: 2010-12-09 words: 5912 flesch: 42 summary: These provided the framework for the development of a practitioner-researcher community and for ongoing mutual support in developing and implementing the individual, situated research projects at institutional level. We consciously chose to deviate from community action research in one vital regard. keywords: building; capacity; community; development; education; learning; practitioner; project; research cache: jldhe-115.pdf plain text: jldhe-115.txt item: #24 of 538 id: jldhe-116 author: Burkinshaw, Sue title: Interaction and passion in a PDP community date: 2010-12-09 words: 3343 flesch: 33 summary: The NTFS NARN project aimed to address sector-wide issues concerned with the effective implementation of PDP practice and to respond to repeated calls for more robust evaluation of PDP in the UK (QAA, 2001; Gough et al., 2003; Burgess, 2004; Clegg, 2004). Hughes et al. point to the value of diversity and of the situated nature of PDP practices. keywords: community; development; education; learning; pdp; project; research cache: jldhe-116.pdf plain text: jldhe-116.txt item: #25 of 538 id: jldhe-117 author: None title: Foreword date: None words: 589 flesch: 28 summary: Sue Burkinshaw, Head of Learning Enhancement and Professional Development, University of Bolton and Project Leader for the Higher Education Academy (HEA), National Teaching Fellowships, ‘National Action Research Network on Researching and Evaluating Personal Development Planning and e-Portfolio Practice’ project Peter Hughes, Senior Lecturer in Learning Development, Centre for Educational Development at the University of Bradford Christine Keenan, Learning and Teaching Fellow at Bournemouth University and Steering Group member of the Association for Learning Development in Higher Education (ALDinHE) Arti Kumar, Associate Director of the Centre for Excellence in Teaching and Learning (CETL), and Honorary Visiting Research Fellow at the University of Bedfordshire John Peters, Deputy Head of Academic Development and Practice and Principal Lecturer in Higher Education at the University of Worcester and Associate Director for Research with the Centre for Recording Achievement and Principal Investigator for the National Action Research Network on researching and evaluating PDP and e-Portfolio practice Janet Strivens, Educational Developer at the University of Liverpool and Senior Associate Director of the CRA Rob Ward, Director of the Centre for Recording Achievement (CRA)   Foreword Foreword It seems very appropriate that the Journal for Learning Development in Higher Education should devote a special edition to the theme of Personal Development Planning (PDP). keywords: development; learning cache: jldhe-117.htm plain text: jldhe-117.txt item: #26 of 538 id: jldhe-118 author: Hughes, Peter; Currant, Neil; Haigh, Jackie; Higgison, Carol; Whitfield, Ruth title: Situated Personal Development Planning date: 2010-12-09 words: 5645 flesch: 43 summary: In conclusion, it will be argued that the diverse and situated nature of PDP practices that have emerged in different contexts need not be seen as institutionally troublesome. Within these two broad categories lies a diversity of PDP practices. keywords: currant; development; education; haigh; learning; pdp; planning; practices; students; university; whitfield cache: jldhe-118.pdf plain text: jldhe-118.txt item: #27 of 538 id: jldhe-119 author: Harrett, Jacqueline; Fitzgibbon, Karen title: Telling Tales: Students' Learning Stories date: 2012-03-30 words: 5074 flesch: 55 summary: Support for students may be practical, or pastoral, but listening actively to student learning experiences requires what Maguire (1998, p.18) describes as the ‘on- going consideration of the listener’. Modified grid used to record student experiences. keywords: education; experiences; learning; negative; positive; stories; students; year cache: jldhe-119.pdf plain text: jldhe-119.txt item: #28 of 538 id: jldhe-12 author: McKie, Annamarie title: Mapping the Territory: a new direction for information literacy in the digital age date: 2009-02-12 words: 3867 flesch: 41 summary: Most importantly here, new students begin to learn good information habits, such as questioning the source and asking whether the authors are respected or whether the information is biased. North (2005) goes on to say that: ‘ ... arts students viewed essay writing (and getting supporting research) as problematic and time consuming ...’. keywords: education; information; learning; literacy; research; skills; students; university cache: jldhe-12.pdf plain text: jldhe-12.txt item: #29 of 538 id: jldhe-121 author: Cole, Marianne title: Book Review: Learning Development in Higher Education date: 2011-04-03 words: 2446 flesch: 41 summary: Section B: supporting students in transition Keenan outlines the role of personal development planning (PDP) in student retention and developing effective academic practice. Learning development in higher education Marianne Cole University of Cambridge, UK Key words: learning development; institutional change; student transitions; student experience; academic practices; study support. keywords: book; development; education; learning; students cache: jldhe-121.pdf plain text: jldhe-121.txt item: #30 of 538 id: jldhe-123 author: Goldrick, Mike; O'Higgins Norman, James title: Reducing academic isolation in favour of learning relationships through a virtual classroom date: 2012-03-31 words: 7107 flesch: 47 summary: His research interests include student support, bullying in schools and equality in education. Designing study materials for distance students. keywords: development; distance; education; goldrick; isolation; issue; journal; learning; march; norman; online; o’higgins; research; students; support cache: jldhe-123.pdf plain text: jldhe-123.txt item: #31 of 538 id: jldhe-124 author: Cleland, Jamie; Walton, Geoff title: Online peer assessment: helping to facilitate learning through participation date: 2012-03-31 words: 6739 flesch: 49 summary: Bostock, S. (2000) Student peer assessment, Keele University. What it shall present is a structure and strategy that aids student learning in the short and long-term. keywords: assessment; development; education; feedback; information; journal; learning; online; peer; students; walton cache: jldhe-124.pdf plain text: jldhe-124.txt item: #32 of 538 id: jldhe-128 author: Bowstead, Helen title: Coming to writing date: 2011-04-03 words: 7888 flesch: 73 summary: The author has employed an autobiographical/biographical approach to explore the nature of academic writing from both her own perspective and from that of an undergraduate student she worked closely with in her role as study skills coordinator. My hope, then, is that this piece of writing goes some way towards reflecting my own deeply held Journal of Learning Development in Higher Education, Issue 3: March 2011 9 Bowstead Coming to writing conviction that there can, and should, be an opening up to difference, a deeper questioning of the value judgements imposed on teaching and learning practices, and a final recognition that the heart has a central place in academic writing. keywords: data; development; education; gill; issue; learning; march; pierre; words; writing cache: jldhe-128.pdf plain text: jldhe-128.txt item: #33 of 538 id: jldhe-129 author: Baume, David title: Engaging students in and with good academic work date: 2011-04-03 words: 3949 flesch: 62 summary: Engaging students in and with good academic work David Baume PhD SFSEDA FHEA Abstract It is proposed that efforts to enhance student engagement should focus attention on student engagement with good academic/professional/vocational work; hereafter, for simplicity, ‘good work’. Journal of Learning Development in Higher Education, Issue 3: March 2011 8 Baume Engaging students in and with good academic work A caution and a conclusion The concept of student engagement is based on the constructivist assumption that learning is influenced by how an individual participates in educationally purposeful activities. keywords: course; education; learning; oceanography; students; work cache: jldhe-129.pdf plain text: jldhe-129.txt item: #34 of 538 id: jldhe-13 author: Wood, Jamie Peter title: Design for Inquiry-based Learning Case Studies date: 2009-02-12 words: 3383 flesch: 38 summary: Poster: Design for Inquiry-based Learning Case Studies Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 1: January 2009 Design for Inquiry-based Learning Case Studies Jamie Peter Wood University of Sheffield, UK Abstract The past nine months have witnessed the development and dissemination of a number of case studies of inquiry-based learning (IBL) projects supported and developed by the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS), a Centre for Excellence in Teaching and Learning at the University of Sheffield (www.shef.ac.uk/cilass/cases). http://www.shef.ac.uk/cilass/cases Wood Case Study: Design for Inquiry-based Learning Case Studies The past nine months have witnessed the development and dissemination of a number of case studies of inquiry-based learning (IBL) projects supported and developed by the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS), a Centre for Excellence in Teaching and Learning (CETL) at the University of Sheffield (www.shef.ac.uk/cilass/cases). keywords: case; design; development; inquiry; learning; students; studies; study cache: jldhe-13.pdf plain text: jldhe-13.txt item: #35 of 538 id: jldhe-130 author: Wilding, Liz title: Cite them right - is it an essential referencing guide? date: 2011-04-03 words: 1358 flesch: 59 summary: The real competition for such books may well come from internet referencing guides provided online by organisations and institutions which can be updated more frequently than a book ever can. For readers, it is a definite advantage to have a book such as this which can function as a definitive model for Harvard style referencing – a system that lacks a single authority to define it – and which therefore lacks common agreement on its exact format. keywords: book; referencing; section cache: jldhe-130.pdf plain text: jldhe-130.txt item: #36 of 538 id: jldhe-132 author: Hilsdon, John; Hagyard, Andy title: Editorial: Learning Development as 'Engagement' date: 2011-04-03 words: 1405 flesch: 32 summary: They explore the under-researched area of skills development through extra-curricular inquiry, providing insight into the potential benefits of inquiry-based approaches within and outside the curriculum, in terms of student engagement and personal development. Our constitution stresses the notion of working with students as partners in knowledge creation. keywords: development; learning; students; university cache: jldhe-132.pdf plain text: jldhe-132.txt item: #37 of 538 id: jldhe-134 author: Samuels, Peter; Deane, Mary; Griffin, Jeanne title: Report on Postgraduate Training Event in Science Education Writing date: 2012-03-30 words: 3301 flesch: 45 summary: Literature Review Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 4: March 2012 Report on postgraduate training event in science education writing Peter Samuels Coventry University, UK Mary Deane Oxford Brookes University, UK Jeanne Griffin Università di Torino, The culture and conventions of publication writing are distinctive in each discipline, so it can be beneficial Samuels, Deane and Griffin Report on postgraduate training event in science education writing to teach novice writers in a specific discipline how to succeed and offer them opportunities to practice writing journal articles in a safe, supportive environment. keywords: education; event; peer; review; students; training; writing cache: jldhe-134.pdf plain text: jldhe-134.txt item: #38 of 538 id: jldhe-136 author: Coghlan, David; Graham Cagney, Anne title: 'Multisensory Holistic Immersion': The Method of Insider Inquiry Skills as a Threshold Concept date: 2013-03-18 words: 6822 flesch: 44 summary: Threshold concepts In exploring this challenge, we draw on the notion of threshold concepts (Meyer and Land, 2003; 2006; Coughlan and Graham, 2009; Cousins, 2010). Proceedings of the 16th international symposium improving student learning. keywords: concepts; course; development; experience; inquiry; insider; learning; method; students; threshold cache: jldhe-136.pdf plain text: jldhe-136.txt item: #39 of 538 id: jldhe-137 author: Appleby, Yvon; Barton, Alison title: Engaging conceptual learning about threshold concepts with pots and pans date: 2012-03-31 words: 5017 flesch: 43 summary: We explored the idea that threshold concept was itself a threshold concept Journal of Learning Development in Higher Education, Issue 4: March 2012 3 Appleby and Barton Case study: engaging conceptual learning about threshold concepts with pots and pans within curriculum design, for us providing a process and evaluation for teaching it. The aim of the session was to develop an understanding of threshold concepts, a significant element in our teaching on curriculum design within the programme. keywords: concepts; curriculum; education; knowledge; learning; subject; teachers; threshold cache: jldhe-137.pdf plain text: jldhe-137.txt item: #40 of 538 id: jldhe-139 author: Doig, Andrew; Hogg, Steve title: Engaging Blended Learning Students: An evolving approach to engaging students through the VLE date: 2012-03-31 words: 6098 flesch: 48 summary: Engaging blended learning students: an evolving approach to engaging students through the VLE Steve Hogg Southampton Solent University, UK Andrew Doig Southampton Solent University, UK Abstract Students taking part-time, distance or blended learning units who are also in employment face high commitment demands of work, life and family in addition to their study. One of the key outcomes of this project is a ‘Blended Learning Course Review Rubric’ (Suddaby, 2011, online) that describes components of baseline, effective and exemplary practice across a range of areas relating to the delivery of blended learning courses. keywords: blended; course; development; doig; education; hogg; learning; march; online; students; university cache: jldhe-139.pdf plain text: jldhe-139.txt item: #41 of 538 id: jldhe-14 author: Bowstead, Helen Elizabeth title: Teaching English as a Foreign Language date: 2009-02-12 words: 3217 flesch: 54 summary: Drawing on my own research and the work of Sarah Mann, I conclude that a more creative approach, both to the processes of teaching and assessment and models of student support in HE is needed if we are to close the gap between the ‘insiders’ and the ‘outsiders’ of the academic community and to allow an increasingly diverse student population to find their voice. The answer didn’t seem to be more language, these students already had unconditional offers and reasonable IELTS scores, so we focussed instead on ‘study skills’. keywords: education; english; language; learning; students; teaching cache: jldhe-14.pdf plain text: jldhe-14.txt item: #42 of 538 id: jldhe-140 author: Frith, Louise; Wilson, Allia title: Returning to Learning: What are the academic development needs of mature and part-time students? What works to support and retain these students? date: 2014-06-29 words: 5170 flesch: 55 summary: There are significant factors which inhibit mature and part-time students’ full engagement with higher education; mature students will have had a break in their formal education which can often result in a loss of confidence, whilst part-time students are often juggling other commitments such as childcare, work or dealing with a long-term health issue. In addition mature students often find it difficult to integrate in classes where the majority of students are school-leavers. keywords: development; education; issue; journal; learning; map; students; time; university; value cache: jldhe-140.pdf plain text: jldhe-140.txt item: #43 of 538 id: jldhe-141 author: Magyar, Anna Eva title: Plagiarism and attribution: an academic literacies approach? date: 2012-03-31 words: 6550 flesch: 45 summary: To illustrate how research of this kind can inform the work of learning developers, a resource which was designed using these research insights is then described using as a framework the three approaches to student writing (study skills, socialisation and academic literacies) as elaborated by Lea and Street (1998). and ‘what is involved and at stake in student writing’ (Lillis and Scott, 2007, pp.7-9). keywords: approach; attribution; development; education; journal; learning; literacies; plagiarism; students; writing cache: jldhe-141.pdf plain text: jldhe-141.txt item: #44 of 538 id: jldhe-144 author: Cowan, John; Chiu, YiChing Jean title: Public feedback - but personal feedforward? date: 2012-03-31 words: 4196 flesch: 50 summary: Analysis Items 2010-11 Forum 1 2011-12 Forum 1 2011-12 Forum 2 Total number of students 32 34 34 Total number of student postings 88 200 144 Number of postings with insufficient inclusion of reasoning, examples or analysis 23 14 7 Number of postings with minimal yet adequate reasoning, evidence or analysis – often echoing previous postings 55 41 26 Number of postings making pertinent reference to content of a first posting by another, without simply repeating it 2 13 10 Number of postings responding significantly to content of a first posting by another 7 54 55 Number of postings responding to a first posting by another, with reasoned agreement or disagreement, or by posing a pertinent question 1 62 41 Number of postings reporting a change of opinion 0 16 5 Included in the above, the number of sustained exchanges in which B comments on A’s posting, and A responds, with at least one such A/B/A exchange, though some were A/B/A/B/A 0 49 15 Total number of staff postings 11 21 15 Journal of Learning Development in Higher Education, Issue 4: March 2012 7 Cowan and Chiu Public feedback – but personal feedforward? CHC students readily identify grounds for reasoned Journal of Learning Development in Higher Education, Issue 4: March 2012 3 Cowan and Chiu Public feedback – but personal feedforward? disagreement. keywords: chiu; cowan; development; feedback; feedforward; learning; postings; students cache: jldhe-144.pdf plain text: jldhe-144.txt item: #45 of 538 id: jldhe-146 author: Samuels, Peter title: Promoting Learning Development as an Academic Discipline date: 2013-03-11 words: 6921 flesch: 31 summary: Journal of Learning Development in Higher Education, Issue 5: March 2013 22 Promoting Learning Development as an Academic Discipline Abstract Introduction Promoting Learning Development amongst the conversation of disciplines Definitions of disciplines Alternative perspectives for evaluating disciplines Combined list of perspectives for perceiving disciplines Case study one: Communications Theory Introduction Sociocultural relevance Institutional entrenchment International capital Case study two: Educational Development Introduction Sociocultural relevance Intellectual artefacts Research community of practice Professional development International capital Case study three: Mathematics Support Introduction Sociocultural relevance Professional development Intellectual artefacts Research community of practice International capital Evaluation of Learning Development as a discipline Economic perspective Sociocultural relevance Intellectual resources Institutional entrenchment Professional development/scholarship of teaching and learning International capital Discussion Acknowledgement References Author details Literature Review Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 5: March 2013 keywords: academic; communication; community; development; discipline; education; journal; learning; mathematics; november; research; samuels; support cache: jldhe-146.pdf plain text: jldhe-146.txt item: #46 of 538 id: jldhe-149 author: Turner, Ian J; Day, Liz title: Engaging Biological Sciences Students in the Development of Employability Skills through Creative Teaching and Peer Reviewed Action Plans date: 2012-03-31 words: 4009 flesch: 39 summary: Journal of Learning Development in Higher Education, Issue 4: March 2012 2 Turner and Day Engaging Biological Science students in the development of employability skills Approach Activity one: concept of employability Students were asked to consider how a bioscientist Journal of Learning Development in Higher Education, Issue 4: March 2012 4 Turner and Day Engaging Biological Science students in the development of employability skills would deliver the material to a range of audiences e.g. scientists, the general public and children who went to a Church of England school. keywords: action; development; employability; personal; plan; skills; students cache: jldhe-149.pdf plain text: jldhe-149.txt item: #47 of 538 id: jldhe-150 author: Burns, Adam title: Negotiating feedback: lecturer perceptions of feedback dissatisfaction date: 2013-12-09 words: 5448 flesch: 44 summary: Bloxham, S. and Campbell, L. (2010) ‘Generating dialogue in assessment feedback: exploring the use of interactive cover sheets’, Assessment and Evaluation in Higher Education, 35(3), pp. 291-300. Carless, D. (2006) ‘Differing perceptions in the feedback process’, Studies in Higher Education, 31(2), pp. 219-233. Cohen, L., Manion, L. and Morrison, K. (2011) Evans, C. (2013) ‘Making sense of assessment feedback in higher education’, Review of Educational Research, 83(1), pp. 70-120. Glover, C. and Brown, E. (2006) ‘Written feedback for students: too much, too detailed or too incomprehensible to be effective?’, Bioscience Education, 7 [Online]. keywords: assessment; dissatisfaction; education; feedback; issue; learning; lecturer; perceptions; students cache: jldhe-150.pdf plain text: jldhe-150.txt item: #48 of 538 id: jldhe-152 author: Avery, Helen; Wihlborg, Monne title: Teachers' interpretation of Bildung in practice: examples from higher education in Sweden and Denmark date: 2013-03-18 words: 6405 flesch: 48 summary: The teachers’ perceptions of student learning and other outcomes of a Bildung approach are discussed. The teachers’ strategies are related to their perceptions of student learning and the varying spaces for learning which they open. keywords: bildung; development; education; issue; journal; learning; practice; students; teachers; wihlborg cache: jldhe-152.pdf plain text: jldhe-152.txt item: #49 of 538 id: jldhe-154 author: Cowan, John title: Facilitating reflective journalling date: 2013-03-18 words: 5697 flesch: 55 summary: Journal of Learning Development in Higher Education, Issue 5: March 2013 9 Cowan Facilitating reflective journaling: personal reflections on three decades of practice To my surprise, he reported confidentially having met a number, perhaps 25%, who went on keeping reflective journals in their second year – although these were not required of them, and were not facilitated. Grossman, R. (2008) ‘Structures for facilitating student reflection’, College Teaching, 57(1), pp. keywords: assessment; cowan; development; education; facilitating; journal; journaling; learning; practice; reflection cache: jldhe-154.pdf plain text: jldhe-154.txt item: #50 of 538 id: jldhe-156 author: Tunaker, Carin; Bride, Ian; Peluso, Daniela title: The Social Hubs Project: Exploratory real-world research - students as researchers and experiential learning. date: 2015-03-24 words: 4208 flesch: 39 summary: The data collection and development of research methods in the duration of the project was a student-led process. Research methods in anthropology: qualitative and quantitative approaches. keywords: development; education; hubs; learning; project; research; social; students; university; world cache: jldhe-156.pdf plain text: jldhe-156.txt item: #51 of 538 id: jldhe-157 author: Hilsdon, John; Bellamy, Kerry; Hagyard, Andy; Hartley, Peter; Ridley, Pauline; Sinfield, Sandra title: Editorial: interventions and boundaries in Learning Development spaces date: 2012-03-31 words: 2059 flesch: 31 summary: Their paper (‘Engaging Blended Learning Students: An evolving approach to engaging students through the VLE’) demonstrates the use of the Moodle book format, with narrative and checklists to aid student navigation, use and understanding, plus the use of video introductions and video tutorials. As Gráinne Conole points out in her opinion piece, ‘Connectivity’, networks offer the potential for powerful positive interventions by learning developers, students and academics working to promote learning in a global, connected environment. keywords: development; education; face; learning; spaces; students cache: jldhe-157.pdf plain text: jldhe-157.txt item: #52 of 538 id: jldhe-158 author: Fairbairn, Gavin title: Supporting students as learners: two questions concerning pedagogic practice date: 2012-03-31 words: 2710 flesch: 52 summary: This belief relates closely to my strongly held view that supervision of student research at all levels, from undergraduate dissertation to PhD, is best when it is conducted in a group, preferably with students focusing on a range of research topics. They might even view my suggestion that teachers should contribute directly to the drafting of students’ written work as support for a form of cheating, and this is something that has occasionally been suggested by colleagues. keywords: development; feedback; students; work cache: jldhe-158.pdf plain text: jldhe-158.txt item: #53 of 538 id: jldhe-159 author: Conole, Gráinne title: Connectivity date: 2012-03-31 words: 1215 flesch: 41 summary: She has research interests across e-learning, including learning design, Open Educational Resources, social and participatory media, learning theories and strategic change. Therefore they can contribute to discussion forums or wikis, post comments on social networks, publish blog posts and comment on the blog posts of others. keywords: connectivity; learning; network cache: jldhe-159.pdf plain text: jldhe-159.txt item: #54 of 538 id: jldhe-168 author: Ford, Neil; Bowden, Melissa title: Facing the future: the changing shape of academic skills support at Bournemouth University date: 2013-03-18 words: 3641 flesch: 40 summary: We also make good use of student assistants, employed by the library, to help other students to access systems and information. Before submitting assignments, BU students are now encouraged to produce a formative plagiarism report using our anti-plagiarism software (Turnitin). keywords: bournemouth; digital; education; learning; skills; students; support; university cache: jldhe-168.pdf plain text: jldhe-168.txt item: #55 of 538 id: jldhe-169 author: Cash, Caroline; Sumpter, John title: Intuitive Resources: "It's like having you at home helping us" date: 2013-03-18 words: 3169 flesch: 45 summary: During inductions students are looking at my face because I am speaking, not looking at my hands, which is the most important part of the demonstration. Wolff, U. and Lundberg, I. (2002) 'The prevalence of dyslexia among art students', Dyslexia Chichester England, 8(1), pp. keywords: development; education; learning; project; resources; students cache: jldhe-169.pdf plain text: jldhe-169.txt item: #56 of 538 id: jldhe-170 author: Howard, Helen; Schneider, Michelle title: Don't reinvent the wheel: resources to support the teaching of academic skills across the curriculum date: 2013-03-18 words: 3023 flesch: 45 summary: Conclusion The Lecturer webpages provide an innovative way of supporting academic staff in the delivery of academic skills teaching. Like many units supporting student academic skills development, Skills@Library at the University of Leeds provides a range of online resources for student use, alongside face- to-face support through teaching in the curriculum, workshops and one-to-one sessions. keywords: curriculum; resources; skills; support; teaching cache: jldhe-170.pdf plain text: jldhe-170.txt item: #57 of 538 id: jldhe-172 author: Hill, Pat; Tinker, Amanda title: Integrating Learning Development into the Student Experience date: 2013-03-18 words: 5303 flesch: 39 summary: Whilst acknowledging this diversity, this article focuses on the promotion of the integration of skills development into the subject curriculum as theory is put into practice. Putting the theory of embedding or integrating skills development into practice is one of the key themes of this paper. keywords: curriculum; development; education; experience; hill; issue; learning; skills; student; teaching cache: jldhe-172.pdf plain text: jldhe-172.txt item: #58 of 538 id: jldhe-173 author: Farrell, Lyn G title: Challenging Assumptions about IT skills in Higher Education date: 2013-12-02 words: 6643 flesch: 45 summary: Logging in at Leeds Met Posters with PowerPoint Introduction to Google e-mail Introduction to Excel  Introduction to IT Excel – beyond the basics  Saving and storing computer files Excel formula Introduction to Word Excel Pivot tables Word – beyond the basics Mind mapping with Inspiration software Word for dissertations and reports Online identity and employability  Images and tables in Word and PowerPoint Introduction to Pebblepad e-portfolios  Presentations with PowerPoint Introduction to Publisher Firstly, given the widespread belief in digital native students, a surprising number of students who present themselves for support (via drop-in classes or tutorials) are from the younger age groups. Assumptions about IT skills in higher education students The widespread acceptance of the digital native theory has given rise to the dangerous assumption that students come into higher education already equipped with academic IT skills, or that due to their immersion in social technologies, academic IT skills are something that they can ‘pick up as they go along’ and the question must be raised as to how much the digital native theory continues to influence such beliefs. keywords: academic; assumptions; digital; education; journal; learning; native; skills; students; technology; use cache: jldhe-173.pdf plain text: jldhe-173.txt item: #59 of 538 id: jldhe-178 author: Day, Peter title: The Art Group Crit. How do you make a Firing Squad Less Scary date: 2013-03-19 words: 5205 flesch: 57 summary: Finkel J. (2006) ‘Tales from the Crit: for art students, May is the cruelest month’, The New York Times, 30 April. This paper draws upon my previous research, analysing student experiences regarding the effectiveness of verbal feedback, for the Learning and Teaching Research Network at the University of Wolverhampton in 2009. keywords: art; crit; education; feedback; group; learning; students; work cache: jldhe-178.pdf plain text: jldhe-178.txt item: #60 of 538 id: jldhe-179 author: Sharpe, Rhona; Deepwell, Frances; Clarke, Patsy title: A developmental evaluation of the role of faculty-based Student Support Coordinator date: 2013-03-21 words: 7211 flesch: 53 summary: Keywords: student support; developmental evaluation; roles; boundaries; accessibility; visibility. The growing evidence of the links between student support and retention and attainment (Yorke, 2004; Yorke and Thomas, 2003) has led to an increase in the provision of student support services and the reconsideration of the role of the personal tutor. keywords: coordinator; development; education; evaluation; faculty; issue; learning; role; sscs; student; support cache: jldhe-179.pdf plain text: jldhe-179.txt item: #61 of 538 id: jldhe-180 author: Armstrong, Miranda; Dannatt, Jackie; Evans, Adrian title: The development of, and response to, an academic writing module for electrical engineers at the University of Bath date: 2012-11-13 words: 4675 flesch: 48 summary: The development of, and response to, an academic writing module for electrical engineers at the University of Bath Miranda Armstrong University of Bath, UK Jackie Dannatt University of Bath, UK Adrian Evans University of Bath, UK Abstract The academic writing module for electrical engineering students, offered at the University of Bath, is the result of collaboration between the Department of Electronic and Electrical Engineering (EEE) and the English Language Centre (ELC) and is currently designed to deliver academic writing support to undergraduate students embarking on their engineering studies at Bath. Student attitudes to their mastery of referencing were far less uniform: current 1st years generally felt they had mastered referencing, current 2nd years were not quite so confident and previous year students saw referencing as the aspect over which they had the least control. keywords: course; development; electrical; english; module; students; writing cache: jldhe-180.pdf plain text: jldhe-180.txt item: #62 of 538 id: jldhe-181 author: Samuels, Peter title: Capturing and communicating advanced mathematical activity date: 2012-11-14 words: 2865 flesch: 39 summary: Developing Writing in STEM Disciplines, November 2012 Capturing and communicating advanced mathematical activity Peter Samuels Birmingham City University, UK Abstract Unlike most other subjects, mathematical activity resides almost entirely within the cognitive processes of a mathematics practitioner and is therefore difficult to characterise. Despite recent interest, the nature of advanced mathematical activity remains something of a black box to educational researchers. keywords: activity; capturing; education; mathematics; process; research; writing cache: jldhe-181.pdf plain text: jldhe-181.txt item: #63 of 538 id: jldhe-182 author: Narduzzo, Alessandro; Day, Trevor title: Less is more in physics: a small-scale Writing in the Disciplines (WiD) intervention date: 2012-11-14 words: 6169 flesch: 49 summary: Students would choose a topic as before but then write two short assignments: one aimed at a general audience ‘In 150 words explain the chosen concept to a person with no scientific background’; the other a technical task with student peers as the target audience, ‘Explain an equation and clarify its origin and meaning using words and images and at most 100 words’. In a recent survey of HEIs in the United States, fewer than one-third of Physics faculties reported using student peer assessment in their undergraduate degree programmes (Goubeaud, 2010); this is similar to the authors' experience of UK practice. keywords: assignment; development; disciplines; education; learning; marking; peer; physics; scale; students; writing cache: jldhe-182.pdf plain text: jldhe-182.txt item: #64 of 538 id: jldhe-183 author: Drury, Helen; Mort, Pam title: Developing student writing in science and engineering: the Write Reports in Science and Engineering (WRiSE) project date: 2012-11-14 words: 5450 flesch: 45 summary: However, these are realistic examples for student writers to aim for since they have been drawn from a corpus of student report writing rather than the writing of experts in the disciplines, for example, ‘Example reports showing what to do and what not to do were most helpful’ (student comment, WRiSE questionnaire, 2009). Students talk about how they went about writing their report and the challenges they experienced and how they overcame these, while discipline staff talk about their expectations of student writing and the typical problems students experience. keywords: development; discipline; education; engineering; learning; online; report; science; students; wrise; writing cache: jldhe-183.pdf plain text: jldhe-183.txt item: #65 of 538 id: jldhe-184 author: Simonite, Vanessa title: An assignment based on data driven journalism: a case study date: 2012-11-14 words: 2724 flesch: 41 summary: Data driven journalism provides opportunities to develop students’ writing alongside other skills for employment and can be used to design assessments for a wide range of disciplines. An assignment based on data driven journalism: a case study Vanessa Simonite Oxford Brookes University, UK Abstract In a module designed to develop skills in presenting and evaluating statistics, students of mathematics and statistics were given an assignment asking them to research and write a piece of data driven journalism. keywords: assignment; data; journalism; research; students; writing cache: jldhe-184.pdf plain text: jldhe-184.txt item: #66 of 538 id: jldhe-185 author: Gimenez, Julio title: Processes and tasks in collaborative writing in engineering: research-informed views and pedagogical applications date: 2012-11-14 words: 6466 flesch: 45 summary: Day and his team (2011) have identified a wider range of writing tasks which included emails, letters and reports to clients, although their study did not aim to identify what tasks were individually or collectively written. Similarly, from analysing the results there emerges a clear link between processes and writing tasks. keywords: education; engineering; gimenez; group; journal; processes; students; tasks; writing cache: jldhe-185.pdf plain text: jldhe-185.txt item: #67 of 538 id: jldhe-186 author: Bernaschina, Paula; Smith, Serengul title: Embedded writing instruction in the first year curriculum date: 2012-11-14 words: 3452 flesch: 44 summary: These two areas were chosen because first year students are often unfamiliar with them and they are approaches which can assist in the Journal of Learning Development in Higher Education, Special Edition: November 2012 5 Bernaschina and Smith Embedded writing instruction in the first year curriculum composition of academic assignments, and can also be transferred to workplace writing tasks. King, T. (2002) ‘Development of student skills in reflective writing’, in Goody, A. and Ingram, D. (eds.) keywords: development; employability; learning; skills; students; writing cache: jldhe-186.pdf plain text: jldhe-186.txt item: #68 of 538 id: jldhe-187 author: Bowman, Marion; Cullen, Andrea title: Enhancing the quality of Final Year Projects in Computing through weekly written tasks date: 2012-11-20 words: 8423 flesch: 53 summary: The aims of the intervention The overarching aim of this intervention was to improve the quality of student projects and project reports through weekly written tasks accompanied by detailed formative feedback. Results and discussion Higher quality projects as evidenced by students’ project marks The principal aim of this intervention was to improve the quality of student projects through weekly written tasks, by taking a ‘learning through writing approach’ (English et al., 1999). keywords: computing; development; education; feedback; learning; module; project; quality; students; tasks; writing; year cache: jldhe-187.pdf plain text: jldhe-187.txt item: #69 of 538 id: jldhe-188 author: Appleby, Yvon; Roberts, Sian; Barnes, Lynn; Qualter, Pam; Tariq, Vicki title: Who wants to be able to do references properly and be unemployed? STEM student writing and employer needs date: 2012-11-20 words: 7273 flesch: 46 summary: Keywords: student writing; STEM subjects; employability; social practices; literacies. In a similar way to the various approaches to support student writing mentioned above, including both technical skills-based and social, cultural and situated approaches (Fallows and Steven, 2000; Cox and King, 2006; Davies, 2000), the university where the study was carried out offers various kinds of support which the students we interviewed used to help develop their writing skills. keywords: development; education; employers; learning; references; skills; students; study; university; work; writing cache: jldhe-188.pdf plain text: jldhe-188.txt item: #70 of 538 id: jldhe-189 author: Amos, Kathryn; McGowan, Ursula title: Integrating academic reading and writing skills development with core content in science and engineering date: 2012-11-21 words: 7625 flesch: 45 summary: The use of genre analysis techniques in assisting student writing skills development provides a means by which students can acquire the structure and language that characterise their academic discipline at a faster rate than they otherwise are likely to achieve. Despite this, the development of student writing skills in some discipline areas, including engineering, is still a challenge (Cismas, 2010). keywords: content; course; development; education; language; learning; reading; skills; skills development; students; writing; writing skills cache: jldhe-189.pdf plain text: jldhe-189.txt item: #71 of 538 id: jldhe-190 author: Day, Trevor; Hilsdon, John; Hagyard, Andy title: Developing writing in STEM disciplines date: 2012-11-21 words: 1930 flesch: 34 summary: We hope that this special edition of the JLDHE will stimulate further interest in research and the shaping of good practice in the field of STEM writing. Narduzzo and Day report on a small-scale WiD intervention in Physics, employing peer assessment, which shows how an undergraduate student assignment can yield rich returns in terms of helping students to acclimatise to academic writing practices. keywords: development; disciplines; edition; learning; stem; writing cache: jldhe-190.pdf plain text: jldhe-190.txt item: #72 of 538 id: jldhe-191 author: Mathew, David; Raiker, Andrea title: Guest editorial: Learning and Pedagogic Development - Journals and Collaboration date: 2013-03-18 words: 1580 flesch: 49 summary: References Gibbs, G. (2012) ‘Improving student learning: where should we direct our effort?’, Improving Student Learning through Research and Scholarship (ISL) Conference. Roxå, T. and Mårtensson, K. (2012) ‘The saga of ISL – being at the bus-stop of a conference’, Improving Student Learning through Research and Scholarship (ISL) Conference. keywords: development; learning; pedagogic; student cache: jldhe-191.pdf plain text: jldhe-191.txt item: #73 of 538 id: jldhe-192 author: Gaston, Elizabeth title: Re-formative; assessing the value of digitally recording formative feedback date: 2013-03-18 words: 2272 flesch: 41 summary: Keywords: formative feedback; digital recording; student tutorials; art and design; added value. It aims to address differences in perception between the students’ and the lecturers’ interpretation of feedback, and improve the students’ understanding of formative feedback delivered during weekly tutorials. keywords: feedback; march; recording; students; tutorials cache: jldhe-192.pdf plain text: jldhe-192.txt item: #74 of 538 id: jldhe-194 author: Hagyard, Andy; Hilsdon, John; McKendry, Stephanie title: Learning Development 10 years on date: 2013-03-21 words: 1966 flesch: 35 summary: The editors of the Journal of Pedagogic Development believe that significant progress has yet to be made in understanding student learning in spite of the large body of research and discussion developed over the last two decades. Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 5: March 2013 Editorial: Learning Development 10 years on Andy Hagyard University of Lincoln, UK John Hilsdon Plymouth University, UK Stephanie McKendry Glasgow Caledonian University, UK With the 10th ALDinHE conference about to take place in Plymouth, it seems timely to take stock of Learning Development (LD) in the UK. keywords: development; education; issue; journal; learning cache: jldhe-194.pdf plain text: jldhe-194.txt item: #75 of 538 id: jldhe-197 author: Chanock, Kate title: Developing criteria to assess graduate attributes in students' work for their disciplines date: 2013-12-09 words: 5547 flesch: 37 summary: Barrie, S. (2004) ‘A research-based approach to generic graduate attributes policy’, Higher Education Research and Development, 23(3), pp. 262-275. Journal of Learning Development in Higher Education, Issue 6: November 2013 13 http://www.aacu.org/value/rubrics/index.cfm Chanock Developing criteria to assess graduate attributes in students’ work for their disciplines Barrie, S. (2007) ‘A conceptual framework for the teaching and learning of generic graduate attributes’, Studies in Higher Education, 32(4), pp. Keywords: graduate attributes; generic skills; integrated; assessment; criteria; standards; critical thinking. keywords: attributes; disciplines; education; graduate; graduate attributes; students; thinking; work cache: jldhe-197.pdf plain text: jldhe-197.txt item: #76 of 538 id: jldhe-199 author: Jack, Kirsten title: Using the exploration of a story to consider the meaning of becoming older date: 2013-12-02 words: 4498 flesch: 55 summary: Keywords: education; creativity; literature; nurse; older people. Jack Using the exploration of a story to consider the meaning of becoming older Background In the developed world, the chronological age of sixty five years has been accepted as a definition of an older person (WHO, 2013) although for many, age is merely a state of mind and considering the individuality of older people is key to genuine care (Davies, 2011). keywords: education; learning; nursing; practice; story; students; teaching cache: jldhe-199.pdf plain text: jldhe-199.txt item: #77 of 538 id: jldhe-201 author: MacKenzie, Jane; Pritchard, Jane title: Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience date: 2013-12-09 words: 7800 flesch: 47 summary: Residential students living in situ have the opportunity to interact informally with staff and other students along with time for self-reflection over and above the planned-for curriculum; class is followed by discussion outside the classroom (Bersch and Fleming, 1997). It is this distinctiveness of learning experience which led us to explore the summer term using a phenomenographic methodology to look at the variation in our sample students’ experiences. keywords: castle; category; courses; development; education; experience; learning; setting; students; study cache: jldhe-201.pdf plain text: jldhe-201.txt item: #78 of 538 id: jldhe-206 author: Solvason, Carla; Elliott, Geoffrey title: Why is research still invisible in further education date: 2013-12-02 words: 6645 flesch: 51 summary: Just as FE research was hugely underrepresented when Elliott searched in 1996, it remains the case today. Why is research still invisible in further education? keywords: development; education; elliott; journal; learning; research; solvason; teaching; time; tutor; university cache: jldhe-206.pdf plain text: jldhe-206.txt item: #79 of 538 id: jldhe-207 author: Butters, Celia; Kerfoot, Sheila; Murphy, Peggy; Williams, Alison title: 'I am just so delighted - now I know I can do it!' - How collaboration between Nurse Lecturers and Academic Skills Tutors promotes students' confidence date: 2013-12-09 words: 6241 flesch: 55 summary: Studies by Walsh (2008) acknowledge the link between nursing students and maths anxiety, and Glaister (2007) contends that the fear of maths can often have a negative impact on the students’ ability to learn. This graph below shows that out of one cohort of nursing students, 15 of the 21 participants improved their marks between 5-10 per cent. keywords: development; education; learning; nursing; skills; students; study; university cache: jldhe-207.pdf plain text: jldhe-207.txt item: #80 of 538 id: jldhe-208 author: James, Alison Rosemary title: Lego Serious Play: a three-dimensional approach to learning development date: 2013-12-09 words: 6421 flesch: 46 summary: This paper discusses work underway to explore the use of Lego Serious Play (LSP) as an unconventional means of developing student learning. She is an accredited Lego Serious Play (LSP) facilitator and in 2013 she won a UAL Excellent Teaching Award for using LSP to enhance student learning and staff and educational development. keywords: approach; development; education; issue; james; journal; learning; lego; lsp; november; play; students cache: jldhe-208.pdf plain text: jldhe-208.txt item: #81 of 538 id: jldhe-209 author: Hayes, Catherine; Davies, Mark title: A Phenomenological Evaluation of a Hybrid Model of Problem Based Learning for Multidisciplinary Healthcare Practitioners date: 2014-06-29 words: 7135 flesch: 42 summary: Keywords: problem based learning; health; phenomenology; hybrid model; interprofessional learning; multi-disciplinary learning; Masters; lived experience. Challenging research into problem based learning. keywords: development; education; evaluation; knowledge; learning; model; pbl; practice; problem; programme; students cache: jldhe-209.pdf plain text: jldhe-209.txt item: #82 of 538 id: jldhe-215 author: Gallagher, Maeve Ann; Flynn, Niamh title: Making a case for behaviour based learning strategies in supporting students' academic performance date: 2013-12-04 words: 4521 flesch: 25 summary: This activity helps the student mentors to gain experience in teaching and Journal of Learning Development in Higher Education, Issue 6: November 2013 9 Gallagher and Flynn Making a case for behaviour based learning strategies presenting to student groups, as well as helping to disseminate Student Learning Development interventions to a wider group of students. Exploring the relationship between behavioural self-regulated learning and academic achievement  A cross-sectional study (n=598) on self-regulated learning and academic achievement in third level students (Flynn et al., 2012) found that behavioural self-regulation strategies, rather than cognitive self-regulation strategies, were a stronger predictor of academic achievement in high performing students. keywords: development; education; learning; management; self; strategies; students; time cache: jldhe-215.pdf plain text: jldhe-215.txt item: #83 of 538 id: jldhe-217 author: Cunningham, Sheila; Gallacher, Deeba title: Learning beyond the classroom: biomedical science students' narratives of volunteering and developing employability skills. date: 2013-12-04 words: 5752 flesch: 36 summary: Blackford, S., Burdass, D. and Assinder, S. (2006) ‘Student employability – whose job is it?’, Centre for Bioscience Bulletin 17, Spring 2006, pp. Student volunteering is also in the interest of academic institutes for building community links but also for developing the underexplored third sector route to employability. keywords: development; education; employability; issue; journal; learning; november; skills; students; volunteering; work cache: jldhe-217.pdf plain text: jldhe-217.txt item: #84 of 538 id: jldhe-218 author: Wilkinson, Sue title: Incorporating audio feedback to enhance inclusivity of courses date: 2013-12-09 words: 2171 flesch: 39 summary: Providing audio feedback is just one approach to make courses more inclusive and accessible to students, and it is our responsibility as educators to adapt and mold our approaches to teaching and learning in line with changing student needs. Audio feedback is an alternative method of communicating advice to students that not only benefits disabled learners, but also non-disabled learners, as well as tutors. keywords: audio; education; feedback; learning; students cache: jldhe-218.pdf plain text: jldhe-218.txt item: #85 of 538 id: jldhe-219 author: Hamshire, Claire; Jack, Kirsten; Prowse, Alicia; Wibberley, Christopher title: Maria's story - the narrative of a mature international student date: 2015-03-24 words: 4986 flesch: 53 summary: Maria’s story – the narrative of a mature international student Journal of Learning Development in Higher Education, Issue 8: March 2015 2 Introduction Student success in higher education (HE) is described by Nelson et al. (2012) as being determined by first year student experience, with the initial transition involving multiple factors which influence students’ development and transformation at this time. This paper therefore builds on previous research by highlighting the reality that UK HE institutions have to consider how they can best facilitate students’ on- going transitions throughout the first year and on into subsequent years, particularly for mature international students. keywords: education; learning; maria; narrative; student; transition cache: jldhe-219.pdf plain text: jldhe-219.txt item: #86 of 538 id: jldhe-22 author: Cohen, Judy title: Using Turnitin as a formative writing tool. date: 2010-03-23 words: 3995 flesch: 46 summary: Journal of Learning Development in Higher Education, Issue 2: February 2010 9 http://www.jisc.ac.uk/uploaded_documents/plagiarism_final.pdf http://bejlt.brookes.ac.uk/article/the_role_of_turnitin_within_the_formative_process_of_academic_writing http://bejlt.brookes.ac.uk/article/the_role_of_turnitin_within_the_formative_process_of_academic_writing Cohen Using Turnitin as a formative writing tool Johnston, B. (2003) In terms of cross-checking print versions and Turnitin reports, staff relied on random checks; • The validity of using Turnitin as a sampling tool (random checks on individual students): this approach was not in line with the University guidelines on using Turnitin and was not an accurate gauge of the standard of work for a class as a whole. keywords: education; plagiarism; staff; students; turnitin; writing cache: jldhe-22.pdf plain text: jldhe-22.txt item: #87 of 538 id: jldhe-220 author: Hargreaves, Janet; Bond, Susan; Dagg, Paul; Dawson, Benji; Kendrick, Blake; Potter, Mark title: 'A productive and happy collaboration': maximising impact through project design. date: 2014-06-29 words: 3397 flesch: 42 summary: Having identified a need for a tool to help students to recognise and manage their personal strengths and limitations, our experience suggested that catering for disabled students as a separate sub group was problematic. This evaluation highlighted the needs of students entering Higher Education 2007 2008 2009 A successful bid was made to the Strategic Health Authority to jointly research the experience of disabled students and professionals in the NHS. keywords: collaboration; development; education; hargreaves; learning; project; students; tool cache: jldhe-220.pdf plain text: jldhe-220.txt item: #88 of 538 id: jldhe-221 author: Cottrell, Stella Maria title: Revolution by stealth: The impact of learning development on democratising intelligence through constructive approaches to student support. date: 2013-12-09 words: 7764 flesch: 51 summary: When student support was developing in the 1980s and 1990s, there was a grudging acceptance that a certain amount of catch-up on study skills might be acceptable for adults who might have become ‘rusty’, but many academics argued that for other students, any support was tantamount to spoon-feeding. As a low IQ was assumed to be (largely) inherent, such students who found their way into HE were doomed to ultimate failure and so there wasn’t much point in Higher Education Institutions (HEIs) doing anything about it. keywords: cottrell; development; education; issue; journal; learning; november; revolution; skills; stealth; students; study; support cache: jldhe-221.pdf plain text: jldhe-221.txt item: #89 of 538 id: jldhe-222 author: Gale, Ken; Bowstead, Helen title: Deleuze and collaborative writing as method of inquiry date: 2013-12-09 words: 6370 flesch: 50 summary: H: Yesterday I bought a copy of ‘A Thousand Plateaus’ (Deleuze and Guattari, 1988) – I’ve dipped in and out of it over the years but I felt that the only way I was really Gale and Bowstead Deleuze and collaborative writing as method of inquiry going to engage finally with some of the more difficult concepts was if I owned a copy. If you’re in some group, some assemblage, where you’re engaged in discussion, you’re considering the way Journal of Learning Development in Higher Education, Issue 6: November 2013 2 Gale and Bowstead Deleuze and collaborative writing as method of inquiry forward, offering a concept, or a conceptualisation, is likely to be some kind of ‘line of flight’, it’s a movement from one place to another, it’s taking thinking in another direction, it’s exploring the possibility that thought doesn’t have to be trapped or enclosed within a particular concept or setting, it’s linked to the figure of the ‘rhizome’ because, as you know, rhizomes exist in a subterranean sense keywords: deleuze; development; education; inquiry; kind; learning; method; writing cache: jldhe-222.pdf plain text: jldhe-222.txt item: #90 of 538 id: jldhe-225 author: Gurbutt, Dawne Joy; Gurbutt, Russell title: Empowering students to promote independent learning : A project utilising coaching approaches to support learning and personal development. date: 2015-03-24 words: 5043 flesch: 44 summary: Empowering students to promote independent learning: A project utilising coaching approaches to support learning and personal development. This paper focuses on an evaluation of a teaching and learning initiative that used coaching approaches with two groups of healthcare students (totalling 19) over 2 semesters in the 2012-2013 academic year. keywords: approaches; coaching; development; education; gurbutt; issue; journal; learning; support cache: jldhe-225.pdf plain text: jldhe-225.txt item: #91 of 538 id: jldhe-228 author: Hanscomb, Stuart title: Assessments and the self: Academic practice and character attributes date: 2015-03-30 words: 5701 flesch: 43 summary: This model can be usefully applied to the character attribute of flexibility as demonstrated Hanscomb Assessments and the self: academic practice and character attributes Journal of Learning Development in Higher Education, Issue 8: March 2015 7 in academic practices. With oral communication such as dialogues Hanscomb Assessments and the self: academic practice and character attributes Journal of Learning Development in Higher Education, Issue 8: March 2015 8 in seminars, body language and paralinguistic factors can serve as more vivid indicators of dismissive attitudes; ones that potentially extend beyond academic practices. keywords: attributes; character; character attributes; development; education; journal; learning; practice; self; student; university cache: jldhe-228.pdf plain text: jldhe-228.txt item: #92 of 538 id: jldhe-229 author: Parkes, Sarah title: Fostering a sense of belonging: supporting the early formation of student identity as successful learners in Higher Education date: 2014-06-29 words: 6999 flesch: 40 summary: Initial investigations conducted into the retention and success rates of HEADstart students, compared to non-participants from the same programme (see Parkes, 2012), suggested that those participating in HEADstart were retained in HE at the same or better rate than non-participants. Parkes, S. (2012) ‘Giving students a ‘HEADstart’; discussing the impact of a pre-induction course on student experience, and their progression within higher education after the first two years of undergraduate study’, What Works? keywords: academic; belonging; development; education; headstart; journal; learning; participants; retention; sense; student; thomas cache: jldhe-229.pdf plain text: jldhe-229.txt item: #93 of 538 id: jldhe-23 author: Wilkinson, Susan title: Maximising student learning through minimising information search time; the role of satisficing and skimming. date: 2010-03-20 words: 4585 flesch: 48 summary: Maximising student learning through minimising information search time; the role of satisficing and skimming Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 2: February 2010 Maximising student learning through minimising information search time; the role of satisficing and skimming Dr Susan C Wilkinson University of Wales Institute Cardiff, UK Abstract With the increase in the use of the internet for educational purposes, the problem is no longer how to find and access information on-line, but how to select the most appropriate sources of information. Once the model has been explained, the paper will continue to explore how an understanding of the way in which students search and retrieve information from on-line texts can influence text design in a way that will facilitate student learning by minimising information search time. keywords: information; learning; line; search; student; text; time cache: jldhe-23.pdf plain text: jldhe-23.txt item: #94 of 538 id: jldhe-231 author: Beeson, Helena title: Only Connect: discovery pathways, library explorations and the information adventure date: 2013-12-09 words: 1504 flesch: 43 summary: This book has been designed around a range of interpretations and experiences of information literacy (IL) from a number of perspectives. Journal of Learning Development in Higher Education, Issue 6: November 2013 2 Walsh and Coonan Only Connect: discovery pathways, library explorations and the information adventure Identity How information builds our identities and understanding of the world is a recurring topic throughout the text. keywords: book; information; library cache: jldhe-231.pdf plain text: jldhe-231.txt item: #95 of 538 id: jldhe-232 author: Whittaker, Craig title: Student engagement: identity, motivation and community date: 2013-12-09 words: 1770 flesch: 44 summary: Firstly, unlike many edited collections, it is not a loosely constructed arrangement consisting of research conducted in widely varied contexts, but it instead appears to be the embodiment of a commonly held vision of a university as a site where student engagement is encouraged and made possible via structured opportunities for students and staff to work together in the pursuit of learning. The introductory chapter: ‘Why Student Engagement Matters’ leads one to believe that Freire’s (2005) Pedagogy of the Oppressed might provide a framework, and some of the chapters which follow also share this framework; however, several chapters rely instead upon Kuh’s (2009, p.683) definition of student engagement as: ‘…the time and efforts students devote Journal of Learning Development in Higher Education, Issue 6: November 2013 keywords: book; education; engagement; student cache: jldhe-232.pdf plain text: jldhe-232.txt item: #96 of 538 id: jldhe-233 author: Doig, Andrew; French, Amanda; Hagyard, Andy; Hilsdon, John; McKendry, Stephanie; Maguire, Moira title: Editorial date: 2013-12-10 words: 1229 flesch: 35 summary: Kirsten Jack’s case study describes the use of story-telling as an original way of encouraging student nurses to reflect on the topic of ageing. In particular she challenges the enduring myth of the ‘digital native’ first described by Marc Prensky, arguing that students should not be treated as a homogeneous mass, and that social uses of IT do not automatically translate into effective academic usage. keywords: development; issue; learning; students cache: jldhe-233.pdf plain text: jldhe-233.txt item: #97 of 538 id: jldhe-234 author: Furnell, Julie; Scott, Graham William title: Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability. date: 2015-03-24 words: 3880 flesch: 53 summary: Keywords: employability; key skills; graduate skills; biology students; bioscience students; biology faculty. Saunders, V. and Zuzel, K. (2010) ‘Evaluating employability skills: employer and student perceptions’, Bioscience Education, 15(2), June, pp. 1-15. keywords: education; employability; graduates; skills; students cache: jldhe-234.pdf plain text: jldhe-234.txt item: #98 of 538 id: jldhe-235 author: Hoolash, Bheshaj Kumar Ashley; Kodabux, Adeelah title: Implementation of a Student Learning Assistant scheme on a new higher education campus date: 2014-06-29 words: 6476 flesch: 47 summary: Judging from the above comments on students’ experience of the SLA’s role, the SLA scheme can be viewed as a useful strategy to improve student learning, experience and support. The third survey intended to analyse the perception of students receiving SLA support and covered participant responses to five main criteria: namely, overall satisfaction with the SLA; clarity of the SLA’s purpose in the class; consolidation of module’s knowledge; study skills gained; and opinion of the SLA scheme in relation to their performance. keywords: development; education; implementation; journal; learning; scheme; sla; sla scheme; slas; student; student learning cache: jldhe-235.pdf plain text: jldhe-235.txt item: #99 of 538 id: jldhe-237 author: Hayes, Catherine; Fulton, John Anthony title: Autoethnography as a method of facilitating critical reflexivity for professional doctorate students date: 2015-03-24 words: 5444 flesch: 33 summary: Autoethnography as a method of facilitating critical reflexivity for professional doctorate students Dr Catherine Hayes University of Sunderland, UK Dr John Anthony Fulton University of Sunderland, UK Abstract In much the same way as the novice researcher will develop their research skills through the Ph.D., the professional doctorate candidate is expected to submit a portfolio of evidence of this strategic development of professional practice and an associated academic and theoretically underpinned commentary. keywords: approach; autoethnography; development; doctorate; journal; practice; professional; reflexivity; research cache: jldhe-237.pdf plain text: jldhe-237.txt item: #100 of 538 id: jldhe-24 author: Rust, Chris title: Opinion piece: A call to unite in a common cause date: 2009-02-12 words: 1634 flesch: 38 summary: Having presented the reasons why, it suggests that in order to increase the chances of bringing this about, the learning development and educational development communities should come together. In A Common Cause Chris Rust Oxford Brookes University, UK Abstract This opinion piece argues that despite the successes of the Learning Development network, and the learning development community, separate development of this community may also have some dangers. keywords: development; education; learning; opinion cache: jldhe-24.pdf plain text: jldhe-24.txt item: #101 of 538 id: jldhe-241 author: Bowman, Marion; Addyman, Berni title: Improving the quality of academic reflective writing in Nursing: a comparison of three different interventions date: 2014-10-01 words: 7994 flesch: 48 summary: Thus ARW is neither pure personal diary/journal writing, nor traditional formal academic writing, but has elements of both types, and is one of the most challenging genres of student writing (Gimenez, 2008; Ryan, 2011; Ryan, 2013). Research shows that the greater the degree of overlap between student and disciplinary staff conceptions of writing tasks, the greater the quality of student writing (Hounsell 1997, cited Nicol, 2010). keywords: arw; cohort; development; education; intervention; journal; learning; nursing; quality; students; writing cache: jldhe-241.pdf plain text: jldhe-241.txt item: #102 of 538 id: jldhe-242 author: Brownhill, Simon Peter title: 'Distance travelled versus the 'distance' travelled': Enhancing the student learning experience using a creative and innovative approach to tutorial organisation date: 2014-06-29 words: 5976 flesch: 45 summary: Students were free to engage with any of the stations available for as long as they wished; the only station which was ‘time bound’ was the Face-to-face tutorial with tutor station (timetabled tutorial slots of 20 minutes had been signed up for by students the previous week in the author’s absence). Students attended these tutorials in groups of between two and four; due to the class size it was not possible for the author [serving as the teaching tutor] to see students on an individual basis in the time available. keywords: development; distance; education; journal; learning; module; research; students; tss; tutorials cache: jldhe-242.pdf plain text: jldhe-242.txt item: #103 of 538 id: jldhe-245 author: Stebick, Divonna; Wertzberger, Janelle; Flora, Margaret; Miller, Joseph title: Assessing the Research Process Improves the Product: Results of a Faculty-Librarian Collaboration date: 2015-03-29 words: 6165 flesch: 47 summary: Breathing life into information literacy skills: results of a faculty-librarian collaboration Divonna M. Stebick Gettysburg College, USA Janelle Wertzberger Gettysburg College, USA Margaret Flora West Holmes High School, USA Joseph Miller KIPP Philadelphia Charter School, USA Abstract When an education professor and a reference librarian sought to improve the quality of undergraduate student research, their partnership led to a new focus on assessing the research process in addition to the product. Focusing on improving student information literacy can positively impact literature review quality and, as a result, overall student learning at the undergraduate level. keywords: education; information; journal; learning; life; literacy; march; research; skills; sources; students; teacher cache: jldhe-245.pdf plain text: jldhe-245.txt item: #104 of 538 id: jldhe-249 author: Buckley, Carina title: Engaging imagination: helping students become creative and reflective learners, by Alison James and Stephen D. Brookfield date: 2014-06-30 words: 2416 flesch: 49 summary: The idea that this dichotomy might exist, that engagement is perceived by some educators as being at odds with learning, may be disputed by more than a few, but anything that works to increase student engagement generally can only be considered constructive. This is useful, to be sure, but reflection can be more: seeing from new perspectives can encompass more than the individual; what they term creative reflection, ‘the process by which we help students to look behind the doors, and under the stones, of their usual ways of learning, thinking and acting’ (p.55) can be about more than the person doing the thinking. keywords: book; brookfield; learning; reflection; students cache: jldhe-249.pdf plain text: jldhe-249.txt item: #105 of 538 id: jldhe-25 author: Huyton, Jan Louise title: Significant Personal Disclosure: exploring the support and development needs of HE tutors engaged in the emotion work associated with supporting students. date: 2009-02-12 words: 6108 flesch: 31 summary: The introduction of professional supervision for tutors engaged in student support work would enhance the quality and effectiveness of practice, facilitating appropriate consideration of role boundaries and the ability to work on avoiding ‘burnout’. Claims that ‘widening access’ has resulted in a significant change in the nature and volume of student support needs implies a deficit model for some students and indicates a largely remedial approach (Earwaker, 1992; Marr and Aynsley- Smith,2006). keywords: development; education; emotion; february; issue; journal; learning; students; support; tutors; work cache: jldhe-25.pdf plain text: jldhe-25.txt item: #106 of 538 id: jldhe-250 author: Doig, Andrew; French, Amanda; Hagyard, Andy; Hilsdon, John; McKendry, Stephanie; Maguire, Moira title: Editorial date: 2014-06-30 words: 1334 flesch: 36 summary: In the papers included in Issue 7, you will read about LDers striving to support students with their transition into HE; or working with student nurses; part-time mature students; and learners on an overseas campus of a UK University. Addressing concerns such as staff perceptions of poor writing by student nurses and issues of plagiarism, it is a comparative study of three different initiatives: the use of example texts to make task requirements more explicit; the provision of formative peer feedback on draft texts; and facilitating increased dialogue between staff and students regarding expectations of the task. keywords: development; learning; students; university cache: jldhe-250.pdf plain text: jldhe-250.txt item: #107 of 538 id: jldhe-255 author: Fulton, John; Hayes, Catherine title: Evaluating retrospective experiential learning as process in scholarship on a work based professional doctorate date: 2017-03-01 words: 7652 flesch: 32 summary: Professional doctoral candidates usually occupy positional authority at the fore of their professional discipline however this does not always necessitate specific skill sets such as those characterised by academic coursework submissions. Professional doctoral candidates, whilst often familiarised to a great extent with the compilation of work-based reports, can often find the additional requirements of academic writing both novel and challenging. keywords: candidates; development; doctorate; education; experiential; journal; learning; practice; process; professional; research; work cache: jldhe-255.pdf plain text: jldhe-255.txt item: #108 of 538 id: jldhe-256 author: Winter, Jennie; Barton, Graham; Allison, Joseph; Cotton, Debby title: Learning Development and Education for Sustainability: what are the links? date: 2015-03-24 words: 7820 flesch: 34 summary: The handbook of sustainability literacy skills for a changing world. The shared purposes of LD and EfS – on both staff and student development – provide a natural context for symbiotic relationships to emerge. keywords: development; education; efs; journal; learning; links; skills; students; sustainability; university; winter cache: jldhe-256.pdf plain text: jldhe-256.txt item: #109 of 538 id: jldhe-262 author: Spray, Erika J; Hunt, Jaime W title: Measuring the academic literacies beliefs and researcher identity of research students date: 2015-03-29 words: 4834 flesch: 47 summary: This study validates the use of quantitative instruments in academic literacies research. Academic literacies research has been, and continues to be, largely qualitative, typically involving case studies, interviews, or action research (e.g. Jacobs, 2005; Christie et al., 2008; Cameron et al., 2009; Fergie et al., 2011; Green and Agosti, 2011). keywords: beliefs; education; identity; learning; literacies; literacies beliefs; research; researcher identity; students cache: jldhe-262.pdf plain text: jldhe-262.txt item: #110 of 538 id: jldhe-263 author: Harwood, David John title: Extended Science: a powerful tool in widening participation date: 2016-10-14 words: 8149 flesch: 45 summary: The success of the programme in achieving this ambitious aim has been demonstrated by the progression record of Extended Science students both within science as well as degree programmes in other faculties. Comparison with ‘A’ level entrants It is useful to compare the performance of Extended Science students with those from typical ‘A’ level backgrounds on various degree programmes. keywords: degree; development; education; journal; learning; participation; progression; science; stage; students; tool; university; year cache: jldhe-263.pdf plain text: jldhe-263.txt item: #111 of 538 id: jldhe-264 author: Holland, Christopher; Mills, Claire D title: Profiling sports therapy students' preferred learning styles within a clinical education context date: 2015-08-04 words: 5978 flesch: 44 summary: Literature Review Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 9: July 2015 Profiling sports therapy students preferred learning styles within a clinical education context Christopher Holland University College Birmingham, UK Claire Mills University of Gloucestershire, Keywords: learning styles; Kolb; student; undergraduate; sports therapy x Holland and Mills Profiling sports therapy students preferred learning styles within a clinical education context Journal of Learning Development in Higher Education, Issue 9: July 2015 2 Introduction The aim of teaching is to facilitate the learning process and to develop students’ competencies within their chosen field through meaningful goal-orientated activity (Ramsden, 1992; Mosston and Ashworth, 2002; Rink, 2002). keywords: context; education; journal; kolb; learning; learning style; sports; sports therapy; students; styles; therapy cache: jldhe-264.pdf plain text: jldhe-264.txt item: #112 of 538 id: jldhe-265 author: Reeves, Tony title: Using phenomenography to inform curriculum development in the areas of Digital Curation and Digital Sustainability date: 2014-11-25 words: 7089 flesch: 40 summary: Digital professional as service provider Keeping professional knowledge up to date Learning on the job Being multi-skilled D: Digital professional as perpetual student Providing mentoring and governance Supporting learning Writing policies and procedures Advising on copyright diligence and IPR E: Digital professional as specialist advisor In some phenomenographic studies a short summary of the assigned metaphors is provided to explain how a practitioner operating in each paradigm relates to their work (Dall’Alba and Sandberg, 1996; Dall’Alba, 1998; Sjostrom and Dahlgren, 2002; Larsson and Holmstrom, 2007). Discussion of findings The data indicated that maintaining currency of professional knowledge was fundamental to the activities of all the interviewees, regardless of their specialism, and category D (perpetual student) therefore constitutes the bottom of the hierarchy. keywords: curriculum; development; digital; education; journal; knowledge; learning; phenomenography; practice; professional; research; work cache: jldhe-265.pdf plain text: jldhe-265.txt item: #113 of 538 id: jldhe-269 author: Roberts, Fiona Elizabeth title: Student views of using e-learning tools to facilitate independent learning of anatomy and physiology date: 2015-08-04 words: 7007 flesch: 46 summary: Literature Review Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 9: July 2015 Student views of using e-learning tools to facilitate independent learning of anatomy and physiology Fiona Roberts Robert Gordon University, UK Abstract The integration of computer assisted learning (CAL) with face-to-face teaching has been reported to have a positive impact on student learning (Elizondo-Omana et al., 2004; Gopal et al., 2010; Faleye, 2011) with the following specific benefits reported:  Improved retention of information (Gopal et al., 2010). keywords: anatomy; development; education; journal; july; learning; online; physiology; resources; students; tools cache: jldhe-269.pdf plain text: jldhe-269.txt item: #114 of 538 id: jldhe-270 author: Reid, Michelle; Shahabudin, Kim; Hood, Sonia title: Case Study: The 24/7 Study Advice Workshop date: 2014-12-04 words: 4132 flesch: 52 summary: Student feedback was sought through a trial workshop, which utilised a ‘flipped learning’ approach as previously described. Case study: the 24/7 study advice workshop Michelle Reid University of Reading, UK Kim Shahabudin University of Reading, UK Sonia Hood University of Reading, UK Abstract With a rise in demand for learning development services, coupled with an increasingly divergent cohort of students (part-time; international; distance learners and students with extra commitments), there is a clear need to look for creative ways to meet the challenges of this growing and changing need. keywords: advice; development; education; learning; resources; students; study; teaching; workshop cache: jldhe-270.pdf plain text: jldhe-270.txt item: #115 of 538 id: jldhe-271 author: Thanaraj, Ann; Williams, Steve title: Embedding Technology Enhanced Learning at Universities: A collaboration between University of Cumbria and Newcastle University date: 2014-12-08 words: 3728 flesch: 38 summary: TEL adoption must be tailored to real learning needs and the motivations of academic staff. Oliver, M. and Dempster, J. (2003) ‘Embedding e-learning practices’, in R. Blackwell, R. and Blackmore, P. (eds.) keywords: development; education; learning; november; staff; technology; tel; universities; university cache: jldhe-271.pdf plain text: jldhe-271.txt item: #116 of 538 id: jldhe-275 author: Whistance, Thaïsa title: The use of IPAD technology to give multi-modal feedback to British Sign Language /English Interpreting undergraduate students date: 2014-12-08 words: 3454 flesch: 46 summary: It was always nerve-wracking getting video feedback but no more so than doing it in person! I think video feedback is ace because it makes us put the effort into our clips because you are putting the effort into our feedback. keywords: education; feedback; language; students; technology; use; video cache: jldhe-275.pdf plain text: jldhe-275.txt item: #117 of 538 id: jldhe-276 author: Bainbridge, Alan title: Digital technology, human world making and the avoidance of learning date: 2014-12-08 words: 6243 flesch: 45 summary: Paradoxically, it has been shown that the culmination of human world and meaning making further separates the human condition from the natural world. Literature Review Journal of Learning Development in Higher Education ISSN: 1759-667X Special Edition: Digital Technologies, November 2014 Digital technology, human world making and the avoidance of learning Alan Bainbridge Canterbury Christ Church University, UK Disorder in the house keywords: anxiety; avoidance; development; education; human; learning; making; technologies; technology; world cache: jldhe-276.pdf plain text: jldhe-276.txt item: #118 of 538 id: jldhe-278 author: Charteris, Jennifer; Quinn, Frances; Parkes, Mitchell; Fletcher, Peter; Reyes, Vicente Chua title: e-Assessment for Learning in Higher Education: Is it a wolf in sheep's clothing? date: 2015-08-04 words: 8665 flesch: 42 summary: We define formative e-assessment as the use of ICT to support the iterative process of gathering and analysing information about student learning by teachers as well as learners and of evaluating it in relation to prior achievement and attainment of intended, as well as unintended learning outcomes, in a way that allows the teacher or student to adjust the learning trajectory. [and] student learning is not simply… an ‘outcome’ or ‘product’… but … something that shapes and forms the culture’. keywords: assessment; development; eafl; education; feedback; journal; july; knowledge; learners; learning; practices; sheep; students cache: jldhe-278.pdf plain text: jldhe-278.txt item: #119 of 538 id: jldhe-281 author: Hole, Anne title: Open Badges: Exploring the value, potential and practicalities of a new way of recognising skills in Higher Education date: 2014-11-25 words: 2423 flesch: 53 summary: Scott’s experiences of Hole Open Badges: exploring the potential and practicalities Journal of Learning Development in Higher Education, Special Edition: November 2014 3 introducing Open Badges for staff CPD activities (Scott, 2013; 2014) served as a valuable example of exploring the advantages and challenges of badging staff development. When choosing a badge issuing system it was important to find one that would create truly Open Badges and not just digital images of badges that were either locked into a particular platform or lacked the metadata to make them meaningful. keywords: badges; development; education; learning; tel cache: jldhe-281.pdf plain text: jldhe-281.txt item: #120 of 538 id: jldhe-282 author: Conboy, Heather; Kaur, Sukhtinder; Lowe, Julie; Pettit, Ian; Weale, Rob title: Developing Digital Literacies by Bridging Skills and Pedagogy: Case Study from a Centre for Enhancing Learning through Technology (CELT) date: 2015-03-24 words: 3281 flesch: 32 summary: However there still remain challenges in terms of the broader recognition of the positive potential of digital technology for enhancing teaching and learning across the institution and the subsequent adoption of digital technologies. This case study offers an overview of the ways in which the CELT team seeks to realise its aims in relation to the use of digital technologies for enhancing teaching and learning. keywords: approach; development; learning; literacies; staff; teaching cache: jldhe-282.pdf plain text: jldhe-282.txt item: #121 of 538 id: jldhe-283 author: Almond, Nicholas James title: A University Conversation: Using Cloud Technology to Generate Open Institutional Policy for the Enhancement of Learning and Teaching date: 2014-12-12 words: 5924 flesch: 34 summary: A university conversation: using cloud technology to generate collaborative institutional policy for the enhancement of learning and teaching Nick Almond Liverpool Hope University, UK Abstract This paper discusses a cloud technology supported methodology for the creation of university policy through mass collaboration. A university conversation: using cloud technology to generate collaborative institutional policy for the enhancement of learning and teaching Abstract Theoretical framework The reflective institution Institutional learning and teaching policy creation Cloud technology and mass collaboration A university conversation The university conversation and learning development Conclusions Reference List Almond, N. (2014, in press) ‘Teaching in the cloud: a virtualised collaborative writing methodology for the development of postgraduate academic literacy’, in Badenhorst.C. and Guerin, C. (eds.) keywords: academic; cloud; development; education; journal; learning; policy; teaching; technology; university cache: jldhe-283.pdf plain text: jldhe-283.txt item: #122 of 538 id: jldhe-284 author: Levin, Daniel; Brennan, Keith; Hurlstone, Adam; Hentges, Kathryn title: A set of online virtual experimental scenarios for teaching developmental biology date: 2014-11-25 words: 2936 flesch: 41 summary: Implementing and evaluating a set of online virtual experimental scenarios Journal of Learning Development in Higher Education, Special Edition: November 2014 2 Background In biology education, learning can be facilitated by incorporating experimental work into lecture-based courses, which gives students an opportunity to test concepts presented in lectures in a hands-on fashion. Implementing and evaluating a set of online virtual experimental scenarios Journal of Learning Development in Higher Education, Special Edition: November 2014 3 questions and free text responses on a paper survey. keywords: biology; development; education; learning; scenarios; set; students cache: jldhe-284.pdf plain text: jldhe-284.txt item: #123 of 538 id: jldhe-287 author: Cooledge, Beryl; Murphy, Peggy title: Using two languages to inform and inspire: a case study using bilingual digital technology to educate healthcare students demonstrating the importance of language choice in enhancing communication and patient care in Wales date: 2017-03-01 words: 4094 flesch: 48 summary: peer learning self and peer assessment and how feedback and feedforward impact upon student learning. Nursing students have diverse learning styles and often have to juggle the demands of work, life and family in addition to their studies (Bednarz et al., 2010). keywords: education; language; learning; lecture; nursing; session; students; welsh cache: jldhe-287.pdf plain text: jldhe-287.txt item: #124 of 538 id: jldhe-288 author: Chan, Yiu Kong Ringo title: Investigating the Relationship between Extracurricular Activities, Learning Approaches and Academic Outcomes in Chinese Sub-degree Students date: 2015-08-04 words: 3450 flesch: 45 summary: Is there a relationship between deep learning approach and academic performance? The present study employed the Revised Two-Factor Study Process Questionnaire (R- SPQ-2F) to measure surface and deep learning approach. keywords: activities; approach; education; learning; performance; school; students cache: jldhe-288.pdf plain text: jldhe-288.txt item: #125 of 538 id: jldhe-29 author: Bailey, Richard Anthony title: Undergraduate students' perceptions the role and utility of written assessment feedback date: 2009-02-12 words: 4784 flesch: 54 summary: The assumption seems to be that in the third year of study students have attained a performance level that renders the form superfluous. A final discussion section outlines some salient findings from the research Keywords: written feedback; student learning and academic literacy; institutional practices Written feedback: new practices and new concerns Hounsell (2003) comments that the provision of feedback on students’ written work is in steep decline and enumerates the following causes: the semesterisation of the teaching year; modularisation of courses to facilitate flexibility in curricula but with the condensation of taught components into semesters; the consequent end-loading of assessment; formal procedures around quality assurance (marking procedures and external adjudication); the impact of large class sizes and increased marking loads. keywords: assessment; development; education; feedback; learning; role; students; year cache: jldhe-29.pdf plain text: jldhe-29.txt item: #126 of 538 id: jldhe-291 author: Reedy, Katharine; Goodfellow, Robin title: 'You've been frameworked': evaluating an approach to digital and information literacy at the Open University date: 2014-12-08 words: 6142 flesch: 38 summary: A subsequent Jisc-funded programme ‘Developing Digital Literacies’ (2013a) supported a number of UK HE and further education (FE) institutions in developing and implementing digital literacy frameworks of their own, but summative findings from this programme suggested that practices involved in ‘digital literacy’ are too complex to be reduced to a checklist of specific skills and, moreover, that the definition of the term adopted for the Jisc programmes is not specific enough to support action at the level of courses of study or specific professional services (Beetham, 2013). Hall et al.’s (2014, no pagination) review of digital literacy frameworks also highlights the problems of collapsing ‘complex concepts into discrete collections of skills and practices'. keywords: development; digital; education; framework; information; information literacy; learning; literacy; skills cache: jldhe-291.pdf plain text: jldhe-291.txt item: #127 of 538 id: jldhe-292 author: Roberts, Emma title: Active learning in higher education as a restorative practice: a lecturer's reflections date: 2016-10-14 words: 5207 flesch: 42 summary: The content and structure of what student groups did in their own time in preparing for assignments were not overseen by the tutor and were entirely under student control, and they seemed willing to use the suggested techniques of Restorative Practice. The critique of the ‘sage on the stage’ approach to university teaching is particularly relevant for applied fields such as business management where a ‘guide on the side’ approach can instead encourage more active participation from students. keywords: development; education; group; learning; lecturer; practice; reflections; restorative; students cache: jldhe-292.pdf plain text: jldhe-292.txt item: #128 of 538 id: jldhe-295 author: Buchanan, Avril title: Anecdotal to actual: identifying users of learning development to inform future practice date: 2015-08-04 words: 4682 flesch: 38 summary: Broader findings demonstrate the breadth of students CLaSS work with, in regards to level and year of study. The Centre for Learning and Study Support (CLaSS) at De Montfort University, Leicester, has investigated data, collected since 2010, on student engagement with our Learning Development Service. keywords: class; development; education; future; journal; learning; practice; students; users cache: jldhe-295.pdf plain text: jldhe-295.txt item: #129 of 538 id: jldhe-297 author: Rice, Paul; Farmer, Robert title: Tell me what you want, what you really, really want date: 2016-10-14 words: 7124 flesch: 52 summary: Keywords: educational video, multimedia principles, student experience Rice and Farmer Educational videos – tell me what you want, what you really, really want Journal of Learning Development in Higher Education, Issue 10: November 2016 2 Introduction In my role as an academic tutor for maths at the Centre for Achievement and Performance (the learning development centre at the UoN), I support any student on any course with any mathematics or statistics related query. Rice and Farmer Educational videos – tell me what you want, what you really, really want Journal of Learning Development in Higher Education, Issue 10: November 2016 3 Literature review A review of the literature showed that there are four kinds of educational videos namely: lecture based; enhanced; supplementary; and worked examples. keywords: development; education; farmer; issue; journal; learning; november; rice; students; videos cache: jldhe-297.pdf plain text: jldhe-297.txt item: #130 of 538 id: jldhe-298 author: Beetham, Helen title: Editorial date: 2014-12-14 words: 3296 flesch: 43 summary: On the one hand this might simply mean the 'ways in which digital technologies are used in the work of learning developers, academic teaching staff or other practitioners seeking to improve student learning' (JLDHE Call for Papers, Digital Technologies Special Edition, August 2014). If we want to support students through the difficult business of coming to think, act and be different(ly), we will have to engage with (their specific engagements with) digital technologies. keywords: development; edition; education; learning; students; technologies; work cache: jldhe-298.pdf plain text: jldhe-298.txt item: #131 of 538 id: jldhe-30 author: Gibbs, Graham title: Developing students as learners - varied phenomena, varied contexts and a developmental trajectory for the whole endeavour date: 2009-02-12 words: 3481 flesch: 32 summary: Gibbs Developing students as learners Atheoretical Conceptualised, theorised Experiential Empirical/evidence based Psychological underpinnings Social and cultural underpinnings Unscholarly Scholarly Amateur Professional Organisationally peripheral and implementing others’ initiatives Part of central team and involved in planning of change Quality focus, improving practice Oriented in new directions involving new practices Context neutral/blind Context sensitive/dependent Learning development and educational development The issue for ‘learning development’ here is whether there are, already, clear signs of what might shift over time in terms of foci of attention and approaches to the whole endeavour. Gibbs Developing students as learners university, some were involved with national or international efforts to develop teaching. keywords: development; education; focus; gibbs; learning; students; teaching; university cache: jldhe-30.pdf plain text: jldhe-30.txt item: #132 of 538 id: jldhe-304 author: Bree, Ronan T. title: The lazy teacher's handbook date: 2015-03-29 words: 2197 flesch: 58 summary: In general, being ‘lazy’ with one’s teaching cannot be condoned, as it would certainly impact negatively on student learning. Peer learning is regarded as an ideal method for improving student learning, understanding and motivation (Brindley and Scoffield, 1998; keywords: assessment; education; learning; students; teaching cache: jldhe-304.pdf plain text: jldhe-304.txt item: #133 of 538 id: jldhe-305 author: Pritchard, Christie title: Mentoring in the Writing Café: Identity, Belonging and Ownership date: 2015-12-07 words: 6860 flesch: 47 summary: However, the majority of writing centres, including the Writing Café, take a much broader view of student support in relation to literacy and are in Pritchard Mentoring in the writing café: identity, belonging and ownership Journal of Learning Development in Higher Education, Special Edition: November 2015 3 a unique position to create a productive, or ‘third space’ for learning (Bhabha, 1994; Moje et al., 2004; Hilsdon, 2014. Educational research into student writing can be categorised into three main perspectives; study skills, academic socialisation and academic literacies (Lea and Street, 1997). keywords: café; development; education; identity; journal; learning; mentors; students; university; writing; writing café cache: jldhe-305.pdf plain text: jldhe-305.txt item: #134 of 538 id: jldhe-31 author: Gwyer, Roisin; Jones, Linda; Matthews, James Stewart; Worden, Anne title: Referencing@Portsmouth: a web-based, interactive referencing tool date: 2010-03-20 words: 3307 flesch: 48 summary: Rationale Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 2: February 2010 Bibliographical referencing: the sting in the tail Roisin Gwyer University of Portsmouth, UK Anne Worden University of Portsmouth, UK Linda Jones University of Portsmouth, UK James Matthews University of Portsmouth, UK Abstract Bibliographical referencing is a technique which new undergraduate and other students returning to higher education can find difficult. In addition, annually updated short guides to Vancouver and Harvard (APA variant) were produced by the Library and distributed to new students in their thousands. keywords: education; learning; matthews; referencing; site; students; university cache: jldhe-31.pdf plain text: jldhe-31.txt item: #135 of 538 id: jldhe-311 author: Jasim, Marie Nadia title: Studying as a Parent: A Handbook for Success date: 2015-03-29 words: 1983 flesch: 44 summary: Despite a growing mature student body, equating to approximately a third of all first-degree undergraduates (National Union of Students, 2012), there has been no real incentive for universities to document the number of student parents at their establishment, nor provide targeted support to assist them in their studies. This easy-to- read handbook aims to encourage student parents to enter higher education, and points to where they can access support. keywords: education; handbook; parent; student; support cache: jldhe-311.pdf plain text: jldhe-311.txt item: #136 of 538 id: jldhe-312 author: Liou-Mark, Janet; Dreyfess, A.E.; Han, Sandie; Yuen-Lau, Laura; Yu, Karmen title: Aim for success: peer-led team learning supports first-year transition to college-level mathematics date: 2015-12-06 words: 8088 flesch: 48 summary: I would recommend workshop courses to other students. The final grades for Cohort I (mathematics preparatory workshop and freestanding PLTL workshop participants) and Cohort II (embedded PLTL workshop participants) were higher and the failure rates were lower when compared with Cohort III (the comparison group) and the overall institution. keywords: aim; course; education; journal; learning; mathematics; participants; peer; pltl; students; study; success; workshops cache: jldhe-312.pdf plain text: jldhe-312.txt item: #137 of 538 id: jldhe-313 author: Cowan, John title: Self-efficacy, feedback and feedforward date: 2015-08-14 words: 7691 flesch: 45 summary: Schunk, D. (1989a) 'Self-efficacy and achievement behaviors', Educational Psychology Review, 1(3), pp. 173-208. Schunk, D. (1989b) 'Self efficacy and cognitive skill learning', in Ames, C. and Ames R. (eds.), Research on motivation in education: (Internal publication) Giddens, A. (1991) Modernity and self-identity: self and society in the late modern age. keywords: cowan; development; education; efficacy; feedback; feedforward; journal; learning; performance; schunk; self; students cache: jldhe-313.pdf plain text: jldhe-313.txt item: #138 of 538 id: jldhe-314 author: Hayes, Catherine; Devlin, Siobhan; Westwood, Diane; Garfield, Iain; Beardmore, Philip; Archer, David; Collins, Michael; Bingle, Lewis title: Perception of academic learning environments and perceived impact on articulation of employability skills; a mixed methods study date: 2016-10-14 words: 5962 flesch: 38 summary: This study reports on the findings of a mixed methods study that was undertaken to establish student perceptions of academic learning environments and the perceived impact of these on their articulation of employability skills. Understanding student learning (Routledge Revivals). keywords: articulation; development; education; employability; environments; impact; learning; learning environments; skills; students cache: jldhe-314.pdf plain text: jldhe-314.txt item: #139 of 538 id: jldhe-315 author: Doig, Andrew; French, Amanda; Hagyard, Andy; Hilsdon, John; McKendry, Stephanie; Maguire, Moira title: Editorial date: 2015-03-30 words: 1728 flesch: 30 summary: As a consequence, they argue, it is vital to ensure the understandings developed by those who have now joined the world of work are more communicated effectively to existing students, and to those designing programmes of study. The review summarises the book’s practical content and offers some suggestions for improved use of testimony and experience from a range of student parents; she also indicates where updated information would be needed for a 2015 readership – which, she suggests, should include academics and support staff in HE as well as student parents. keywords: development; education; issue; learning; students; university cache: jldhe-315.pdf plain text: jldhe-315.txt item: #140 of 538 id: jldhe-319 author: Jack, Kirsten; Hamshire, Claire title: Using stories to understand clinical placement learning: a pilot study date: 2016-10-14 words: 2506 flesch: 47 summary: Method To capture the multifaceted nature of student placement learning we used a method suggested by Orland-Barak and Wilhelem (2005, p.458) who explored how novice nurses learn the practice of nursing, using story writing. Evaluatory statements directly focussed on student learning include ‘I was actively encouraged to observe/undertake new activities relevant to my agreed learning needs’ and ‘my individual learning needs were recognised and help was given with my learning outcomes, action plans, goals and achievement’. keywords: education; learning; nursing; placement; stories; students cache: jldhe-319.pdf plain text: jldhe-319.txt item: #141 of 538 id: jldhe-333 author: Pye, Gillian; Williams, Susan; Dunne, Linda title: Student Academic Mentoring (SAM): peer support and undergraduate study. date: 2016-05-03 words: 7522 flesch: 45 summary: Where mentored students were encouraged to work collaboratively in a wider group, under the guidance of the mentor, positive effects seemed to follow, reflecting other research around mentoring, collaboration and feedback (Elder, 2012; Hattie, 2012). Discussion Our research set out to address the question ‘what are the benefits and challenges of undergraduate student academic mentoring?’ keywords: education; learning; mentoring; mentors; peer; sam; students; study; support; undergraduate cache: jldhe-333.pdf plain text: jldhe-333.txt item: #142 of 538 id: jldhe-334 author: Sneddon, Peter Howard title: Peer tutoring in physics: the attitudes to, and experiences of, student-tutors date: 2015-12-06 words: 5262 flesch: 56 summary: Students in their Honours years – i.e. years 3, 4 and 5 of their degrees – act as tutors for students in years 1 and 2. Included in this are a series of peer-led tutorials, known as the ‘Peer to Peer’ tutorial scheme, in which senior students in the third, fourth or fifth years of their degrees assist students in years one and two, acting as tutors and assisting the less experienced students with issues related to their coursework and student life. keywords: education; learning; peer; physics; student; tutoring; tutors cache: jldhe-334.pdf plain text: jldhe-334.txt item: #143 of 538 id: jldhe-335 author: Wagner, Sigrun M title: Peer feedback: moving from assessment of learning to assessment for learning date: 2016-05-03 words: 5182 flesch: 47 summary: Keywords: peer assessment; assessment for learning; peer learning; peer feedback. The following table gives an overview of the assessment before and after the introduction of peer assessment. keywords: assessment; development; education; essay; feedback; learning; peer; peer assessment; students cache: jldhe-335.pdf plain text: jldhe-335.txt item: #144 of 538 id: jldhe-337 author: Skoglund, Kirk; Millard, Luke; Francis, Alisha; Nagle, Luke; Brand, Stuart title: Variety is the spice of mentoring life: a UK-US partnership highlights opportunities and benefits date: 2015-12-07 words: 6884 flesch: 42 summary: Peer to peer academic mentoring Journal of Learning Development in Higher Education, Special Edition: November 2015 4 Partnerships between teaching staff and student academic mentors can facilitate learning for all students by making the content more accessible. In a workshop model, Summers et al. (2013) suggest students engage more readily with the workshop facilities and gain a broader experience when student mentors are running them/assisting in them. keywords: development; education; journal; learning; mentoring; mentors; november; peer; programme; students; university cache: jldhe-337.pdf plain text: jldhe-337.txt item: #145 of 538 id: jldhe-338 author: Reynolds, Richard Henry title: Towards an inclusive classroom psycho-geography: why it matters where students choose to sit date: 2016-10-14 words: 6597 flesch: 49 summary: Students express their feelings about learning by their mode of occupation of learning spaces, but these choices can also influence peer dynamics and students’ subsequent levels of engagement. This outcome lends even more weight to the approach that I now prefer to adopt: selecting student groups on a purely random basis, and making sure – over the course of a term or a course unit – that each student gets to work, at some point, in the same team as every other student. keywords: classroom; development; door; group; learning; psychogeography; seating; students; teaching cache: jldhe-338.pdf plain text: jldhe-338.txt item: #146 of 538 id: jldhe-34 author: Bishop, Celia; Bowmaker, Christine; Finnigan, Terry Jane title: Mrs Mop, Mechanic and /or Miracle Worker : Metaphors of Study Support date: 2009-02-12 words: 4424 flesch: 53 summary: Study support tutors are in a unique position to relay this to subject staff as we are often the people that students see most regularly on a one to one basis and are able to build a relationship of trust, which other teachers do not have the opportunity to develop. We are interested to continue this discussion with more staff in our future exploration of metaphors of study support to develop a sharper, more refined perspective on the work we do with the students and staff across the various institutions we work in. keywords: education; learning; metaphors; miracle; students; study; support; work cache: jldhe-34.pdf plain text: jldhe-34.txt item: #147 of 538 id: jldhe-343 author: Byl, Emmeline; Struyven, Katrien; Abelshausen, Bieke; Meurs, Pieter; Vanwing, Tom; Engels, Nadine; Lombaerts, Koen title: The potential of peer assisted learning as a tool for facilitating social and academic integration date: 2015-12-09 words: 8950 flesch: 45 summary: Peer assisted learning as a tool for facilitating social and academic integration Emmeline Byl Vrije Universiteit Brussel, UK Katrien Struyven Vrije Universiteit Brussel, UK Pieter Meurs Vrije Universiteit Brussel, UK Bieke Abelshausen Vrije Universiteit Brussel, UK Koen Lombaerts Vrije Universiteit Brussel, UK Nadine Engels Vrije Universiteit Brussel, UK Tom Vanwing Vrije Universiteit Brussel, UK Abstract Research into first-year students entering higher education shows that student integration into the academic community is a primary condition for student success. This paper builds upon the significance of PAL to provide opportunities to enhance student integration. keywords: development; education; et al; integration; integration journal; journal; learning; participants; peer; research; student; support; tool; year cache: jldhe-343.pdf plain text: jldhe-343.txt item: #148 of 538 id: jldhe-345 author: Quince, Eleanor; Medland, Charlotte title: Using social media to enhance the peer mentoring experience at the University of Southampton date: 2016-05-03 words: 4811 flesch: 47 summary: http://dx.doi.org/10.2304/plat.2007.6.2.98 Lunt, P. (2015) Handbook for peer mentors (2015-16). It would take too long to learn this platform considering the current number of university students who use it regularly. keywords: education; media; mentees; mentoring; mentors; peer; scheme; students; university cache: jldhe-345.pdf plain text: jldhe-345.txt item: #149 of 538 id: jldhe-346 author: Guyon, Anne; Butterfint, Zoe; Lacy, Andrea; Sanosi, Aisha; Sheridan, Katie; Unwin, Jessica title: Speech and Language Therapy students' experience of Peer Assisted Learning: an undergraduate dissertation project date: 2015-12-06 words: 9508 flesch: 50 summary: The main focus of her day-to-day work relates to student experience and the quality of the students’ learning experience. Her research interests include: student experience and student http://www.fau.edu/CLASS/CRLA/Level_Three/The_effectiveness_of_peer_tutoring_in_further_and_higher_education-a_typology_and_review_of_the_literature.pdf http://www.fau.edu/CLASS/CRLA/Level_Three/The_effectiveness_of_peer_tutoring_in_further_and_higher_education-a_typology_and_review_of_the_literature.pdf Guyon et al. keywords: development; education; et al; experience; journal; language; learning; mentees; mentors; november; pal; peer; speech; students; therapy cache: jldhe-346.pdf plain text: jldhe-346.txt item: #150 of 538 id: jldhe-347 author: Abegglen, Sandra; Burns, Tom; Sinfield, Sandra title: Hacking assignment practice: finding creativity and power in the fissures and cracks of learning and teaching date: 2016-10-14 words: 2827 flesch: 46 summary: The modules and students in question To enhance student learning and foster alternative and integrative practice, we paired a first-year academic literacies module (‘Becoming an Educationalist’) with a second-year peer mentoring module (‘Peer Mentoring in Practice’), whereby the second-year students mentored the first-years as part of the module itself: both modules were situated within the BA Hons Education Studies programme. Keywords: Non-traditional students; integrated peer mentoring; assignment practice. keywords: assignment; development; education; learning; peer; practice; students cache: jldhe-347.pdf plain text: jldhe-347.txt item: #151 of 538 id: jldhe-348 author: Zacharopoulou, Amanda; Giles, Melanie; Condell, Joan title: Enhancing PASS leaders' employability skills through reflection date: 2015-12-04 words: 6225 flesch: 48 summary: This paper will explore how the more senior students who take on the role of PASS leader can develop employability skills through a programme of activity that formally rewards students for their participation and assists them in articulating their competencies. The paper presents the findings of a project undertaken by a cross-disciplinary team at Ulster University which focused on the benefits for PASS leaders and, more explicitly, on graduate employability skills such as communication, teamwork and leadership. keywords: development; education; employability; leaders; learning; pass; reflection; skills; students cache: jldhe-348.pdf plain text: jldhe-348.txt item: #152 of 538 id: jldhe-35 author: Shahabudin, Kim title: Reaping the fruits of collaboration: learning development research in the LearnHigher CETL network date: 2009-02-12 words: 1390 flesch: 34 summary: Reaping the fruits of collaboration: an overview of learning development research from the LearnHigher CETL Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 1: February 2009 Reaping the fruits of collaboration - learning development research in the LearnHigher CETL network Kim Shahabudin University of Reading, UK The LearnHigher CETL is now in its fourth year of operation, investigating best- practice resources to support and enhance student learning development. The rich picture produced by this review confirms the benefits of the network’s collaborations between institutions, drawing together research conducted with diverse academic communities to reveal overarching trends and areas of interest in student learning development. keywords: development; learning; research cache: jldhe-35.pdf plain text: jldhe-35.txt item: #153 of 538 id: jldhe-354 author: Hille, Jannike; Hiller, Gundula Gwenn; Vogler-Lipp, Stefanie title: Intercultural peer tutoring competences as a part of learning development in an international higher education context date: 2016-05-03 words: 4770 flesch: 32 summary: Data The training programme participants conducted ePortfolios, which reveal their learning development of intercultural peer competence in a highly reflective way. We will explain why we focused on intercultural peer tutoring competences, what competences students developed, how we defined these competences and how we trained peer tutors. keywords: competences; development; education; learning; peer; programme; students; training; tutoring; viadrina cache: jldhe-354.pdf plain text: jldhe-354.txt item: #154 of 538 id: jldhe-356 author: Keenan, Chris title: Peer-led academic learning: a global network date: 2015-08-14 words: 2367 flesch: 46 summary: It was with great excitement that the new network for academic peer learning was launched on 10 June 2015 during the Peer Education event held at the University of Manchester. This extraordinary growth is heart-warming evidence of the desire for, and importance of, such a network and grouping of people who share a common passion for this most interesting and exciting aspect of student learning and development. keywords: keenan; learning; network; peer; student cache: jldhe-356.pdf plain text: jldhe-356.txt item: #155 of 538 id: jldhe-357 author: Eyre, Jason title: Institutional Management of Peer-Led Learning: A Framework for Holistic Integration date: 2015-12-04 words: 5835 flesch: 37 summary: It is consequently unclear which approach or approaches to peer mentoring or peer learning ought to be pursued, an issue compounded by the sheer number of apparently synonymous terms (buddying, coaching, guiding etc., see Andrews and Clark, 2011, p.16) and a range of competing taxonomies and frameworks (e.g. Terrion and Leonard, 2007; Falchikov, 2001). Historical development of peer mentoring and peer learning at De Montfort University keywords: development; education; framework; institutional; learning; management; mentoring; peer; students cache: jldhe-357.pdf plain text: jldhe-357.txt item: #156 of 538 id: jldhe-358 author: Andreanoff, Jill Alexandra title: The impact of a peer coaching programme on the academic performance of undergraduate students: a mixed methods study. date: 2016-05-03 words: 7982 flesch: 53 summary: Keywords: peer coaching; academic attainment; higher education students; mentoring. Breakdown of control group students into separate year groups. keywords: coaching; development; education; group; impact; journal; learning; peer; peer coaching; performance; programme; students cache: jldhe-358.pdf plain text: jldhe-358.txt item: #157 of 538 id: jldhe-359 author: Scriver, Stacey; Walsh Olesen, Amber; Clifford, Eoghan title: From students to leaders: evaluating the impact on academic performance, satisfaction and student empowerment of a pilot PAL programme among first year students and second year leaders date: 2015-12-06 words: 6976 flesch: 44 summary: From students to leaders: evaluating the impact on academic performance, satisfaction and student empowerment of a pilot PAL programme among first year students and second year leaders Abstract Introduction Background to CÉIM Student empowerment as an objective of a PAL scheme Methodology Design Participants and procedures Measures Findings and discussion Impact on academic performance among first year students First year students: benefits of participation and influence of CÉIM on student empowerment Satisfaction and self-perceived benefits of participation Second year leaders: satisfaction with CÉIM and influence of CÉIM on student empowerment Discussion and conclusions Lessons and recommendations for improvements Conclusions References Author details Academic Peer Learning, November 2015 From students to leaders: evaluating the impact on academic performance, satisfaction and student empowerment of a pilot PAL programme among first year students and second year leaders Stacey Scriver National University of Ireland Galway, Republic of Ireland Amber Walsh Olesen National University of Ireland Galway Students’ Union, Republic of Ireland Eoghan Clifford National University of Ireland Galway, Republic of Ireland Abstract This paper evaluates the pilot year of the CÉIM PAL initiative at the National University of Ireland Galway through analysis of examination results, student surveys and the reflections of two students who participated as first year students in the pilot year and subsequently as student leaders in year two. keywords: attendance; céim; development; education; leaders; learning; self; students; year cache: jldhe-359.pdf plain text: jldhe-359.txt item: #158 of 538 id: jldhe-36 author: Elston, Carol title: Making Groupwork Work date: 2009-02-12 words: 1580 flesch: 51 summary: Modules often have limited time allocated to preparation for group work and in many cases the student’s first exposure to working as part of a group is a team project. It was this lack of pre-project development along with the growing evidence that many students harbour a negative attitude to group work that prompted the conception of the Making group-work work resource. keywords: group; learning; resource; work cache: jldhe-36.pdf plain text: jldhe-36.txt item: #159 of 538 id: jldhe-360 author: Cornock, Claire title: The use of a peer assisted learning scheme within a mathematics degree date: 2016-05-03 words: 6053 flesch: 59 summary: The evaluation of an undergraduate peer assisted learning scheme at Sheffield Hallam University Claire Cornock Sheffield Hallam University, UK Abstract The peer assisted learning (PAL) scheme in the mathematics degree at Sheffield Hallam University consists of final year PAL leaders guiding groups of first year students through an assessment task. At Sheffield Hallam University, a PAL coordinator oversees the full process and provides help and support throughout to PAL leaders and first year students. keywords: learning; pal; peer; scheme; students; university; year cache: jldhe-360.pdf plain text: jldhe-360.txt item: #160 of 538 id: jldhe-361 author: Garcia-Melgar, Ana; East, Julianne; Meyers, Noel title: Hiding in plain sight: the 'relationship' in peer assisted learning in higher education date: 2015-12-04 words: 7442 flesch: 35 summary: Previous research on peer assisted learning relationships For this review of PAL relationships, we selected papers on peer learning based on their relevance to relationships. Hiding in plain sight: the ‘relationship’ in peer assisted learning in higher education Abstract Introduction Previous research on peer assisted learning relationships 1. keywords: congruence; education; learning; mentees; mentors; pal; peer; relationship; social cache: jldhe-361.pdf plain text: jldhe-361.txt item: #161 of 538 id: jldhe-365 author: Hettrick, Jason John; Moses-Allison, Linda title: Sustainability and innovation: a blended approach to peer mentor leader training date: 2015-12-04 words: 2833 flesch: 47 summary: Finally, it reflects on the evaluation and acknowledges future developments for leader training. Background National Centre guidelines state that PASS leader training is traditionally delivered via two days of face-to-face delivery (University of Manchester, 2010). keywords: approach; face; learning; pass; peer; training cache: jldhe-365.pdf plain text: jldhe-365.txt item: #162 of 538 id: jldhe-366 author: Chilvers, Lucy title: Communities of practice for international students: An exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education date: 2016-05-03 words: 8538 flesch: 40 summary: Academic Peer Learning, Part Two, April 2016 Communities of practice for international students: an exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education Lucy Chilvers University of Brighton, UK Abstract There is growing interest in understanding how international students can best be enabled to adjust to, participate in and learn within Higher Education (HE). Interviews with international students were analysed using Lave and Wenger’s (1991) social-learning model, Communities of Practice (CoP), for exploring the role of PASS in supporting international students’ transition and learning in HE. keywords: communities; cop; education; journal; learning; participation; pass; practice; research; students; university cache: jldhe-366.pdf plain text: jldhe-366.txt item: #163 of 538 id: jldhe-367 author: Giles, Melanie; Zacharopoulou, Amanda; Condell, Joan title: An overview of the benefits of peer mentoring for PASS leaders date: 2016-05-03 words: 4648 flesch: 44 summary: For example, Donelan (1999) described student leaders as ‘the real winners’ believing them to acquire a range of transferable skills and experiences (see also, Drew et al., 2000; Heirdsfield et al., 2008; Smith, 2008; Terrion and Philion, 2008; Bolton, et al., 2009; Bunting et al., 2012). Skalicky, J. and Caney, A. (2010) ‘PASS student leader and mentor roles: a tertiary leadership pathway’, Journal of Peer Learning, 3(1), pp. 24-37. http://dx.doi.org/10.1080/03075079712331381054 http://dx.doi.org/10.1007/s10755-005-8348-y http://dx.doi.org/10.1080/03098770802220405 http://www.heqco.ca/en-ca/Research/ResPub/Pages/Evaluating-the-Effects-of-the-Faculty-of-Arts-and-Social-Sciences-Mentor-Program-.aspx http://www.heqco.ca/en-ca/Research/ResPub/Pages/Evaluating-the-Effects-of-the-Faculty-of-Arts-and-Social-Sciences-Mentor-Program-.aspx http://www.heqco.ca/en-ca/Research/ResPub/Pages/Evaluating-the-Effects-of-the-Faculty-of-Arts-and-Social-Sciences-Mentor-Program-.aspx Giles et al. keywords: benefits; education; journal; leaders; learning; mentoring; pass; peer cache: jldhe-367.pdf plain text: jldhe-367.txt item: #164 of 538 id: jldhe-368 author: Doig, Andrew; French, Amanda; Hagyard, Andy; Hilsdon, John; McKendry, Stephanie; Maguire, Moira title: Editorial date: 2015-08-14 words: 1097 flesch: 29 summary: These contrasting research reports, case studies and opinion pieces offer a wealth of insights, innovative ideas and strategies with the potential to enhance student learning; and make a valuable contribution to scholarship in learning development. In her case study, Avril Buchanan (De Montfort University) discusses the Centre for Learning and Study Support’s investigation of data on student engagement with the learning development service. keywords: development; education; learning; students cache: jldhe-368.pdf plain text: jldhe-368.txt item: #165 of 538 id: jldhe-369 author: Sedghi, Gita; Lunt, Trish title: The development and implementation of a Peer Assisted Learning programme at the University of Liverpool date: 2015-12-04 words: 5936 flesch: 43 summary: When the new role of PAL student coordinator was introduced for the 2014-15 academic year, this was offered to a small team of existing trained PAL leaders. The solution to this problem came from feedback from PAL leaders who suggested that the new post of PAL student coordinators be developed, with a role to ensure that sessions were planned and covered by prepared PAL leaders. keywords: development; leaders; learning; pal; programme; sessions; students; year cache: jldhe-369.pdf plain text: jldhe-369.txt item: #166 of 538 id: jldhe-37 author: Cawkwell, Jackie title: LearnHigher - a quantum leap for learning development? date: 2009-02-12 words: 1236 flesch: 53 summary: By pooling expertise and sharing resources between institutions, LearnHigher aims to resolve problems of access and duplication across the sector. LearnHigher is also taking a strategic approach to build and disseminate a sound evidence base to inform learning development ... keywords: development; group; learnhigher; learning cache: jldhe-37.pdf plain text: jldhe-37.txt item: #167 of 538 id: jldhe-370 author: Boyd, Sharon; Paterson, Jessie title: Postgraduate peer tutors supporting academic skills in online programmes date: 2016-05-03 words: 4207 flesch: 50 summary: The project has two core aims: first, to develop student academic skills in group facilitation and learning support; second, to enhance support for increasing numbers of online, distance-learning students by facilitating more live sessions and providing postgraduate study advice. DOI: 10.3109/0142159X.2012.714880. McLuckie, J. and Topping, K.J. (2004) ‘Transferable skills for online peer learning’, Assessment & Evaluation in Higher Education, 29(5), 563-584. keywords: course; development; education; learning; peer; postgraduate; pts; skills; students cache: jldhe-370.pdf plain text: jldhe-370.txt item: #168 of 538 id: jldhe-372 author: Gentle, Carolyn; Shaw, Rachel; Scott, Sophie title: Reflective journals as a developmental tool in PAL date: 2015-12-04 words: 2758 flesch: 51 summary: Reflective journals as a developmental tool in PAL Journal of Learning Development in Higher Education, Special Edition: November 2015 8 Conclusion The aim of the project was to determine whether keeping a PAL journal enriches PAL sessions and supports leader personal development. Academic Peer Learning, November 2015 Reflective journals as a developmental tool in PAL Carolyn Gentle Plymouth University, UK Rachel Shaw Plymouth University, UK Sophie Scott Plymouth University, UK Abstract Reflection is frequently used as a means towards evaluating and improving performance. keywords: development; education; journal; learning; pal cache: jldhe-372.pdf plain text: jldhe-372.txt item: #169 of 538 id: jldhe-373 author: Ford, Neil; Thackeray, Charlotte; Barnes, Paul; Hendrickx, Katharina title: Peer learning leaders: developing employability through facilitating the learning of other students date: 2015-12-04 words: 6454 flesch: 36 summary: Attributes peer leaders identified as having developed most compared to attributes identified in placement job descriptions. Mehrabian’s research (1981) into the verbal and non-verbal elements of communication has become widely accepted and comments show that peer learning leaders recognise the importance of words, body language, and tone in effective communication: Speaking in front of people, listening to others, being aware of posture etc. when in front of people – all developed my communication skills. keywords: attributes; development; education; employability; journal; leaders; learning; pal; peer; skills cache: jldhe-373.pdf plain text: jldhe-373.txt item: #170 of 538 id: jldhe-38 author: Hilsdon, John title: Editorial date: 2009-02-12 words: 1919 flesch: 40 summary: More importantly, the teaching, research, policy and developmental activities of those who choose to use the phrase have now had such impact on the sector that writing or speaking of Learning Development work, the LD community or profession is no longer novel; nor do I feel obliged to qualify it as ‘emergent’, as I have done previously. Journal of Learning Development in Higher Education, Issue 1: February 2009 3 Editorial Issue 1 There are links here to McKinney, Wood and Little’s paper, which explores the often hybrid nature of LD type roles by presenting a model of a 'Learning Development and Research Associate' whose work is to support staff and students in the development of collaborative inquiry or ‘Inquiry-based Learning’ approaches. keywords: development; education; issue; learning; students cache: jldhe-38.pdf plain text: jldhe-38.txt item: #171 of 538 id: jldhe-380 author: Roberts, Stuart; Windle, Richard title: Development and evaluation of an online learning object to improve pre-registration nursing students' knowledge and engagement with pre-operative fasting date: 2017-03-01 words: 5681 flesch: 46 summary: Teaching and learning approach and resources Many features of online learning are attractive to learners, including interactivity, imagery and further opportunities to learn; all these elements highlight why McCutcheon et al. (2015) found in their systematic review that a number of papers reported a higher level of satisfaction amongst students using online learning in undergraduate nursing programmes. Three students (5%) suggested that online learning should be improved by having more face-to-face lessons alongside it: Have follow up sessions after the set work. keywords: development; education; face; issue; journal; knowledge; learning; process; students; windle; work cache: jldhe-380.pdf plain text: jldhe-380.txt item: #172 of 538 id: jldhe-386 author: Giles, Melanie; Ody, Marcia title: Guest Editorial date: 2015-12-09 words: 1948 flesch: 42 summary: Academic Peer Learning, November 2015 Guest Editorial Melanie Giles University of Ulster, UK Marcia Ody University of Manchester, UK This Special Edition of the Journal of Learning Development in Higher Education focuses on academic peer learning. The survey and subsequent publication clearly identified a further boom period for academic peer learning, not only in the UK but internationally. keywords: development; education; learning; peer; special cache: jldhe-386.pdf plain text: jldhe-386.txt item: #173 of 538 id: jldhe-388 author: Ilias, Sadaf; Barber, Jill title: Peer-to-peer learning through research: a case study in delivering a healthcare message date: 2016-05-03 words: 4202 flesch: 42 summary: 91.5% of healthcare students and 86.5% of Life Sciences students understood that premature discontinuation of treatment can contribute to antibiotic resistance. Life sciences students (87.7%) were more likely than healthcare students (81.6%) to understand that the use of antibiotics as growth promoters in farm animals is a cause of antibiotic resistance. keywords: antibiotic; healthcare; learning; peer; research; resistance; students; year cache: jldhe-388.pdf plain text: jldhe-388.txt item: #174 of 538 id: jldhe-389 author: Devis-Rozental, Camila; Eccles, Sue; Mayer, Marian title: Developing socio-emotional intelligence in first year higher education students through one-to-one learning development tutorials date: 2017-12-06 words: 6593 flesch: 39 summary: Devis-Rozental et al Developing socio-emotional intelligence in first year HE students through one-to-one learning development tutorials Journal of Learning Development in Higher Education, Issue 12: November 2017 2 Keywords: Higher education; socio-emotional intelligence; learning development; retention; academic achievement; student experience. This article presents an overview of emotional intelligence and social intelligence, and a rationale for merging these two terms. keywords: development; education; intelligence; learning; learning development; socio; students; support; tutorials cache: jldhe-389.pdf plain text: jldhe-389.txt item: #175 of 538 id: jldhe-394 author: Awad, Suad Salih; Cuculescu-Santana, Mirela title: Using Learning Dimensions within the Effective Life-long Leaning Inventory (ELLI) as Indicators of Academic Success in Biosciences date: 2017-03-01 words: 5474 flesch: 49 summary: Awad Using learning dimensions within the Effective Lifelong Learning Inventory (ELLI) as indicators of academic success in Biosciences Journal of Learning Development in Higher Education, Issue 11: April 2017 2 Keywords: ELLI; student achievement; student success; student learning. N .198 .750 5 -.045 .943 5 -.248 .688 5 Creativity Pearson’s correlation p value (2-tailed) N -.739 .153 5 -.803 .102 5 .244 .692 5 Resilience Pearson’s correlation p value (2-tailed) N -.474 .420 5 -.855 .065 5 .443 .455 5 Strategic Awareness Pearson’s correlation p value (2-tailed) N -.169 .786 5 -.658 .227 5 .379 .529 5 Learning Relationships Pearson’s correlation p value (2-tailed) N .479 .414 5 -.192 .757 5 .510 .380 5 ELLI Avg Pearson’s correlation p value (2-tailed) N -.219 .724 5 -.661 .224 5 .218 .725 5 Awad Using learning dimensions within the Effective Lifelong Learning Inventory (ELLI) as indicators of academic success in Biosciences Journal of Learning Development in Higher Education, Issue 11: April 2017 10 3.4 Analysis of ELLI scores in relation to academic success keywords: biosciences; development; dimensions; education; elli; learning; scores; students; success; year cache: jldhe-394.pdf plain text: jldhe-394.txt item: #176 of 538 id: jldhe-395 author: O'Brien, Justin; Brown, Donna title: Engaging business: using practice-based experiential learning approaches to enrich MBA programmes date: 2017-12-06 words: 7941 flesch: 33 summary: Thus having explored the evolution and development of the concept, by way of summary, business engagement is defined for the purposes of this pedagogic paper as the trilateral knowledge exchange model that organisations (considered to include commercial, public sector and third stream not-for-profits), groups of students and lecturers apply across a range of business contextualised learning activities. Networking terror Adoption of business engagement approaches requires some risk taking, even where a supportive culture and sufficient resources are available. keywords: brown; business; development; education; engagement; experience; experiential; issue; journal; kolb; learning; management; november; o’brien; practice; students cache: jldhe-395.pdf plain text: jldhe-395.txt item: #177 of 538 id: jldhe-397 author: Hagyard, Andy title: Editorial date: 2016-05-04 words: 1026 flesch: 39 summary: While the findings of the study are mixed, clear benefits of the scheme include the prevalence of sustainable peer learning groups, and the high value the third year PAL leaders place on the guidance of academic staff. The PAL programme matches small groups of first year students with final year students, with the aim of easing transition in the early stages of degree level study through supporting the development of a Maths learning community and through enabling transfer of academic skills. keywords: learning; peer; students; study cache: jldhe-397.pdf plain text: jldhe-397.txt item: #178 of 538 id: jldhe-399 author: Lewitt, Moira title: Book review: Critical thinking skills for healthcare by Stephanie McKendry. date: 2016-11-22 words: 2310 flesch: 50 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 10: November 2016 Critical thinking skills for healthcare A Book Review of McKendry, S. (2016) Critical thinking skills for healthcare. Critical thinking skills are more important than ever in clinical practice. keywords: book; healthcare; learning; skills; thinking cache: jldhe-399.pdf plain text: jldhe-399.txt item: #179 of 538 id: jldhe-400 author: Bree, Ronan T. title: Incorporating augmented reality to enrich student learning date: 2017-12-06 words: 3470 flesch: 39 summary: This is incredibly powerful, as students can access relevant videos for specific topics at the correct time – all directly from their handout or lecture notes. Many educators identify online video resources to assist their teaching, while others create their own customised videos with robust effect (Dunne et al., 2015). keywords: education; journal; learning; online; reality; resources; student; technology; video cache: jldhe-400.pdf plain text: jldhe-400.txt item: #180 of 538 id: jldhe-401 author: Tanguay, Elizabeth; Hanratty, Peter title: The big picture: mining the student data resource to inform learning development provision date: 2017-03-01 words: 4420 flesch: 49 summary: The big picture: mining the student data resource to inform learning development provision Elizabeth Tanguay Swansea University, UK Peter Hanratty Swansea University, UK Abstract Accurately assessing student needs is a key concern for learning developers in order for provision to have a strong evidence base. Researchers have used a number of different methods to conduct needs analyses, perhaps reflecting the complexity of the task of understanding student needs. keywords: data; development; education; journal; learning; needs; provision; student cache: jldhe-401.pdf plain text: jldhe-401.txt item: #181 of 538 id: jldhe-406 author: Rodriguez, Alison Marie; Daly, Sarah Jane title: Student as researcher: Rethinking how to make research methods interesting for students date: 2017-03-01 words: 3188 flesch: 42 summary: Jiang, F. and Roberts, P.J. (2011) ‘An investigation of the impact of research-led education on student learning and understandings of research’, Journal of University Teaching and Learning Practice, 8(2), Article 4. Langdridge, D. (2007) Phenomenological psychology. Evaluate student learning experiences. keywords: education; group; learning; methods; research; students; teaching cache: jldhe-406.pdf plain text: jldhe-406.txt item: #182 of 538 id: jldhe-41 author: Keenan, Christine title: Developing Learning Together - Learning Development Networks and LearnHigher date: 2009-02-12 words: 1435 flesch: 36 summary: ONLINE http://www.srhe.ac.uk/conference2008/papers/0292-John-Hilsdon_Caroline- Cash.doc Journal of Learning Development in Higher Education, Issue 1: February 2009 4 https://taw.bournemouth.ac.uk/owa/redir.aspx?C=87f172a8bc5b44529d6ee6ff6b637908&URL=http%3a%2f%2fwww.srhe.ac.uk%2fconference2008%2fpapers%2f0292-John-Hilsdon_Caroline-Cash.doc https://taw.bournemouth.ac.uk/owa/redir.aspx?C=87f172a8bc5b44529d6ee6ff6b637908&URL=http%3a%2f%2fwww.srhe.ac.uk%2fconference2008%2fpapers%2f0292-John-Hilsdon_Caroline-Cash.doc Keenan Case Study: Developing Learning Together - Learning Development Networks Hilsdon, J. (2004) Learning development in higher education network: an emerging community of practice? Journal of Learning Development in Higher Education, Issue 1: February 2009 2 http://www.learnhigher.ac.uk/ Keenan Case Study: Developing Learning Together - Learning Development Networks LearnHigher now offers a range of reviewed, excellent resources online to the learning development community and the sector as a whole. keywords: development; education; learnhigher; learning cache: jldhe-41.pdf plain text: jldhe-41.txt item: #183 of 538 id: jldhe-412 author: Beeson, Helena title: Book review: Emerging strategies for supporting student learning by Barbara Allan date: 2016-11-22 words: 1648 flesch: 44 summary: Helena Beeson University of Northampton, UK Keywords: strategies for supporting student learning; skills; employability. Emerging strategies for supporting student learning. keywords: learning; strategies; student; teaching cache: jldhe-412.pdf plain text: jldhe-412.txt item: #184 of 538 id: jldhe-413 author: Eyre, Jason title: Book review: The complete guide to referencing and avoiding plagiarism (third edition) by Colin Neville date: 2016-10-05 words: 1696 flesch: 44 summary: This is a most welcome development, as plagiarism is now framed in the context of academic writing rather than a somewhat isolated phenomenon, and approaches to writing are more clearly presented as an appropriate means to address issues of both plagiarism and ‘bad academic practice’. Jason Eyre De Montfort University, UK Keywords: referencing; plagiarism; academic practice; disciplinarity. keywords: chapter; plagiarism; referencing cache: jldhe-413.pdf plain text: jldhe-413.txt item: #185 of 538 id: jldhe-417 author: Quinney, Anne; Lamont, Carly; Biggins, David; Holley, Debbie title: Optimising disruptive approaches: extending academic roles and identities in higher education date: 2017-12-06 words: 4350 flesch: 30 summary: This paper offers a model for mapping and managing change and optimising these and other ‘disruptive’ practices within HE institutional settings, and considers the flexible and blended academic identities that facilitate this approach. Keywords: academic roles; academic identities; education innovation; leading change. keywords: academic; development; education; identities; learning; quinney; research; teaching; university cache: jldhe-417.pdf plain text: jldhe-417.txt item: #186 of 538 id: jldhe-419 author: James, Alison; Watling, Sue title: Book Review: Learning with the labyrinth: creating reflective space in higher education, edited by Jan Sellers and Bernard Moss date: 2016-10-25 words: 2993 flesch: 50 summary: A number of academic approaches have been applied to the effectiveness of working with labyrinths such as Appreciative Inquiry, Transformational Learning, and Threshold Concepts while Chapter 7 ‘Research and the labyrinth in Higher Education’ by John W Rhodes sets the context for labyrinth research and the emerging use of labyrinths in university settings. Palgrave Alison James London College of Fashion, UAL, UK Sue Watling University of Hull, UK Many people in learning development circles will already be familiar with the use of labyrinths as contemplative spaces, perhaps largely thanks to the work of the authors of this book. keywords: book; development; education; labyrinth; learning; space; university cache: jldhe-419.pdf plain text: jldhe-419.txt item: #187 of 538 id: jldhe-42 author: Lawton, Megan; Purnell, Emma title: A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work date: 2010-03-23 words: 5091 flesch: 46 summary: A key element of this is the timely and appropriate use of student activities and formative feedback – feed-forward. The overarching aims of this strategy are to enhance student learning and to improve each student’s learning experience. keywords: development; education; eportfolio; evaluation; feedback; learning; outcomes; students; university cache: jldhe-42.pdf plain text: jldhe-42.txt item: #188 of 538 id: jldhe-420 author: Hollyhead, Andrew; Curwin, Jon title: Making a difference to employability through assessment date: 2017-12-06 words: 2926 flesch: 48 summary: There are a number of ways that student employability can be supported, including: careers advice; jobs fairs; visiting speakers and possibly a placement opportunity. In this case, the assessment does deliver the engagement with problem solving skills, is time effective to mark but also can make a practical difference to student employability. keywords: assessment; difference; employability; skills; student cache: jldhe-420.pdf plain text: jldhe-420.txt item: #189 of 538 id: jldhe-421 author: Wood, Phil title: Holiploigy - Navigating the complexity of teaching in Higher Education date: 2017-03-01 words: 2796 flesch: 48 summary: Conceptualising the activity of teachers as ‘teaching and learning’ becomes reductive as the formal activity of university teaching must be understood not only in relation to learning, but also curriculum and assessment. The development of Scholarship of Teaching and Learning (Boyer, 1990), whilst still contested in terms of focus and detail, has begun to highlight the multi-faceted nature of teaching. keywords: complexity; education; learning; processes; teaching cache: jldhe-421.pdf plain text: jldhe-421.txt item: #190 of 538 id: jldhe-422 author: Gray, Lucy title: Editorial date: 2016-11-30 words: 819 flesch: 33 summary: In this mixed methods study the focus is on employability skills and how they can be facilitated by the organisation of social spaces for students to develop the social and professional skills which were of high value to students. While recognising the primary importance of content, their research highlights the need to provide added value through activities which engage students with that content. keywords: learning; students; university cache: jldhe-422.pdf plain text: jldhe-422.txt item: #191 of 538 id: jldhe-425 author: Holbrook, Gelareh; Park, Victoria Justine title: Student perceptions of the effectiveness of self-editing on their writing: towards a self-regulated approach date: 2017-12-06 words: 6692 flesch: 50 summary: Methods of data collection in this study were limited as they focused on collecting data only from the worksheet and student work. Students were native English speakers from Ireland, North America, and Great Britain. keywords: development; editing; education; effectiveness; journal; learning; self; students; worksheet; writing cache: jldhe-425.pdf plain text: jldhe-425.txt item: #192 of 538 id: jldhe-43 author: Blake, Robert Martin; Pates, Jacqueline title: Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership date: 2010-03-20 words: 6058 flesch: 46 summary: Thus, student writing can be viewed in the light of a deficit model in which problems can be ‘fixed’. Figure 1 Example of in-class student-led annotation of student writing (a fictitious abstract). keywords: embedding; learning; report; students; subject; teaching; writing cache: jldhe-43.pdf plain text: jldhe-43.txt item: #193 of 538 id: jldhe-430 author: Gray, Lucy title: Editorial date: 2017-04-08 words: 1100 flesch: 31 summary: For learning developers, ensuring that our provision is informed by and responsive to student learning needs is a priority. Interviews with candidates explored learning needs and experiences. keywords: development; learning; students; teaching cache: jldhe-430.pdf plain text: jldhe-430.txt item: #194 of 538 id: jldhe-431 author: Chanda-Gool, Sofia; Mamas, Christoforos title: Coming from Somewhere Else: Group engagement between students and academics date: 2017-12-06 words: 5547 flesch: 50 summary: https://ipddirectedstudies.files.wordpress.com/2011/01/the-changing-academic-workplace-degw-27-10-08.pdf https://ipddirectedstudies.files.wordpress.com/2011/01/the-changing-academic-workplace-degw-27-10-08.pdf Chanda-Gool and Mamas ‘Coming from somewhere else’ – group engagement between students and academics Journal of Learning Development in Higher Education, Issue 12: November 2017 15 Healey, M. (2005) ‘Linking research and teaching to benefit student learning’, Journal of Geography in Higher Education, 29(2), pp. 183-201. Group work can provide a creative, empowering avenue so students become proactive in their learning and engage more equally with academics. keywords: academics; development; education; engagement; group; journal; learning; students; university; work cache: jldhe-431.pdf plain text: jldhe-431.txt item: #195 of 538 id: jldhe-434 author: Jones, Martin Ian title: An examination of developmental assets and academic performance in higher education sport students date: 2018-05-21 words: 4441 flesch: 40 summary: Other researchers have also used academic performance as an indicator of thriving (for example, Scales et al., 2000) and have suggeste... The 40 developmental assets framework (Benson, 1997) is a relevant theoretical theory to study correlates of thriving in higher education because evidence consistently links high levels of assets with positive developmental outcomes, including achieve... The 40 developmental assets are subcategorised into external assets (support, empowerment, boundaries and expectations, and constructive use of time) and internal assets (commitment to learning, positive values, social competencies and positive identi... Method Participants and sampling DAP (Developmental Assets Profile) Grade Data analysis plan Results Data screening and preliminary analyses Discussion Conclusion In closing, the purpose of this research was to explore the magnitude and direction of the relationship between developmental assets (subcategories and domain levels) and academic achievement in British students. An examination of developmental assets and academic performance in higher education sport students Martin Jones University of Exeter, UK Abstract The purpose of this research was to explore the magnitude and direction of the relationship between developmental assets (subcategories and domain levels) and academic achievement in British students. keywords: assets; development; education; grade; learning; score; thriving cache: jldhe-434.pdf plain text: jldhe-434.txt item: #196 of 538 id: jldhe-435 author: Cairns, James; Hervey, Tamara; Johnson, Oliver title: Neither ‘bolt-on’ nor ‘built-in’: benefits and challenges of developing an integrated skills curriculum through a partnership model date: 2018-05-21 words: 8226 flesch: 44 summary: The Spine conceptualises undergraduate law student skills development as rooted in disciplinary and profession-formational reflective practice. Context The University of Sheffield has made a recent institution-wide shift towards a programme- level view of student learning that acknowledges the limitations of modular teaching and seeks to improve baseline academic and transferable skills of an increasingly diverse body Cairns et al. keywords: benefits; bolt; challenges; curriculum; development; education; journal; law; learning; skills; spine; staff; students cache: jldhe-435.pdf plain text: jldhe-435.txt item: #197 of 538 id: jldhe-438 author: Hast, Michael title: Supporting student transition to higher education feedback: an evaluation of an online feedback training approach date: 2017-12-06 words: 5173 flesch: 46 summary: Supporting student transition to higher education feedback: an evaluation of an online feedback training approach Michael Hast St Mary’s University, Twickenham, UK Abstract Recent research has indicated higher education students from the current net generation increasingly prefer to access their assignment feedback online rather than in hard copy, allowing universities to harness technological approaches towards a more up-to-date student experience. keywords: education; feedback; learning; online; students; training cache: jldhe-438.pdf plain text: jldhe-438.txt item: #198 of 538 id: jldhe-44 author: Samuels, Peter; Patel, Chetna title: Scholarship in Mathematics Support Services date: 2010-03-20 words: 6201 flesch: 42 summary: Samuels and Patel Scholarship in Mathematics Support services Journal of Learning Development in Higher Education, Issue 2: February 2010 10 A more recent evaluation of scholarship in Mathematics Support practice was carried out by Dowling and Nolan (2006) in which they analysed the effect of attendance at Mathematics Support sessions on the pass rates of ‘at risk’ students at Dublin City University (see Table 3). History of the Mathematics Support community of practice Although the existence of Mathematics Support centres in UK HE can be traced back to 1990 (and possibly earlier in FE), the Mathematics Support community of practice (Wenger, 1998) in UK HE only really came into existence through the First National Conference on Mathematics Support hosted by the University of Luton in 1993. keywords: development; education; learning; mathematics; practice; scholarship; services; students; support; teaching; university cache: jldhe-44.pdf plain text: jldhe-44.txt item: #199 of 538 id: jldhe-440 author: Fanthome, Christine title: Maximising the benefits associated with internship learning for undergraduates date: 2017-12-06 words: 6179 flesch: 43 summary: In autumn 2016 a new survey was conducted with the purpose of gathering more detailed qualitative and quantitative information from internship students as part of a review of the programme. It is based on a survey of 100 undergraduates studying abroad in the UK and concentrates particularly on whether student expectations of their internships are met, the nature of students’ perceived personal and professional learning outcomes, and feedback on the current services offered by the internship management team and academic faculty. keywords: benefits; development; education; experience; fanthome; internship; issue; journal; learning; november; students; undergraduates cache: jldhe-440.pdf plain text: jldhe-440.txt item: #200 of 538 id: jldhe-442 author: Crisp, Philippe Michel title: Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap date: 2018-05-21 words: 9344 flesch: 39 summary: Secondly, to outline the structure of UK coaching practice and thirdly, to present a section outlining coach learning, reflective practice, and work placements. Whilst this is a concept that is cached within existing notions of coach education through informal learning, it nevertheless can be used here in a fashion that suggests that some developmental processes within coach learning are best facilitated unintentionally - yet purposefully - through a wide range of experiences and activities outside of university experience. keywords: april; coaching; crisp; development; education; issue; journal; learning; learning journal; placements; practice; skills; sports; students; work cache: jldhe-442.pdf plain text: jldhe-442.txt item: #201 of 538 id: jldhe-443 author: Minogue, Laura; Murphy, Carole; Salmons, Kim title: Embedding learning development; a model for collaborative practice date: 2018-05-21 words: 3856 flesch: 45 summary: The module has been confirmed as a validated core module for Criminology and has positioned learning development as a normal part of student development at St Mary’s rather than a remedial provision for failing students. The collaborative nature of the teaching delivery reflects research showing that there is a need for an ‘integrated relationship between writing and knowledge construction’ in study skills modules (Somerville and Crème, 2005, p.18) and this can only be achieved through ‘substantial liaison with the teaching staff’ (Durkin and Main, 2002, p.27). keywords: development; education; learning; module; skills; students; week cache: jldhe-443.pdf plain text: jldhe-443.txt item: #202 of 538 id: jldhe-447 author: Delderfield, Russell; McHattie, Helen title: The person-centred approach in maths skills development: examining a case of good practice date: 2018-05-21 words: 3473 flesch: 51 summary: The person-centred approach in maths skills development: examining a case of good practice Dr Russell Delderfield University of Bradford, UK Helen McHattie University of Bradford, UK Abstract The development of students’ mathematics skills in higher education is often the topic of professional debate in learning development circles. The report offers novel idiographic findings through the application of person-centred theory to one practitioner’s experience of delivering maths skills development. keywords: development; learning; maths; person; skills; students cache: jldhe-447.pdf plain text: jldhe-447.txt item: #203 of 538 id: jldhe-452 author: Patel, Alexandra Judith Frances title: Book review: Teaching Excellence in Higher Education: Challenges, Changes and the Teaching Excellence Framework by Amanda French and Matt O'Leary date: 2017-12-06 words: 2646 flesch: 36 summary: Chapter 2 Contextualising Excellence in Higher Education Teaching: Understanding the Policy Landscape by French puts the Higher Education and Research Bill and consequent Patel E for Enigma: The Teaching Excellence Framework (TEF) and the challenges of measuring excellence Journal of Learning Development in Higher Education, Issue 12: November 2017 3 Teaching Excellence Framework in a socio-political context – a valuable contribution to understanding the discourse and approach of TEF through its drivers and origins. This debate is critical in shaping how we think of teaching and learning, the ways in which we seek to develop educational practice and, as learning developers, should be something we engage with, as Amanda French points out in Chapter 2 of this book: The TEF, one can argue therefore, should be regarded as much more than a tool for measuring teaching excellence; it has the potential to become the key vehicle for changing the face of the HE sector in Britain (pp.11-12). keywords: education; excellence; learning; teaching; tef cache: jldhe-452.pdf plain text: jldhe-452.txt item: #204 of 538 id: jldhe-453 author: Gray, Lucy title: Editorial date: 2017-12-06 words: 1390 flesch: 31 summary: This diverse issue includes seven papers, a case study, an opinion piece and a book review which between them consider a range of topics broadly associated with enhancing student support and performance. Drawing on an analysis of feedback from students who used the service and a focus group, the authors concluded that ‘It would appear that the intervention of LD tutorials, supports students in becoming self-directed and more confident learners, able to fully engage with their university experience’ (p.14). keywords: development; learning; paper; students; university cache: jldhe-453.pdf plain text: jldhe-453.txt item: #205 of 538 id: jldhe-456 author: Olender, Jenna; Lisetto-Smith, Michael title: Increasing diversity in peer-to-peer education: A case study of manager experiences with student paraprofessionals in learning development in the Canadian context date: 2019-04-10 words: 8383 flesch: 34 summary: Person-environment interaction and ecology models of student development have long recognised the impact the institutional environment has on persistence (Evans, Forney, Guido, Patton, and Renn, 2009). Conversations about the importance of context and diversity on student experiences and learning have become a key part of paraprofessional staff training. keywords: case; context; development; diversity; education; experiences; learning; manager; paraprofessionals; peer; peer education; student; study cache: jldhe-456.pdf plain text: jldhe-456.txt item: #206 of 538 id: jldhe-458 author: Stoszkowski, John; McCarthy, Liam title: Students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning date: 2019-04-10 words: 3836 flesch: 41 summary: To mitigate against, or at least minimise any potential knowledge Stoszkowski and McCarthy Students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning Journal of Learning Development in Higher Education, Issue 14: April 2019 9 and skills gaps, we would also encourage programme developers and module tutors to think carefully about what is most appropriate for their learners, when, and why, and to carefully develop heutagogical learning experiences over longer time periods where necessary. Conclusion and future plans Students on the module self-sourced a community-based coaching placement to undertake applied coaching practice and it is this which formed the basis of their discussions. keywords: attributes; education; knowledge; learner; learning; module; skills; students cache: jldhe-458.pdf plain text: jldhe-458.txt item: #207 of 538 id: jldhe-460 author: Dhillon, Sunny title: Whose wellbeing is it anyway? date: 2018-10-31 words: 5669 flesch: 43 summary: This research on behalf of the Higher Education Policy Institute (HEPI) and Higher Education Academy (HEA, now Advance HE) by Neves and Hillman (2016) informed subsequent work by Houghton and Anderson (2017), which aimed to embed student mental wellbeing across HE curricula, suggesting that both academic and support staff become ‘agents of wellbeing’. Estimating suicide among higher education students, England and Wales: experimental statistics. keywords: development; dhillon; edition; education; health; journal; learning; october; route; socio; students; wellbeing cache: jldhe-460.pdf plain text: jldhe-460.txt item: #208 of 538 id: jldhe-461 author: Briggs, Steve title: Development of the ALDinHE recognition scheme: Certifying the ‘Learning Developer’ title date: 2018-05-21 words: 2978 flesch: 28 summary: 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. Adopting and sharing effective learning development (LD) practice with the HE community. keywords: aldinhe; april; developer; development; learning; scheme cache: jldhe-461.pdf plain text: jldhe-461.txt item: #209 of 538 id: jldhe-464 author: Parkes, Sarah title: A learner developer perspective: critiquing dominant practices and cultures within university spaces date: 2018-10-31 words: 4476 flesch: 37 summary: Hence, the need for and purpose of LD practitioner research is to create knowledge-of-practice (Cochrane-Smith and Lytle, 1999) that generates ontological understanding of, and exposure to, the epistemological bases of LD practices. This can move LD practices beyond technical-rational explanations of action or ideas of training, regarding both knowledge generation and knowledge use as inherently problematic because knowledge-creation does not exist as separate from the knower. keywords: cultures; development; education; knowledge; learning; practices; research; students; university cache: jldhe-464.pdf plain text: jldhe-464.txt item: #210 of 538 id: jldhe-465 author: Rai, Lucy title: Editorial date: 2018-05-21 words: 1061 flesch: 30 summary: Editorial Journal of Learning Development in Higher Education, Issue 13: April 2018 3 Minogue, Murphy and Salmons’s paper ‘Embedding Learning Development: A model for collaborative practice’ focuses on support for Criminology and Sociology students and explains how they supported Schools across St Mary’s University in the UK through embedding activities in which academic skills were tailored to subject specific module content. The evidence for distinctiveness in Learning Development roles in Higher Education is growing. keywords: development; learning; students; university cache: jldhe-465.pdf plain text: jldhe-465.txt item: #211 of 538 id: jldhe-466 author: McIntosh, Emily; Barden, Mary title: The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education date: 2019-04-10 words: 7162 flesch: 37 summary: Evaluation methods were used to assess the impact of the framework on student LD, revealing a number of positive changes to their LD behaviour and habits, their assessment of LD, the accessibility of help and support and their awareness of the context in which LD takes place. Learning Development in context – the UK perspective In 2011, Hilsdon explored student LD within the context of UK HE, declaring it critical to the student experience. keywords: achievement; development; education; excellence; framework; leap; learning; model; pathway; student cache: jldhe-466.pdf plain text: jldhe-466.txt item: #212 of 538 id: jldhe-467 author: Abegglen, Sandra; Burns, Tom; Middlebrook, Dave; Sinfield, Sandra title: Unrolling the text: Using scrolls to facilitate academic reading date: 2019-04-10 words: 3717 flesch: 49 summary: Article Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 14: April 2019 Unrolling the text: Using scrolls to facilitate academic reading Sandra Abegglen Independent academic Tom Burns London Metropolitan University, United Kingdom David Middlebrook Independent academic Sandra Sinfield London Metropolitan University, United Kingdom Abstract This case study shows how we have used textscrolls to address academic reading in our Facilitating Student Learning postgraduate module. Keywords: textscrolls; academic reading; higher education; staff development; emancipatory teaching; inclusion. keywords: academic; education; learning; middlebrook; reading; students; text cache: jldhe-467.pdf plain text: jldhe-467.txt item: #213 of 538 id: jldhe-468 author: Davis, Mary; Morley, John title: Facilitating learning about academic phraseology: teaching activities for student writers date: 2018-10-31 words: 5409 flesch: 49 summary: In order to explore ways to facilitate learning about academic phraseology, this paper seeks to demonstrate how exercises developed from Academic Phrasebank can be used to help student writers to better understand the nature and role of academic phrases and to improve their academic writing. The implication of the study is that such teaching activities can facilitate student engagement with academic phrases and help them to write more effectively. keywords: academic; activities; learning; phrases; student; teaching; writers; writing cache: jldhe-468.pdf plain text: jldhe-468.txt item: #214 of 538 id: jldhe-469 author: Shahabudin, Kim; Hood, Sonia; Reid, Michelle title: Right time, right space? Developing an online transition course for new undergraduates date: 2018-10-31 words: 4107 flesch: 46 summary: However, our eagerness to respond to student comments quickly may have been a factor in inhibiting the development of peer discussion. Through our collaboration, we were able to add our experience of working directly with new undergraduate students to their experience of producing engaging and effective online learning resources. keywords: course; development; education; learning; students; study; transition; university cache: jldhe-469.pdf plain text: jldhe-469.txt item: #215 of 538 id: jldhe-47 author: Myers, Janette; Gibson, Frances title: The fragmented route