My Conceptual Model for Learning Development

#Becomingeducational First, Second and Third space: conceptualising learning development

We’re re-blogging this fascinating blogpost from Helen (Rattus Scholasticus) Webster on her ways of conceptualising learning development (academic mentoring etc) – and expanding the notion in within or outwith the curriculum.

How do you conceptualise or theorise your role?

Best wishes,
Sandra & Tom

rattus scholasticus

I was at ALDinHE’s annual conference last week, and have been digesting all the rich, fascinating papers and conversations I encountered- material enough for several blog posts!

One session in particular jumped out at me as something I wanted to work through more in a blog post. Rosie MacLachlan, from St George’s, University of London, ran a workshop asking us to develop a conceptual model of Learning Development, unpicking all the forms it takes and trying to position them in a model. She’s run sessions like this at ALDinHE regionals, and it was a fascinating exercise not just in scoping the various ways we practice, but also in how we understand and articulate them.

Many models positioned the different forms of provision along some kind of continuum or axis associated with the curriculum, one to ones and generic sessions being outside the curriculum, and sessions embedded as part of the module, or…

View original post 1,103 more words

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