to a whole institution approach to integrating learning development. Reporting on a work in progress date: 2010-03-20 words: 3519 flesch: 47 summary: This project arose out the new post holder’s aim to integrate learning development, teaching and the curriculum. Keywords: collaborative learning development; integrated learning; institutional change. keywords: development; education; learning; students; subject; teaching cache: jldhe-47.pdf plain text: jldhe-47.txt item: #216 of 538 id: jldhe-470 author: Johnson, Ian Paul title: Driving learning development professionalism forward from within date: 2018-10-31 words: 8194 flesch: 36 summary: Thirdly, I selected ALDinHE’s (2015) ‘LD-MAPS’, in effect a community role specification of Learning Development activities, for a viewpoint on the ‘deduced’ professionalism (Evans, 2011) presented to the wider world. Next, for the first question, I compare internal and external perceptions of Learning Development job roles via document coding and analysis. keywords: aldinhe; development; development professionalism; driving; edition; education; evans; johnson; journal; learning; october; professionalism; research cache: jldhe-470.pdf plain text: jldhe-470.txt item: #217 of 538 id: jldhe-472 author: Eyre, Jason; Slawson, Tracy title: Dramatising learning development: towards an understanding without definition date: 2018-10-31 words: 5958 flesch: 50 summary: Dramatising learning development: towards an understanding without definition Jason Eyre De Montfort University, Leicester UK Tracy Slawson De Montfort University, Leicester UK Abstract As learning developers increasingly seek recognition of their practices as a coherent and shared approach to teaching and learning in higher education, the notion of a ‘definitive’ understanding of learning development may appear an appealing prospect, one that promises clarity in recognising, understanding and valuing learning development. keywords: developer; development; education; journal; learning; learning development; practices; understanding cache: jldhe-472.pdf plain text: jldhe-472.txt item: #218 of 538 id: jldhe-473 author: Patel, Alexandra J F; Van Der Enden, Mark; Deepwell, Frances; Cox, Bethany; Clarke, Patsy; Marsten, Phil; Rooney, Stephen title: The DIP-approach: student-staff partnerships as a vital tool for learning developers and educators to develop academic [and digital] literacies date: 2018-10-31 words: 6101 flesch: 37 summary: A student Associate with good digital skills now considers he understands better how to integrate that into a course and was able to expose other students to new technology. First, they provided different views and student perspectives on learning, making materials more comprehensive in terms of language and were able to provide information on other departments’ tools through friendship networks. keywords: approach; development; digital; dip; education; learning; literacies; staff; student; teaching cache: jldhe-473.pdf plain text: jldhe-473.txt item: #219 of 538 id: jldhe-474 author: Wilkinson, James title: Engagement in higher education. Who’s not engaging? date: 2018-10-31 words: 9724 flesch: 45 summary: Improving student learning: improving student learning theory and practice – ten years on. Mann, S. (2001) ‘Alternative perspectives on student learning: alienation and engagement’, Studies in Higher Education, 26(1), pp. 7-19. keywords: development; edition; education; engagement; journal; knowledge; learning; october; reading; students; teaching; wilkinson; writing cache: jldhe-474.pdf plain text: jldhe-474.txt item: #220 of 538 id: jldhe-475 author: Crowther, Michelle title: Walking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group date: 2019-04-10 words: 2542 flesch: 38 summary: Article Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 14: April 2019 ________________________________________________________________________ Walking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group Michelle Crowther Canterbury Christ Church University, UK Abstract This case study describes the methods used to evaluate a series of study skills workshops and online learning materials created for a cohort of foundation degree arts and humanities students. https://doi.org/10.1080/13562510600874268 Walking the path of desire: evaluating a blended learning approach to developing study skills in a multi-disciplinary group Abstract This case study describes the methods used to evaluate a series of study skills workshops and online learning materials created for a cohort of foundation degree arts and humanities students. keywords: desire; development; learning; module; skills; students; study cache: jldhe-475.pdf plain text: jldhe-475.txt item: #221 of 538 id: jldhe-477 author: Hayes, Catherine; Fulton, John Anthony title: A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students date: 2019-04-10 words: 5929 flesch: 36 summary: Hayes and Fulton A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students Journal of Learning Development in Higher Education, Issue 14: April 2019 12 Conclusion This pilot study of PASS/SI delivered by PhD students to MSc students revealed the progressive development of an academic culture of reciprocity and support for student cohorts. In common with previously reported studies it was evident that intervention in the form of a learning enhancement would need to be initiated by academic staff and advocated for implementation as part of learning gain for PhD students who had once been students on the programme themselves (Conrad and Zuber-Skerritt, 1995). keywords: education; learning; pass; peer; phd; research; students; study; support cache: jldhe-477.pdf plain text: jldhe-477.txt item: #222 of 538 id: jldhe-48 author: Burns, Tom; Sinfield, Sandra Frances; Holley, Debbie; Hoskins, Kate title: 'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content date: 2010-03-23 words: 3987 flesch: 46 summary: Our argument is that the teaching of study and academic skills is more than fixing deficit students, it is more than academic socialisation and more than the process of inducting students into academic literacies – rather it is emancipatory and socio-political and when undertaken well it fosters student learning, power and voice (Bowl, 2005; Researching student learning. keywords: burns; development; education; learning; notemaking; notes; sinfield; students cache: jldhe-48.pdf plain text: jldhe-48.txt item: #223 of 538 id: jldhe-481 author: Little, Christopher title: Book review: Success in academic writing, by Trevor Day date: 2018-10-31 words: 2314 flesch: 53 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Special Edition: 2018 ALDinHE Conference, October 2018 Success in academic writing A book review of Day, T. (2018) Success in academic writing. Christopher Little Keele University, UK Keywords: Academic writing; assignments; plagiarism; reading; referencing; writing. keywords: chapter; day; development; students; writing cache: jldhe-481.pdf plain text: jldhe-481.txt item: #224 of 538 id: jldhe-482 author: Hill, Pat; Tinker, Amanda title: Making the second year count: embedding learning development in a progressive student journey date: 2018-10-31 words: 7111 flesch: 43 summary: In the last few years: it has been recognised in the USA that second year students have substantial needs but receive the least attention of all undergraduates (Yorke, 2015, p.4). Interestingly, an issue for second year students was repetition, where they felt that the reiteration of skills taught in the first year was unnecessary, for example the use of the library’s electronic resources database: ‘I think… once you’ve done it you kind of know…how to use Summon and things like that’ (Student Focus Group). keywords: development; education; embedding; focus; hill; journal; journey; learning; skills; student; tinker; year cache: jldhe-482.pdf plain text: jldhe-482.txt item: #225 of 538 id: jldhe-485 author: Hancock, Jessica Clare title: 'It can't be found in books': how a flipped-classroom approach using online videos can engage postgraduate students in dissertation writing date: 2019-12-17 words: 8860 flesch: 46 summary: As the research on flipping an academic-writing classroom demonstrates increased active learning and a more enjoyable process (Hall and Dufrene, 2016), it is likely to be a beneficial way of engaging dissertation students with their writing process. In response, a restructuring of student learning has been suggested, where knowledge transmission takes place before face-to-face contact, which can then include more active and deep learning (Hao and Lee, 2016). keywords: approach; classroom; classroom approach; development; dissertation; education; face; learning; online; research; students; teaching; videos; writing cache: jldhe-485.pdf plain text: jldhe-485.txt item: #226 of 538 id: jldhe-488 author: Hilsdon, John title: Editorial date: 2018-10-31 words: 1551 flesch: 28 summary: While pointing out the possibilities for Learning Developers to serve as mediators that bridge gaps in these perceptions, the authors propose progressive Learning Development as a successful collaborative strategy for embedding the teaching of academic skills without neglecting the ‘forgotten’ second year. Ian Johnson from the University of Portsmouth, UK, also writes about the contested nature of Learning Development professional identities in a paper based on interviews conducted in the field with members of the professional association, ALDinHE. keywords: academic; development; learning; university cache: jldhe-488.pdf plain text: jldhe-488.txt item: #227 of 538 id: jldhe-489 author: Hansson, Eva; Sjöberg, Jeanette title: Making use of students' digital habits in higher education: What they already know and what they learn date: 2019-04-10 words: 6795 flesch: 48 summary: Hansson and Sjöberg Making use of students’ digital habits in higher education: What they already know and what they learn Journal of Learning Development in Higher Education, Issue 14: However, university students, regardless of their digital experiences and skills, often encounter pedagogies and teaching structures that still follow traditional approaches, Hansson and Sjöberg Making use of students’ digital habits in higher education: What they already know and what they learn Journal of Learning Development in Higher Education, Issue 14: April 2019 4 referred to as teacher-focused approach to teaching (Entwistle, 2009), where knowledge is seen as something that could be transferred from the teacher to the student. keywords: development; digital; education; habits; journal; knowledge; learning; skills; students; teacher; use cache: jldhe-489.pdf plain text: jldhe-489.txt item: #228 of 538 id: jldhe-49 author: Reid, Michelle title: More than just having the right headings: Supporting students' report writing date: 2010-03-20 words: 6507 flesch: 43 summary: This research provides the beginnings of an evidence base on report writing as an academic genre and has helped develop resources to enhance student report writing. Academics viewed dissertations as the culmination of the various research methods, experiment design, and understanding of the subject learned during the course, often through the process of writing reports. keywords: academics; development; headings; learning; report; research; students; writing cache: jldhe-49.pdf plain text: jldhe-49.txt item: #229 of 538 id: jldhe-490 author: Anastasiadis, Stephanos; O'Brien, Justin title: An exploration of taught master’s student perceptions of UK dissertation supervision date: 2019-12-17 words: 10538 flesch: 38 summary: Keywords: taught master’s; dissertation supervision; student perceptions; student experience, international students. ‘Satisfaction with the supervision of undergraduate dissertations’, Active Learning in Higher Education, 19(2), 159-172. de Kleijn, R. A. M., Mainhard, M. T., Meijer, P. C., Brekelmans, M., and Pilot, A. (2013) ‘Master’s thesis projects: student perceptions of supervisor feedback’, Assessment and Evaluation in Higher Education, 38 (March 2015), pp. 1012-1026. keywords: development; dissertation; dissertation supervision; education; exploration; issue; journal; learning; master; o’brien; research; student; student perceptions; supervision; supervision journal; teaching cache: jldhe-490.pdf plain text: jldhe-490.txt item: #230 of 538 id: jldhe-499 author: Hudson, Karen title: Academic Success: a student’s guide to studying at university date: 2019-04-10 words: 2295 flesch: 36 summary: Chapters eleven and twelve address the use of expert and student voice, identifying and explicitly naming features of academic writing that are frequently only tacitly known by academic staff. The authors remind students that their reading has a specific purpose and audience, noting that student writing, in general, needs to retain a formal, academic tone, even if this differs from the tone of their reading material. keywords: academic; learning; students; success; university cache: jldhe-499.pdf plain text: jldhe-499.txt item: #231 of 538 id: jldhe-500 author: Abegglen, Sandra; Burns, Tom; Sinfield, Sandra title: It’s learning development, Jim - but not as we know it: academic literacies in third-space date: 2019-11-29 words: 6634 flesch: 45 summary: We argue for a more nuanced discussion of and approach to student learning that uses and acknowledges more than one approach. Increasingly they emerge from a transactional pre- university system (at least in the United Kingdom) where the emphasis is on ‘teaching to the test’ to ensure that students meet performance targets (Jozefkowicz, 2006). keywords: abegglen; burns; development; education; journal; learning; literacies; sinfield; space; students; university cache: jldhe-500.pdf plain text: jldhe-500.txt item: #232 of 538 id: jldhe-501 author: Woods, Laura; Dockery, Richard; Sharman, Alison title: Using UX research techniques to explore how Computing undergraduates understand and use library and student guidance services date: 2019-12-17 words: 6802 flesch: 50 summary: Mcpherson, M. A. (2015), 'Library anxiety among university students: a survey' IFLA Journal, 41, pp. 317-325. The study focused on Computing students because previous research had found that these students showed disproportionately low use of the library (Collins and Stone, 2014). keywords: computing; guidance; library; research; services; students; support; techniques; use cache: jldhe-501.pdf plain text: jldhe-501.txt item: #233 of 538 id: jldhe-502 author: Rhead, Angela title: The trouble with academic reading: exposing hidden threshold concepts through academic reading retreats date: 2019-11-29 words: 4298 flesch: 33 summary: Rhead The trouble with academic reading: exposing hidden threshold concepts through academic reading retreats Journal of Learning Development in Higher Education, Issue 15: November 2019 8 Evaluation Observation and participant feedback gathering concurs: academic reading retreats are rich learning events that act on academic practice and identity. This suggests that academic reading retreats can successfully deliver the technical skills of academic reading (Hallett, 2013). keywords: concepts; development; education; journal; learning; reading; retreats; students cache: jldhe-502.pdf plain text: jldhe-502.txt item: #234 of 538 id: jldhe-506 author: Hilsdon, John title: Editorial date: 2019-04-10 words: 2064 flesch: 35 summary: Based on their experience with students enrolled in teacher training programmes, the authors demonstrate how students’ experience in higher education both contributes to developing their digital skills and is shaped by their digital habits. Hansson and Sjöberg hope to inspire learning development practitioners to reframe the discussion about technology as a ‘positive tool in learning’ by giving greater consideration to students’ existing knowledge Editorial Journal of Learning Development in Higher Education, Issue 14: April 2019 5 and experience of digital technology and seeing their digital habits as an asset in higher education. keywords: development; education; journal; learning; students; university cache: jldhe-506.pdf plain text: jldhe-506.txt item: #235 of 538 id: jldhe-508 author: Mansfield, Sheryl title: Changing the face of academic skills workshops date: 2020-05-29 words: 7219 flesch: 48 summary: Although research highlights that academic skills content will work best if presented with subject specific content (Appleton, 2005) there is limited research highlighting the most effective pedagogical approach to use (Munn and Small, 2017). The inclusivity of the software (Hockings et al., 2012) was a benefit and the predominance of the text-based format (Harris, 2011) allowed transmission of academic skills content to be asynchronous which was later developed through the face-to-face sessions. keywords: approach; attempts; confidence; content; development; education; face; journal; learning; skills; students; tivity cache: jldhe-508.pdf plain text: jldhe-508.txt item: #236 of 538 id: jldhe-51 author: Tinker, Amanda; Byrne, Gillian; Cattermole, Christine title: Creating learning communities: three social software tools date: 2010-03-23 words: 5092 flesch: 41 summary: A study on the effective use of social software by further and higher education in the UK to support student learning and engagement (final report). The use of Academic Matters is still in its infancy and it is hoped that the decision to make the site public will positively impact on participation as there will be no delay in the second year of its use between new students hearing about the tool during induction and their being able to access it. keywords: communities; development; education; issue; journal; learning; software; students; tools; use cache: jldhe-51.pdf plain text: jldhe-51.txt item: #237 of 538 id: jldhe-510 author: Stapleford, Katharine title: The LDHEN hive mind: Learning Development in UK higher education as a professional culture date: 2019-12-17 words: 7813 flesch: 36 summary: It is the intention of this study to examine the ‘collective voice’ of the LD community, that is, the LDHEN, in order to augment the body of knowledge on LD professional identity and offer a reconceptualisation from a professional culture perspective. The mediators of LD professional identity, including the Jiscmail list itself, external resources, personal beliefs and institutional and political contexts, have been alluded to within this study, but word count restrictions prevented a fuller analysis of these. keywords: culture; development; education; identity; journal; ldhen; learning; learning development; practice; professional cache: jldhe-510.pdf plain text: jldhe-510.txt item: #238 of 538 id: jldhe-511 author: Forsythe, Alexandra; Demirbag, Emir; Warren, Jasmine title: Student voices in academic writing: PsychLiverpool a community for meaning making date: 2019-12-17 words: 7102 flesch: 31 summary: Student voices in academic writing: PsychLiverpool a community for meaning making Alex Forsythe University of Wolverhampton, UK Emir Demirbag University of Liverpool, UK Jasmine Warren University of Liverpool, UK Abstract The practice and expectations of academic communication are changing and blogging provides a socially liberating mechanism through which to support the development of student writing and literacy. Discussion Blogging has become an established tool for developing student writing and stimulating enthusiasm in learning (Bartlett-Bragg, 2003; Oravec, 2003; Williams and Jacobs, 2004; Cox and Hollyhead, 2009; Tremayne, 2012; Wang et al., 2012; Brown & Woolston, 2018; Othman et al., 2014; Longridge et al., 2016). keywords: academic; blogging; community; december; development; education; journal; learning; making; meaning; psychliverpool; student; university; voices; writing cache: jldhe-511.pdf plain text: jldhe-511.txt item: #239 of 538 id: jldhe-512 author: Mitchell, Kim M.; McMillan, Diana E.; Lobchuk, Michelle M. title: Applying the ‘Social Turn’ in writing scholarship to perspectives on writing self-efficacy date: 2019-11-29 words: 7509 flesch: 38 summary: Mitchell, K. (2018) ‘Constructing writing practices in nursing’, Journal of Nursing Education, 57(7), pp. 399-407. Bauer and Theado (2014) conducted an analysis of articles published in the Journal of College Reading and Learning from 2005-2013 exploring the ‘social turn’ in post-secondary literacy research and instruction and concluded that, despite the social turn in writing theory, a parallel social turn in writing pedagogy had not emerged. keywords: cognitive; development; efficacy; genre; journal; learning; perspectives; self; social; theory; writing cache: jldhe-512.pdf plain text: jldhe-512.txt item: #240 of 538 id: jldhe-518 author: Webster, Rachel title: Review of Making it at Uni: Navigate your way through the first year of your degree by Sally Bartholomew and Jodi Withers (Bartholomew and Withers, 2018) date: 2019-12-17 words: 1857 flesch: 41 summary: Rachel Webster University of Birmingham Keywords: student transition; undergraduates; academic skills; university handbook; student experience. Although there is little in the way of new content which would make this book essential reading for learning developers/skills advisors, the authors cover some basic points of student life in a friendly and engaging manner; this clearly conveys their commitment to supporting new students in their transition to university. keywords: education; learning; students; university cache: jldhe-518.pdf plain text: jldhe-518.txt item: #241 of 538 id: jldhe-52 author: Briggs, Steve; Pritchett, Norma title: A comparison of staff perceptions and student experiences of issues associated with university date: 2010-03-20 words: 6243 flesch: 39 summary: Potentially, this finding could also be a cause for concern for those who work with university students. A comparison of staff perceptions and student experiences of issues associated with university study Steve Briggs University of Bedfordshire, UK Norma Pritchett University of Bedfordshire, UK Abstract A significant body of research (Tinto, 1975; Rickinson and Rutherford, 1995; Ozga and Sukhnandan, 1998; Yorke, 1999a, 1999b, 2000a, 2000b; Yorke and Longden, 2004; Cook, 2006) has examined difficulties experienced by students who withdraw from university. keywords: comparison; development; difficulties; education; experience; journal; learning; perceptions; staff; student; university cache: jldhe-52.pdf plain text: jldhe-52.txt item: #242 of 538 id: jldhe-520 author: Johnstone, Karin; Thomas, Samantha; Dodzo, Nathan title: Investigating the feasibility of co-production of digital media with students date: 2019-12-17 words: 3280 flesch: 48 summary: 2. Student focus groups were conducted to explore what makes educational videos effective. Students were encouraged to look at the video content on the university skills portal and to research other academic skills videos in order to choose a theme or skill, and then pitch their ideas to the researcher ‘clients’. keywords: development; learning; production; project; skills; students; videos cache: jldhe-520.pdf plain text: jldhe-520.txt item: #243 of 538 id: jldhe-521 author: Kristiansen, Bente title: Knowledge making practices as vehicles for teaching academic literacy date: 2019-11-29 words: 6212 flesch: 48 summary: Writing process knowledge refers to the ability to handle the writing process and the various phases and obstacles throughout the process. Writing process knowledge From a teaching and learning perspective, writing process knowledge is very important, because writing is also a learning process (Emig, 1977). keywords: discourse; education; knowledge; learning; literacy; making; practices; students; teaching; writing cache: jldhe-521.pdf plain text: jldhe-521.txt item: #244 of 538 id: jldhe-523 author: Escorcia, Dyanne; Moreno, Mayilin title: Teaching and assessment practices for academic writing: an analysis of teacher profiles date: 2019-12-17 words: 6555 flesch: 48 summary: Keywords: academic writing; university teacher profiles; teaching practices; assessing practices; self-reported teacher practices. Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 16: December 2019 Teaching and assessment practices for academic writing: an analysis of teacher profiles Dyanne Escorcia Université de Poitiers, France Mayilin Moreno Universidad del Norte, Colombia Abstract The present research study aimed to determine what teachers do to promote the learning of academic writing. keywords: analysis; assessment; development; education; escorcia; learning; norms; practices; profiles; students; teachers; teaching; writing cache: jldhe-523.pdf plain text: jldhe-523.txt item: #245 of 538 id: jldhe-526 author: McCulloch, Sharon; Horak, Tania title: What we talk about when we talk about writing: exploring how English for Academic Purposes teachers and learning developers conceptualise academic writing date: 2019-11-29 words: 8886 flesch: 47 summary: What we talk about when we talk about writing: exploring how English for Academic Purposes teachers and learning developers conceptualise academic writing Sharon McCulloch University of Central Lancashire, UK Tania Horák University of Central Lancashire, These staff typically enter their roles from a range of professional backgrounds and, consequently, may hold different professional identities and understandings of what academic writing is. keywords: developers; development; eap; education; english; journal; learning; participants; purposes; students; teachers; writing cache: jldhe-526.pdf plain text: jldhe-526.txt item: #246 of 538 id: jldhe-529 author: Williams, Simon A. title: The appearance of voice: EAP and academic literacies approaches to teaching reflective writing date: 2019-11-29 words: 10363 flesch: 49 summary: English for Academic Purposes (EAP), the most widely adopted approach to teaching academic writing in higher education, prioritises objectivity, and teaches students to recognise generic patterns of text organisation – though it seldom includes reflective writing itself as a genre. As in other forms of academic writing, voice in reflective writing can be seen as a construct. keywords: academic; approaches; development; eap; education; journal; learning; literacies; reflection; student; teaching; voice; writer; writing; writing journal cache: jldhe-529.pdf plain text: jldhe-529.txt item: #247 of 538 id: jldhe-535 author: Bremner, Pauline A M; Laing, Audrey title: The disrupted workplace: are the digital and group skills needs of employers being addressed by universities? date: 2019-12-17 words: 8213 flesch: 36 summary: There was one exception in which a specific social communication company adopted a monthly training approach to digital skills development: ‘we have a programme of relevant training and development on a monthly basis’ (I1). Focusing on the views of Fashion Management (FM) alumni, the study highlights gaps in digital skills as well as gaps in professional /group skills which some alumni felt were missing from their university education. keywords: bremner; development; digital; education; employability; employers; group; issue; journal; learning; needs; research; skills; universities; university; workplace cache: jldhe-535.pdf plain text: jldhe-535.txt item: #248 of 538 id: jldhe-536 author: Gornall, Lynne title: Brokering academic literacies in a community of practice date: 2019-11-29 words: 5808 flesch: 42 summary: Keywords: academic literacies; international students; community of practice; legitimate peripheral participation; learning development; study skills; brokering; deficit model; appreciative inquiry. Perhaps indicative of the inadequacy of skills or EAP programmes is the widely held view that international students are a burden on teaching because of problems with English language competency, Gornall Brokering academic literacies in a community of practice Journal of Learning Development in Higher Education, Issue 15: November 2019 3 academic writing, plagiarism, lack of critical analysis and independent learning (Fallon and Berman Brown, 1999; Kingston and Forland, 2008; Hall and Sung, 2009 and others). keywords: brokering; community; development; education; journal; learning; literacies; practice; skills; students cache: jldhe-536.pdf plain text: jldhe-536.txt item: #249 of 538 id: jldhe-538 author: Thies, Linda Carol; Rosario, Viola title: Partners in a changing dance: embedding academic literacies in unit and course curricula date: 2019-11-29 words: 9232 flesch: 35 summary: We suggest that effective curriculum development of student academic literacies also relies on the capacity of LLAs and SLs to work collaboratively. In introducing both projects to teaching teams, the LLAs presented the aim of embedding academic literacy development in course curricula as providing learning experiences that build students’ understanding of different literacy practices, their ability to switch to different ways of thinking and writing in different disciplines, and awareness of the varying ways that they are developing as learners. keywords: course; curricula; dance; development; education; embedding; journal; learning; literacies; partners; project; students; teaching; thies; unit cache: jldhe-538.pdf plain text: jldhe-538.txt item: #250 of 538 id: jldhe-539 author: D'Alesio, Rosella; Martin, Ben title: Creating an academic literacy framework to enhance collaboration between learning developers and subject academics date: 2019-11-29 words: 3691 flesch: 43 summary: Keywords: academic literacy framework; study skills; curriculum design; embedded skills; higher education; student experience. For this reason, we decided not to base the framework on existing HE level descriptors, as our experience told us that these are not always representative of the true nature of a student’s competence in academic skills. keywords: academics; framework; learning; literacy; skills; students cache: jldhe-539.pdf plain text: jldhe-539.txt item: #251 of 538 id: jldhe-54 author: Hill, Pat; Tinker, Amanda; Catterall, Stephen title: From Deficiency to Development: the evolution of academic skills provision at one UK university date: 2010-03-20 words: 6237 flesch: 39 summary: From Deficiency to Development: the evolution of academic skills provision at one UK university Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 2: February 2010 From deficiency to development: the evolution of academic skills provision at one UK university Pat Hill University of Huddersfield, UK Amanda Tinker University of Huddersfield, UK Stephen Catterall University of Huddersfield, UK Abstract This article discusses the context in which study support has emerged in higher education in the UK. Keywords: academic skills provision; learning development; embedding. keywords: deficiency; development; education; evolution; huddersfield; learning; provision; skills; students; support; university cache: jldhe-54.pdf plain text: jldhe-54.txt item: #252 of 538 id: jldhe-540 author: Blake, Jennie Rose Steres; Grayson, Nicola; Karamalla-Gaiballa, Sami title: Investigating impact: Exploring the effect of ‘open’ support on student success date: 2019-12-17 words: 6370 flesch: 44 summary: Often student support seems relegated to something that is ‘nice to have’ or is ‘only for certain cohorts’. She is particularly interested in the power of collaboration and inclusive and accessible materials and teaching to widen participation and support student success. keywords: data; development; education; impact; learning; mle; student; support; workshops cache: jldhe-540.pdf plain text: jldhe-540.txt item: #253 of 538 id: jldhe-541 author: Rooney, Steve title: ‘Once there was a learning developer…’: the potential of parables to stimulate critique. date: 2019-12-17 words: 5776 flesch: 61 summary: ‘Once there was a learning developer…’: the potential of parables to stimulate critique. Beginning with a discussion of the parable as a form, the article then explores how the oft-cited parables that appear in the Gospels according to Mark, Matthew and Luke help to reveal the subversive pedagogical potential of parables. keywords: critique; developer; development; education; issue; journal; learning; parables; potential; rooney cache: jldhe-541.pdf plain text: jldhe-541.txt item: #254 of 538 id: jldhe-542 author: Montgomery, Philip; Sparks, Jason; Goodman, Bridget title: “What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school date: 2019-11-29 words: 9276 flesch: 42 summary: Findings The quantitative surveys and qualitative focus group interviews highlight the important ways students are developing academic genre knowledge and pedagogical approaches and strategies they identify as beneficial in supporting that genre knowledge development. These findings have important value for discussions and debates on student academic literacy learning and practice in higher education in Kazakhstan, across Central Asia and in other countries where Montgomery, Sparks and Goodman ‘What kind of paper do you want from us?’: developing genre knowledge in one Kazakhstani university postgraduate school Journal of Learning Development in Higher Education, Issue 15: November 2019 2 policies for internationalisation and research universities are rapidly transforming higher education literacy practice in the current era of globalisation. keywords: developing; development; education; feedback; genre; genre knowledge; journal; kazakhstani; learning; research; school; students; university; writing cache: jldhe-542.pdf plain text: jldhe-542.txt item: #255 of 538 id: jldhe-546 author: Lewis, Siriol title: Evaluating students’ perceptions of a scenario-situated business communication course date: 2019-12-17 words: 3235 flesch: 45 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 16: December 2019 Evaluating students’ perceptions of a scenario-situated business communication course Siriol Lewis University of Glasgow, UK Abstract Research has identified that Business students, who are immersed in theoretical concepts, may not be equipped with the skills required to operate successfully in the global workplace in the English medium (Evans, 2013). However, specific genre writing courses for Business students such as proposal writing are not currently available and there may be sufficient demand for this to merit further investment and course design. keywords: business; course; english; perceptions; scenario; students; writing cache: jldhe-546.pdf plain text: jldhe-546.txt item: #256 of 538 id: jldhe-549 author: Kukhareva, Maria; Lawrence, Anne; Koulle, Katherine; Bhimani, Nazlin title: Special Collections as a catalyst for flexible pedagogical approaches: three case studies date: 2019-12-17 words: 7458 flesch: 35 summary: Another observation was that students at the start of their academic journey may benefit from more detailed instruction, while higher level students will be more self- directed. Two workshops were developed by the Special Collections Librarian and Senior Teaching Fellow in Academic Writing for postgraduate Music Education students – one in 2017 (20 participants), and one in 2018 (25 participants) which was a revised repeat of the earlier workshop, based on collaborative reflections with the authors of this paper and feedback received on the earlier ‘iteration’. keywords: approaches; artefacts; case; catalyst; collections; development; education; journal; learning; students; studies cache: jldhe-549.pdf plain text: jldhe-549.txt item: #257 of 538 id: jldhe-551 author: Briggs, Steve; Kavanagh, Mick title: Associations in collaboration: how the first BALEAP and ALDinHE joint one-day conference came about date: 2019-11-29 words: 1358 flesch: 35 summary: In addition to bringing together a host of excellent articles from members of the BALEAP and ALDinHE communities, the journal production process has provided opportunities for members of ALDinHE and BALEAP to work collaboratively as guest editors. The first ALDinHE cross-association event was run in partnership with BALEAP in November 2018 at the University of Essex. keywords: aldinhe; collaboration; development; learning cache: jldhe-551.pdf plain text: jldhe-551.txt item: #258 of 538 id: jldhe-552 author: Wrigglesworth, John title: Pedagogical applications of academic literacies theory: a reflection and case study date: 2019-11-29 words: 8061 flesch: 44 summary: Wrigglesworth Pedagogical applications of academic literacies theory: a reflection and case study Journal of Learning Development in Higher Education, Issue 15: November 2019 2 Keywords: academic literacies; course design; genre pedagogy; learning objectives; student writing Introduction An academic literacies approach to student writing offers a powerful set of analytic tools to learning developers working in complex higher education institutions (HEIs). Wrigglesworth Pedagogical applications of academic literacies theory: a reflection and case study Journal of Learning Development in Higher Education, Issue 15: November 2019 11 Case study: an Introduction to Academic Language module The module, Introduction to Academic Language, is used here to exemplify a process of including an academic literacies approach to student writing into an undergraduate course at a post-92 university in the UK. keywords: academic; assessment; case; education; genre; language; learning; literacies; meaning; module; student; study; writing cache: jldhe-552.pdf plain text: jldhe-552.txt item: #259 of 538 id: jldhe-553 author: Breen, Paul title: Positioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course date: 2019-11-29 words: 4981 flesch: 49 summary: Positioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course Paul Breen University of Westminster, UK Abstract Historically, there has been a strong element of crossover between English for Academic Purposes (EAP) and academic literacies approaches, as originally conceptualised by Lea and Street (1998). As such, the strength of academic literacy from a theoretical perspective can simultaneously be an Achilles heel in its practical pedagogic application. keywords: case; context; course; eap; literacies; pre; students; study; teachers; university cache: jldhe-553.pdf plain text: jldhe-553.txt item: #260 of 538 id: jldhe-554 author: Sizer, Jennifer title: Textography as a needs analysis and research tool for English for Academic Purposes and learning development practitioners date: 2019-11-29 words: 6369 flesch: 39 summary: Swales combined genre analysis of academic texts with ethnographic interviews and Sizer Textography as a needs analysis and research tool for English for Academic Purposes and learning development practitioners Journal of Learning Development in Higher Education, Issue 15: November 2019 10 found the contexts had textual, temporal, and spatial differences. Identifying and recruiting academics as participants in textography research can be challenging, not only due to the perceived role of EAP/LD practitioners, but also due to disciplinary variations such as research methods. keywords: academic; analysis; development; english; learning; practices; practitioners; purposes; research; swales; textography; texts cache: jldhe-554.pdf plain text: jldhe-554.txt item: #261 of 538 id: jldhe-556 author: Jamieson, Helen; Nolan, Julie title: Stepping Up to Edge Hill University: the value and impact for students following the completion of a virtual pre-entry module date: 2019-12-17 words: 7150 flesch: 45 summary: Pre-entry module engagement. English and Nursing leads both stated that their main reason for wanting to be involved with pre-entry was to support student transition and help students feel a connection before they arrived. keywords: education; entry; hill; impact; learning; module; pre; students; university; value cache: jldhe-556.pdf plain text: jldhe-556.txt item: #262 of 538 id: jldhe-557 author: Bradley, Eddie John; Anderson, Steven; Eagle, Laurence title: Use of a marking rubric and self-assessment to provide feedforward to level 5 undergraduate Sport students: student perceptions, performance and marking efficiency date: 2020-09-29 words: 8221 flesch: 42 summary: Student feedback was classified into two distinct themes: 1. rubric construction and use, and 2. rubric as a tool for self- assessment and feedforward. Qualitative information on student perceptions was obtained through a questionnaire, with quantitative data included to identify changes in student performance and summative marking time. keywords: assessment; education; feedback; feedforward; learning; level; marking; perceptions; performance; rubric; self; students; use cache: jldhe-557.pdf plain text: jldhe-557.txt item: #263 of 538 id: jldhe-558 author: Loddick, Alison; Coulson, Kate title: The impact of Learning Development tutorials on student attainment date: 2020-05-29 words: 7087 flesch: 45 summary: These findings are significant as they show the importance of Learning Development tutorials and the impact they can have on student grades. Previous research Loddick and Coulson The impact of Learning Development tutorials on student attainment Journal of Learning Development in Higher Education, Issue 17: May 2020 3 Research on Learning Development users and the impact of Learning Development tutorials on student attainment is limited. keywords: attainment; development; education; impact; journal; learning; students; support; tutorials; university cache: jldhe-558.pdf plain text: jldhe-558.txt item: #264 of 538 id: jldhe-56 author: Bell, Rebecca title: That's writing talk: An insight into the Academic Writing Readers Group date: 2010-03-20 words: 2505 flesch: 50 summary: This article examines the ‘Academic Writing Readers Group’ and discusses the challenges and benefits of using a community of practice approach to the topic of student writing. That’s writing talk: reflections on the community of practice approach in the AWRG expressed by attendees reflect a slow but steady culture of change toward the topic of student writing highlighting that some staff are now not only identifying the problems but also beginning to challenge them. keywords: education; group; practice; writing cache: jldhe-56.pdf plain text: jldhe-56.txt item: #265 of 538 id: jldhe-561 author: Crisfield, Melanie Diane title: Making the transition to master’s dissertation writing: evaluating the impact of a dissertation writing course on PGT students’ confidence date: 2020-05-28 words: 6929 flesch: 42 summary: Writing skills are a concern for many PGT students (Symons, 2001), and the short duration of their course (typically one year of full-time study) means that the need for specialised support for PGT students is more immediately pressing (Bownes et al., 2017). Writing courses have been shown to help improve student confidence in their writing (Zuber-Skerritt and Knight, 1986; keywords: confidence; course; dissertation; master; pgt; students; writing cache: jldhe-561.pdf plain text: jldhe-561.txt item: #266 of 538 id: jldhe-565 author: Lillis, Theresa title: ‘Academic literacies’: sustaining a critical space on writing in academia date: 2019-11-29 words: 5676 flesch: 33 summary: Academic literacies: a concern with transformation The epistemology of language and literacy as social practice in academic literacies has always been inflected by an ideology of transformation. Academic literacies: sustaining a critical space in strongly evaluative regimes In concluding this brief overview, I want to argue that academic literacies provides a space for exploring, understanding and questioning what it means to do academic writing/to be an academic writer in contemporary academia and necessarily involves a reflexivity on our part to question our assumptions and practices as well as our safe disciplinary and pedagogical anchors (see, for example, Turner, 2012). keywords: academia; education; issue; journal; lea; learning; lillis; literacies; practices; space; writing cache: jldhe-565.pdf plain text: jldhe-565.txt item: #267 of 538 id: jldhe-566 author: Wingate, Ursula title: Achieving transformation through collaboration: the role of academic literacies date: 2019-11-29 words: 3326 flesch: 38 summary: Introduction The current transformative value of academic literacies Working towards institution-wide transformation of academic literacy support As argued earlier, academic literacy instruction has to be embedded in study programmes to be inclusive of all students and to target their discipline-specific communication needs. Achieving transformation through collaboration: the role of academic literacies Ursula Wingate King’s College London, UK Abstract The academic literacies model has been transformative in the sense that it offered a new perspective for research into students’ writing as well as pedagogic principles that have influenced writing practitioners in many contexts. keywords: education; learning; literacies; literacy; students; transformation; writing cache: jldhe-566.pdf plain text: jldhe-566.txt item: #268 of 538 id: jldhe-567 author: Hilsdon, John; Malone, Cathy; Syska, Alicja title: Academic literacies twenty years on: a community-sourced literature review date: 2019-11-29 words: 17463 flesch: 32 summary: We are conscious that with the commodification of student academic writing (McKenna and Hughes, 2013, p.21) and the discourses of ownership and legalistic attribution, the exploratory space we were afforded, in which we could share and develop ideas, is rarely on offer to our students. References Archer, A. (2006) 'A multimodal approach to academic literacy practices: problematising the visual/verbal divide', Language and Education, 20(6), pp.449-462. keywords: academic; community; development; education; hilsdon; issue; journal; learning; literacies; literacy; literature; literature review; malone; november; practices; review; street; students; syska; university; writing; years cache: jldhe-567.pdf plain text: jldhe-567.txt item: #269 of 538 id: jldhe-569 author: Hilsdon, John title: Editorial date: 2019-11-29 words: 2538 flesch: 30 summary: The emerging conception of a new pedagogy based on academic literacies suggested involving students as legitimate participants in curriculum development, in the organisation of teaching and learning activities, as well as in subject specific knowledge creation and research in inclusive and socially relevant HEIs. Included here are nine papers, four case studies, three opinion pieces, and one literature review bringing together a range of responses to, and examples of the development of, academic literacies since Lea and Street’s seminal article. keywords: development; education; learning; literacies; students; study; writing cache: jldhe-569.pdf plain text: jldhe-569.txt item: #270 of 538 id: jldhe-57 author: Bailey, Richard title: The role and efficacy of generic learning and study support: what is the experience and perspective of academic staff? date: 2010-03-20 words: 4866 flesch: 51 summary: In fact the very premise on which generic study support is based is Journal of Learning Development in Higher Education, Issue 2: February 2010 11 Bailey The role and efficacy of generic learning and study support perceived as false. Richard Bailey University of Teesside, UK Abstract The importance of student learning and study support is now widely recognised in higher education but empirical research into this aspect of teaching and learning is limited in scope. keywords: education; learning; skills; staff; students; study; support; teaching cache: jldhe-57.pdf plain text: jldhe-57.txt item: #271 of 538 id: jldhe-570 author: Syska, Alicja title: Editorial date: 2019-12-17 words: 1783 flesch: 38 summary: The holistic scope of the project resulted in wide-ranging insights and recommendations including raising awareness of the Student Guidance Service and the academic sources, and support available through the Library, introducing a formal peer mentoring system and considering commuter and mature students when timetabling. Their inquiry indicates, firstly, that students both expect supervisor engagement and respond well to it; and, secondly, that provision of consistent supervision on theory and method can markedly improve students’ overall learning and satisfaction. keywords: development; education; learning; students; university cache: jldhe-570.pdf plain text: jldhe-570.txt item: #272 of 538 id: jldhe-571 author: Delderfield, Russell; Ndoma-Egba, Mathias; Riches-Suman, Kirsten; Boyne, James title: A learning development-faculty collaborative exploration of postgraduate research student mental health in a UK university date: 2020-09-29 words: 10114 flesch: 37 summary: This is an important contribution because recent reports regarding student mental health rarely contextualise these issues to an immediate HE environment, therefore, it is assumed rather than evidenced, that similar issues occur across institutions (see Ampaw and Jaeger, 2012, for work carried out on a single institution in the US). Not by degrees: improving student mental health in the UK’s universities. keywords: development; education; et al; faculty; health; journal; learning; october; pgr; postgraduate; research; research student; students; support; university cache: jldhe-571.pdf plain text: jldhe-571.txt item: #273 of 538 id: jldhe-572 author: Williams, Alan Richard; Windle, Richard; Wharrad, Heather title: How will Education 4.0 influence learning in higher education? date: 2020-05-29 words: 5085 flesch: 36 summary: Journal of Learning Development in Higher Education, Issue 17: May 2020 6 have meant the integration of digital technology in education is an expectation for the majority of learners within higher education (Brown, 2015) and in particular for Generation Z, who have matured alongside the technology. Oliver, R. (2007) ‘Reusing and sharing learning designs in higher education’, in Crisp, G. and Hicks, M. (eds) Enhancing Higher Education, Theory and Scholarship: Proceedings of the 30th HERDSA Annual Conference, Adelaide, 8-11 July, pp. keywords: design; development; digital; education; influence; issue; journal; learning; students; technology; williams cache: jldhe-572.pdf plain text: jldhe-572.txt item: #274 of 538 id: jldhe-574 author: Sheridan, Nathalie title: A two-step model for creative teaching in higher education date: 2020-09-29 words: 7239 flesch: 47 summary: This proved an effective form of student learning development aiming to help students to become independent learners, instead of simply offering introduction sessions at the beginning of the year, or on demand sessions throughout the year. These principles could be easily translated into different disciplinary contexts, with different groups of students. keywords: development; education; education journal; issue; journal; learning; model; sessions; sheridan; step; students; teaching; university cache: jldhe-574.pdf plain text: jldhe-574.txt item: #275 of 538 id: jldhe-575 author: Gill-Simmen, Lucy title: Using Padlet in instructional design to promote cognitive engagement: a case study of undergraduate marketing students date: 2021-03-30 words: 4633 flesch: 35 summary: Abstract This case study illustrates the incorporation of Padlet to support a learning task designed to promote student engagement. As computer-based technology has permeated the education sector, its use in effectively promoting student engagement has attracted much attention in higher education due to its association with a number of positive academic outcomes (Schindler et al., 2017). keywords: assessment; case; education; engagement; learning; march; padlet; students; study; technology cache: jldhe-575.pdf plain text: jldhe-575.txt item: #276 of 538 id: jldhe-576 author: Lowe, Tom title: An evaluation of a translation intervention to raise awareness of employability skills gained from higher education date: 2020-09-29 words: 8084 flesch: 39 summary: Perceived skills gained Lowe An evaluation of a translation intervention to raise awareness of employability skills gained from higher education Journal of Learning Development in Higher Education, Issue 18: October 2020 12 The final part of the interview in stage one was intended to explore the participants’ perception of the skills that they had gained from higher education study, to benchmark the kind of words used in comparison to the skills referred to by Target Jobs and the other literature above (Target Jobs, 2017). References Lowe An evaluation of a translation intervention to raise awareness of employability skills gained from higher education Journal of Learning Development in Higher Education, Issue 18: October 2020 22 Antonucci, L. (2013) ‘Comparative research in higher education studies: considering the different levels of comparison and emerging mythological challenges’, in Huisman, J. and Tight, M. (eds.) keywords: awareness; development; education; employability; evaluation; intervention; journal; learning; participant; skills; students; translation cache: jldhe-576.pdf plain text: jldhe-576.txt item: #277 of 538 id: jldhe-577 author: Davies, Christine Patricia title: Are VLEs still worthwhile? date: 2020-09-30 words: 3191 flesch: 42 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 18: October 2020 ________________________________________________________________________________ Journal of Learning Development in Higher Education, Issue 18: October 2020 1 Are VLEs still worthwhile? Journal of Learning Development in Higher Education, Issue 18: October 2020 2 2010), and substantial interactivity (Salmon, 2002). keywords: davies; education; journal; learning; online; technology; vles cache: jldhe-577.pdf plain text: jldhe-577.txt item: #278 of 538 id: jldhe-582 author: Morris, Laurence; McDermott, Lindsey title: Enhancing academic skills appointments through a new booking system date: 2020-12-14 words: 3996 flesch: 41 summary: Enhancing academic skills appointments through a new booking system Laurence Morris Leeds Beckett University Lindsey McDermott Leeds Beckett University Abstract This case study examines the introduction of a centrally managed booking system for academic skills appointments conducted by the Library Academic Support Team at Leeds Beckett University, showing how staff-student communication channels can scaffold effective student support. Jacklin, A. and Le Riche, P. (2009) ‘Reconceptualising student support: from ‘support’ to ‘supportive’’, Studies in Higher Education, 34(7), pp.735-749. keywords: appointments; learning; new; skills; student; support; system cache: jldhe-582.pdf plain text: jldhe-582.txt item: #279 of 538 id: jldhe-586 author: Syska, Alicja title: Editorial date: 2020-05-29 words: 1059 flesch: 44 summary: We join the authors in their hope that this evidence will further contribute to promoting LD services and encouraging students to more readily seek academic support at their institutions. The study confirms that dissertation writing support designed for PGT students can have a positive impact on students’ confidence in their writing abilities, and thus help support them in making the transition to dissertation writing. keywords: education; students; university cache: jldhe-586.pdf plain text: jldhe-586.txt item: #280 of 538 id: jldhe-59 author: Wood, Jamie Peter; Little, Sabine; Goldring, Louise; Jenkins, Laura title: The confidence to do things that I know nothing about - Skills development through extra-curricular inquiry activity date: 2011-04-04 words: 7378 flesch: 42 summary: Conclusion Ways in which extra-curricular student networks linked to learning and teaching can influence students' skills development have been highly under-researched, especially as the ever-increasing level of student engagement that has emerged from CETLs and other institutional initiatives produces results worth exploring. Gilman, R., Meyers, J. and Perez, L. (2003) ‘Structured extracurricular activities among adolescents: findings and implications for school psychologists’, Psychology in the Schools, 41(1), pp. 31-41. Healy, M. (2005) ‘Linking research and teaching to benefit student learning’, Journal of Geography in Higher Education, 29(2), pp. keywords: activity; development; education; inquiry; learning; research; skills; students; university; wood cache: jldhe-59.pdf plain text: jldhe-59.txt item: #281 of 538 id: jldhe-591 author: Hayman, Rick; Coyles, Andrew; Mellor, Antony; Wharton, Karl title: The role of personal tutoring in supporting the transition to university: experiences and views of widening participation sport students date: 2020-10-09 words: 9562 flesch: 43 summary: In their study exploring student nurses’ personal tutor experiences, Braine and Parnell (2011) found the majority of responses to be mostly positive, but some respondents also felt the need for additional contact time, and guidance with personal development planning. It is widely acknowledged that personal tutors have a multifaceted and integral role to play in the academic, personal and professional development of their students, with robust approaches helping the latter to feel part of a learning community where support is readily available (Race, 2010). keywords: development; education; experiences; journal; learning; personal; role; sport; sport students; students; transition; tutoring; university; views cache: jldhe-591.pdf plain text: jldhe-591.txt item: #282 of 538 id: jldhe-593 author: Buckley, Charles; Saetnan, Eli; Gerber, Amelia; Cheetham, Joanna; Price, Thomas; Kenyani, Jenna; Greaves, Alan title: Impact of writing workshops on doctoral student wellness date: 2021-03-03 words: 8181 flesch: 48 summary: Does participation in short writing workshops reduce doctoral students’ anxiety or stress associated with writing? Buckley, Saetnan, Gerber, Cheetham, Price, Kenyani and Greaves Impact of writing workshops on doctoral student wellbeing Journal of Learning Development in Higher Education, Issue 20: March 2021 2 Survey responses showed a clear reduction in participants’ levels of stress and anxiety related to thesis writing and focus group respondents described many clear benefits of participating in writing support sessions. keywords: development; education; impact; journal; learning; stress; students; thesis; wellbeing; workshops; writing; writing workshops cache: jldhe-593.pdf plain text: jldhe-593.txt item: #283 of 538 id: jldhe-601 author: Thiel, Oliver; Lundheim, Rolv; Hanssen, Signe; Moe, Jørgen; Vaz Rebelo, Piedade title: Using self-made automata to teach STEM in early childhood teacher education date: 2020-10-09 words: 5330 flesch: 53 summary: One way for ECEC student teachers to learn this is to experience it themselves. In early childhood teacher education, it is important that prospective ECEC teachers develop positive attitudes towards STEM. keywords: automata; childhood; children; development; education; learning; stem; students; teacher; teacher education cache: jldhe-601.pdf plain text: jldhe-601.txt item: #284 of 538 id: jldhe-604 author: King, Samantha title: Should Learning Developers provide instruction in the use of metadiscourse? date: 2021-03-23 words: 6866 flesch: 52 summary: This study of metadiscourse use in student writing was undertaken in 2019. The use of a relatively large sample of student academic writing gives results that are more generalisable than those of a small-scale qualitative study. keywords: development; journal; learning; level; markers; metadiscourse; students; study; use; writing cache: jldhe-604.pdf plain text: jldhe-604.txt item: #285 of 538 id: jldhe-605 author: Maharaj, Chris; Blair, Erik; Burns, Margo title: Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’ date: 2021-03-30 words: 7814 flesch: 40 summary: Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’ Chris S. Maharaj University of the West Indies, St. Augustine, Trinidad and Tobago Erik Blair University of West London Margo Burns University of the West Indies, St. Augustine, Trinidad and Tobago Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’ Abstract Introduction Mentoring The research context Methodology Early intervention mentoring programme Measuring success Findings Conclusion References Author details Dedication to Margo Burns keywords: burns; development; education; effect; gpa; intervention; journal; learning; mentoring; performance; risk; students; study; undergraduate cache: jldhe-605.pdf plain text: jldhe-605.txt item: #286 of 538 id: jldhe-606 author: Hunter, Rachael title: Can you teach research in 10 minutes? Embedding information literacy micro-sessions in module programmes date: 2020-12-15 words: 4253 flesch: 38 summary: Embedded sessions at Coventry University London are one-hour workshops designed to provide information literacy skills, tailored to particular student assessment. Despite the small, if positive, impact on average grades since 2018, the project has highlighted a demonstrable effect on student pitches at the end of their modules. keywords: development; education; information; learning; literacy; module; research; sessions; skills; students cache: jldhe-606.pdf plain text: jldhe-606.txt item: #287 of 538 id: jldhe-607 author: Sobel, Karen; Evans, Lorraine title: Emotional labour, information literacy instruction, and the COVID-19 Pandemic date: 2020-12-14 words: 2325 flesch: 41 summary: They identify and analyse new layers of emotional labour that many instruction librarians currently experience on top of their “normal” lives and emotional labour. Sobel and Evans Emotional labour, information literacy instruction, and the COVID-19 pandemic ________________________________________________________________ Journal of Learning Development in Higher Education, Issue 19: December 2020 5 New layers of emotional labour For many instruction librarians—and many university faculty members in general—the new layers of emotional labour involved in simply working and living day to day eclipse anything they may have experienced in the recent past. keywords: instruction; labour; librarians; literacy; pandemic cache: jldhe-607.pdf plain text: jldhe-607.txt item: #288 of 538 id: jldhe-609 author: Huzar, Geraldine; Kassem, Hossam title: Supporting Open University students in prison: a case study date: 2022-03-16 words: 3488 flesch: 49 summary: The other session made student volunteers aware of issues surrounding copyright. Volunteer students can contact the library’s helpdesk directly if they experience problems locating material or have copyright queries. keywords: open; prison; service; students; university cache: jldhe-609.pdf plain text: jldhe-609.txt item: #289 of 538 id: jldhe-61 author: Baxter Magolda, Marcia B title: A tandem journey through the labyrinth date: 2010-03-20 words: 1840 flesch: 39 summary: Learning partners also challenged participants to develop self-authorship in three ways: Baxter Magolda A tandem journey through the labrynth Journal of Learning Development in Higher Education, Issue 2: February 2010 3 • Drawing participants’ attention to the complexity of their work and life decisions, and discouraging simplistic solutions; • Partners offer good company by Baxter Magolda A tandem journey through the labrynth Journal of Learning Development in Higher Education, Issue 2: February 2010 4 providing multiple valid perspectives, sequencing material to cultivate learners’ discovery- oriented skills, modeling self-reflection, building on students’ experiences and voices, and creating a safe climate for dialogue. keywords: learners; learning; magolda cache: jldhe-61.pdf plain text: jldhe-61.txt item: #290 of 538 id: jldhe-610 author: Forster, Emily Charlotte title: Power and paragraphs: academic writing and emotion date: 2020-12-16 words: 5229 flesch: 52 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 19: December 2020 ________________________________________________________________________ Power and paragraphs: academic writing and emotion Emily Forster De Montfort University Abstract Emotions play an important role in academic writing (Cameron, Nairn and Higgins, 2009), and, as learning developers, we often support students with the emotional aspects of their work. This paper uses two case histories of students with dyslexia, who were also the first in their family to go to university, to explore the role of academic writing in shaping a student’s learning identity. keywords: development; education; emotion; journal; learning; power; students; university; writing cache: jldhe-610.pdf plain text: jldhe-610.txt item: #291 of 538 id: jldhe-611 author: Grayson, Nicola; Napthine-Hodgkinson, Jessica title: How improvisation techniques can support researchers with the development of public speaking skills date: 2020-12-14 words: 5904 flesch: 44 summary: The experience of developing and delivering the workshop mirrored many of the fears that our attendees experience in relation to public speaking: nervousness about our unconventional approach, uncertainty about whether the audience would connect with the content, and a certain amount of imposter syndrome in relation to whether the workshop would be accepted as a legitimate form of researcher support. How improvisation techniques can support researchers with the development of public speaking skills Nicola Grayson University of Manchester Jessica Napthine-Hodgkinson University of Manchester Abstract Through the presentation of a workshop entitled ‘Enhancing public speaking skills using improvisation techniques’ this case study will argue that improvisational techniques can disrupt the seriousness of researcher development training to release stress and provide a cathartic space for researchers to develop skills and support one another. keywords: attendees; development; education; improvisation; learning; public; researchers; skills; speaking; support; techniques cache: jldhe-611.pdf plain text: jldhe-611.txt item: #292 of 538 id: jldhe-615 author: El-Badri, Hana; Abu-baker, Fatma title: Learners’ perceptions of the effectiveness of using self-reflection to understand English literary texts: towards an autonomous learning approach in Libya date: 2021-09-21 words: 5384 flesch: 48 summary: Learners’ perceptions of the effectiveness of using self- reflection to understand English literary texts: towards an autonomous learning approach in Libya Hana El-Badri University of Benghazi, Benghazi, Libya Fatma Abu-baker University of Glasgow, Glasgow, UK Abstract Teaching learners to reflect on their work has been widely researched within language- learning contexts in higher education. I think the flow of the events is clearer You have worked on providing better understanding of the text following the worksheet Learners’ perceptions of the effectiveness of using self-reflection to understand English literary texts: towards an autonomous learning approach in Libya Abstract Introduction Research methods Sample Procedure Self-reflection worksheet Data collection Data analysis Findings Participants’ perceptions of the worksheet Perceived areas of improvement The usefulness of the self-reflection worksheet Discussion and implications Limitations Further research Conclusions References Author details Appendix 1: an overview of the worksheet Appendix 2: learners’ reflection on their reading and staff feedback keywords: development; learners; learning; participants; reading; reflection; self; worksheet cache: jldhe-615.pdf plain text: jldhe-615.txt item: #293 of 538 id: jldhe-618 author: Syska, Alicja title: Editorial date: 2020-10-09 words: 1121 flesch: 34 summary: One aspect of their research exposes the unexpected fact that students tend to look for sources of support outside of the university, although the reasons for this are unclear. The last paper in Editorial this Issue, by Tom Lowe, highlights that students already possess the skills sought after by employers and that students are only missing the opportunity to translate their discipline- specific skills into more flexible graduate attributes. keywords: issue; learning; students; university cache: jldhe-618.pdf plain text: jldhe-618.txt item: #294 of 538 id: jldhe-622 author: Beeson, Helena; Byles, Richard title: Creative solutions to common groupwork problems date: 2020-12-16 words: 4552 flesch: 41 summary: Throughout our research we worked with six different FBL tutors and student groups, and, through an iterative process, created a student-led activity requiring storyboarding, communication, negotiation, and use of video technology. Surveys are a ‘one- shot’ opportunity to gather standardised information from participants (Cohen, 2018), which was our aim as we only have access to student groups for single workshops. keywords: byles; development; education; groupwork; issue; journal; learning; problems; solutions; students cache: jldhe-622.pdf plain text: jldhe-622.txt item: #295 of 538 id: jldhe-623 author: Saunders, Claire title: Conversations in writing: A book review of M. Healey, K.E. Matthews and A. Cook-Sather (2020) Writing about learning and teaching in higher education: creating and contributing to scholarly conversations. North Carolina: Center for Engaged Learning date: 2020-12-16 words: 1100 flesch: 49 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 19: December 2020 ________________________________________________________________________ Conversations in writing: a book review of M. Healey, K.E. Matthews and A. Cook-Sather (2020) Writing about learning and teaching in higher education: creating and contributing to scholarly conversations. Conversations in writing: a book review of M. Healey, K.E. Matthews and A. Cook-Sather (2020) Writing about learning and teaching in higher education: creating and contributing to scholarly conversations. keywords: conversations; learning; writing cache: jldhe-623.pdf plain text: jldhe-623.txt item: #296 of 538 id: jldhe-626 author: Loughlin, Eleanor; Syska, Alicja; Sedghi, Gita; Howell-Richardson, Christina title: On peer reviewing: how to nourish an author’s mind and win a JLDHE editor’s heart date: 2020-12-16 words: 6174 flesch: 42 summary: In reporting on the strategies used by multilingual academics to learn how to write academic articles in English, Martín et al. (2014) found that one of the most commonly cited strategies was to engage with comments and feedback from editors and peer reviewers. The ways in which journals recruit reviewers vary greatly, with most editors directly approaching known experts, often with a solid record of publishing. keywords: author; development; editor; education; jldhe; journal; learning; peer; reviewers cache: jldhe-626.pdf plain text: jldhe-626.txt item: #297 of 538 id: jldhe-627 author: Alexandra, Yoanita; Choirisa, Septi Fahmi title: Understanding college students' e-loyalty to online practicum courses in hospitality programmes during COVID-19 date: 2021-09-28 words: 7185 flesch: 39 summary: The survey was sent to the 309 hospitality students in Indonesia, with 100% response rate, who participated in online learning practicum courses during the current pandemic. Although the study focuses on, and is of particular value for, hospitality management programmes that include online practicum course, the study results emphasise the importance of education adapting quickly to new circumstances, by introducing new curricula in response to the students’ needs, in this case addressing the issue of limited access to practicum equipment during a pandemic. keywords: courses; covid-19; development; education; hospitality; information; journal; learning; loyalty; online; practicum; practicum courses; quality; satisfaction; students; usefulness cache: jldhe-627.pdf plain text: jldhe-627.txt item: #298 of 538 id: jldhe-628 author: Syska, Alicja title: Editorial date: 2020-12-16 words: 1471 flesch: 36 summary: Our heartfelt appreciation for the time, expertise, and work it took to review papers in this issue goes to the following reviewers: Mahmoud Altal, UK Richard Bale, UK Monica Behrend, Australia Vesna Bogdanović, Serbia Ursula Canton, UK Editorial Alina Congreve, UK Erika Corradini, UK Emma Davenport, UK Caleb Domsy, UK Lee Fallin, UK Nicola Grayson, UK Aileen Hanrahan, UK Joy Igiebor, UK Alena Kašpárková, The Czech Republic Maddy Mossman, UK Tamer Osman, China Joannah O'Hatnick, Canada Robert Ping-Nan Chang, UK Sonja Rewhorn, UK Margaret Rachael Scott, UK Nathalie Sheridan, UK Gabrielle Smith, Austria Angela Rhead, UK Portia Ungley, UK John Weston, Finland With very best wishes for a joyful holiday season, The JLDHE Editorial Board Editorial They explore how the challenges faced by instruction librarians have shifted from establishing good working relationships with faculty and gaining recognition, to adapting to providing distance support and concerns around the safety of returning to campus. keywords: development; skills; students; university; writing cache: jldhe-628.pdf plain text: jldhe-628.txt item: #299 of 538 id: jldhe-631 author: Moxey, Maria; Simpkin, Edward title: Harnessing the potential of extracurricular opportunities to enhance graduate employability in higher education date: 2021-09-28 words: 7159 flesch: 34 summary: Nevertheless, findings are valuable and contribute towards the growing body of literature on student employability, particularly as the study has provided a model that can be adopted by other universities on a larger scale to investigate this further. Branine (2008) found that graduate employers are more interested in personal attributes and soft skills than degree classifications, subject, or which university students attended. keywords: education; employability; graduate; journal; learning; opportunities; potential; skills; students; university cache: jldhe-631.pdf plain text: jldhe-631.txt item: #300 of 538 id: jldhe-633 author: Messenger, Hazel title: Skills for business and management: A book review of Sedgley, M. (2020) Skills for business and management. London: Red Globe Press date: 2021-03-24 words: 1263 flesch: 42 summary: The book is designed around five key areas relevant to the discipline: independent learning, time management, academic reading, academic writing and group working. The book is organized in five sections, each developing one of the five key areas: independent learning, time management, academic reading, academic writing and group working. keywords: business; learning; management cache: jldhe-633.pdf plain text: jldhe-633.txt item: #301 of 538 id: jldhe-635 author: Davey, Anne Elizabeth title: Skills for business and management : A book review of Sedgley, M. (2020) Skills for business and management. London: Red Globe Press date: 2021-03-24 words: 1404 flesch: 55 summary: She also manages the university’s library and learning support study skills provision. Different ways of improving reading skills are discussed, including selective reading, scanning, and reading for notetaking. keywords: business; learning; management; skills cache: jldhe-635.pdf plain text: jldhe-635.txt item: #302 of 538 id: jldhe-636 author: Ahern, Samantha Jane title: Maximizing the impacts of academic research: A Book review of Dunleavy, P. and Tinkler, J. (2021) Maximizing the impacts of academic research. London: Red Globe Press date: 2021-03-24 words: 1192 flesch: 48 summary: Maximizing the impacts of academic research A Book review of Dunleavy, P. and Tinkler, J. (2021) Maximizing the impacts of academic research. Summary This is an incredibly in-depth book that discusses all they key areas related to the dissemination of academic research, both within academia and beyond. keywords: chapter; impacts; research cache: jldhe-636.pdf plain text: jldhe-636.txt item: #303 of 538 id: jldhe-639 author: De Fazio, Teresa title: Challenging the Teaching Excellence Framework: A book review of A. French, and K. Carruthers Thomas (eds) (2020) Challenging the Teaching Excellence Framework: diversity deficits in higher education evaluations. Bingley: Emerald Publishing. date: 2021-03-24 words: 1136 flesch: 45 summary: Dr. Teresa De Fazio Cultural Diversity Manager, Victoria University Keywords: Teaching Excellence Framework (TEF); diversity; higher education. Overview The Teaching Excellence Framework (TEF) is controversial for the way it interprets and sets out to reward excellence in higher education. keywords: education; excellence; framework cache: jldhe-639.pdf plain text: jldhe-639.txt item: #304 of 538 id: jldhe-64 author: Cousin, Glynis title: Neither teacher-centred nor student-centred: threshold concepts and research partnerships date: 2010-03-23 words: 2855 flesch: 51 summary: Threshold concept research offers a way out of this problem because it requires an emphasis on subject expertise, both for students and teachers (albeit at different levels) rather than on education. However, there are some important differences between the research framework for phenomenography and that of threshold concepts research (which does not have a settled methodological framework). keywords: concepts; learning; research; student; threshold cache: jldhe-64.pdf plain text: jldhe-64.txt item: #305 of 538 id: jldhe-641 author: Elliott, James title: Task-specific short PowerPoints for effective off-campus learning in Diagnostic Radiography date: 2021-09-28 words: 3601 flesch: 28 summary: There were high levels of student interaction across all presentations (≥91% of students), with only one student lacking interaction altogether. Alternative delivery methods such as Blackboard Collaborate are available and may assist in tracking student interaction, quantifying time spent viewing the content, and therefore providing meta-data on content usage by students. keywords: assessment; campus; content; education; learning; module; presentations; radiography; students; task cache: jldhe-641.pdf plain text: jldhe-641.txt item: #306 of 538 id: jldhe-646 author: Breen, Michelle title: Reflections on how librarians teach information literacy: A book review of Aston, S. and Walsh, A., 2021. Library Pedagogies: Personal reflections from library practitioners. Huddersfield: Innovative Libraries Press. date: 2021-09-28 words: 1181 flesch: 39 summary: Final Thoughts The takeaways for me from the book are that information literacy teaching needs to be designed to create learner autonomy. Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 21: September 2021 ________________________________________________________________________ Reflections on how librarians teach information literacy A book review of Aston, S. and Walsh, A. (eds.) keywords: information; library; literacy cache: jldhe-646.pdf plain text: jldhe-646.txt item: #307 of 538 id: jldhe-647 author: Connolly-Panagopoulos, Maxinne title: Centralisation: placing Peer Assisted Study Sessions (PASS) within the wider work of learning developers date: 2021-09-29 words: 7638 flesch: 41 summary: Five, who formed the focus group, were student PASS mentors. Centralised training of PASS mentors, advertising, and quality control received the strongest support. keywords: centralisation; developers; development; education; learning; mentors; pass; peer; sessions; study; training cache: jldhe-647.pdf plain text: jldhe-647.txt item: #308 of 538 id: jldhe-649 author: Syska, Alicja title: Editorial date: 2021-03-30 words: 1115 flesch: 39 summary: In the second paper in this volume, Samantha King analyses how students develop and use metadiscourse, the language used to guide readers through a text, in their writing, and investigates whether the use of metadiscourse impacts student grades. The content of the book is organised into three parts: academic impacts, academic and external impacts, and external impacts. keywords: book; students; study; university; writing cache: jldhe-649.pdf plain text: jldhe-649.txt item: #309 of 538 id: jldhe-65 author: Hilsdon, John title: Reasons to be cheerful? date: 2010-03-23 words: 2014 flesch: 40 summary: Participants were motivated by their concerns about student writing – which made them receptive to ideas from an academic literacies perspective and gave them inspiration to participate in the development of reusable learning resources. As a mechanism to enhance the sharing of good LD practice among subject teachers, Rebecca Bell and colleagues at Nottingham Trent University offer a ‘community of practice’ model, in the form of an Academic Writing Readers Group. keywords: development; education; journal; learning; students; university cache: jldhe-65.pdf plain text: jldhe-65.txt item: #310 of 538 id: jldhe-650 author: Hoffman, Kimberly title: Library Pedagogies: Personal reflections from library practitioners: A book review of Aston, S. and Walsh, A., 2021. Library Pedagogies: Personal reflections from library practitioners. Huddersfield: Innovative Libraries Press. date: 2021-09-28 words: 2997 flesch: 43 summary: Hoffman Library Pedagogies: Personal reflections from library practitioners Journal of Learning Development in Higher Education, Issue 21: September 2021 5 Teaching strategies that involve feminist learning theory (chapters by Boutin-Cooper, Piepmeier, Pothecary, and Wallis), counter storytelling (chapter by Piper), antiracist pedagogy (chapter by Kalpin Prescott), inquiry-based learning (chapter by McKinney), constructivism, improvisation (chapter by Prior), playful learning approaches (chapter by Walsh), visual learning methods (chapters by Tomlin and Piper), universal design (chapters by Sclafani and Brooks), and e-pedagogies (chapter by Wotherspoon) help to combat students’ feelings of isolation or not knowing what they’re doing. Taking risks Many chapters begin with a similar story of a newly minted librarian asked to lead their first instructional session. keywords: chapter; learning; library; pedagogies; reflections; students; teaching cache: jldhe-650.pdf plain text: jldhe-650.txt item: #311 of 538 id: jldhe-654 author: Jabri, Abdelhafid title: The challenge of maintaining doctoral student well-being during Covid-19 confinement date: 2021-10-26 words: 1657 flesch: 36 summary: The challenge of maintaining doctoral student well-being during Covid-19 confinement Abdelhafid Jabri Mohammed First University, Oujda, Morocco Keywords: confinement; creative writing; doctoral supervision; online feedback; psychological well-being; Covid-19. The challenge As is widely known, doctoral students notoriously rely on their relationship with their supervisors, as it is not only an academic but also a human relationship. keywords: journal; october; student cache: jldhe-654.pdf plain text: jldhe-654.txt item: #312 of 538 id: jldhe-658 author: O'Dea, Xianghan title: Providing Business school students with online social networking opportunities during remote learning date: 2021-10-14 words: 1222 flesch: 43 summary: Providing Business school students with online social networking opportunities during remote learning Providing Business school students with online social networking opportunities during remote learning Xianghan O’Dea York St John University, UK Keywords: Business school; ice-breaker activity; interactive quizzes; online learning; online social networking; postgraduate. keywords: education; learning; online; students cache: jldhe-658.pdf plain text: jldhe-658.txt item: #313 of 538 id: jldhe-659 author: Devis-Rozental, Camila; Clarke, Susanne title: HE staff’s attitudes and expectations about their role in induction activities date: 2021-09-28 words: 6340 flesch: 46 summary: Fraser, W. J. and Killen, R. (2003) ‘Factors influencing academic success or failure of first- year and senior university students: do education students and lecturers perceive things differently?’, South African Journal of Education, 23(4), pp. Student expectations When asked what they thought about the expectations of students concerning the induction process, 40 staff participants stated that students sought general information. keywords: devis; education; expectations; induction; role; rozental; staff; students; university cache: jldhe-659.pdf plain text: jldhe-659.txt item: #314 of 538 id: jldhe-66 author: Bussell, Helen title: Preparation for Higher Education: A study of collaborative partnerships in easing the transition to HE date: 2011-04-03 words: 5850 flesch: 46 summary: For example, college students attending the university to allow them to engage in the student university experience. The resource implications of an increasing number of students visiting the campus has affected this element but, where this has lapsed, it needs to be reintroduced and managed to ensure one of the key benefits of the module, easing student transition to HE, is not lost: You just think ‘Oh my God, it was ok when there was 15 of them’, you could just come along. keywords: colleges; development; education; learning; module; partnerships; students; study; teesside; university cache: jldhe-66.pdf plain text: jldhe-66.txt item: #315 of 538 id: jldhe-661 author: Bowskill, Nicholas WD; Hall, David; Hutchinson, Lucy; Harrogate, Melody title: When online student numbers double during a pandemic date: 2021-10-25 words: 1766 flesch: 40 summary: Sanz-Martínez, L., Er, E., Martínez-Monés, A., Dimitriadis, Y. and Bote-Lorenzo, M. L. (2019) 'Creating collaborative groups in a MOOC: a homogeneous engagement https://doi.org/10.3102/0034654314540007 https://core.ac.uk/download/pdf/44289802.pdf https://doi.org/10.1111/j.1464-0597.2008.00379.x https://files.eric.ed.gov/fulltext/EJ1013933.pdf https://doi.org/10.2196/12901 https://doi.org/10.1016/j.nurpra.2020.11.002 Bowskill, Hall, Hutchinson When online student numbers double during a pandemic and Harrogate Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 6 grouping approach', Behaviour & Information Technology, 38(11), pp.1107-1121. When online student numbers double during a pandemic Nicholas Bowskill University of Derby, UK David Hall University of Derby, UK Lucy Hutchinson University of Derby, UK Melody Harrogate University of Derby, UK Keywords: podcasts; pandemic; group work; globalised learning; learning design; Covid- 19. keywords: education; learning; online; pandemic; student cache: jldhe-661.pdf plain text: jldhe-661.txt item: #316 of 538 id: jldhe-664 author: Akhtar, Farrukh title: Honouring loved ones who have passed: bringing grief into the pedagogical frame during the pandemic date: 2021-10-14 words: 1449 flesch: 61 summary: Swartwood et al. (2011) refer to the exchange of hope in online grief communities as a way of validating grief and the move towards healing. R. M., Veach, P. M., Kuhne, J., Lee, H. K., Ji, K. (2011) ‘Surviving grief: an analysis of the exchange of hope in online grief communities’, OMEGA - Journal of Death and Dying, 63(2), pp.161-181. keywords: grief; ones; pandemic; students cache: jldhe-664.pdf plain text: jldhe-664.txt item: #317 of 538 id: jldhe-666 author: Aoileann Ni Eigeartaigh title: Teaching the literature of the sixteenth-century plague during the Covid-19 pandemic date: 2021-10-25 words: 1424 flesch: 30 summary: We talked a lot about the implications of being ‘clean’, expanding the literal focus on hygiene to a more ambiguous signifier of moral superiority, drawing on anecdotal evidence that certain groups of people were presumed to be less compliant with public health measures than others and thus blamed for rising case numbers. The response The mid-sixteenth century saw the development of detailed public health measures, with many of the original texts digitally preserved and accessible on websites like nationalarchives.gov.uk. keywords: century; literature; plague; teaching cache: jldhe-666.pdf plain text: jldhe-666.txt item: #318 of 538 id: jldhe-667 author: Cerimagic, Sabina title: There is nothing like a pandemic – to force rapid change and upskilling in higher education date: 2021-10-13 words: 2112 flesch: 52 summary: Cerimagic There is nothing like a pandemic – to force rapid change and upskilling in higher education Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 3 We continue to offer a variety of workshops through the semester as required and we have monthly two hour drop-in sessions that are run by the media and LD teams where staff can Zoom in or attend in person and get assistance with any multimedia and LD related enquiries. Simultaneously, we as a team learnt the art of reflecting (Gibbs, 1988; Driscoll, 2006; Hegarty, 2011; Ross, 2011) and feeding forward to improve our own processes and the way we offer workshops, deciding the number of workshops, and ensuring the efficiency and sustainability of our work. keywords: cerimagic; education; learning; team; workshops cache: jldhe-667.pdf plain text: jldhe-667.txt item: #319 of 538 id: jldhe-668 author: Enstone, Zoe title: Blended learning opportunities: skills for working with primary sources date: 2021-10-14 words: 1858 flesch: 29 summary: Zoë Enstone York St. John University, UK Keywords: foundation year; blended learning; interdisciplinary; information literacy; object-based learning; primary sources; transition to university; academic skills. The value of this content draws on the well-documented importance of information literacy within higher education provision (Shapiro and Hughes, 1996; Johnston and Webber, 2003; Wang, 2007). keywords: education; information; learning; literacy; skills cache: jldhe-668.pdf plain text: jldhe-668.txt item: #320 of 538 id: jldhe-669 author: Collins, Vicky; Blackett, Sue title: How it adds up: dual reflections on the online engagement of one cohort of accounting students date: 2021-10-29 words: 1593 flesch: 38 summary: How it adds up: dual reflections on the online engagement of one cohort of accounting students Vicky Collins University of Reading, UK Sue Blackett University of Reading, UK Keywords: International students; accounting and finance; online learning; English for Academic Purposes; Covid-19. How it adds up: dual reflections on the online engagement of one cohort of accounting students The challenge The disciplinary context: Accounting and Finance The disciplinary context: English for Academic Purposes keywords: accounting; cohort; engagement; learning; students cache: jldhe-669.pdf plain text: jldhe-669.txt item: #321 of 538 id: jldhe-67 author: Murrell, Karen Anne title: Simulating practice to enhance learning for 14-16 year old Health and Social Care students date: 2011-04-03 words: 3517 flesch: 45 summary: Extending the use of simulation to programmes for 14-16 year olds was seen as an ideal opportunity to improve the learning experience for these future pre- registration health and social care students as well as promote recruitment of better prepared candidates in the future. This case study outlines the planning and subsequent evaluation of the simulation aspect of the programme, by reviewing the effect on student confidence, student learning and preparation for professional practice. keywords: care; health; learning; practice; simulation; social; students cache: jldhe-67.pdf plain text: jldhe-67.txt item: #322 of 538 id: jldhe-670 author: Abegglen, Sandra; Fabian Neuhaus title: TALON: Shaping the future of online education through connectivity date: 2021-10-28 words: 1354 flesch: 38 summary: TALON: shaping the future of online education through connectivity Sandra Abegglen University of Calgary, Canada Fabian Neuhaus University of Calgary, Canada Keywords: online education; learning and teaching; networks; collaboration; partnership; Covid-19. This raised fundamental questions about the practice of online education: how and what do we teach online? keywords: education; future; learning; talon cache: jldhe-670.pdf plain text: jldhe-670.txt item: #323 of 538 id: jldhe-671 author: Fallin, Lee title: Developing online content to support students: the Remote Learning SkillsGuide date: 2021-10-27 words: 1534 flesch: 47 summary: Developing online content to support students: the Remote Learning SkillsGuide Lee Fallin University of Hull, UK Keywords: Covid-19; online learning; remote learning; asynchronous; self-help; higher education. The global pandemic forced online learning upon them, and they needed support that was sensitive to this. keywords: learning; remote; students; support cache: jldhe-671.pdf plain text: jldhe-671.txt item: #324 of 538 id: jldhe-672 author: Li, Weijia title: Keep calm and carry on with small tweaks: teamwork in the pandemic date: 2021-10-13 words: 1205 flesch: 57 summary: The response My doctoral coursework on learning theories and research offered me some tools to brainstorm possible strategies, particularly the notion of activity system (Greeno and Li Keep calm and carry on with small tweaks: teamwork in the pandemic Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 Engeström, 2013). Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 22: Compendium of Innovative Practice October 2021 ________________________________________________________________________ Keep calm and carry on with small tweaks: teamwork in the pandemic Weijia Li University of Rochester, New York, USA Keywords: teamwork; division of labor; use of tools; local innovations; Covid-19. keywords: learning; pandemic; teamwork cache: jldhe-672.pdf plain text: jldhe-672.txt item: #325 of 538 id: jldhe-673 author: Zeivots, Sandris; Shalavin, Courtney title: Hybrid teaching workshops: upskilling educators to deliver hybrid classes date: 2021-10-27 words: 1306 flesch: 39 summary: Hybrid teaching workshops: upskilling educators to deliver hybrid classes Sandris Zeivots University of Sydney, Australia Courtney Shalavin University of Sydney, Australia Keywords: hybrid teaching; hybrid classes; academic professional development; Covid- 19; pandemic pedagogy. The primary motive for participants’ workshop attendance, cited by respondents to the survey, was to learn about hybrid teaching classes (70%), followed by personal development (50%), and preparation for the eventuality that they would have to teach a hybrid class (40%). keywords: hybrid; learning; teaching cache: jldhe-673.pdf plain text: jldhe-673.txt item: #326 of 538 id: jldhe-674 author: Desire, John; Burns, Tom; Sinfield, Sandra; Gordon, Janet title: The apron challenge: embodied and creative learning online and at a distance date: 2021-10-14 words: 1656 flesch: 44 summary: We decided to adopt that as an induction challenge for our students, with alternatives that would allow everybody to participate and succeed, so our students could make a study space, object or the apron: Burns, Desire, Gordon, Sinfield The apron challenge: embodied and creative learning online and at a distance Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 3 Make a study apron (see example video): Find a large old pair of jeans or similar - transform the jeans into a study apron - something that makes you feel like a proper student. The ‘apron challenge’ was not just a throwaway one-off icebreaker, but a https://youtu.be/ty_ztNPoEp4 Burns, Desire, Gordon, Sinfield The apron challenge: embodied and creative learning online and at a distance Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 4 synecdoche for the module itself: playful, collaborative, supportive, embodied and online. keywords: apron; challenge; learning; online cache: jldhe-674.pdf plain text: jldhe-674.txt item: #327 of 538 id: jldhe-676 author: Davison, Ellie title: Building a learning community through collaborative, online assessment preparation date: 2021-10-28 words: 1386 flesch: 28 summary: Students valued the flexibility of both how and when to participate (anonymous vs. onymous; synchronous vs. asynchronous) and evaluating submissions of a range of quality was also effective; seeing common errors encouraged students not to make the same mistakes, while excellent examples stimulated students to improve their work accordingly. Senior, R. M., Bartholomew, P., Soor, A., Shepperd, D., Bartholomew, N. and Senior, C. (2018) ‘The rules of engagement: student engagement and motivation to improve the quality of undergraduate learning’, Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00032. keywords: assessment; learning; peer; students cache: jldhe-676.pdf plain text: jldhe-676.txt item: #328 of 538 id: jldhe-677 author: Rossi, Virna title: Just-in-time pandemic CPD using short screencast videos date: 2021-10-14 words: 1574 flesch: 66 summary: VLE Rossi Just-in-time, low-tech pandemic CPD using short screencast videos Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 3 10. Hence, my final recommendation is: seek support when embarking on a new professional project, it will be both more rewarding and it will result in a distributed effort. References Land, R., Cousin, G., Meyer, J. and Davies, P. (2018) 'Threshold concepts and troublesome knowledge (3): implications for course design and evaluation', in Rust, Rossi Just-in-time, low-tech pandemic CPD using short screencast videos Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 5 C. (ed.) keywords: cpd; learning; time; videos cache: jldhe-677.pdf plain text: jldhe-677.txt item: #329 of 538 id: jldhe-678 author: Kenny, Karen title: Establishing a digital tutoring hub to support students in a virtual space date: 2021-10-13 words: 1308 flesch: 44 summary: Discussion with student groups highlighted that a key concern was loss of community: student representatives particularly talked about missing ‘corridor conversations’. Taylor, E. (2020) 'The 'APPLE' form as a vehicle for the identification, development and articulation of student skills and attributes', The Advance HE STEM Conference 2020, The Studio, Manchester 28 January. keywords: space; students; tutoring cache: jldhe-678.pdf plain text: jldhe-678.txt item: #330 of 538 id: jldhe-679 author: Fallin, Lee title: Teaching academic software via YouTube videos in the Covid-19 pandemic: potential applications for learning development date: 2021-10-13 words: 1762 flesch: 45 summary: Teaching academic software via YouTube videos in the Covid- 19 pandemic: potential applications for learning development Lee Fallin University of Hull, UK Keywords: learning development; YouTube; software instruction; software training; online video; Covid-19. Traditional instruction for software was reliant on face-to-face courses based in computer rooms (Kalpokaite and Fallin Teaching academic software via YouTube videos in the Covid-19 pandemic: potential applications for learning development Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 Radivojevic, 2020). keywords: development; learning; software; videos cache: jldhe-679.pdf plain text: jldhe-679.txt item: #331 of 538 id: jldhe-68 author: Magyar, Anna; McAvoy, Daniel; Forstner, Kathrin title: 'If only we knew what they wanted': bridging the gap between student uncertainty and lecturers' expectations date: 2011-04-03 words: 6380 flesch: 44 summary: It has also helped to challenge deficit discourses around student writing (Lillis and Scott, 2007). Lecturers perhaps do not always appreciate that students can struggle with the variety of assignments they are asked to write (see Nesi et al., 2008 for research on genres of assessed student writing in UK HE). keywords: development; education; issue; journal; learning; lecturers; masters; programme; students; writing cache: jldhe-68.pdf plain text: jldhe-68.txt item: #332 of 538 id: jldhe-681 author: Todd, Andrea title: Democracy in action: students as design partners date: 2021-10-27 words: 1367 flesch: 54 summary: Students were viewed Todd Democracy in action: students as design partners Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 as collaborative partners (Cook-Sather, Bovill and Felton, 2017) entering genuine dialogue (Bovill, 2017) with the module leader. Democracy in action: students as design partners Andrea Todd University of Chester, UK Keywords: students as partners; student voice; curriculum design; feedback; democracy; Covid-19. keywords: module; partners; students cache: jldhe-681.pdf plain text: jldhe-681.txt item: #333 of 538 id: jldhe-682 author: Roberts, Emma title: Community-building through collaborative peer-generated formative assessment: enhancing attainment and assessment literacy date: 2021-10-28 words: 1771 flesch: 31 summary: Formative assessment took on greater importance given the intense delivery schedule, since the module introduced students to their first university assessment (Şenel and Şenel, 2021). The closed nature of the resource meant more students experienced a plateau and it was felt that students would benefit from greater exposure to formative assessment. keywords: assessment; learning; peer; students cache: jldhe-682.pdf plain text: jldhe-682.txt item: #334 of 538 id: jldhe-683 author: Fedtke, Jana title: Pandemic promenadology: walking for wellbeing in academic life date: 2021-10-14 words: 1619 flesch: 46 summary: Walking meetings To increase physical activity and wellbeing, walking meetings present an alternative to traditional meetings for faculty members, staff discussions, and even office hours. Clayton et al. (2015) have shown that walking meetings increase creativity and productivity. keywords: august; learning; pandemic; walking; wellbeing cache: jldhe-683.pdf plain text: jldhe-683.txt item: #335 of 538 id: jldhe-689 author: McMenamin, James; Rudolf von Rohr, Marie-Thérèse title: Private online channels and student-centred interaction date: 2021-10-27 words: 1313 flesch: 49 summary: Our key insights here are: a) Students will form online communities and groups to solve problems jointly if they are assigned collaborative tasks and have their own virtual room (private channel) where they can meet independently. b) Group chats and documents which students can collaboratively edit can increase interactivity during online classes, and the option of referring to them after class benefits both teachers and students. The response Through a survey conducted by the student council at the School, it came to our attention that students enjoyed using the collaborative platform Microsoft Teams. keywords: interaction; learning; student; teams cache: jldhe-689.pdf plain text: jldhe-689.txt item: #336 of 538 id: jldhe-690 author: Cerimagic, Sabina; Hasan , M. Rabiul title: A holistic approach to authentic and engaging assessment during the Covid-19 pandemic: an Australian case study date: 2021-10-28 words: 1935 flesch: 35 summary: One of the most significant issues that we experienced was fostering engagement with the students and finding suitable eTools to promote engagement and support authentic assessment of this unit. We therefore sought to create authentic assessments which support online, active, and peer learning and by doing so, we increased student engagement and provided learners Cerimagic and Hasan A holistic approach to authentic and engaging assessment during the Covid-19 pandemic: an Australian case study Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 5 with a platform to demonstrate the skills they learnt. keywords: assessment; development; education; learning; students cache: jldhe-690.pdf plain text: jldhe-690.txt item: #337 of 538 id: jldhe-691 author: Keshishi, Nayiri title: Playful reflective thinking in a HyFlex classroom: using nostalgic games to engage students date: 2021-10-14 words: 1560 flesch: 41 summary: This mitigated issues of accessibility, such as access to a printer, and would still allow online students to playfully participate. The challenge Amidst the ever-changing government guidelines in response to the Covid-19 pandemic, universities have had to balance the safety of students and staff with attempting to maintain as much face-to-face teaching as possible. keywords: classroom; education; learning; students cache: jldhe-691.pdf plain text: jldhe-691.txt item: #338 of 538 id: jldhe-692 author: Wardak, Dewa; Zeivots, Sandris ; Cram, Andrew title: CLaS light touch project: scaling up educational co-design process date: 2021-10-27 words: 1517 flesch: 42 summary: Since LMSs were the key drivers of content design, development, and delivery for online learning (Rekhari and Curran, 2018), an in-house Canvas LMS template was designed to enhance information engagement and active learning for students. Opportunity through online learning: improving student access, participation and success in higher education, The National Centre for Student Equity in Higher Education (NCSEHE). keywords: design; learning; light; touch cache: jldhe-692.pdf plain text: jldhe-692.txt item: #339 of 538 id: jldhe-693 author: Clark, Karen; Jarvis, Joy; Yip, Amanda title: Powerful conversation for learning date: 2021-10-13 words: 1436 flesch: 50 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 22: Compendium of Innovative Practice October 2021 ________________________________________________________________________ Powerful conversation for learning Karen Clark University of Hertfordshire, UK Joy Jarvis University of Hertfordshire, UK Amanda Yip University of Hertfordshire, UK Keywords: conversation; inclusion; dialogue; community; social presence; Covid-19. Powerful conversation for learning The challenge The response Recommendations References Author details keywords: conversation; education; learning; teaching cache: jldhe-693.pdf plain text: jldhe-693.txt item: #340 of 538 id: jldhe-695 author: Compton, Martin title: Sell them what they want; give them what they need: managing tensions and competing expectations in live online lecturer development workshops date: 2021-10-27 words: 1456 flesch: 46 summary: The response A key part of the answer would be in the design of live sessions that sat alongside the self- study materials we had created. Most events were built around specific activities (e.g. ‘Hosting live teaching in Microsoft Teams’). keywords: development; learning; need; online cache: jldhe-695.pdf plain text: jldhe-695.txt item: #341 of 538 id: jldhe-696 author: Kuepper-Tetzel, Carolina; Nordmann, Emily title: Watch party lectures: synchronous delivery of asynchronous material date: 2021-10-25 words: 2044 flesch: 38 summary: Collaborative co-creation of knowledge that combines social and cognitive Kuepper-Tetzel and Nordmann Watch party lectures: synchronous delivery of asynchronous material Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 3 processes aligns well with the theoretical framework of Community of Inquiry (Garrison et al., 2001; Cleveland-Innes et al., 2019); and is an essential aspect of watch party lectures. As expected, students highlighted the chat box conversations as a positive feature of watch party lectures. keywords: education; learning; lectures; party; students; watch cache: jldhe-696.pdf plain text: jldhe-696.txt item: #342 of 538 id: jldhe-697 author: Corradi, Hazel Ruth title: Does Zoom allow for efficient and meaningful group work? Translating staff development for online delivery during Covid-19 date: 2021-10-13 words: 1810 flesch: 48 summary: Providing all the materials and instruction in one place facilitates online group work running smoothly and to time. Translating staff development for online delivery during Covid- 19 Hazel Ruth Corradi University of Bath, UK Keywords: Covid-19; group work; assessment; feedback; online workshop; jigsaw. keywords: development; education; group; learning cache: jldhe-697.pdf plain text: jldhe-697.txt item: #343 of 538 id: jldhe-698 author: Bohlmann, Julia; Ross, Micky title: Building a study community through podcasts during Covid-19 date: 2021-10-27 words: 1529 flesch: 54 summary: Building a study community through podcasts during Covid-19 Julia Bohlmann University of Glasgow, UK Micky Ross University of Glasgow, UK Keywords: Covid-19; international students; study community; podcasts. Ryan, J. (2011) ‘Teaching and learning for international students: towards a transcultural approach’, Teachers and Teaching: Theory and Practice, 17(6), pp.631-648. https://doi.org/10.1080/13540602.2011.625138. keywords: community; learning; podcasts; students cache: jldhe-698.pdf plain text: jldhe-698.txt item: #344 of 538 id: jldhe-701 author: Gribble, Lynn; Wardrop, Janis title: Learning by engaging: connecting with our students to keep them active and attentive in online classes date: 2021-10-14 words: 1379 flesch: 44 summary: More importantly they helped break down the pre-conceived formal barriers of teacher and student, building an informal and safe learning environment where students developed the confidence to ask questions and voice their opinions (albeit in the chat box), as they would during a face-to-face class. The challenge Our challenge was to take a large postgraduate course, comprised of 90% international students, online while maintaining student engagement. keywords: classes; education; learning; students cache: jldhe-701.pdf plain text: jldhe-701.txt item: #345 of 538 id: jldhe-702 author: Calleja, Jodie; Bishopp-Martin, Silvina title: Learning to learn online: creating an open-access learning development platform date: 2021-10-27 words: 1843 flesch: 30 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 22: Compendium of Innovative Practice October 2021 ________________________________________________________________________ Special consideration was given to identifying: a structured model of content delivery (Panigrahi, Srivastava and Sharma, Calleja and Bishopp-Martin Learning to learn online: creating an open-access learning development platform Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 2018); a suitable platform for LD content (Francis et al., 2019); methods to engage and assess learning (Castle and McGuire, 2010). keywords: development; education; learning; online; platform; university cache: jldhe-702.pdf plain text: jldhe-702.txt item: #346 of 538 id: jldhe-703 author: Andrews, Jonathan title: Transition online: challenges and achievements date: 2021-10-13 words: 1404 flesch: 51 summary: This may be necessitated anyway by an ongoing pandemic, but it could also better suit on-campus students with tight timetables, distance learners, or international students temporarily unable to travel (Kanwar and Carr, 2020). For example, VLE pages with links, PowerPoints, and text have been provided for first year medical students for several years or more: these simply needed updating. keywords: education; learning; online; students cache: jldhe-703.pdf plain text: jldhe-703.txt item: #347 of 538 id: jldhe-705 author: Tomczak, Johanna; Bel, Eric title: A conversational framework for learning design (in adverse times) date: 2021-10-26 words: 1897 flesch: 46 summary: Through our conversation, it appeared that we had both responded to the challenge described above in a manner that combined those three theories into one way of approaching learning design. Thus, as recommended by Biggs (1996) and Papert (1996), we designed learning tasks that were as collaborative and authentic as feasible, despite the adverse context we were working in. keywords: education; learners; learning; october cache: jldhe-705.pdf plain text: jldhe-705.txt item: #348 of 538 id: jldhe-706 author: Becker, Lucinda title: How my failure to read a play helped my students develop their learning date: 2021-10-25 words: 1607 flesch: 59 summary: How my failure to read a play helped my students develop their learning Lucinda Becker University of Reading Keywords: student confidence; Shakespeare; Covid-19 The challenge As a teaching-intensive member of academic staff, I have an active interest in how students can develop their learning skills, particularly in English Literature. These seminars are intended to give space to students trying out new ideas and closely analysing literature. keywords: learning; play; students cache: jldhe-706.pdf plain text: jldhe-706.txt item: #349 of 538 id: jldhe-707 author: Kimberley, Jade; Matthews, Chiara; Smith, Vanessa; Leech, Jo title: Video feedback in English for Academic Purposes: building connections with international students while learning online date: 2021-10-28 words: 2016 flesch: 36 summary: Consequently, more substantive research is called for, in which international student feedback is gathered to understand perceptions of video feedback and the reasons behind them. Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 22: Compendium of Innovative Practice October 2021 ________________________________________________________________________ Video feedback in English for Academic Purposes: building connections with international students while learning online Jade Kimberley University of Nottingham International College Chiara Matthews University of Nottingham International College Vanessa Smith University of Nottingham International College Jo Leech University of Nottingham International College Key words: feedback; video feedback; screencast feedback; higher education; connection; digital literacy; Covid-19. keywords: feedback; international; learning; students; video cache: jldhe-707.pdf plain text: jldhe-707.txt item: #350 of 538 id: jldhe-708 author: Razeed, Abdul; Norman, Pat; Gurney, Kristna title: Providing affective and supportive video feedback in a multidisciplinary unit during the pandemic date: 2021-10-28 words: 1625 flesch: 41 summary: Video feedback offered us a means to achieve these ends. We chose video feedback as it provides nonverbal cues and is more affective than text feedback (Kaplan-Rakowski, 2021). keywords: feedback; students; unit; video cache: jldhe-708.pdf plain text: jldhe-708.txt item: #351 of 538 id: jldhe-71 author: Foster, Monika title: Engaging students in enhanced academic transitions - a case of online study skills resource SPICE (Student Pre-arrival Induction for Continuing Education) date: 2011-04-03 words: 6164 flesch: 55 summary: Shofield, M. and Sackvile, A. (2006) Student induction – from event to entitlement. Palloff and Pratt (2007) believe the aim of the induction process is to maximise the educational potential for both the online classroom and online student. keywords: edinburgh; education; induction; learning; resource; skills; spice; students; study; time; university cache: jldhe-71.pdf plain text: jldhe-71.txt item: #352 of 538 id: jldhe-712 author: White, Andy; Chapman, Amanda; Lucas, Isabel title: Digital capabilities: From niche to normal date: 2021-10-27 words: 1437 flesch: 36 summary: Digital capabilities: from niche to normal Andy White Cumbria University Amanda Chapman Cumbria University Isabel Lucas Cumbria University Keywords: Digital transformation; staff development; Covid -19. Marks, A., AL-Ali, M., Attasi, R., Elkishk, A. A. and Rezgui, Y. (2021) ‘Digital transformation in higher education: maturity and challenges post COVID-19’, pp.1-10, in Rocha, Á., Ferrás, C., López-López, P. C. and Guarda, T. (eds.) keywords: capabilities; development; learning; staff cache: jldhe-712.pdf plain text: jldhe-712.txt item: #353 of 538 id: jldhe-713 author: Lucas, Isabel; Chapman, Amanda title: Storyboarding and suggestopedia for curriculum re-design date: 2021-10-13 words: 1752 flesch: 47 summary: • Take time to devise and test out the Suggestopedia approach questions; these should gently guide participants to ‘notice’ aspects of curriculum design, encourage them to challenge the status quo and test out a different approach. Questions related back to previous ones, creating and suggesting their own narrative through forms that assumed good practice in curriculum design: ‘Now, take a look again at . . keywords: curriculum; design; learning; participants; storyboarding cache: jldhe-713.pdf plain text: jldhe-713.txt item: #354 of 538 id: jldhe-720 author: Hanson, Carrie; Liepins, Alexander title: Remote learning might be new, but how we can learn best is not date: 2021-10-13 words: 1375 flesch: 50 summary: Remote learning might be new, but how we can learn best is not Carrie Hanson McGill University, Canada Alexander Liepins McGill University, Canada Keywords: learning strategies; skills development; student success; remote learning; metacognition; Covid-19. Before terms like social distancing, remote learning, and Zoom fatigue became part of our common vocabulary – namely before March 2020 – our programming was primarily centered around in-person learning experiences in an active learning classroom and facilitated by trained graduate student assistants. keywords: development; learning; students; teaching cache: jldhe-720.pdf plain text: jldhe-720.txt item: #355 of 538 id: jldhe-721 author: Shaffer, Deena; Brecher, Diana title: Inwards, together: an inner-resourcing U-turn date: 2021-10-28 words: 1768 flesch: 43 summary: McGuire, S. Y. (2015) Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Tanner, K. D. (2012) ‘Promoting student metacognition’, CBE—Life Sciences Education, 11, pp.113-120. https://doi.org/10.1187/cbe.12-03-0033. keywords: education; learning; october; strategies; students; turn cache: jldhe-721.pdf plain text: jldhe-721.txt item: #356 of 538 id: jldhe-722 author: Vallis, Carmen title: Designing workshops to be sociable rather than remote date: 2021-10-13 words: 1594 flesch: 43 summary: Designing workshops to be sociable rather than remote Carmen Vallis University of Sydney, Australia Keywords: design workshops; co-design; learning design; online facilitation; Covid-19. Our team continues to design, refine, and evaluate co-design in such workshops (Vallis et al., in-press). keywords: design; education; learning; workshops cache: jldhe-722.pdf plain text: jldhe-722.txt item: #357 of 538 id: jldhe-725 author: Wardak, Dewa; Razeed, Abdul; Thogersen, Jane; Guerry, Eve title: Collaborating on a creative solution to teach creativity to Business students date: 2021-10-14 words: 1934 flesch: 33 summary: When designing innovative blended activities, particularly under the constraints of the pandemic, thorough consideration of multiple aspects is important, including student learning and engagement, logistics, technology implementation, and clear communication between all stakeholders (Zhang and Dang, 2020). This was a new and innovative way to teach business students about creativity and a first collaboration between the Business School at the University of Sydney and a museum. keywords: business; creativity; learning; museum; obl; students cache: jldhe-725.pdf plain text: jldhe-725.txt item: #358 of 538 id: jldhe-726 author: Rafferty, Caelan; Matthews, Kelly title: Connecting during times of disconnection: student-teacher partnerships in co-designing online education date: 2021-10-27 words: 1653 flesch: 43 summary: Connecting during times of disconnection: student-teacher partnerships in co-designing online learning Caelan Rafferty University of Queensland, Australia Kelly E. Matthews University of Queensland, Australia Keywords: Covid-19; students as partners; online learning; co-design. We, as strong advocates of ‘students as partners’ practices, thus found ourselves doubting our capacity to engage in meaningful partnership as our professional and student lives collided with our personal lives during Covid-19 (like many others, see Matthews et al., 2020). keywords: learning; online; student cache: jldhe-726.pdf plain text: jldhe-726.txt item: #359 of 538 id: jldhe-728 author: Hasan, Rabiul; Cerimagic, Sabina title: Authentic assessment during COVID-19: an Australian postgraduate computing degree program example date: 2021-10-28 words: 1751 flesch: 28 summary: Authentic assessment during Covid-19: an Australian postgraduate computing degree program example Rabiul Hasan University of Sydney, Australia Sabina Cerimagic University of Sydney, Australia Keywords: assessment design; assessment transformation; Covid-19; emergency remote learning; change management. As the study unit was built into authentic assessments for face-to-face delivery to keep students motivated and engaged (Ellis et al., 2020; Villarroel et al., 2020; Schultz et al., 2021; Sokhanvar, Salehi, and Sokhanvar, 2021) and to support them to develop graduate qualities for employability (Villarroel et al., 2018; Karunanayaka and Naidu, 2021), we wanted to mirror this approach and retain good practice in relation to authentic assessments (Joy Cumming and Maxwell, 1999) for the move online. keywords: assessment; covid-19; education; learning; study; unit cache: jldhe-728.pdf plain text: jldhe-728.txt item: #360 of 538 id: jldhe-729 author: Nolan, Julie; Jamieson, Helen title: Pivoting academic skills support online: a critical reflection on practice date: 2021-10-13 words: 1989 flesch: 23 summary: https://www.jisc.ac.uk/sites/default/files/ltr-report-change-and-challenge-for-students-staff-and-leaders-aug-2020.pdf https://www.jisc.ac.uk/sites/default/files/ltr-report-change-and-challenge-for-students-staff-and-leaders-aug-2020.pdf https://researchonline.gcu.ac.uk/ws/portalfiles/portal/42976118/Lambie_I._Law_B._2020_Teaching_online_during_a_pandemic_Pedagogical_skills_transfer_from_face_to_face_support_to_online_synchronous_support_provision.pdf https://researchonline.gcu.ac.uk/ws/portalfiles/portal/42976118/Lambie_I._Law_B._2020_Teaching_online_during_a_pandemic_Pedagogical_skills_transfer_from_face_to_face_support_to_online_synchronous_support_provision.pdf https://researchonline.gcu.ac.uk/ws/portalfiles/portal/42976118/Lambie_I._Law_B._2020_Teaching_online_during_a_pandemic_Pedagogical_skills_transfer_from_face_to_face_support_to_online_synchronous_support_provision.pdf https://doi.org/10.1177%2F1090198120969372 https://www.hepi.ac.uk/wp-content/uploads/2020/06/The-Student-Academic-Experience-Survey-2020.pdf https://www.hepi.ac.uk/wp-content/uploads/2020/06/The-Student-Academic-Experience-Survey-2020.pdf https://doi.org/10.1371/journal.pcbi.1008242 https://doi.org/10.1177/14757257211032486 Nolan and Jamieson Pivoting academic skills support online: a critical reflection on practice Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 8 Raaper, R. and Brown, C. (2020) ‘The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice’, Journal of Professional Capital and Community, 5 (3/4), pp.343-349. Neves, J. and Hewitt, R. (2020) Student academic experience survey 2020. keywords: learning; online; reflection; skills; students; support cache: jldhe-729.pdf plain text: jldhe-729.txt item: #361 of 538 id: jldhe-730 author: Symons, Karen title: 'Can you hear me? Are you there?': student engagement in an online environment date: 2021-10-14 words: 1529 flesch: 56 summary: The concept of ‘student engagement’ is important, as it is based on the belief that learning improves when students are fully involved in their learning (Deslauriers, 2019). Are you there?’: student engagement in an online environment Karen Symons De Montfort University, UK Keywords: student engagement; invisible learners; active learning; Covid-19. keywords: engagement; learning; student cache: jldhe-730.pdf plain text: jldhe-730.txt item: #362 of 538 id: jldhe-732 author: Morrison, Kirsty; West, Sally ; Hogg, Kathryn title: Maintaining a clinical learning environment for medical students during a pandemic date: 2021-10-14 words: 1487 flesch: 39 summary: We ensured that we spoke with students who had missed elements of their placement on their return and prioritised their Morrison, West and Hogg Maintaining a clinical learning environment for medical students during a pandemic Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 4 learning objectives as much as possible. Our role as ward based clinical educators is to support medical students on their placements and to help them achieve their objectives, focussing mainly on third- year medical students, coaching them in clinical and practical skills. keywords: learning; medical; pandemic; students cache: jldhe-732.pdf plain text: jldhe-732.txt item: #363 of 538 id: jldhe-734 author: Hopkins, Sam; Surendran, Shelini title: Challenges and serendipities: group working under conditions of social distancing and dual modes of delivery date: 2021-10-25 words: 1761 flesch: 54 summary: In such cases, we split the class and ran separate in-person and online sessions in an attempt to improve student experience. group working under conditions of social distancing and dual modes of delivery Sam Hopkins University of Surrey, UK Shelini Surendran University of Surrey, UK Keywords: Covid-19; Biosciences; foundation; HyFlex; teamwork; group work. keywords: experience; group; learning; online; students cache: jldhe-734.pdf plain text: jldhe-734.txt item: #364 of 538 id: jldhe-736 author: Timmins, Claire title: Moving hands-on anatomy teaching online: a reflection on creative solutions date: 2021-10-14 words: 1573 flesch: 41 summary: Image of signs created in Minecraft Education Edition showing interaction between student and tutor. Active learning strategies are positively received by anatomy students, improving performance and attitudes (Entezari and Javdan, 2016), and are shown to reduce the gap between non- academic and academic student outcomes (Zimanyi, Emtage and Megaw, 2019). keywords: anatomy; education; learning; teaching cache: jldhe-736.pdf plain text: jldhe-736.txt item: #365 of 538 id: jldhe-737 author: Brown, Clare title: Building relationships in the ‘cyber abyss’: learning from engagement failures date: 2021-10-14 words: 1751 flesch: 36 summary: The challenge Establishing constructive and collaborative relationships with subject teaching staff and students is a key element of learning development (LD) practice, but became hugely challenging when starting in a newly-created LD post on the cusp of the first UK lockdown. How, then, could I get support to students? keywords: development; education; journal; learning; students cache: jldhe-737.pdf plain text: jldhe-737.txt item: #366 of 538 id: jldhe-74 author: Fairbairn, Gavin title: Academic writing masterclasses: 'shared live editing' in a group date: 2011-04-03 words: 2671 flesch: 49 summary: Shared live editing groups are a good vehicle for the development of writing skills because over the course of a series of sessions, each person in a group has the opportunity to receive support in developing not only his or her text, but his or her skills as a writer. Shared live editing is particularly useful with groups of postgraduates whether they are at the stage of developing the proposals for their research projects, or developing the text of their theses; and with colleagues who are working on articles intended for publication. keywords: editing; fairbairn; text; writing cache: jldhe-74.pdf plain text: jldhe-74.txt item: #367 of 538 id: jldhe-740 author: Bickle, Ed; Allen, Stephanie; Mayer, Marian title: The use of virtual drop-in sessions during Covid-19 as a means to increase engagement with learning development date: 2021-10-13 words: 1686 flesch: 42 summary: We also experimented with session times to accommodate international students in different time zones. The use of virtual drop-in sessions during Covid-19 as a means to increase engagement with learning development Ed Bickle Bournemouth University, UK Stephanie Allen Bournemouth University, UK Marian Mayer Bournemouth University, UK Keywords: Covid-19; online teaching; virtual drop-in sessions; student engagement; learning development. keywords: development; learning; sessions; students cache: jldhe-740.pdf plain text: jldhe-740.txt item: #368 of 538 id: jldhe-741 author: Fromm, Anita; Adigun-Lawal , Bolatito ; Akinmoju , Stella ; Onyenucheya , Nnenna ; Otchere , Frederick ; Udeh, Victoria title: MSc student voices about learning together in an online academic conversation club: a collaborative student project date: 2021-10-13 words: 1850 flesch: 32 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 22: Compendium of Innovative Practice October 2021 ________________________________________________________________________ MSc student voices about learning together in an online academic conversation club: a collaborative student project Anita Fromm University of Hertfordshire, UK Bolatito Adigun-Lawal University of Hertfordshire, UK Stella Akinmoju University of Hertfordshire, UK Nnenna Onyenucheya University of Hertfordshire, UK Frederick Otchere University of Hertfordshire, UK Victoria Udeh University of Hertfordshire, UK Keywords: Active Listening; Oral Paraphrasing; online synchronous communication; Covid-19. Fromm, A. (2018) ‘Speaking the target language outside the classroom in friendship groups: a comparative study of international and local modern language foreign https://www.herts.ac.uk/link/volume-1,-issue-2/the-quiet-learner-and-the-quiet-teacher https://www.herts.ac.uk/link/volume-1,-issue-2/the-quiet-learner-and-the-quiet-teacher https://doi.org/10.1080/10904018.2013.732408 https://doi.org/10.1080/10570314.2014.943429 https://doi.org/10.1080/08824096.2016.1154839 https://doi.org/10.1016/j.nepr.2020.102807 https://doi.org/10.1136/bmjopen-2020-042378 Fromm, Adigun-Lawal, Akinmoju, MSc student voices about learning together in an online Onyenucheya, Otchere, and Udeh academic conversation club: a collaborative student project Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 6 students with a focus on employability’, LINK, 3(2). keywords: education; learning; online; students cache: jldhe-741.pdf plain text: jldhe-741.txt item: #369 of 538 id: jldhe-742 author: Clarke, Jessica title: Object handling workshops in an online teaching environment date: 2021-10-14 words: 1579 flesch: 46 summary: Object handling workshops in an online teaching environment Jessica Clarke University College London Keywords: object handling; group work; interactive seminars; Covid-19. My first recommendation for the adaptation of object handling workshops, therefore, would be to make full use of the new online teaching tools. keywords: learning; object; students; teaching cache: jldhe-742.pdf plain text: jldhe-742.txt item: #370 of 538 id: jldhe-743 author: Plews, Rachel; Sweet, Michael; Sudbury, Lindsey; Malan, Will; Waterbury, Clair; Savage, Jesse; Provensal, Erin; Rose-Sinclair, Kelsey; Chavez, Maximo title: From emergency remote teaching to hybrid NUflex: a collaborative approach to developing faculty into learning designers date: 2021-10-27 words: 2078 flesch: 30 summary: This aligns with Talbert’s (2020) recommendation that we can no longer focus on one modality (face-to-face or online) when supporting faculty course design. We viewed this challenge as a triad consisting of general pedagogical challenges, the integration of various technologies for course design and delivery (e.g., Canvas, Zoom, and other platforms), and the challenge of learning how to use the hardware in the physical classrooms (e.g., camera and microphone systems). keywords: faculty; learning; northeastern; teaching; university; usa cache: jldhe-743.pdf plain text: jldhe-743.txt item: #371 of 538 id: jldhe-744 author: Rakedzon, Tzipora title: Teaching writing online: technology means more writing, more interactivity date: 2021-10-13 words: 1523 flesch: 53 summary: Teaching writing online: technology means more writing, more interactivity Tzipora Rakedzon Technion – Israel Institute of Technology, Israel Keywords: Covid-19; academic writing; online learning; STEM education. The response Rakedzon Teaching writing online: technology means more writing, more interactivity Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 Planning the lectures: at that point, I decided that for each of the 13 lectures, I would record key parts of the lessons in 10-20 minute videos. keywords: online; students; technology; writing cache: jldhe-744.pdf plain text: jldhe-744.txt item: #372 of 538 id: jldhe-745 author: Holley, Debbie; Quinney, Anne; Moran, John title: Building a values-based community of practice in Nursing Sciences during the Covid-19 pandemic date: 2021-10-28 words: 2244 flesch: 34 summary: ‘Support for assessment practice: developing the assessment design decisions framework’, Teaching in Higher Education, 21(5), pp.545-556. Biggs, J. (2003) Teaching for quality learning at university. A rapid transition was needed to not simply move content online for our cohort of unexpectedly distanced learners, but to design interactive Holley, Quinney and Moran Building a values-based community of practice in Nursing Sciences during the Covid-19 pandemic Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 and engaging materials. keywords: assessment; development; education; learning; practice; quinney cache: jldhe-745.pdf plain text: jldhe-745.txt item: #373 of 538 id: jldhe-754 author: Ndlovu, Nomathemba title: A personal reflection on doctoral student progression during the COVID-19 pandemic date: 2021-10-26 words: 1668 flesch: 33 summary: A personal reflection on doctoral student progression during the Covid-19 pandemic Nomathemba Ndlovu Flinders University, Adelaide, Australia Keywords: doctoral student progression; Covid-19. A personal reflection on doctoral student progression during the Covid-19 pandemic Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 keywords: covid-19; october; pandemic; progression; student cache: jldhe-754.pdf plain text: jldhe-754.txt item: #374 of 538 id: jldhe-755 author: Kotula, Julia; Beaumont, Kizzy title: We're all in the same boat: humanising teaching and learning experiences as a way to achieve engaging and interactive online provision date: 2021-10-14 words: 1970 flesch: 34 summary: Martin, F., Stamper, B. and Flowers, C. (2020) ‘Examining student perception of readiness for online learning: importance and confidence’, Online Learning, 24(2), pp.38-58. https://doi.org/10.24059/olj.v24i2.2053. Muthuprasad, T., Aiswarya, S., Aditya, K. S. and Jha, G. K. (2021) ‘Students’ perception and preference for online education in India during COVID-19 pandemic’, Social Sciences & Humanities Open, 3(1), p.100101. https://doi.org/10.1016/j.ssaho.2020.100101. Using the ‘go to’ teaching enhancement methods such as peer observations (Race, 2009), weekly team reflective sessions, and student feedback (Hazari and Schnorr, 1999; Mandouit, 2018), we assessed what worked and what did not. keywords: education; journal; learning; sessions; students; teaching cache: jldhe-755.pdf plain text: jldhe-755.txt item: #375 of 538 id: jldhe-756 author: Harris, Lisa; Dyer, Sarah title: Co-creating quality: moving HE forwards in partnership with students date: 2021-10-27 words: 1255 flesch: 34 summary: Co-creating quality: moving HE forwards in partnership with students Sarah Dyer University of Exeter, UK Lisa Harris University of Exeter, UK Keywords: co-creation; student partnerships; culture change; online learning; Covid-19. Recommendations A collaborative approach such as this, developing authentic student partnerships in the (re)design of education, can help us start to rebuild trust (Davidson and Katopodis, 2020). keywords: learning; quality; students cache: jldhe-756.pdf plain text: jldhe-756.txt item: #376 of 538 id: jldhe-757 author: Dampier, Gerald title: Adapt and thrive: student engagement on a Business and Economics Foundation Year programme during Covid-19 date: 2021-10-14 words: 1545 flesch: 31 summary: For 2020-21 we introduced it as a concept to students and stressed its importance from Welcome Week onwards, drawing on the definition by Krause and Coates (2008) of student engagement as ‘the extent to which students are engaging in activities that higher education research has shown to be linked with high-quality learning outcomes’ (p.493), across academic, non-academic, and social elements. While not all tutors bought into the approach until Semester Dampier Adapt and thrive: student engagement on a Business and Economics Foundation Year programme during Covid-19 Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 3 Two, it was noticeable from then that students no longer commented that they did not know their personal tutor. keywords: engagement; learning; student; year cache: jldhe-757.pdf plain text: jldhe-757.txt item: #377 of 538 id: jldhe-758 author: Grayson, Nicola; Theis, Anna title: Adapting community-focused writing support for researchers to synchronous online delivery date: 2021-10-25 words: 1865 flesch: 39 summary: Our key take-away message is that online synchronous sessions need to be accompanied by asynchronous supporting resources to ensure inclusivity and access for all. The challenge Prior to March 2020, My Research Essentials (MRE), the University of Manchester (UoM) Library’s researcher development programme followed a blended offer of face-to-face and online support. keywords: community; learning; sessions; support cache: jldhe-758.pdf plain text: jldhe-758.txt item: #378 of 538 id: jldhe-759 author: Pigato, Giorgia title: Moving Learning and Teaching in Higher Education (LTHE) online: can we have the cake and eat it too? date: 2021-10-14 words: 1535 flesch: 56 summary: Pigato Moving Learning and Teaching in Higher Education (LTHE) online: can we have the cake and eat it too? Pigato Moving Learning and Teaching in Higher Education (LTHE) online: can we have the cake and eat it too? keywords: education; learning; online cache: jldhe-759.pdf plain text: jldhe-759.txt item: #379 of 538 id: jldhe-761 author: Buckley, Carina title: Performing community: an online tea break as a radical act date: 2021-10-14 words: 1377 flesch: 45 summary: The lack of certainty over who would be there each day, if anyone, lent a temporary air that marked it out from the burden of other online meetings. The benefits of taking coffee breaks at work. keywords: break; community; learning; tea cache: jldhe-761.pdf plain text: jldhe-761.txt item: #380 of 538 id: jldhe-765 author: Aston, Samantha; Stevenson, Michael; Inala, Padma title: Facilitating connections and supporting a learning community: together date: 2021-10-14 words: 1446 flesch: 44 summary: Facilitating connections and supporting a learning community: together Samantha Aston University of Manchester Michael Stevenson University of Manchester Padma Inala University of Manchester Keywords: community learning; online community; learning online; Pomodoro technique; Covid-19 The challenge Faced with the comprehensive move to learning online, The University of Manchester Library’s Teaching and Learning team took some time to reflect on existing online support and define an approach to what, and how, we would provide new learning opportunities for our students. Blake, J. and Illingworth, S. (2015) ‘From the outside in: bringing student engagement to the centre’, Widening Participation and Lifelong Learning, 17(2), pp.108-118. keywords: community; learning; students cache: jldhe-765.pdf plain text: jldhe-765.txt item: #381 of 538 id: jldhe-766 author: Dukhan, Shalini title: Teaching and learning under emergency remote, online conditions: ‘Let’s Connect’ with our students date: 2021-10-25 words: 1408 flesch: 50 summary: Teaching and learning under emergency remote, online conditions: ‘Let’s Connect’ with our students Shalini Dukhan University of the Witwatersrand, Gauteng, South Africa Keywords: affective domain; lecturer practice; student learning; Covid-19 The challenge In the swift move from in-person lectures to online learning, most universities hurriedly composed resources which helped lecturers move content online and supported students with access to the online environment (Le Grange, 2020). Moreover, less attention was focused on the affective domain and the creation of a social space for lecturers and students to connect in; this has particular relevance for large, first-year classes who are new to this academic environment. keywords: learning; let; students cache: jldhe-766.pdf plain text: jldhe-766.txt item: #382 of 538 id: jldhe-767 author: Leberecht, Vera title: Home alone? Creating accessible, meaningful online learning spaces to teach academic writing to doctoral students date: 2021-10-26 words: 2010 flesch: 50 summary: Creating accessible, meaningful online learning spaces to teach academic writing to doctoral students Vera Leberecht Keywords: teaching academic writing; doctoral writing; synchronous online teaching; Covid-19. The challenge The teaching of academic writing has seen disruptive changes since the Covid-19 pande- mic began. keywords: education; learning; online; students; teaching; writing cache: jldhe-767.pdf plain text: jldhe-767.txt item: #383 of 538 id: jldhe-768 author: Savage, Katy; Morrissey, Sean title: Keeping well, teaching well: supporting staff wellbeing date: 2021-10-14 words: 1531 flesch: 51 summary: Keeping well, teaching well: supporting staff wellbeing Katy Savage University of Strathclyde, UK Sean Morrissey University of Strathclyde, UK Keywords: Covid-19; teacher wellbeing; education development; staff CPD. Savage and Morrissey Keeping well, teaching well: supporting staff wellbeing Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 keywords: learning; staff; teaching; wellbeing cache: jldhe-768.pdf plain text: jldhe-768.txt item: #384 of 538 id: jldhe-769 author: Oncevska Ager, Elena title: Facilitating student engagement in online discussions through self-organisation date: 2021-10-27 words: 1307 flesch: 45 summary: Facilitating student engagement in online discussions through self-organisation Elena Ončevska Ager Saints Cyril and Methodius University in Skopje, North Macedonia Keywords: student engagement; self-organised learning; online learning; teacher education; motivation; positive psychology; Covid-19 The challenge As a teacher educator at a university in North Macedonia – a small, developing European country – I provide initial teacher training to pre-service teachers (PSTs) of English as a foreign language. How does one encourage student involvement in online academic discussions so as not to rely on PST self-selection? keywords: learning; psts; self cache: jldhe-769.pdf plain text: jldhe-769.txt item: #385 of 538 id: jldhe-770 author: Morrissey, Sean; Savage, Katy title: Reconceptualising Learning and Teaching staff development at Strathclyde: supplementing formal provision with informal spaces date: 2021-10-13 words: 1761 flesch: 31 summary: Reconceptualising Learning and Teaching staff development at Strathclyde: supplementing formal provision with informal spaces Sean Morrissey University of Strathclyde, UK Katy Savage University of Strathclyde, UK Keywords: Covid-19; academic development; professional identity; blended learning; online learning; peer support for staff. Developing an online Morrissey and Savage Reconceptualising Learning and Teaching staff development at Strathclyde: supplementing formal provision with informal spaces Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 programme requires a different set of staff skills, compared with face-to-face delivery (Hixon et al., 2018). keywords: development; learning; staff; strathclyde; teaching cache: jldhe-770.pdf plain text: jldhe-770.txt item: #386 of 538 id: jldhe-771 author: Syska, Alicja title: When the flipped classroom disappoints: engaging students with asynchronous learning date: 2021-10-13 words: 1756 flesch: 46 summary: When the flipped classroom disappoints: engaging students with asynchronous learning Alicja Syska University of Plymouth, UK Keywords: flipped classroom; asynchronous learning; student engagement; Covid-19. The experience exposed my inadequate understanding of flipped learning in the emergency online learning development context. keywords: classroom; development; learning; online; students cache: jldhe-771.pdf plain text: jldhe-771.txt item: #387 of 538 id: jldhe-772 author: McDonald, Chad; Parry, Rebecca title: Working in partnership to deliver a skills course to social work apprentices: avoiding technological determinism date: 2021-10-13 words: 1835 flesch: 44 summary: Our focus is on our work with the second cohort of students, who started their programme in January 2021—nearly a year into the Covid-19 pandemic. However, academic skills sessions have been criticised for dictating vague, non-transferrable ‘top tips’ to students (Wingate, 2006; 2015), and such approaches can reinforce academic writing as being implicitly white, male and Anglocentric (Dippold, 2019; Sperlinger et al., 2018). keywords: education; learning; skills; students cache: jldhe-772.pdf plain text: jldhe-772.txt item: #388 of 538 id: jldhe-773 author: Mesley, Matthew title: Facilitating informal spaces and discussions in the online environment (not always) about assessments date: 2021-10-25 words: 1667 flesch: 34 summary: Facilitating informal spaces and discussions in the online environment (not always) about assessments Matthew Mesley University of Plymouth, UK Keywords: online environment; informal learning; assessments; learning spaces; Covid- 19. Traditionally, informal learning spaces can describe specifically designed areas, such as those found in university libraries, learning centres, or computer rooms, social spaces, or cafes. keywords: environment; learning; spaces; students cache: jldhe-773.pdf plain text: jldhe-773.txt item: #389 of 538 id: jldhe-774 author: Smith, Karen title: Contact, connection, and communication: online community building on a professional doctorate date: 2021-10-26 words: 1561 flesch: 23 summary: Having the opportunity to reflect on these experiences and engage with research and scholarship around online community development has enabled me to validate some decisions we made in the moment, and has opened up areas for further consideration and development. Contact, connection, and communication: online community building on a professional doctorate Karen Smith University of Hertfordshire, UK Keywords: online communities; professional doctorate; research supervisor development; doctoral researchers; Covid-19. keywords: community; development; edd; online cache: jldhe-774.pdf plain text: jldhe-774.txt item: #390 of 538 id: jldhe-775 author: Bancroft, Rachel; Pearce, Rosemary ; Challen, Rachel; Jeckells, David; Kenney, Joseph title: Locating opportunities for building digital confidence in staff date: 2021-10-13 words: 1659 flesch: 32 summary: As a team that helps teaching staff achieve pedagogical aims with the help of learning technologies, we have experienced our own micro-versions of this shift, especially around digital confidence. Locating opportunities for building digital confidence in staff keywords: confidence; learning; staff; teaching cache: jldhe-775.pdf plain text: jldhe-775.txt item: #391 of 538 id: jldhe-777 author: Davidson, Katie title: Google Earth as a resource for remote teaching: an application to crime scene investigation date: 2021-10-14 words: 1795 flesch: 34 summary: This mode of teaching practice has a positive impact on student learning and understanding, as it incorporates the continuous development of learning technology and targets key professional skills that students need to be exposed to. Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 22: Compendium of Innovative Practice October 2021 ________________________________________________________________________ Google Earth as a resource for remote teaching: an application to crime scene investigation Katie Davidson University of Strathclyde, Glasgow Keywords: Google Earth; remote teaching; technology enhanced learning; Covid-19. keywords: crime; learning; scene; teaching cache: jldhe-777.pdf plain text: jldhe-777.txt item: #392 of 538 id: jldhe-778 author: Judd-Yelland, Anna title: An alternative to clapping for the NHS: online support for NHS placement students date: 2021-10-14 words: 1614 flesch: 44 summary: The f2f drop-in had been a well-used student-centred service with high levels of student engagement. Czerkawski, B.C. and Lyman, E.W. (2016) ‘An instructional design framework for fostering student engagement in online learning environments’, TechTrends, 60, p.532–539. https://doi.org/10.3390/educsci11010024 https://doi.org/10.5539/hes.v10n3p16 Judd-Yelland keywords: drop; learning; nhs; online; students cache: jldhe-778.pdf plain text: jldhe-778.txt item: #393 of 538 id: jldhe-78 author: Burnapp, Dave Thomas title: University teachers need to be researchers rather than priests of cargo cults. date: 2011-04-03 words: 2441 flesch: 37 summary: Educators in universities need to be researchers rather than priests of cargo cults Dave Burnapp University of Northampton, UK Abstract The concept of cargo cults, although hotly disputed, was originally developed to describe the effects of interfacing cultures which possessed very different technologies and methods of production. keywords: cargo; cults; education; knowledge; universities cache: jldhe-78.pdf plain text: jldhe-78.txt item: #394 of 538 id: jldhe-780 author: Hooley, Zara; Forster, Emily; Browne, Andrew title: Engaging students in online workshops Using Articulate Rise date: 2021-10-27 words: 1601 flesch: 48 summary: Engaging students in online workshops using Articulate Rise Zara Hooley De Montfort University Emily Forster De Montfort University Andrew Browne University of Strathclyde Keywords: learning development; online delivery; interactive workshop; academic writing; statistics support; Articulate Rise; Covid-19. Hooley, Forster, Browne Engaging students in online workshops using Articulate Rise Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 3 In our face-to-face academic writing classes, we had previously used card sequencing activities for students to order their writing process, and they would complete this activity in small groups. keywords: activities; learning; rise; students cache: jldhe-780.pdf plain text: jldhe-780.txt item: #395 of 538 id: jldhe-781 author: Koristashevskaya, Elina; Purcell, Stuart title: Pivoting PGT dissertation provision for online learning: our response, reflections, and recommendations date: 2021-10-13 words: 1758 flesch: 35 summary: Secondly, to cater for the size of student cohort our classes routinely draw, our new online delivery model also had Koristashevskaya and Purcell Pivoting PGT dissertation provision for online learning: our response, reflections, and recommendations Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 to be effective at scale without sacrificing the essential elements that have made the classes so successful and popular among PGT dissertation students in the past. Koristashevskaya and Purcell Pivoting PGT dissertation provision for online learning: our response, reflections, and recommendations Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 5 Recommendations The feedback gathered from PGT dissertation students following our online pivot was overwhelmingly positive, with 95% of the 116 respondents stating that the classes were ‘useful’ or ‘very useful’. keywords: dissertation; education; learning; response; students cache: jldhe-781.pdf plain text: jldhe-781.txt item: #396 of 538 id: jldhe-782 author: Gill-Simmen, Lucy title: Get me outta here! Motivating online learners with digital escape rooms date: 2021-10-25 words: 2395 flesch: 51 summary: In addition, digital escape rooms not only facilitate an active learning environment but also encourage participation, maximize motivation, and enhance learning (Borrego et al., 2017). In particular, research has shown three outcomes of digital escape rooms that concern the affective domain: engagement, motivation, and satisfaction (Makri, Vlachopoulos and Martina, 2021). keywords: education; escape; journal; learning; motivation; room; students cache: jldhe-782.pdf plain text: jldhe-782.txt item: #397 of 538 id: jldhe-783 author: Garner, Ian; Heggie, Lindsay title: Putting community first: supporting (a)synchronous interaction and belonging in online learning date: 2021-10-14 words: 1701 flesch: 42 summary: Students willingly engaged in the discussion tasks by thoughtfully sharing and reacting to ideas – counter to anecdotal suggestions that students would avoid optional tasks. At SASS, we are instituting a yearly review of new, free technology and interactive options as they reflect student community engagement. keywords: belonging; community; learning; online; students cache: jldhe-783.pdf plain text: jldhe-783.txt item: #398 of 538 id: jldhe-784 author: Keenan, Caroline; Manolchev, Constantine title: ‘Hacking’ the pandemic: turning online work challenges into learning with IMPACT date: 2021-10-25 words: 1927 flesch: 41 summary: This liberates students from a 'fear to fail' environment, developing an engaging and creative atmosphere that is likely to lead to effective student learning. For the hackathon to be an effective ‘reset’ button for us, the ‘problem’ under consideration had to be real and immediate, link to the subjects they were studying – Law Keenan and Manolchev ‘Hacking’ the pandemic: turning online work challenges into learning with IMPACT Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 3 and Business – and allow students to reach new solutions collaboratively. keywords: challenges; education; learning; pandemic; students; work cache: jldhe-784.pdf plain text: jldhe-784.txt item: #399 of 538 id: jldhe-785 author: Tinnion, Daniel; Simpson, Thomas ; Finlay, Mitchell title: Face-to-face teaching changed too! Perspectives on the transition from large to small group teaching and learning from graduate teaching assistants date: 2021-10-14 words: 1766 flesch: 46 summary: Perspectives on the transition from large to small group teaching and learning from graduate teaching assistants Daniel Tinnion Edge Hill University Thomas Simpson Edge Hill University Mitchell Finlay Edge Hill University Keywords: reflection; reflective practice; Covid-19; small-group; teaching; learning; higher-education. During the pandemic, the challenge instead became how to promote the interactivity that is inherent in small group teaching (Saiyad et al., 2018). keywords: face; group; learning; teaching cache: jldhe-785.pdf plain text: jldhe-785.txt item: #400 of 538 id: jldhe-787 author: Stetson-Tiligadas, Susan; Mandalios, Jane title: Challenges, chances and a café: connecting with refugee English language learners date: 2021-10-27 words: 1534 flesch: 53 summary: Challenges, chances and a café: connecting with refugee English language learners Malden, MA: Wiley Blackwell, pp.294-310. Smyser, H. (2019) ‘Adaptation of conventional technologies with refugee language learners: an overview of possibilities’, in Sengupta, E. and Blessinger, P. (eds.) keywords: english; language; learners; learning; refugee cache: jldhe-787.pdf plain text: jldhe-787.txt item: #401 of 538 id: jldhe-788 author: Dukhan, Shalini title: Maintaining quality assessment practices under emergency remote online conditions date: 2021-10-28 words: 1515 flesch: 33 summary: Maintaining quality assessment practices under emergency remote online conditions Shalini Dukhan University of the Witwatersrand, Gauteng, South Africa Keywords: assessment practices; cheating; plagiarism; Covid-19. Based on their observation of increased instances of dishonest practices among Biology undergraduates, this article documents some of the techniques lecturers at the University of the Witwatersrand (Wits), South Africa, used in an attempt to maintain quality assessment practices that facilitated learning in higher education. keywords: assessment; learning; practices; students cache: jldhe-788.pdf plain text: jldhe-788.txt item: #402 of 538 id: jldhe-789 author: Slattery, Darina title: Transitioning from emergency remote teaching to quality online delivery: an Irish professional development perspective date: 2021-10-27 words: 1730 flesch: 40 summary: As an academic who specialises in online education and runs professional development workshops in that area, I wanted to help colleagues who were unprepared for online teaching. Cutri, R. M., Mena, J. and Whiting, E. F. (2020) ‘Faculty readiness for online crisis teaching: Transitioning to online teaching during the COVID-19 pandemic’, Slattery Transitioning from Emergency Remote Teaching to Quality Online Delivery: An Irish Professional Development Perspective Journal of Learning Development in Higher Education, Issue 22: October 2021 5 European Journal of Teacher Education 43(4), pp, 523-541. keywords: development; learning; online; quality; teaching cache: jldhe-789.pdf plain text: jldhe-789.txt item: #403 of 538 id: jldhe-79 author: Hill, Anne; Spencer, Simon; Bartholomew, Nicola title: TMI - Too Much Information: Creating Employability Skills Resources - enabling students to develop an effective interface with a client date: 2012-03-31 words: 5782 flesch: 41 summary: Journal of Learning Development in Higher Education, Issue 4: March 2012 6 Hill, Spencer and Bartholomew TMI – Too Much Information: creating employability skills resources Just having four scenarios does not minimise the transferability of the resource but may limit how many others want to use it, given what has been said (Berryman, 1991) about the sometimes blinkered approach of students (and some staff). Simon was a content creator for TMI – Too Much Information, one of eight resources created for the Creating Future-proof Graduates Project for the National Teaching Fellowship Project strand at the Higher Education Academy Journal of Learning Development in Higher Education, Issue 4: March 2012 17 TMI – Too Much Information: creating employability skills resources – enabling students to develop an effective interface with a client Abstract Introduction Identification of the specific skills gap Creating the resources Using and testing the materials Evaluating the testing of the TMI resource with trainee teachers Scenario 1 – The Parents’ Evening Evaluating the testing of the TMI resource with housing students Scenario 2 – A Housing Crisis Evaluating the testing of the TMI resource with radiography students Scenario 3 – The Hospital Appointment Developing confidence in dealing with clients TMI Education (Parents’ Evening) TMI Housing TMI Radiography Conclusion References Author details keywords: development; education; employability; information; issue; learning; resources; skills; students; tmi cache: jldhe-79.pdf plain text: jldhe-79.txt item: #404 of 538 id: jldhe-790 author: Prickett, Stevie title: Learning to stream and streaming to learn date: 2021-10-27 words: 1582 flesch: 41 summary: Students were utilising and learning new performance and technical skills in a new medium. The response An agreed strategy to protect the student learning experience was to explore the possibility of live streaming performances. keywords: learning; performance; streaming; students cache: jldhe-790.pdf plain text: jldhe-790.txt item: #405 of 538 id: jldhe-791 author: Ogamba, Ikedinachi title: Rapid re-design of a postgraduate taught module for asynchronous delivery on the FutureLearn platform date: 2021-10-27 words: 1573 flesch: 37 summary: Rapid re-design of a postgraduate taught module for asynchronous delivery on the FutureLearn platform Ikedinachi Ogamba Coventry University, UK Keywords: asynchronous learning design; content acquisition; active learning; FutureLearn; Covid-19. Active learning activities following each FutureLearn content acquisition step/topic. keywords: design; development; futurelearn; learning; module cache: jldhe-791.pdf plain text: jldhe-791.txt item: #406 of 538 id: jldhe-792 author: Barker, Heather; Walsha, Robert title: Pandemic perceptions: redefining the presence and value of one-to-one interactions and learning development in troublesome times date: 2021-10-14 words: 1887 flesch: 30 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 22: Compendium of Innovative Practice October 2021 ________________________________________________________________________ Pandemic perceptions: redefining the presence and value of one-to-one interactions and learning development in troublesome times Heather Barker University of Surrey Robert Walsha University of Surrey Keywords: learning development perceptions; online learning; one-to-one interactions; hybrid learning; student engagement; Covid-19. Anticipating potential factors affecting student learning engagement – ranging from technology to wellbeing concerns, as encapsulated by Gillis and Krull (2020) – our concerns included how we could: • Maximise engagement with LD in a disrupted educational environment. keywords: development; interactions; learning; pandemic; presence cache: jldhe-792.pdf plain text: jldhe-792.txt item: #407 of 538 id: jldhe-793 author: Chittenden, Cara; Dinh, Penny; Hawkins, Beverley; Freathy, Rob ; Vukusic, Pete title: A partnership approach to pandemic policy: building student confidence in the wake of Covid-19 date: 2021-10-27 words: 1847 flesch: 33 summary: building student confidence in the wake of Covid-19 Cara Chittenden (formerly of) University of Exeter, UK Penny H. C. Dinh Cardiff University, UK; (formerly of) University of Exeter, UK Beverley Hawkins University of Exeter, UK Rob Freathy University of Exeter, UK Pete Vukusic University of Exeter, UK Keywords: Covid-19; student partnerships; higher education policy; higher education leadership; student voice; student experience. The Covid-19 pandemic has given universities a chance to reflect on new ways to embrace student partnership. keywords: education; learning; partnership; policy; student; university cache: jldhe-793.pdf plain text: jldhe-793.txt item: #408 of 538 id: jldhe-794 author: Golechkova, Tatiana title: Moving an English course online in four days: better safe date: 2021-10-27 words: 1580 flesch: 40 summary: Matos Fialho, P. M., Spatafora, F., Kühne, L., Busse, H., Helmer, S. M., Zeeb, H., Stock, C., Wendt, C. and Pischke, C. R. (2021) ‘Perceptions of study conditions and depressive symptoms during the COVID-19 pandemic among university students in Germany: results of the International COVID-19 student well-being study’, Frontiers in public health, 9, p.674665. Moving an English course online in four days: better safe Tatiana Golechkova New Economic School, Moscow, Russia Keywords: emergency remote teaching; stress reduction; student agency; supportive learning environment; Covid-19. keywords: course; days; learning; online; students cache: jldhe-794.pdf plain text: jldhe-794.txt item: #409 of 538 id: jldhe-795 author: Read, Alexandra title: A reflection on students’ Self-Regulated Learning and the role of the academic skills advisor during Covid-19 date: 2021-10-13 words: 1622 flesch: 42 summary: Students in the early years of study require a higher level of cognitive tasks and instructional advice, whereas students in later stages require support rather than instruction (Jansen et al., 2019, p. 4). References Bryan, C. (2015) ‘Enhancing student learning’, in Lea, J. (ed.) keywords: covid-19; learning; self; students cache: jldhe-795.pdf plain text: jldhe-795.txt item: #410 of 538 id: jldhe-796 author: Varsou, Ourania; Welsh, Michelle title: Simulating cadaveric dissection with virtual resources during Covid-19 in an undergraduate Anatomy Science programme date: 2021-10-14 words: 1689 flesch: 21 summary: Recommendations We believe these resources supported student learning of the subject-specific knowledge with 83% of our students reporting that the atlas was useful for online learning of gross anatomy compared to 61% for the videos. As a range of different disciplinary programmes include similar practice-based teaching, our goal in this article is to plant the seeds for critical dialogues around what learning developers need to incorporate in virtual learning resources and to consider what online educational practices developed during Covid-19 are pedagogically beneficial to retain in the post-pandemic setting. keywords: dissection; learning; resources; skills cache: jldhe-796.pdf plain text: jldhe-796.txt item: #411 of 538 id: jldhe-797 author: Syska, Alicja; Mesley, Matthew title: Keep Learning in a pandemic: podcasts for learning development conversations and informal learning date: 2021-10-06 words: 1606 flesch: 40 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 22: Compendium October 2021 Keep Learning in a pandemic: podcasts for learning development conversations and informal learning Alicja Syska University of Plymouth Matthew Mesley University of Plymouth Keywords: podcasts; asynchronous learning; informal learning; conversation; Covid-19. Podcasting has been used in higher education since 2004 (Rosell-Aguilar, 2007) and in 2010 was predicted to become fully integrated into Syska and Mesley Keep Learning in a pandemic: podcasts for learning development conversations and informal learning Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 online learning (Edirisingha et al., 2010). keywords: development; learning; podcasts; university cache: jldhe-797.pdf plain text: jldhe-797.txt item: #412 of 538 id: jldhe-798 author: Gilmour, Alison title: Adopting a pedagogy of kindness date: 2021-10-14 words: 1665 flesch: 32 summary: Student participation in online classes and pre-class polls was high, with greater in-class interaction between students, evidence of micro- communication skills of compassion, and more outside-of-class engagement with my students than in 12 years of teaching at the university. Awareness that the pandemic may compound the existing inequalities (Gilmour, 2020; 2021) experienced by widening participation students sharpened my focus on adopting a pedagogy of kindness (Denial, 2020), which manifested in a focus on fostering connection and nurturing a sense of agency and compassion amongst my students as we journeyed through the pandemic, as an approach to embedding wellbeing in the curriculum. keywords: kindness; learning; pedagogy; students cache: jldhe-798.pdf plain text: jldhe-798.txt item: #413 of 538 id: jldhe-799 author: Ali, Ameera title: Using Padlet as a Pedagogical Tool date: 2021-10-29 words: 1564 flesch: 39 summary: Padlet invites students to engage in a fun, meaningful way, which sparks interest and involves both social and academic elements – key facets of student engagement (Payne, 2017) which are critical in enhancing learning development. For assessment, Padlet can also be used to assess students’ writing skills Ali Using Padlet as a pedagogical tool Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 4 (Jong and Tan, 2021) and allows for students to ‘grade’ one another’s posts with a numeric score, which can foster peer assessment (Adachi et al., 2018), A caveat that I would like to emphasise is that I had a maximum of 25 students in each of my two tutorials; thus, using Padlet in my experience was very feasible. keywords: education; learning; padlet; students cache: jldhe-799.pdf plain text: jldhe-799.txt item: #414 of 538 id: jldhe-800 author: Merry, Kevin title: Instructional design for live online teaching: using mnemonics to support a UDL-centred approach date: 2021-10-27 words: 2016 flesch: 35 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 22: Compendium of Innovative Practice October 2021 ________________________________________________________________________ Instructional design for live online teaching: using mnemonics to support a UDL-centred approach Kevin L. Merry De Montfort University Keywords: universal design for learning; remote virtual teaching; synchronous learning and teaching Central to the adoption of UDL at DMU has been an approach to instructional design that blends the UDL principles of engagement, representation, and action and expression (Rose, 2000), with important pedagogic characteristics including active and interactive learning, collaboration between students, immediate feedback (Schneider et al., 2018) and Merry Instructional design for live online teaching: using mnemonics to support a UDL-centred approach Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 constructive alignment (Biggs, 2011). keywords: design; learning; online; teaching; udl cache: jldhe-800.pdf plain text: jldhe-800.txt item: #415 of 538 id: jldhe-804 author: O'Kane, Paul title: Small worlds and short stories: play, pleasure and imagination deployed as a salve to isolated learning date: 2021-10-25 words: 1544 flesch: 54 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 22: Compendium of Innovative Practice October 2021 ________________________________________________________________________ Small worlds and short stories: play, pleasure and imagination deployed as a salve to isolated learning Paul O'Kane University of the Arts London Keywords: short stories; small worlds; Walter Benjamin; Covid-19. A new seminar, Small worlds and short stories, was born. keywords: art; learning; play; stories cache: jldhe-804.pdf plain text: jldhe-804.txt item: #416 of 538 id: jldhe-805 author: O'Kane, Paul title: Lectures in lockdown: trying to rescue the lecture as event date: 2021-10-25 words: 1565 flesch: 55 summary: I feared that, lacking the real audience and live lecture we tended to sound more wooden and didactic. Such praise suggests that, rather than allow online, pre-recorded lecturing to become more wooden and less ‘live’, we might use this opportunity to shift recorded lectures into a more spontaneous, productive, and valuable mode. keywords: art; event; lecture; live cache: jldhe-805.pdf plain text: jldhe-805.txt item: #417 of 538 id: jldhe-806 author: Gilmour, Alison; Barranco Garcia, Irene title: The challenges of copyright education and the Covid-19 pandemic as a catalyst for change date: 2021-10-14 words: 1735 flesch: 33 summary: The challenges of copyright education and the Covid-19 pandemic as a catalyst for change Alison Gilmour The University of Greenwich, UK Irene Barranco Garcia The University of Greenwich, UK Keywords: copyright education; digital literacy; blended learning; collaboration; virtual learning environment; Covid-19. keywords: copyright; education; learning; teaching cache: jldhe-806.pdf plain text: jldhe-806.txt item: #418 of 538 id: jldhe-809 author: Cirstea, Arina title: Engaging students online: an analysis of students’ motivations for seeking individual learning development support date: 2022-03-16 words: 6892 flesch: 38 summary: Research aim The aim of this project is to develop a more in-depth understanding of the drivers for student engagement with online LD tutorials at a UK university. In stage one of data analysis, a thematic approach was used to identify self-reported motivations for engagement in online LD tutorials. keywords: analysis; development; education; engagement; interview; learning; motivations; online; students; support; survey cache: jldhe-809.pdf plain text: jldhe-809.txt item: #419 of 538 id: jldhe-81 author: Brett, Paul Alan; Cousin, Glynis title: Students as partners in blending learning date: 2011-04-03 words: 6201 flesch: 48 summary: An example of student e-champion (STEC) created content is: STEC 3: Hi, this is blog created by e-champions that will the glossary of some complex terms which you might have come across in you lectures. Later, we discuss our action research into how student-led use of Web 2.0 software contributes to enhanced support for student learning. keywords: champions; development; education; facebook; issue; journal; learning; module; partners; questions; students cache: jldhe-81.pdf plain text: jldhe-81.txt item: #420 of 538 id: jldhe-810 author: Jones, Katy title: ‘We had a good laugh together’: using Teams for collaborative learning date: 2021-09-28 words: 4181 flesch: 45 summary: Borg, M, O. and Shapiro, S, L. (1996) ‘Personality type and student performance in principles of economic education’, Journal of Economic Education, 27(1), pp.3-25. Entwistle, N. and Ramsden, P. (1983/2015) Understanding student learning. I show how I created a sense of community and the opportunity for online group interaction by establishing small study groups that carried out weekly online group tasks in their own Team ‘channel’. keywords: education; group; learning; online; students; tasks; teaching; teams cache: jldhe-810.pdf plain text: jldhe-810.txt item: #421 of 538 id: jldhe-817 author: Hargreaves, Helen; Robin, Sarah; Caldwell, Elizabeth title: Student perceptions of reading digital texts for university study date: 2022-09-08 words: 7454 flesch: 44 summary: Keywords: academic reading; digital reading; print reading; note-taking; reading preferences Hargreaves, Robin, Caldwell Student perceptions of reading digital texts for university study Journal of Learning Development in Higher Education, Issue 24: September 2022 2 Introduction With the closure of physical libraries, the Covid-19 pandemic brought into sharp relief the reality that, for contemporary university students, academic reading involves large quantities of digital text. Foasberg, N. (2014) ‘Student reading practices in print and electronic media’, College and Research Libraries, 75(5) pp.705–723. keywords: development; digital; education; focus; journal; july; learning; print; reading; students; study; texts; university cache: jldhe-817.pdf plain text: jldhe-817.txt item: #422 of 538 id: jldhe-82 author: Edwards, Carol title: Investigation of the relevance of the notion of a threshold concept within generic learning development work date: 2011-04-03 words: 4084 flesch: 44 summary: In previous issues of this journal, Rust (2009) and Cousin (2010) have proposed that, by highlighting the relevance of threshold concepts within the course content of academic disciplines, we can support learning development work by academics within their departments. If threshold concepts are of such widespread relevance, and can be such powerful learning tools, it would be a shame if their potential were to be explored solely within academic disciplines. keywords: concept; development; learning; student; threshold; work cache: jldhe-82.pdf plain text: jldhe-82.txt item: #423 of 538 id: jldhe-820 author: Greenwood, Joe title: A systematic approach to designing English for very specific academic purposes materials tailored to a specific course in the main subject of a higher degree. date: 2022-03-16 words: 8569 flesch: 51 summary: Introduction Context There is often little provision for English language input for specific assignments at higher education (HE) institutions in the UK. An analysis of the assignment brief and an interview with the unit lead of the chosen course in Digital Marketing were conducted, to identify aspects of academic writing and individual teaching activities that were beneficial to the course. keywords: academic; course; development; education; english; journal; learning; materials; purposes; purposes materials; subject cache: jldhe-820.pdf plain text: jldhe-820.txt item: #424 of 538 id: jldhe-822 author: Zhang, Huan; Fisher, Bob title: The implications of active blended learning for English teaching in a Chinese university date: 2022-03-16 words: 7373 flesch: 49 summary: The implications of active blended learning for English teaching in a Chinese university Journal of Learning Development in Higher Education, Issue 23: March 2022 9 Providing resources for small group teaching Promote active learning through ABL Data suggested that ABL enabled UON tutors to adopt a range of teaching methods and strategies to promote student active learning. The implications of active blended learning for English teaching in a Chinese university Journal of Learning Development in Higher Education, Issue 23: March 2022 10 Course redesign in alignment with ABL has encouraged the UON tutors to make active learning the top priority of student learning and enabled them to apply a range of teaching approaches and strategies in the design and delivery processes to promote student active learning. keywords: abl; chinese; development; education; english; hnu; journal; learning; students; teaching; tutors; university cache: jldhe-822.pdf plain text: jldhe-822.txt item: #425 of 538 id: jldhe-824 author: Mingoia, John; Le Busque, Brianna title: Exploring Course Components as Predictors of Academic Success in an Online Psychology Course date: 2022-09-08 words: 6838 flesch: 48 summary: The relationship between engaging in online course activities and final course grade in an online Psychology course John Mingoia University of South Australia, Australia Brianna Le Busque University of South Australia, Australia Abstract Online higher education is experiencing growth in enrolment and development which creates a need to continually evaluate the efficacy of online course delivery. The relationship between engaging in online course activities and final course grade in an online Psychology course Journal of Learning Development in Higher Education, Issue 24: September 2022 2 Introduction There has been significant growth in online university course enrolment, with the percentage of students undertaking one or more undergraduate class online in the United States rising from 15.6% in 2004 to 43.1% of to 2016 (Snyder, Brey and Dillow, 2019). keywords: activities; course; course activities; course grade; education; journal; learning; online; psychology; psychology course; students cache: jldhe-824.pdf plain text: jldhe-824.txt item: #426 of 538 id: jldhe-828 author: Specht, Doug title: Between the office and the coffee shop: an examination of spaces used for research degree supervision date: 2022-03-16 words: 7577 flesch: 44 summary: Places for Learning Spectrum (Radcliffe et al., 2008), with the addition of supervision space added by the author. Understanding that a lot of issues around trust, development, questioning and power can be resolved—or at least lessened—by changing the location in which supervision occurs is a great place to start Specht Between the office and the coffee shop: an examination of spaces used for research degree supervision Journal of Learning Development in Higher Education, Issue 23: March 2022 17 developing this practice and leads to questions of how university estates can be better designed to support doctoral research supervision. keywords: coffee; degree; development; education; february; journal; learning; office; power; research; shop; spaces; supervision cache: jldhe-828.pdf plain text: jldhe-828.txt item: #427 of 538 id: jldhe-829 author: McIntyre, Kirsty; O'Neill, Jennifer title: The process of adapting an online induction course to support distinct student cohorts date: 2022-09-08 words: 7279 flesch: 45 summary: According to current literature, there is reason to believe that facilitating successful transitions – such as through bespoke online induction courses – may not only promote continuance but may also provide support to aid overall attainment (Osborne and Gallacher, 2007; Gale and Parker, 2014). Our aim in collating this information was to investigate student engagement with each course by comparing the two cohorts, and to examine the usefulness of online induction courses for incoming UG students. keywords: course; development; education; induction; journal; learning; life; sciences; student; support cache: jldhe-829.pdf plain text: jldhe-829.txt item: #428 of 538 id: jldhe-830 author: Peh, Luke Lu Chang; Cerimagic, Sabina; Conejos, Sheila title: Challenges of running online exams and preventing academic dishonesty during the Covid-19 pandemic date: 2021-10-28 words: 1714 flesch: 29 summary: Challenges of running online exams and preventing academic dishonesty during the Covid-19 pandemic Luke Peh Lu Chang Singapore University of Social Sciences, Singapore Sabina Cerimagic University of Sydney, Australia Sheila Conejos Singapore University of Social Sciences, Singapore Keywords: online proctoring; open book assessment; academic honesty; Covid-19. Peh, Cerimagic and Conejos Challenges of running online exams and preventing academic dishonesty during the Covid-19 pandemic Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 2 Similarly, the challenge for University B was how to run online exams and how to minimise the occurrence of academic dishonesty in the face of a significant rise in the number of cases reported in 2020, indicating a total of 5,172 incidents (36.9% assessments). keywords: cerimagic; challenges; development; exams; learning; university cache: jldhe-830.pdf plain text: jldhe-830.txt item: #429 of 538 id: jldhe-831 author: None title: Editorial date: None words: 1485 flesch: 37 summary: The author describes how the initial need to respond quickly to the challenges was replaced by the realisation that in order to promote interaction, build communities and enhance student learning, adaptation, rather than online replication of the face-to-face model was required. The authors conclude that wider use of worksheets and increased scaffolding, guidance and support around their usage will enhance student engagement and increase self-reflection and autonomous learning. keywords: case; issue; learning; students; teaching; university cache: jldhe-831.htm plain text: jldhe-831.txt item: #430 of 538 id: jldhe-832 author: Thomas, Pamela; Khanom, Nazmin ; Lambe, Simon; Adelaja, Bisi; Mehbali, Mohamed title: Constructing an academic skills toolkit for embedding academic practices date: 2022-09-08 words: 5488 flesch: 35 summary: The principle of the toolkit is to work as a practical guide for academic staff in teaching students academic practices in which reading, writing and critical thinking are central. Keywords: academic skills toolkit; academic skills; embedded learning development; academic staff; teaching and learning; activities. keywords: academic; development; education; journal; learning; mehbali; practices; skills; skills toolkit; students; teaching; toolkit; university cache: jldhe-832.pdf plain text: jldhe-832.txt item: #431 of 538 id: jldhe-836 author: Davies, Laura ; Davies, Joseph title: The CHAMELEON approach to change: adapting to new educational conditions date: 2021-10-27 words: 1672 flesch: 36 summary: The CHAMELEON approach to change: adapting to new educational conditions The challenge Disruption, displacement and the sudden shift to online learning The response Micro-level and macro-level reflective collaboration Recommendations 9-Point CHAMELEON Framework References Author details The challenge Disruption, displacement and the sudden shift to online learning With China at the forefront of the global pandemic, institutions based there led the way in shifting teaching and learning online at short notice. keywords: change; davies; education; learning; new cache: jldhe-836.pdf plain text: jldhe-836.txt item: #432 of 538 id: jldhe-838 author: Sun, Xiaomei; Holt, Deborah title: Student engagement and voice in higher education: students’ perceptions date: 2022-03-16 words: 7164 flesch: 42 summary: Student voice The two concepts, student engagement and student voice, are inextricably intertwined, as demonstrated by Elassy’s (2013) interpretation of student engagement: ‘the roles that students should take and the power that they have to obtain to feel that their voice is heard’ (p.165). Journal of Learning Development in Higher Education ISSN: 1759-667X Issue 23 March 2022 ________________________________________________________________________ Student engagement and voice in higher education: students’ perceptions Xiaomei Sun University of Edinburgh, UK Deborah Holt University of Edinburgh, UK Abstract There has been intense debate about student engagement and student voice in Higher Education Institutions in the past decade or so. keywords: development; education; engagement; journal; learning; participants; perceptions; research; student; student engagement; student voice; university; voice cache: jldhe-838.pdf plain text: jldhe-838.txt item: #433 of 538 id: jldhe-839 author: Abegglen, Sandra; Burns, Tom; Sinfield, Sandra title: Supporting university staff to develop student writing: collaborative writing as a method of inquiry date: 2022-03-16 words: 6389 flesch: 48 summary: In this paper we discuss collaborative writing as a method of inquiry as we explore the contested terrain of academic writing, challenge the notion of ‘writing skills’, and model a more emergent form of exploratory writing. Treating a holistic practice like academic writing as a set of decontextualised skills – and the academic as a homunculus with a toolkit – arguably damages the ways that we as academics support students with their writing development, and thus contributes to both staff and students being disempowered (see also Lillis et al., 2015a). keywords: academic; development; education; learning; sinfield; staff; university; writing cache: jldhe-839.pdf plain text: jldhe-839.txt item: #434 of 538 id: jldhe-840 author: Sedghi, Gita title: Section Editorial: Fostering student engagement date: 2021-10-29 words: 517 flesch: 22 summary: The concept of ‘student engagement’ is based on the belief that learning improves when students are fully involved in their learning (Deslauriers, 2019). This section showcases several practitioners’ innovations to enhance and measure student engagement during remote learning and teaching in higher education. keywords: learning; student cache: jldhe-840.pdf plain text: jldhe-840.txt item: #435 of 538 id: jldhe-841 author: Malone, Cathy title: Section Editorial: Supporting institutional change date: 2021-10-29 words: 700 flesch: 28 summary: The challenges the pandemic presented here include the need to facilitate the mass shift to online learning, the need to rapidly digitally enable large staff groups while maintaining the quality of provision, and the institutional commitment to principles of accessibility and inclusivity. The results of their work captured here demonstrate a creative response to the pandemic and as well as offering exciting blueprints for practice and development, are inspiring in the openness they demonstrate to new ways of learning and supporting institutional change. keywords: change; learning cache: jldhe-841.pdf plain text: jldhe-841.txt item: #436 of 538 id: jldhe-842 author: Sedghi, Gita title: Section Editorial: Students as partners in course delivery date: 2021-10-28 words: 571 flesch: 40 summary: Students contributed to vital aspects of the university’s pandemic response, including developing new digital learning and teaching principles, guidance for Editorial Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 blended learning, and support for those self-isolating. The coronavirus pandemic gave universities a chance to reflect on new ways to embrace student partnership. keywords: learning; students cache: jldhe-842.pdf plain text: jldhe-842.txt item: #437 of 538 id: jldhe-843 author: Sedghi, Gita title: Section Editorial: Adapting assessment and feedback strategies date: 2021-10-28 words: 510 flesch: 25 summary: Since student engagement became a dilemma, assessment played an instrumental part in measuring student learning and participation to inform teachers and students of classroom learning. Editorial: Adapting assessment and feedback strategies Gita Sedghi University of Liverpool Assessment should be aligned with courses’ aims and module learning outcomes and used to improve student learning; therefore, constructive and timely feedback is essential for effective learning. keywords: feedback; learning cache: jldhe-843.pdf plain text: jldhe-843.txt item: #438 of 538 id: jldhe-844 author: Malone, Cathy title: Section Editorial: Supporting staff through change date: 2021-10-29 words: 695 flesch: 28 summary: Many staff teams and authors returned to the work of Wenger (1999) and revisited Communities of Practice (COP) as vehicles for staff development, and we see how this concept is refreshed and developed with some creativity adapted for an online pandemic context. Many of the usual challenges of staff development were writ large by the pandemic: there was an urgent need to undertake professional development, learn rapidly how to teach in an online environment when staff themselves were time poor and under pressure from the myriad of additional pandemic demands that home working brought with it, particularly for women employed in HE (Kovarovic et al., 2021). keywords: development; staff cache: jldhe-844.pdf plain text: jldhe-844.txt item: #439 of 538 id: jldhe-845 author: Malone, Cathy title: Section Editorial: Using technology to enhance online learning date: 2021-10-29 words: 469 flesch: 31 summary: References: Hodges, C., Moore, S., Lockee, B., Trust, T., and Bond A. (2020) ‘The difference between emergency remote teaching and online learning’, Educause Review. Posing questions which prioritise learning seems to have freed the authors here to be ambitious in addressing these challenges and galvanised teams to explore new technology to discover and create new online spaces through streaming and podcasting. keywords: authors; learning cache: jldhe-845.pdf plain text: jldhe-845.txt item: #440 of 538 id: jldhe-846 author: Sedghi, Gita title: Section Editorial: Adapting core features of learning development: skills and writing support date: 2021-10-28 words: 612 flesch: 28 summary: Transitioning to a webinar-based delivery model, supplemented with web resources that are also shared with instructors, is another initiative to make effective use of available technologies with student engagement features, and to leverage these tools as mediating factors for fostering student engagement in learning. As Grondin et al. (2019) point out, communication difficulties can be exacerbated in online learning because of poor connectivity and less noticeable non-verbal language. keywords: learning; students cache: jldhe-846.pdf plain text: jldhe-846.txt item: #441 of 538 id: jldhe-847 author: Syska, Alicja title: Section Editorial: Prioritising wellbeing through community and connection date: 2021-10-29 words: 388 flesch: 35 summary: Supporting students in the midst of all this loss, grief, withdrawal, and a sense of disenfranchisement in academia, required a lot of courage and a willingness to get hurt, but in the case of our authors, the impact of action and their willingness to give agency to students produced a beautiful event that validated grief, brought a sense of connection, and opened up hope. In the reflections shared in this section, authors report on initiatives such as setting up a weekly Teachers’ Lounge, creating targeted wellbeing programmes, and providing a virtual space for a ‘free-wheeling’ tea break designed to foster connection while not adding to the already very real burden of online meetings. keywords: students cache: jldhe-847.pdf plain text: jldhe-847.txt item: #442 of 538 id: jldhe-848 author: Syska, Alicja title: Section Editorial: Embodied learning in an online world date: 2021-10-29 words: 591 flesch: 25 summary: For some educators, it was possible to retain the bodily/experiential element through home tasks at the expense of the shared experience involved in creating synchronously, while others used social distancing regulations to improve their processes and provide access to physical learning spaces such as museums for a limited number of learners. Indeed, the challenges for these authors involved recreating activities such as handling physical objects to teach about history and material culture; reinventing play, collage making, and drawing in teacher training; reprioritising the body when teaching positive psychology and while delivering lectures to the screen; rethinking hands-on instruction of anatomical structures and performing cadaveric dissections in medicine; as well as redesigning hospital placements, mock crime scenes and intercultural field trips. keywords: experience; learning cache: jldhe-848.pdf plain text: jldhe-848.txt item: #443 of 538 id: jldhe-849 author: Syska, Alicja title: Section Editorial: Innovations in teaching and course delivery date: 2021-10-29 words: 458 flesch: 34 summary: When participants’ number double due to the pivot to online delivery, teaching student centred learning can still be achieved by diversifying assignments, restructuring Editorial Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 cohorts to prevent depersonalised learning experience, and encouraging reflection to promote wellbeing and resilience. How do you motivate students, monitor their engagement, help them work in groups? keywords: learning; students cache: jldhe-849.pdf plain text: jldhe-849.txt item: #444 of 538 id: jldhe-85 author: Wikinson, Susan title: Enhancing the e-learning environment using wikis and blogs date: 2011-04-03 words: 3282 flesch: 40 summary: With this shift towards online learning and the widening participation agenda, teaching staff must reassess and reconsider their conceptions of student learning and what students need (Gibbs 2000, cited Kahn and Baume, 2003). It intends to convey the importance of developing collaborative learning communities within higher education, whilst keeping focus on the pedagogical, rather than technological, reasons for change. keywords: blogs; education; learning; students; technology; tools; use cache: jldhe-85.pdf plain text: jldhe-85.txt item: #445 of 538 id: jldhe-850 author: Syska, Alicja title: Compendium of Innovative Practice: Learning Development in a Time of Disruption: Editorial date: 2021-10-29 words: 1524 flesch: 40 summary: Some authors report on their battles to adapt their learning development practices while others tell stories of Editorial Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 challenges encountered in teaching within specific disciplines. What seems like a disconcerting state of personal and institutional disintegration can in fact be understood as an element of Editorial Journal of Learning Development in Higher Education, Issue 22: Compendium October 2021 personal and institutional development. keywords: authors; compendium; development; editorial; education; issue; journal; october; submissions cache: jldhe-850.pdf plain text: jldhe-850.txt item: #446 of 538 id: jldhe-851 author: Grayson, Nicola title: Section Editorial: Responding to the needs of doctoral researchers date: 2021-10-29 words: 646 flesch: 36 summary: You will read how a self-employed academic writing teacher for doctoral students in Germany and neighbouring countries sought to replicate a tried and tested hands-on, analogue approach to keep participants engaged and add an extra dimension of reality to online support, which sought to recreate and connect researchers with the face to face support they missed. Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 22: Compendium of Innovative Practice October 2021 Editorial: Responding to the needs of doctoral researchers Nicola Grayson University of Manchester keywords: researchers; support cache: jldhe-851.pdf plain text: jldhe-851.txt item: #447 of 538 id: jldhe-852 author: Ng, Hilary; Lam, Paul title: Advancing the understanding of the flipped classroom approach with students' perceptions of the learning environment: variation between academic disciplines date: 2022-09-08 words: 7897 flesch: 39 summary: Chen, K. S., Monrouxe, L., Lu, Y. H., Jenq, C. C., Chang, Y. J., Chang, Y. C. and Chai, P. Y. C. (2018) ‘Academic outcomes of flipped classroom learning: a meta-analysis’, Medical Education in Review, 52, pp.910-924. https://doi.org/10.1111/medu.13616. Hence, the techniques to motivate students to participate in the entire learning process are important in flipped learning. keywords: activities; classroom approach; disciplines; education; journal; lam; learning; learning environment; perceptions; students; understanding cache: jldhe-852.pdf plain text: jldhe-852.txt item: #448 of 538 id: jldhe-853 author: Zhou, Xue; Wolstencroft, Peter title: A home away from home: building an organic online support community for Chinese students using WeChat date: 2022-09-08 words: 8628 flesch: 48 summary: Walsh, C., Larsen, C. and Parry, D. (2009) ‘Academic tutors at the frontline of student support in a cohort of students succeeding in higher education’, Educational Studies, 35(4), pp.405-424. https://doi.org/10.1080/03055690902876438. Keywords: organic; student support system; community; WeChat. keywords: chinese; community; development; education; group; home; journal; learning; students; support; system; wechat; wolstencroft cache: jldhe-853.pdf plain text: jldhe-853.txt item: #449 of 538 id: jldhe-855 author: Offord, Matt; Honeychurch, Sarah; Quinn, Nick; Barr, Matt; Mullen, Helen title: The escape room: using a simple text-based game to promote business undergraduates’ digital self-reliance date: 2022-03-16 words: 4625 flesch: 52 summary: Furthermore, Veldkamp et al. (2020) note that educational escape rooms are often characterised by a misalignment between in-game goals and educational outcomes. The use of games in business schools is quite widespread, but these games usually model some complex aspect of business as closely Offord, Honeychurch, Quinn, Barr, Mullen The escape room: using a simple text-based game to promote business undergraduates’ digital self-reliance Journal of Learning Development in Higher Education, Issue 23: March 2022 7 as possible. keywords: business; education; escape; game; learning; room; self; students; text cache: jldhe-855.pdf plain text: jldhe-855.txt item: #450 of 538 id: jldhe-856 author: Davis, Mary; Morley, John title: ‘It can facilitate so much!’ Student writers’ practice of self-efficacy to develop their use of formulaic phrases date: 2022-09-08 words: 6897 flesch: 48 summary: Conclusion This study set out to examine the approaches developed by student writers at different degree levels towards the use of formulaic phrases in their writing, and in particular how they made use of a compendium of academic phrases (AP). Furthermore, five participants stressed the interdependence of reading and writing, and reported that, while they are reading, they either actively look for or simply take note of academic phrases used by more experienced academic writers, as this was one way that they themselves could develop as writers: Being able to see how they implemented formulaic phrases within their own writing is something that you really have to do, and you should be reading journal articles every day because that is really the core of where your knowledge is going to be able to come from. keywords: academic; development; education; journal; learning; phrases; self; student; use; writers; writing cache: jldhe-856.pdf plain text: jldhe-856.txt item: #451 of 538 id: jldhe-86 author: Derounian, James Garo title: Fanning the flames of non-conformity date: 2011-04-03 words: 1920 flesch: 49 summary: This offers another aspect of non-conformity – practitioner inputs to academic teaching via student placements, live projects, shadowing, guest lectures and field visits. Introduction Higher education, according to the Quality Assurance Agency for Higher Education (QAA) should ‘place learning at the heart of University practice – learning about, with and from students’ (Kay et al., 2010, p.9). keywords: conformity; development; education; learning; non; students cache: jldhe-86.pdf plain text: jldhe-86.txt item: #452 of 538 id: jldhe-863 author: Reynolds, Richard Henry; Sokolow, Timothy title: Spaces and places in online learning: perspectives from students and staff date: 2022-09-08 words: 6842 flesch: 47 summary: Our primary research involved bringing learners, teachers and digital specialists together within online learning spaces, and inviting the students present to represent their experiences of the virtual space, using simple analogue tools – coloured pens and paper. As the student commented: ‘with online learning spaces, tutors have no control at all. keywords: development; education; issue; journal; learning; online; perspectives; places; reynolds; sokolow; spaces; staff; students cache: jldhe-863.pdf plain text: jldhe-863.txt item: #453 of 538 id: jldhe-867 author: Tang, Kum Khuan; Wong, Derek; Ling Lee, Gek title: Interrogating a collaborative instructional approach to academic literacy: the missing link in supporting students’ language learning date: 2022-09-08 words: 5986 flesch: 33 summary: However, the internal conflicts of language instructors are under-represented: little is known about their subjective experiences and emotions as they go about negotiating and accommodating a collaborative instructional approach. Humanising faculty development and venturing into scholarly enquiry are then proposed as potential ways to empower language instructors to manage the emotional complexities in their collaborative engagements. keywords: academic; approach; content; education; instructors; language; learning; literacy; students; teaching cache: jldhe-867.pdf plain text: jldhe-867.txt item: #454 of 538 id: jldhe-87 author: Danvers, Emily Claire title: Dissertation Question Time: Supporting the Dissertation Project through Peer Advice date: 2012-03-30 words: 3121 flesch: 42 summary: There is also considerable variation between supervisors’ understanding of even common terms like ‘analysis’ that are currently widely used in the assessment of student dissertations (Webster at el., 2000). This case study evaluates the use of a panel discussion workshop, Dissertation Question Time, as a method of support for the dissertation journey. keywords: dissertation; learning; question; student; time cache: jldhe-87.pdf plain text: jldhe-87.txt item: #455 of 538 id: jldhe-871 author: Parsons, Bryony; Johnston, Heather title: Understanding student preferences for one to one writing appointments post-pandemic date: 2022-09-08 words: 6431 flesch: 41 summary: Understanding student preferences for one-to-one writing appointments post-pandemic Bryony Parsons University of Liverpool, UK Heather Johnston University of Liverpool, UK Abstract The academic writing scheme at the university is a near-peer service, which provides students with the opportunity to book one-to-one appointments with an academic writing tutor. Parsons and Johnston Understanding student preferences for one-to-one writing appointments post-pandemic Journal of Learning Development in Higher Education, Issue 24: September 2022 2 Introduction Since the emergence of Covid-19, there have been several studies which focus on teaching students online in groups, and how these sessions have had to adapt to remain active and engaging. keywords: appointments; education; journal; learning; online; pandemic; person; preferences; students; writing cache: jldhe-871.pdf plain text: jldhe-871.txt item: #456 of 538 id: jldhe-872 author: Busby, David; Malone, Cathy title: Writing Circles: developing learner self-efficacy and agency through peer review activities date: 2023-04-27 words: 7241 flesch: 41 summary: Busby and Malone Writing circles: developing learner self-efficacy and agency through peer review activities Journal of Learning Development in Higher Education, Issue 27 5 Peer Review It has been suggested that peer review writing activities can make a major contribution to improving learners’ sense of empowerment and self-regulation, thereby improving their confidence, self-efficacy and agency (Lee, 2017). Caukill, E. (2017) ‘Learning to lead: how academic writing circles prepare doctoral students to extend their peers’ academic writing skills’, European Association for the Teaching of Academic Writing Conference 2017. keywords: activities; agency; anxiety; circles; development; education; efficacy; journal; learning; peer; review; self; writing cache: jldhe-872.pdf plain text: jldhe-872.txt item: #457 of 538 id: jldhe-874 author: Manolchev, Constantine; Alexander, Allen; Cherrington, Ruth title: Towards ‘employability 3.0’: from practice to praxis : date: 2022-09-08 words: 3953 flesch: 26 summary: Researchers have also expressed concerns about employability practices. Rees, S. (2021) ‘Re-imagining employability: an ontology of employability best practice in higher education institutions’, Teaching in Higher Education, 26(5): pp.663-678. keywords: development; education; employability; journal; july; learning; manolchev; practice; praxis; students cache: jldhe-874.pdf plain text: jldhe-874.txt item: #458 of 538 id: jldhe-883 author: King, Daniel title: Assessing the benefits of online formative assessments on student performance date: 2023-04-27 words: 4664 flesch: 37 summary: The Author(s) (CC-BY 4.0) Assessing the benefits of online formative assessments on student performance Daniel King Technical University Dublin, Ireland Abstract This paper investigates the impact of online formative assessments on students’ performance in an introductory Accounting module. keywords: accounting; assessments; education; formative; learning; online; performance; students cache: jldhe-883.pdf plain text: jldhe-883.txt item: #459 of 538 id: jldhe-885 author: Syska, Alicja title: Editorial date: 2022-03-16 words: 1663 flesch: 45 summary: Their research project elicited students’ perspectives on student voice mechanisms and the extent to which they are effective in reflecting and Editorial responding to the needs of students. The piece is an extension of, and a refection on, the authors’ 2021 Staff Writing Guide: Supporting student writing and other methods of learning and assessment. keywords: editorial; learning; paper; research; students; university; writing cache: jldhe-885.pdf plain text: jldhe-885.txt item: #460 of 538 id: jldhe-886 author: Kantcheva, Ralitsa B; Bickle, Ed title: Inclusive learning development practices: the consequences of flexibility and choice in the hybrid era date: 2023-02-28 words: 2476 flesch: 39 summary: Furthermore, online learning during the height of the pandemic led to increased levels of stress and anxiety amongst students for a number of reasons including isolation, difficulties in using technology (Akpinar, 2021), and the loss of impromptu discussions that are part of informal face-to-face contact (Morrison et al., 2021). References Akpınar, E. (2021) ‘The effect of online learning on tertiary level students mental health during the Covid-19 lockdown’, The European Journal of Social & Behavioural Sciences, 30(1), pp.52-62. keywords: development; education; learning; november; students; teaching cache: jldhe-886.pdf plain text: jldhe-886.txt item: #461 of 538 id: jldhe-888 author: Zeidan, Mohammad; Huang, Xinhua ; Xiao, Ling ; Zhao, Ruikun title: Improving student engagement using a video-enabled activity-based learning: an exploratory study to STEM preparatory education in UAE date: 2022-09-08 words: 7921 flesch: 49 summary: The focus of this study is to examine the effectiveness of the use of bite-size, i.e., 10-15 minutes, of educational video-enabled activity-based learning in terms of improving student learning engagement and performance. We evaluate whether such an approach could improve student learning and engagement with STEM subjects e.g., Chemistry and Physics, from three perspectives: motivation, engagement, and academic performance. keywords: activities; arab; chemistry; education; emirates; engagement; journal; learning; stem; students; study; uae; united; video cache: jldhe-888.pdf plain text: jldhe-888.txt item: #462 of 538 id: jldhe-9 author: McKinney, Pamela Ann; Wood, Jamie; Little, Sabine title: The Learning Development Team: Three developers, one pedagogy date: 2009-02-12 words: 4701 flesch: 34 summary: Journal of Learning Development in Higher Education, Issue 1: February 2009 2 McKinney, Wood & Little A Learning Development team: three developers, one pedagogy   Working within one pedagogical context IBL positions students at the centre of their own learning, inviting them to formulate questions, design their own research and investigations, and explore possibilities without necessarily needing to supply a 'correct answer'. To circumvent potential issues surrounding the image of 'Jack of all trades, master of none', each LDRA has a Journal of Learning Development in Higher Education, Issue 1: February 2009 3 McKinney, Wood & Little A Learning Development team: three developers, one pedagogy   specialist area: Networked Learning, Information Literacy and Dissemination. keywords: cilass; developers; development; education; information; inquiry; learning; little; project; team cache: jldhe-9.pdf plain text: jldhe-9.txt item: #463 of 538 id: jldhe-900 author: Smith, Susan Virginia; Pickford, Ruth; Sinclair, Georgi; Ettenfield, Laura title: The Centre for Learning and Teaching Associates Scheme: building a learning community for collaboration and impact date: 2023-04-27 words: 8317 flesch: 36 summary: A culture to enhance relationships and social capital: Practice sharing in a learning community Diverse, atypical, and productive collaborations Theme 2 (C2): The Associate role as an opportunity for personal development, and innovation Personal transformation and learning Practice sharing for innovation and knowledge Theme 3 (C3): Beyond the Associates: Impact on wider activity Senior management links Struggles with role identity Lessons learnt and future implications for practice Using research evidence Diversity of membership for effective learning communities Reinforcing expectations and requirements to sustain the Scheme Conclusion References Appendix 1 Some practical examples of Associates’ projects Author details Licence Retaining the regular meetings for idea-sharing with senior management and other Associates. keywords: associates; building; centre; community; development; education; impact; journal; learning; practice; scheme; smith; teaching; university cache: jldhe-900.pdf plain text: jldhe-900.txt item: #464 of 538 id: jldhe-901 author: Colaiacomo, Silvia title: A book review of Davies, M. (2022), Study skills for international postgraduates, London: Bloomsbury Academics. date: 2022-09-08 words: 1531 flesch: 41 summary: By doing so, the book ignores the richness that a diverse student population brings to the classroom and, implicitly, considers the experience of international students as relevant or meaningful in relation to learning development when compared to that of Western students. Silvia Colaiacomo University College London, UK Keywords: international students; academic skills; internationalisation of the curriculum; intercultural learning. keywords: book; learning; skills; students cache: jldhe-901.pdf plain text: jldhe-901.txt item: #465 of 538 id: jldhe-903 author: Newman , Ivan title: A book review of Davies, M. (2022) Study skills for international postgraduates. 2nd edn. London: Bloomsbury Academics. date: 2022-09-08 words: 1344 flesch: 42 summary: Additionally, with increasing numbers of international students seeking entry to Western-style, English-speaking HE providers, and these providers actively promoting their ‘product’ in other cultures, this book is timely. A book review of Davies, M. (2022) Study skills for international postgraduates. keywords: book; international; skills; study cache: jldhe-903.pdf plain text: jldhe-903.txt item: #466 of 538 id: jldhe-904 author: Scott, Maggie title: A book review of Khan, K., Gurbutt, G. and Cragg, R. (2022) Changes in the higher education sector: contemporary drivers and the pursuit of excellence. London: Anthem Press. date: 2022-09-08 words: 2323 flesch: 41 summary: She has worked in UK higher education for over twenty years. Maggie Scott University of Salford, UK Keywords: teaching excellence; TEF; pedagogic methodologies; higher education (HE). keywords: book; education; excellence; learning; sector; teaching cache: jldhe-904.pdf plain text: jldhe-904.txt item: #467 of 538 id: jldhe-906 author: Heller, Richard title: A new bloom – adding ‘collaborate’ to Bloom’s taxonomy date: 2022-09-08 words: 2813 flesch: 29 summary: An OECD report encourages international collaboration to support the future of higher education (OECD, 2019) and the International Commission on the Futures of Education tells us that ‘Pedagogy should be organized around the principles of cooperation, collaboration, and solidarity.’ Introduction This opinion piece expands on a proposal (Heller, 2022) to add ‘collaborate’ to Bloom’s Taxonomy, to emphasise the importance of collaboration and to encourage its inclusion in the processes of higher education and its assessment. keywords: bloom; collaborate; collaboration; education; learning; taxonomy cache: jldhe-906.pdf plain text: jldhe-906.txt item: #468 of 538 id: jldhe-913 author: Bohlmann, Julia title: Decolonising learning development through reflective and relational practice date: 2022-09-08 words: 2175 flesch: 37 summary: Moreover, seeing students for who they are beyond national stereotypes (Choi, 2019) and racist stigmas (Owusu-Kwarteng, 2020) sends a powerful message, not just to them but to other students and educators. Working specifically with international students, my professional practice as a learning developer often is about explaining why we – in the European-North American context – value such things as intellectual ownership, persuasive writing and active learning. keywords: development; education; learning; practice; students cache: jldhe-913.pdf plain text: jldhe-913.txt item: #469 of 538 id: jldhe-914 author: Parkin, Helen; Heron, Emma title: Listening works: using the Listening Rooms methodology to explore diversity date: 2023-02-28 words: 4442 flesch: 41 summary: Heron, E. (2020) ‘Friendship as method: reflections on a new approach to understanding student experiences in higher education’, Journal of Further and Higher Education, 44(3), pp. She is responsible for conducting research into and evaluation of student experience and engagement across Sheffield Hallam University. keywords: development; education; experiences; heron; listening; rooms; students; university cache: jldhe-914.pdf plain text: jldhe-914.txt item: #470 of 538 id: jldhe-915 author: Sillence, Matthew; Clark, Amanda; Dickerson, Claire; Doan, Hanh; Jarvis, Joy title: Equality, diversity and inclusion: learning from laying our cards on the table date: 2023-02-28 words: 2411 flesch: 38 summary: The set of 18 equality, diversity, and inclusion cards. Participants have already suggested new cards, such as ‘Justice’, leading to a revised guidance resource, which includes ideas for setting up activities. keywords: cards; diversity; edi; education; inclusion; learning cache: jldhe-915.pdf plain text: jldhe-915.txt item: #471 of 538 id: jldhe-916 author: Baer, Cara; Kearney, Nina title: A space for partnership and empowerment: how the Writing Café negotiates inclusion in Higher Education  date: 2023-02-28 words: 3925 flesch: 29 summary: A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education    Cara Baer University of Plymouth, UK Nina Kearney University of Plymouth, UK Abstract  Higher education (HE) has traditionally been shaped for a specific type of student, but as widening participation initiatives are increasing opportunities for under-represented groups to attend (e.g., mature, disabled, those from a low socio-economic background, and care leavers), it is imperative to illuminate examples of best practice that are accessible and equitable once students are at university. Baer and Kearney A space for partnership and empowerment: how the Writing Café negotiates inclusion in higher education  Journal of Learning Development in Higher Education, Special Issue 26: February 2023 2 Introduction  Under-represented groups (e.g., mature, disabled, those from a low socio-economic background, and care leavers) have inequitable experiences in higher education (HE), particularly in relation to finances, feelings of belonging, and academic skills (Reay, 2016). keywords: café; education; inclusion; journal; learning; partnership; space; students; writing cache: jldhe-916.pdf plain text: jldhe-916.txt item: #472 of 538 id: jldhe-919 author: Schwanke, Retha title: A book review of Khan, K., Gurbutt, D. and Cragg, R. (2022) Changes in the higher education sector: contemporary drivers and the pursuit of excellence. London: Anthem Press. date: 2022-09-08 words: 1363 flesch: 44 summary: In many of these institutions it has also necessitated a gradual shift from an emphasis on research excellence, to accommodate career progression paths based on teaching excellence. Chapter four expands on the previous chapter by exploring specific methodologies for improving teaching excellence, including continued engagement with educational theory, the importance of student-centred learning approaches, and the value that can be added through the use of flipped classrooms, technology-enabled learning, and gamification techniques. keywords: excellence; learning; teaching cache: jldhe-919.pdf plain text: jldhe-919.txt item: #473 of 538 id: jldhe-920 author: Todd, Andrea title: Let's get visible: evidence-based interventions aimed at supporting, empowering and celebrating student-parents in higher education. date: 2023-02-28 words: 7884 flesch: 41 summary: Nikiforidou, Z. and Holmes, S. (2022) ‘Student parents or parent students in lockdown pandemic? Research evidence on student parents and implications for higher education policies’, Stimulus Paper Series, Leadership Foundation for Higher Education. keywords: development; education; education journal; evidence; interventions; january; journal; learning; parents; student; support; time; university cache: jldhe-920.pdf plain text: jldhe-920.txt item: #474 of 538 id: jldhe-922 author: Potgieter, Ingrid; Coetzee, Melinde; Ferreira, Nadia title: University students’ digital world of work readiness in relation to their employability competency date: 2023-04-27 words: 6524 flesch: 28 summary: To further determine the predictive value of perceived work world readiness on employability competency and to assess the validity of the structural model, the results were subjected to structural equation modelling (SEM). Regression analysis and structural equation modelling revealed that students’ perceptions of their world of work readiness (i.e. job/occupation certitude and job/occupation fitness) significantly predict their sense of employability competency. keywords: career; coetzee; competency; development; education; employability; employability competency; ferreira; journal; students; university; work; work readiness; world cache: jldhe-922.pdf plain text: jldhe-922.txt item: #475 of 538 id: jldhe-923 author: Winder, Isabelle title: Choice matters: an investigation of students’ experiences selecting dissertation projects date: 2023-04-27 words: 6939 flesch: 38 summary: Some of the factors Harland, Pitt and Saunders (2005) included, however, would not generalise to other subject areas, and there has not yet been any follow-up research exploring student choice in a contemporary (post-Covid-19) setting. Do the factors influencing student choice differ between cohorts of students who have experienced different approaches to project allocation? keywords: choice; development; dissertation; education; experiences; journal; learning; projects; research; respondents; students; subject cache: jldhe-923.pdf plain text: jldhe-923.txt item: #476 of 538 id: jldhe-924 author: Fallin, Lee; Davison, Ellie; Spencer, Gemma; Tomlinson, Thomas title: Supporting inclusive learning resource design with Designing for Diverse Learners date: 2023-02-28 words: 2148 flesch: 23 summary: Fallin, Davison, Spencer and Tomlinson Supporting accessible learning resource design with Designing for Diverse Learners Journal of Learning Development in Higher Education, Special Issue 26: February 2023 3 Origins and development: Designing for Diverse Learners When a team led by Pun (2016) at the Home Office launched a series of six posters to help meet the accessibility needs of users, there was significant potential for their use in education. This communication is a call to action, asking for educators to share, support and help develop the Designing for Diverse Learners guidance. keywords: august; designing; education; fallin; learners; learning cache: jldhe-924.pdf plain text: jldhe-924.txt item: #477 of 538 id: jldhe-925 author: Lowe, Tom title: Embedding employability into the curriculum: five recommendations to improve widening participation students’ graduate employability date: 2023-02-28 words: 3164 flesch: 14 summary: There are many shared barriers and disadvantages faced by widening participation students, where the opportunities offered to students to improve their employability are unevenly distributed and, therefore, scarcely available to underrepresented students; and the market-oriented concept of employability damages non-traditional students. Introduction Ensuring students succeed during and beyond their degree, no matter their background, ethnicity, disability or demographic has been outlined in the mission of the English Higher Education regulator, the Office for Students (Office for Students, 2018). keywords: curriculum; development; education; employability; graduate; learning; participation; students cache: jldhe-925.pdf plain text: jldhe-925.txt item: #478 of 538 id: jldhe-926 author: Pollard, Eileen; McCabe, Orlagh title: ‘To teach in varied communities not only our paradigms must shift but also the way we think, write, speak’ (hooks, 1994): creating resources to address the BAME awarding gap date: 2023-02-28 words: 2035 flesch: 33 summary: For example, key performance measure four maps the gap in degree outcomes between white students and black students. Gillen-O’Neel, C. (2019) ‘Sense of belonging and student engagement: a daily study of first- and continuing-generation college students’, Research in Higher Education, 62, pp. keywords: education; gap; november; students; university cache: jldhe-926.pdf plain text: jldhe-926.txt item: #479 of 538 id: jldhe-927 author: Pollard, Eileen title: On Academia, Critical Pedagogy and ‘Coming Out’ as a Third Space Practitioner date: 2023-04-27 words: 3126 flesch: 47 summary: Chester Retold necessarily reversed this expectation and part of what interests me now is that this reversal is the premise for effective learning development too. On academia, critical pedagogy and ‘coming out’ as a third space practitioner Eileen Pollard Manchester Metropolitan University, UK Abstract This opinion piece situates the practice of an experimental module I taught as an academic – Chester Retold: Unspoken Stories, Put into Words – within some theories of ‘community learning’.1 Community learning is understood here to articulate and enact a combination of concepts taken from critical pedagogy (hooks, 1994; Freire, 2018), experiential learning (Gibbs, 1988; Kolb, 2015) and learning development (Webster, 2017). keywords: chester; development; education; learning; pedagogy; space; teaching cache: jldhe-927.pdf plain text: jldhe-927.txt item: #480 of 538 id: jldhe-928 author: Arthur, Ryan title: ‘Conscious' learning development: towards a pedagogy of race-consciousness date: 2023-02-28 words: 6774 flesch: 51 summary: Race-consciousness is not something that can be achieved with a single workshop or completing unconscious bias training; the development of race consciousness is a 'lifelong process that often requires unlearning the misinformation and stereotypes we have internalized not only about others, but also about ourselves' (Tatum, 2001, p.53). Thus, a pedagogy of race consciousness is fertile ground to facilitate critical thinking amongst our students. keywords: consciousness; development; education; issue; journal; learning; learning development; pedagogy; race; special; students; thinking cache: jldhe-928.pdf plain text: jldhe-928.txt item: #481 of 538 id: jldhe-929 author: Kolyda, Frantzeska title: Fostering a growth mindset in higher education for inclusive learning for all date: 2023-04-27 words: 3548 flesch: 31 summary: Keywords: growth mindset; equality; diversity and inclusion; STEM; higher education. Growth mindset and attainment gaps in higher education Universities and policymakers are exploring ways to reduce the inequality in academic success between advantaged and disadvantaged students. keywords: development; education; growth; growth mindset; learning; mindset; stem; students cache: jldhe-929.pdf plain text: jldhe-929.txt item: #482 of 538 id: jldhe-93 author: Race, Phil title: Getting students engaged date: 2011-04-03 words: 2278 flesch: 62 summary: Keywords: student engagement; student experience; learning development. We need to realise that for students assessment is ‘the sharp end’ of learning – the climax to which learning needs to lead. keywords: education; learning; need; students cache: jldhe-93.pdf plain text: jldhe-93.txt item: #483 of 538 id: jldhe-931 author: Ohadomere, Ogechi title: Readiness assessments, portfolio and peer support – a panacea for achieving the EDI agenda and student engagement? A reflection and preview date: 2023-02-28 words: 1640 flesch: 42 summary: Ohadomere Readiness assessments, portfolio and peer support – a panacea for achieving the EDI agenda and student engagement? This situation was created by the pandemic, which affected visa applications, travel, student engagement, teaching and learning. keywords: education; learning; students; support cache: jldhe-931.pdf plain text: jldhe-931.txt item: #484 of 538 id: jldhe-932 author: Clay, Enya-Marie; Williams, Helen; Blissett, Jo; Lindley, Janet; O'Neil, Lynne title: Developing an equity lens: the experience of creating a professional framework for coaches and mentors date: 2023-02-28 words: 3019 flesch: 30 summary: Clay, O’Neil, Lindley, Williams and Blissett Developing an equity lens: the experience of creating a professional framework for coaches and mentors Journal of Learning Development in Higher Education, Special Issue 26: February 2023 2 Organisational context Our team of coaches and mentors deliver support to students as part of a wider institutional aim to achieve equity in student experiences and outcomes. • Identify core skills and competencies to support student equity whilst remaining open to different approaches (Ives, 2008). keywords: coaching; development; education; equity; framework; journal; learning; mentoring cache: jldhe-932.pdf plain text: jldhe-932.txt item: #485 of 538 id: jldhe-933 author: Welton, Karen title: Dyslexia in higher education: enhancing student belonging and overcoming barriers to achievement through communities of practice date: 2023-02-28 words: 2444 flesch: 27 summary: So, in May 2021 I initiated a CoP at my institution to provide an informal and supportive environment within which dyslexic students could interact and share experiences connected to dyslexia and higher education. Welton Dyslexia in higher education: enhancing student belonging and overcoming barriers to achievement through communities of practice Journal of Learning Development in Higher Education, Special Issue 26: February 2023 4 The effectiveness of communities of practice for dyslexic students In 2020-22, as the Covid-19 pandemic continued to impact the UK, teaching remained remote, so for the first five months the CoP met for one hour, fortnightly, online. keywords: dyslexia; education; journal; learning; practice; students cache: jldhe-933.pdf plain text: jldhe-933.txt item: #486 of 538 id: jldhe-935 author: Greenwood, Joe title: Ready player one: using Vevox to elicit student participation in lectures date: 2023-04-27 words: 4823 flesch: 46 summary: Keywords: inclusive practice; educational technology; lecturing; student participation. The necessity of hearing the student voice is also important in individual lectures, as through student participation it is possible to check learning, formatively assess students, and allow them the ask questions and express their perspective. keywords: development; education; journal; learning; lectures; participation; session; students; vevox cache: jldhe-935.pdf plain text: jldhe-935.txt item: #487 of 538 id: jldhe-936 author: Syska, Alicja title: Editorial date: 2022-09-08 words: 2845 flesch: 42 summary: Analysing the results from a survey of students, Parsons and Johnston make a strong case for a ‘hybrid’ approach to virtual and in-person appointment types but also highlight nuances in student preferences according to the stage of their study, and the subject or faculty area. Higher education educators have implemented different pedagogical approaches to promote active learning and improve student engagement. keywords: book; course; editorial; education; engagement; learning; students; study; support; university cache: jldhe-936.pdf plain text: jldhe-936.txt item: #488 of 538 id: jldhe-938 author: Holley, Debbie; Biggins, David title: Designing for student wellbeing: challenging assumptions about where our students learn date: 2023-04-27 words: 8431 flesch: 38 summary: Supporting student learning: this section offered a free-text box, and asked for three things that staff could do to better support student learning. The Author(s) (CC-BY 4.0) Designing for student wellbeing: challenging assumptions about where our students learn David Biggins Bournemouth University, UK Debbie Holley Bournemouth University, UK Abstract Student wellbeing has been foregrounded during the recent Covid-19 pandemic but this is broad brush and contested with different models being followed across the sector. keywords: analytics; april; assumptions; biggins; data; designing; development; education; holley; issue; journal; learning; student wellbeing; students; study; vle; wellbeing cache: jldhe-938.pdf plain text: jldhe-938.txt item: #489 of 538 id: jldhe-94 author: Kumar, Arti title: Turning the NARN into an ARC at the University of Bedfordshire: some reflections and comparisons date: 2010-12-09 words: 7027 flesch: 43 summary: Supporting action research as a PDP and CPD process (provisional title) Journal of Learning Development in Higher Education ISSN: 1759-667X Special Edition: This paper is a modified version of Kumar, A. (2010) ‘Supporting action research as a CPD process’, in Atlay, M. and Coughlin, A. (eds.) keywords: action; bedfordshire; development; education; kumar; learning; narn; practice; research; staff; students; university cache: jldhe-94.pdf plain text: jldhe-94.txt item: #490 of 538 id: jldhe-941 author: Martin, Shannon; Lusted, Jim title: Critical reflections on the racialised hierarchies of an ethnically diverse staff-student scholarship project team date: 2023-02-28 words: 5876 flesch: 34 summary: It is recognised that staff-student collaborations have the potential to offer useful skill development opportunities (Dickerson et al., 2016) and deeper insights into research questions concerned with student experiences (Brown, 2019). There is also increasing recognition, in this body of work, of the intersectional nature of inequalities related to higher education student experiences (Solórzano et al., 2000; Solórzano et al., 2002) and staff-student collaborations (Mercer-Mapstone, 2020), which recognises the complex interplay of factors including not only ethnicity, but also gender, disability, social class, age and other common socially significant categories. keywords: development; education; hierarchies; journal; learning; project; reflections; staff; student; team cache: jldhe-941.pdf plain text: jldhe-941.txt item: #491 of 538 id: jldhe-944 author: Mottershaw, Stacey title: Encouraging critique: a stimulating and provocative examination of dominant discourses in the higher education sector. Book review: Kinchin, I. M., and Gravett, K. (2022) Dominant discourses in higher education: critical perspectives, cartographies and practice. London: Bloomsbury Academic. date: 2023-02-28 words: 1402 flesch: 33 summary: Recent higher education articles are used to launch the conversations, with topics chosen for their prominence and representation of Mottershaw Encouraging critique: a stimulating and provocative examination of dominant discourses in the higher education sector Journal of Learning Development in Higher Education, Special Issue 26: February 2023 3 what the authors feel are the ‘most troubling narratives affecting our work’ (p.99). Dominant discourses in higher education: critical perspectives, cartographies and practice. keywords: authors; discourses; education; learning cache: jldhe-944.pdf plain text: jldhe-944.txt item: #492 of 538 id: jldhe-945 author: Collins, Jo title: Supporting the decolonization of university learning and teaching: practicalities, practices, and possibilities. Book review: Tran, D. (2021) Decolonizing university teaching and learning: an entry model for grappling with its complexities. London: Bloomsbury Academic. date: 2023-02-28 words: 1567 flesch: 30 summary: Decolonizing university teaching and learning: an entry model for grappling with its complexities. Jo Collins Canterbury Christ Church University, UK Keywords: decolonization; reflection; university teaching and learning; TRAAC model, active inclusion. keywords: book; learning; teaching; university cache: jldhe-945.pdf plain text: jldhe-945.txt item: #493 of 538 id: jldhe-947 author: Gundry, Donna title: An in-depth and fascinating insight to decolonising the HE curriculum. Book review: Tran, D. (2021) Decolonizing university teaching and learning: an entry model for grappling with complexities (London: Bloomsbury Academic). date: 2023-02-28 words: 1382 flesch: 40 summary: The book strikes a hopeful and ambitious tone, looking for widespread and Gundry An in-depth and fascinating insight into decolonising the HE curriculum Journal of Learning Development in Higher Education, Special Issue 26: February 2023 4 radical change to higher education systems, supporting both academics, professional services staff, and students. The text encompasses a plethora of topics that need to be addressed to support the decolonisation of higher education and facilitating learning, from staff's unconscious bias to the hierarchy within a classroom, to the lack of representation of members of the BAME community in the senior leadership teams. keywords: decolonisation; education; learning cache: jldhe-947.pdf plain text: jldhe-947.txt item: #494 of 538 id: jldhe-948 author: Compton, Martin; Standen, Alex; Watson, Ben title: 'Not as a temporary fluke but as standard’: realising the affordances of hybrid and online teaching for inclusive and sustainable education date: 2023-02-28 words: 3628 flesch: 27 summary: Our argument is framed by reflections on our own institution’s approach to hybrid teaching and working, the literature on experiences of remote learning during the pandemic, and – most centrally – the experiences and perspectives of students with disabilities. In our own discussions about experiences of hybrid teaching, the social side of learning came through as a strong theme, centring on how community can be built, how space for informal conversations might need to be curated, and how positive lessons from Covid-19 around daily touch points, virtual common rooms and uses of chat channels must continue to feature in hybrid settings. keywords: development; education; hybrid; learning; november; online; students; teaching cache: jldhe-948.pdf plain text: jldhe-948.txt item: #495 of 538 id: jldhe-952 author: Licchelli, Stefano; Barnett, Laura title: Using an online escape room as a formative assessment tool during a lecture on HIV: a case study. date: 2023-04-27 words: 4852 flesch: 42 summary: Keywords: online escape room; formative assessment; playful learning; gamification. There have also been a limited number of studies that have started to think about online escape rooms with assessment and feedback practices. keywords: assessment; education; escape; escape room; learning; lecture; online; room; students cache: jldhe-952.pdf plain text: jldhe-952.txt item: #496 of 538 id: jldhe-954 author: Holley, Debbie ; Coulson, Kate; Buckley, Carina; Corradini, Erika title: Wellbeing in the workplace: exploring the VUCA approach date: 2022-10-28 words: 2139 flesch: 44 summary: Learning development is starting to embrace this model of leadership, with a new ALDinHE Leadership CoP offering a platform for sharing both theory and practice. The opportunity to reflect on leadership skills and practices is vital for learning developers, whose roles are not always seen as leadership positions outside of line management roles, but who employ many leadership strategies in their teaching and interactions with students. keywords: approach; development; leadership; learning; vuca cache: jldhe-954.pdf plain text: jldhe-954.txt item: #497 of 538 id: jldhe-955 author: Buckley, Carina title: Performing communi-tea date: 2022-10-28 words: 1418 flesch: 51 summary: This session highlighted an important consideration about the value of informal chats in the workplace as a way to enhance relationships and wellbeing, and encouraging collaborative working. For example, our team have frequent informal chats in the office, but also a regular scheduled time off- campus immediately prior to our CoP (Academic Skills Advisors only) (approx. keywords: learning; tea; work cache: jldhe-955.pdf plain text: jldhe-955.txt item: #498 of 538 id: jldhe-956 author: Robin, Sarah; Caldwell, Elizabeth; Hargreaves, Helen title: Reading in the digital age date: 2022-10-28 words: 793 flesch: 44 summary: Developing our resource and showcasing it at the conference helped deepen our awareness of the importance of issues around digital reading for students, learning developers and other staff in HE. , Learning Developers at Lancaster University were awarded funding by ALDinHE to conduct a small project into how students read (Hargreaves et al., 2022a). keywords: hargreaves; reading; university cache: jldhe-956.pdf plain text: jldhe-956.txt item: #499 of 538 id: jldhe-957 author: Bartram, Jacqui Ann title: Bridges and barriers to developing visual literacy date: 2022-10-28 words: 3003 flesch: 43 summary: Another attendee took the time to reflect back on her own and her students’ experiences, and how more support for visual literacy would have helped them: “This presentation triggered for me several reflections on the role and importance of developing visual literacy with our students. The research began with an institution-wide audit of 1,725 module specifications that categorised each module as explicitly, implicitly, potentially or not apparently developing visual literacy. keywords: barriers; development; education; learning; literacy; students cache: jldhe-957.pdf plain text: jldhe-957.txt item: #500 of 538 id: jldhe-958 author: Cirstea, Arina title: Engaging students online: an analysis of students’ motivations for seeking individual learning development support date: 2022-10-28 words: 2532 flesch: 36 summary: Engaging students online: an analysis of students’ motivations for seeking individual learning development support Arina Cirstea De Montfort University, UK Presentation abstract This presentation outlines the key findings of a small-scale research project aimed to explore the motivations for student engagement in self-selecting learning development (LD) online tutorials. One area of reflection I planned to submit for the participants’ consideration is how lessons learned from the enforced pivoting to online delivery can Cirstea Engaging students online: an analysis of students’ motivations for seeking individual learning development support Journal of Learning Development in Higher Education, Special Issue 25: October 2022 2 underpin the developmental dimension of LD, with the ultimate goal of promoting learner confidence and growth. keywords: analysis; development; learning; motivations; students; support cache: jldhe-958.pdf plain text: jldhe-958.txt item: #501 of 538 id: jldhe-959 author: Syska, Alicja; Pritchard, Christie title: Students’ perceptions of blended and remote learning and its impact upon sense of belonging date: 2022-10-28 words: 3039 flesch: 42 summary: Researching student learning in higher education: a social realist approach, for example, employs Margaret Archer’s CR framework (e.g., 2000) for thinking through the relationships between structure and agency in student learning. Researching student learning in higher education: a social realist approach. keywords: development; education; learning; perceptions; sense; students cache: jldhe-959.pdf plain text: jldhe-959.txt item: #502 of 538 id: jldhe-96 author: Buckley, Carina title: What role can PDP play in identity development and confidence building in non-traditional students? date: 2010-12-09 words: 6089 flesch: 49 summary: The Professional Development Unit One solution proposed here is the creation and maintenance of a micro-context in which this integration can be guided and managed on an institutional level, but supported by student learning communities. Furthermore, the dual approaches of reflection and community work together to reinforce student confidence and each person’s sense of legitimacy as a member of the university. keywords: building; confidence; development; education; identity; journal; learning; pdu; practice; students cache: jldhe-96.pdf plain text: jldhe-96.txt item: #503 of 538 id: jldhe-960 author: Syska, Alicja title: Peer reviewing as community building date: 2022-10-28 words: 1668 flesch: 46 summary: How do we ensure that every voice feels valued in peer review? Syska Peer reviewing as community building Journal of Learning Development in Higher Education, Special Issue 25: October 2022 2 Community response Alicja Syska’s emphasis upon peer review as a form of constructive dialogue enabling a strong and sustainable scholarly community resonated for attendees at her session. keywords: community; development; peer cache: jldhe-960.pdf plain text: jldhe-960.txt item: #504 of 538 id: jldhe-961 author: Abegglen, Sandra; Burns, Tom; Sinfield, Sandra title: Supporting student writing and other modes of learning and assessment: a staff guide date: 2022-10-28 words: 2248 flesch: 43 summary: Feedback, and comments more generally, have been overwhelmingly positive, with many valuing the https://prism.ucalgary.ca/handle/1880/113457 Abegglen, Burns, Sinfield Supporting student writing and other modes of learning and assessment: a staff guide Journal of Learning Development in Higher Education Special Issue 25: October 2022 5 reminder that academic writing can be powerfully, more positively and more playfully developed, and that it can be taught ‘differently’. Supporting student writing and other modes of learning and assessment: a staff guide Sandra Abegglen University of Calgary, Canada Tom Burns London Metropolitan University, UK Sandra Sinfield London Metropolitan University, UK Presentation abstract Academic writing in higher education (HE) is a contested practice freighted with meaning, never more so than for widening participation students, still placed as ‘outsiders’ and often left feeling unwelcome and ‘un-voiced’. keywords: education; guide; learning; students; writing cache: jldhe-961.pdf plain text: jldhe-961.txt item: #505 of 538 id: jldhe-962 author: Abegglen, Sandra; Bret, Clément; Neuhaus, Fabian; Shah, Krisha; Wilson, Kylie title: TALON: hybrid education date: 2022-10-28 words: 1517 flesch: 45 summary: Questions such as: What are the opportunities and challenges with hybrid education? Author reflection Hybrid (or blended) learning has gained momentum through the Covid-19 pandemic, with many higher education institutions being forced to deliver their sessions flexibly. keywords: education; hybrid; learning; talon cache: jldhe-962.pdf plain text: jldhe-962.txt item: #506 of 538 id: jldhe-963 author: Irving-Bell, Dawne; Hartley , Peter title: Visual Thinking: Exploring current practices and perspectives re student notetaking date: 2022-10-28 words: 3824 flesch: 47 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 25: ALDinHE Conference Proceedings and Reflections October 2022 Visual thinking: exploring current practices and perspectives re student note taking Dawne Irving-Bell Edge Hill University, UK Peter Hartley Edge Hill University, UK Presentation abstract Despite its importance, student note taking is under-researched and under-theorised. https://www.bradford.ac.uk/pass/ https://www.bloomsbury.com/uk/success-in-groupwork-9781350933491/ https://www.bloomsbury.com/uk/success-in-groupwork-9781350933491/ Visual thinking: exploring current practices and perspectives re student note taking Presentation abstract Community response 1) keywords: education; hartley; learning; note; practices; students; taking; thinking cache: jldhe-963.pdf plain text: jldhe-963.txt item: #507 of 538 id: jldhe-964 author: King, Samantha; Loddick, Alison ; Curtis, Tim; Bhachu, Deepak title: Insights from a study on non-submission of assignments: How can students best be supported? date: 2022-10-28 words: 1534 flesch: 44 summary: Often, Foundation students faced considerable challenges with academic literacy and it was interesting to hear that BTEC students assumed that they could continue tweaking their work after the submission point. Her research focuses on why university students engage and disengage with their studies. keywords: non; students; submission cache: jldhe-964.pdf plain text: jldhe-964.txt item: #508 of 538 id: jldhe-965 author: Buckley, Carina title: Leadership in learning development: who & how? date: 2022-10-28 words: 3482 flesch: 53 summary: I found it helpful to read the overview to critical leadership in the SAGE Handbook of Leadership (Bryman et al., 2011), which outlines its driving principle of challenging the norms and dynamics of ‘traditional’ leadership roles, and even how leadership can be conceived, with the reminder that all such norms and dynamics are socially constructed. Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 25: ALDinHE Conference Proceedings and Reflections October 2022 Leadership in learning development: who and how? keywords: community; development; education; leadership; learning cache: jldhe-965.pdf plain text: jldhe-965.txt item: #509 of 538 id: jldhe-966 author: Johnson, Ian title: To embed, not to embed, how to embed date: 2022-10-28 words: 2100 flesch: 45 summary: One argued that the lack of public promotion of embedded learning development did not necessarily indicate that universities do not see it as integral to LD, but might rather be because ‘embedding is intended to make LD Learning developers may be embedded in other ways (e.g., physical location, operational or line management) but this does not necessarily equate to embedded provision; it could still operate in practice as a ‘bolt-on’ rather than an integrated element of students’ learning. keywords: development; embed; embedding; learning cache: jldhe-966.pdf plain text: jldhe-966.txt item: #510 of 538 id: jldhe-967 author: Pritchard, Christie title: Learning developers as their own cultural critics? date: 2022-10-28 words: 1876 flesch: 52 summary: Journal of Learning Development in Higher Education, Special Issue 25: October 2022 4 Conversations also turned to Learning Developers’ direct work alongside students, supporting them to develop and understand the hidden curriculum. Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 25: ALDinHE Conference Proceedings and Reflections October 2022 Learning developers as their own cultural critics? keywords: developers; development; education; learning cache: jldhe-967.pdf plain text: jldhe-967.txt item: #511 of 538 id: jldhe-968 author: Psaros, Chenée title: ‘Walk me through your dissertation’: using urban walks to develop students’ thinking about research date: 2022-10-28 words: 2870 flesch: 52 summary: Using urban walks to develop students’ thinking about research Chenée Psaros Queen Mary University of London, UK Presentation abstract In the Spring of 2020, during Covid-19 restrictions that were prohibitive for in-person teaching, the Learning Development Unit at a research-intensive university sought ways to support postgraduate taught students who had been learning online. ‘It made me rethink the way I, as a learning developer, had not considered using the great outdoors as a space for thinking, particularly during Covid-19 when staff and students were in a persistent state of confusion as to when and where people could Psaros ‘Walk me through your dissertation’: using urban walks to develop students’ thinking about research Journal of Learning Development in Higher Education, Special Issue 25: October 2022 6 ‘go outside’. keywords: learning; research; students; thinking; walk; walking cache: jldhe-968.pdf plain text: jldhe-968.txt item: #512 of 538 id: jldhe-969 author: Rossi, Silvia Luisa; Cross, Lauren title: Re-framing writing (support): centring audience and purpose in a community nursing course date: 2022-10-28 words: 1683 flesch: 45 summary: 10.1080/13601440903529927 http://dx.doi.org/10.1080/13601440903529927 http://dx.doi.org/10.1080/13601440903529927 Rossi and Cross Re-framing writing (support): centring audience and purpose in a community nursing course Journal of Learning Development in Higher Education, Special Issue 25 5 Further reading Abegglen, S., Burns, T. and Sinfield, S., (2021) Supporting student writing and other modes of learning and assessment: a staff guide. Rossi and Cross Re-framing writing (support): centring audience and purpose in a community nursing course Journal of Learning Development in Higher Education, Special Issue 25 2 Community response There was real interest in using a tight focus on audience as a key question to drive exploration of writing with both staff and students. keywords: audience; learning; students; writing cache: jldhe-969.pdf plain text: jldhe-969.txt item: #513 of 538 id: jldhe-97 author: Cotterill, Simon; Lowing, Karen; Cain, Karl; Lofthouse, Rachel; Mackay, Cheryl; McShane, Joanne; Stancliffe, David; Wright, David title: Blogs and e-Portfolios: can they support reflection, evidencing and dialogue in teacher training? date: 2010-12-09 words: 6454 flesch: 52 summary: As reported elsewhere, considerable variability in quantity and quality of student reflection is not unusual (Hramiak et al., 2009). Recent advances in e-Portfolio technologies may potentially lessen the tensions between reflection and assessment, by providing greater control to the learner over which of their entries are public, compared to a paper journal. keywords: blog; cotterill; development; education; learning; portfolio; reflection; students; support cache: jldhe-97.pdf plain text: jldhe-97.txt item: #514 of 538 id: jldhe-970 author: White, Sarah J.; Wu, Shi Hui ; Qahtani, Fawziah S.; Warrington, Kayleigh L. ; Balcombe, Faye O. ; Paterson, Kevin B. title: Effects of reading strategies on reading behaviour and comprehension: implications for teaching study skills date: 2022-10-28 words: 1860 flesch: 41 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 25: ALDinHE Conference Proceedings and Reflections October 2022 ________________________________________________________________________ Effects of reading strategies on reading behaviour and comprehension: implications for teaching study skills Sarah J. White University of Leicester, UK Shi Hui Wu University of Leicester, UK Fawziah S. Qahtani University of Leicester, UK Kayleigh L. Warrington Nottingham Trent University, UK Faye O. Balcombe University of Leicester, UK Kevin B. Paterson University of Leicester, UK Presentation abstract We summarised the findings of our ESRC funded project ‘Revealing the implications of reading strategy for reading behaviour and comprehension’. White, Wu, Qahtani, Warrington, Balcombe and Paterson Effects of reading strategies on reading behaviour and comprehension: implications for teaching study skills Journal of Learning Development in Higher Education, Special Issue 25: October 2022 2 2. Discuss whether the findings from our project fit with the guidance/approaches being used to teach reading skills. keywords: behaviour; comprehension; reading; skills; university cache: jldhe-970.pdf plain text: jldhe-970.txt item: #515 of 538 id: jldhe-971 author: Thomas, Sam; Mansfield, Sheryl title: Working outside the box: breaking down barriers with a Learning Development Peer Mentor scheme date: 2022-10-28 words: 1178 flesch: 39 summary: Mansfield and Thomas Working outside the box: breaking down barriers with a learning development peer mentor scheme Journal of Learning Development in Higher Education, Special Issue 25: October 2022 2 Community response In its inclusion of the student mentors as presenters, this session exemplifies the ALDinHE values of working alongside students and making HE inclusive through emancipatory practice, partnership working, and collaboration. For example, they spoke about a series of TikTok Mansfield and Thomas Working outside the box: breaking down barriers with a learning development peer mentor scheme Journal of Learning Development in Higher Education, Special Issue 25: October 2022 3 videos they produced to introduce students to the Learning Hub building and explain how to access the booking system. keywords: development; learning; peer; student cache: jldhe-971.pdf plain text: jldhe-971.txt item: #516 of 538 id: jldhe-972 author: Bickle, Ed; Allen, Steph; Mayer, Marian title: Learning development 2030 date: 2022-10-28 words: 1345 flesch: 43 summary: From a more pragmatic point of view, the looking to the future ‘wish list’ ideas and conversations were reflected in later sessions about the professionalisation of LD roles within universities, and the disparity between institutions in terms of contracts, workloads and models were also highlighted at various points. Bickle, Allen, Mayer Learning development 2030 Journal of Learning Development in Higher Education Special Issue 25 October 2022 2 Community response This was a fantastic session; it was engaging, provoking, and stimulating. keywords: development; education; learning cache: jldhe-972.pdf plain text: jldhe-972.txt item: #517 of 538 id: jldhe-973 author: Fallin, Lee; Tomlinson, Thomas title: Designing for diverse learners date: 2022-10-28 words: 1600 flesch: 46 summary: https://doi.org/10.25416/NTR.16840531.v1 Fallin and Tomlinson Designing for diverse learners Journal of Learning Development in Higher Education Special Issue 25 October 2022 2 Figure 1. It was noted that the use of relevant icons and graphics alongside text is a powerful technique that we can all employ across different mediums such as PowerPoint Fallin and Tomlinson Designing for diverse learners Journal of Learning Development in Higher Education Special Issue 25 October 2022 3 and web resources, and that the Designing for diverse learners poster will be a helpful quick reference point. keywords: designing; education; learners; learning cache: jldhe-973.pdf plain text: jldhe-973.txt item: #518 of 538 id: jldhe-974 author: Key, Laura title: 'Beyond the crisis’: accepting and adapting to the virtual academic skills workshop date: 2022-10-28 words: 1757 flesch: 38 summary: Already established principles in online learning were taken into account during the development process (Anderson, 2008; Nguyen, 2015). Learnings and successes from this project ranged from being adaptable and available, and offering different formats for learning where webinars were a feature, to seeing online learning as normal. keywords: delivery; development; learning; online; skills cache: jldhe-974.pdf plain text: jldhe-974.txt item: #519 of 538 id: jldhe-975 author: Olson, Claire; Briscoe, Helen; Prior, Maisie title: Grow your academic resilience date: 2022-10-28 words: 1846 flesch: 46 summary: As Learning Developers, we may see direct evidence of that growth: [T]here is a pattern in academic resilience introspectively as a learner and observed when mentoring. Some people need more sessions before they trust but once this period is over, I feel that visible change in academic resilience grows. keywords: development; education; learning; resilience; students cache: jldhe-975.pdf plain text: jldhe-975.txt item: #520 of 538 id: jldhe-976 author: Kearney, Nina; Baer, Cara; Moclair, Michaela; Pendlebury, Jack title: The digital writing café - accessibility born from necessity date: 2022-10-28 words: 2221 flesch: 44 summary: The hybrid approach of the adapted Zoom online space and the physical Writing Café space has helped our Writing Mentors to reach a more diverse range of subject areas and given students flexibility on how to approach this learning space. The Mentors are co-owners of the Writing Café space; they actively work in partnership and shape future growth and development through their feedback and research (such as this piece). keywords: café; learning; students; writing cache: jldhe-976.pdf plain text: jldhe-976.txt item: #521 of 538 id: jldhe-977 author: Kimberley, Emma; Rice, Paul; West, Amy title: Magic to conjure up academic skills for dissertation support date: 2022-10-28 words: 1826 flesch: 40 summary: Kimberley, West and Rice Magic to conjure up academic skills for dissertation support Journal of Learning Development in Higher Education, Special Issue 25: October 2022 5 References Cameron, J., Nairn, K. and Higgins, J. (2009) ‘Demystifying academic writing: reflections on emotions, know-how and academic identity’, Journal of Geography in Higher Education, 33(2), pp.269-284. https://doi.org/10.1080/03098260902734943. Magic to conjure up academic skills for dissertation support Emma Kimberley University of Northampton, UK Amy West University of Northampton, UK Paul Rice University of Northampton, UK Presentation abstract This project uses magic to explore dissertation skills with students. keywords: dissertation; learning; magic; skills cache: jldhe-977.pdf plain text: jldhe-977.txt item: #522 of 538 id: jldhe-978 author: Frith, Louise; Maitland, Leah ; Lamont, James title: The impact of departmental academic skills provision on students' wellbeing date: 2022-10-28 words: 2315 flesch: 35 summary: The impact of departmental academic skills provision on student wellbeing Journal of Learning Development in Higher Education, Special Issue 25: October 2022 2 At the University of York many postgraduate taught programmes are dominated by international students. The impact of departmental academic skills provision on student wellbeing Louise Frith University of York, UK Leah Maitland University of York, UK James Lamont University of York, UK Presentation abstract Student wellbeing in UK higher education is of serious concern, with high rates of stress and anxiety recorded among students (Pereira et al., 2019). keywords: development; education; international; learning; skills; students cache: jldhe-978.pdf plain text: jldhe-978.txt item: #523 of 538 id: jldhe-979 author: Buckley, Carina title: Better together: innovative learning and authentic connections in the online space Book review: Abegglen, S., Neuhaus, F. and Wilson, K. (eds.) (2022) Voices from the digital classroom: 25 interviews about teaching and learning in the face of a global pandemic. Calgary: University of Calgary Press. date: 2023-04-27 words: 1431 flesch: 47 summary: It does provide some useful advice for those keen to engage students in online learning spaces: set manageable and collective expectations, choose tools you’re comfortable with, keep the learning goals in mind, and transform existing materials rather than directly translate them into a new mode of Buckley Better together: innovative learning and authentic connections in the online space Journal of Learning Development in Higher Education, Issue 27: April 2023 3 delivery. Carina Buckley Solent University, UK Keywords: community; learning technologies; online learning; innovation; student engagement. keywords: book; education; learning; space cache: jldhe-979.pdf plain text: jldhe-979.txt item: #524 of 538 id: jldhe-98 author: Davey, James; Lumsden, Peter title: From cats to roller-coasters: creative use of posters to explore students' perceptions of PDP date: 2010-12-09 words: 5635 flesch: 52 summary: Sample from PDP posters collected from first year students (2008) studying A) PDP posters collected from second year students (2009) studying AA) keywords: development; education; learning; pdp; perceptions; planning; posters; students; year cache: jldhe-98.pdf plain text: jldhe-98.txt item: #525 of 538 id: jldhe-980 author: Johnson, Oli title: Mix and match: student choice in accessing digital or face-to-face academic skills support date: 2022-10-28 words: 1553 flesch: 44 summary: Journal of Learning Development in Higher Education ISSN: 1759-667X Special Issue 25: ALDinHE Conference Proceedings and Reflections October 2022 ________________________________________________________________________ Mix and match: student choice in accessing digital or face-to- face academic skills support Oli Johnson University of Sheffield, UK Presentation abstract Given the choice, will students opt for face-to-face or online learning sessions? With a greater understanding of what the additional benefits are of learning face-to-face, we can make the most of that environment to make sure that our in-person Johnson Mix and match: student choice in accessing digital or face-to- face academic skills support Journal of Learning Development in Higher Education, Special Issue 25: October 2022 4 sessions are interactive, discussion-based, and offer opportunities for peer-learning and sharing of ideas and experience. keywords: face; learning; online cache: jldhe-980.pdf plain text: jldhe-980.txt item: #526 of 538 id: jldhe-981 author: Stowar, Jenny title: Finding balance: the positives and negatives of moving peer mentor training online date: 2022-10-28 words: 1057 flesch: 51 summary: She is very passionate about all aspects of student peer mentoring and peer-assisted learning, as well as other ways to build strong, supportive, student communities. In a Learning Development context, with the new landscape of HE emphasising hybridity, where do we find the balance between practical necessity and losing our personal touch with students? keywords: learning; online cache: jldhe-981.pdf plain text: jldhe-981.txt item: #527 of 538 id: jldhe-984 author: Smith, Emma; Pearson, Amy title: Integrating academic skills in the curriculum: a partnership approach date: 2022-10-28 words: 3267 flesch: 40 summary: There was an acknowledgement here that academic colleagues are, in many cases, trying to embed academic skills but ‘careers, employability, sustainability, and graduate attributes’ can compound the issue. That said, there were technicalities to negotiate around how to set up the content in the VLE, which meant that sometimes the deeper, more valuable conversations about why and how to integrate academic skills development into the learning experience took a back seat to practical questions, so we are now focusing hard on simplifying the technical side of things as far as we can. keywords: approach; conference; curriculum; development; learning; skills cache: jldhe-984.pdf plain text: jldhe-984.txt item: #528 of 538 id: jldhe-985 author: Biggins, David; Holley, Debbie title: Student wellbeing and technostress: critical learning design factors date: 2022-10-28 words: 3782 flesch: 38 summary: McDougall and Potter (2018) argue that human-centred approaches, prioritising staff and students’ immediate and lifelong wellbeing rather than the mere use of digital tools, are key to success in developing policies for student wellbeing. Student wellbeing and technostress: critical learning design factors David Biggins Bournemouth University, UK Debbie Holley Bournemouth University, UK Presentation abstract In higher education, student wellbeing is now the responsibility of all of us. keywords: design; education; learning; october; students; technostress; wellbeing cache: jldhe-985.pdf plain text: jldhe-985.txt item: #529 of 538 id: jldhe-986 author: Johnson, Ian; Welton, Karen; Sum, Kiu; Rafferty, Victoria; Kantcheva, Ralitsa; Nodder, Jane; Chin, Paul; Canton, Ursula; Bishopp-Martin, Silvina; Bickle, Ed title: Collaborative writing communities for Learning Development research and practice date: 2022-10-28 words: 2147 flesch: 33 summary: The wider potential for using collaborative writing to develop topics of mutual interest was also explored. Our Johnson, Welton, Sum, Rafferty, Kantcheva, Nodder, Chin, Canton, Bishopp-Martin, Bickle Collaborative writing communities for learning development research and practice Journal of Learning Development in Higher Education Special Issue 25: October 2022 2 reflections on the collaborative writing process arose from our first-hand experience of collaborative writing (Bickle et al., 2021). keywords: development; learning; practice; research; university; writing cache: jldhe-986.pdf plain text: jldhe-986.txt item: #530 of 538 id: jldhe-987 author: Langford, Anne-Marie title: Disrupting the 'sage on the stage' date: 2022-10-28 words: 2665 flesch: 49 summary: Here was our chance to create a platform for a deeper engagement with conference ideas and to see the talks and presentations as a beginning, rather than an end, of the scholarly conversations they started. What we achieved The result is what we see as a beautifully eclectic collection that extends conference ideas and conversations beyond the conference space, giving those who may not have been able to either join in person or make their voices heard a chance to be part of these conversations. keywords: community; conference; editor; editorial; guest; university cache: jldhe-987.pdf plain text: jldhe-987.txt item: #531 of 538 id: jldhe-988 author: de Silva, Daniela; Dempsey, Emma title: Empathy and compassion: towards wellbeing in learning development date: 2022-10-28 words: 1995 flesch: 36 summary: Using Mentimeter we exchanged ideas about the definitions of empathy and compassion and how they overlap and bring together a common goal in producing learning development sessions for a diverse range of students. It can give students more confidence to help other students, approach lecturers. keywords: compassion; development; learning; wellbeing cache: jldhe-988.pdf plain text: jldhe-988.txt item: #532 of 538 id: jldhe-991 author: Hood, Sonia; Powell, Edward title: Supporting students with the transition to university in a Covid world: expectations and reality date: 2022-10-28 words: 2072 flesch: 47 summary: This rigorous, evidence-based work on supporting student transition to HE is definitely one dimension of LD work that should be further developed post-pandemic. Supporting students with the transition to university in a Covid-19 world: expectations and reality Sonia Hood University of Reading, UK Edward Powell University of Reading, UK Presentation abstract In the spring of 2021 concerns were being raised in the Teaching and Learning community at the University of Reading regarding the incoming cohort of students. keywords: education; learning; students; transition; university cache: jldhe-991.pdf plain text: jldhe-991.txt item: #533 of 538 id: jldhe-992 author: Lipsedge, Karen; Mulrooney, Hilda title: Chicken soup for the soul: promoting well-being and belonging through food and cultural competence skills. date: 2022-10-28 words: 1578 flesch: 39 summary: One comment outlined the importance of not alienating through the process, as food can sometimes be weaponised and alienate certain students (e.g., meat-based BBQs can alienate vegetarians, vegans, and students with cultural and/or religious meat prohibitions). To enhance student success, it is also essential to equip students with the skills they need to appreciate how cultural differences and similarities help to enhance personal and professional interactions rather than to stereotype or marginalise. keywords: food; learning; students cache: jldhe-992.pdf plain text: jldhe-992.txt item: #534 of 538 id: jldhe-993 author: Perlman-Dee, Patricia title: Students’ view of hybrid assessment date: 2022-10-28 words: 988 flesch: 32 summary: Community response The talk highlighted a perception gap between students and clients regarding the value of hybrid assessments, with students valuing face-to-face more while clients saw no difference between face-to-face or online. In the initial post-lockdown period of the Covid-19 pandemic, there was limited experience of hybrid learning. keywords: https://www.zotero.org/google-docs/?i1wt2r; hybrid; learning cache: jldhe-993.pdf plain text: jldhe-993.txt item: #535 of 538 id: jldhe-994 author: Syska, Alicja title: Editorial: Beautifully eclectic: Collaborative Conference Proceedings and Reflections date: 2022-10-28 words: 2775 flesch: 47 summary: Here was our chance to create a platform for a deeper engagement with conference ideas and to see the talks and presentations as a beginning, rather than an end, of the scholarly conversations they started. What we achieved The result is what we see as a beautifully eclectic collection that extends conference ideas and conversations beyond the conference space, giving those who may not have been able to either join in person or make their voices heard a chance to be part of these conversations. keywords: conference; development; editorial; editors; university cache: jldhe-994.pdf plain text: jldhe-994.txt item: #536 of 538 id: jldhe-995 author: Cross, Iain; Congreve, Alina title: Innovative approaches to sustainability skills development: a crowd-sourcing workshop date: 2022-10-28 words: 3102 flesch: 43 summary: This part of the session highlighted the importance of a Cross and Congreve Innovative approaches to sustainability skills development: a crowd-sourcing workshop Journal of Learning Development in Higher Education Special Issue 25: October 2022 3 joined-up approach to curriculum development, and provided participants with ideas for how they can contribute towards embedding sustainability skills across a degree programme. Innovative approaches to sustainability skills development: a crowd-sourcing workshop Iain Cross London School of Hygiene and Tropical Medicine, UK Alina Congreve Independent researcher, UK Presentation abstract There is currently significant interest in how students are taught about climate change in higher education. keywords: development; education; learning; skills; sustainability cache: jldhe-995.pdf plain text: jldhe-995.txt item: #537 of 538 id: jldhe-997 author: Vespone, Brianna title: Co-constructing teaching and learning in higher education: a literature review of practices and implications date: 2023-04-27 words: 10125 flesch: 29 summary: Activator: learning through relationships The four outcomes of co-constructed student learning described in the results section (skill development, engagement, meaning-making, and having purpose) cannot exist without what I will call activators that facilitate learning in co-constructed educational environments. The Author(s) (CC-BY 4.0) Co-constructing teaching and learning in higher education: a literature review of practices and implications Brianna Vespone University of Rochester, USA Abstract The purpose of this literature review is to examine the assumptions and practices taking place in co-constructed learning spaces within higher education research literature, specifically for undergraduate students. keywords: april; classroom; development; education; implications; issue; journal; learning; literature; practices; review; space; students; teachers; teaching cache: jldhe-997.pdf plain text: jldhe-997.txt item: #538 of 538 id: jldhe-999 author: Shackel, Eva title: The highs and lows of written feedback: student evaluation of writing centre written responses date: 2023-04-27 words: 7015 flesch: 51 summary: The highs and lows of written feedback: student evaluation of writing centre written responses Eva Shackel Bath Spa University, UK Abstract In-person, one-to-one verbal feedback has long been prioritised in learning development. However, there are instances where written feedback proves to be a more convenient option. keywords: centre; development; education; evaluation; feedback; journal; learning; students; writing; writing centre cache: jldhe-999.pdf plain text: jldhe-999.txt