#becomingeducational Welcome to the Year of Learning Development!!
Here at #becomingeducational we are really honoured to be working with Academic Liaison Librarians, Academic Mentors and Personal Academic Tutors who are all now being drawn into Learning Development work in some form or another…
We want to welcome all those new to Learning Development – or all those who are having to slightly re-focus their strategies and approaches – and we have decided that for #becomingeducational this will be the Year of Learning Development! The year that we focus on LD in terms of our theoretical underpinnings, case studies, resources, strategies and techniques… and our Community of Practice.
Check out the Association for Learning Development in Higher Education (http://www.aldinhe.ac.uk/) – here you will find our free online Journal: The Journal of Learning Development in Higher Education is interesting and useful – and may be a vehicle for your own publishing – as our Conference is a place to present your own work. You will also find peer reviewed teaching and learning resources here. Finally – do please join our Community of Practice via http://www.jiscmail.ac.uk/ldhen – we are a friendly community happy to discuss what we do – and how we do it.
Meanwhile – we’ve just had a heated conversation in the office about the difference between development, coaching and mentoring – and how we variously matched what we do against those ‘labels’ or practices…
So – how lucky we are to find that our Helen has just produced a brilliant blog on just this topic.
Please let others who are changing job or adopting new responsibilities akin to learning development know?
All the best – and a happy new academic year!!
Sandra & Tom
I’ve written a lot recently about the different roles which we take on in our work as Learning Developers, in particular, the four main ones: Teacher, Mentor, Coach and Listener. There are others, of course; sometimes I’m an adviser, sometimes I’m a critical friend, sometimes I’m a signpost or a sympathetic ear. But the four main ones are the ones I find myself working in the majority of the time.
Of course, I don’t mean that I choose one role and stick to it for the rest of the session; I will switch in and out of roles potentially several times in a session, depending on what’s required. But how to know in the moment which role might work best?
In an earlier post, I portrayed the four main roles along a continuum, spanning knowledge and agency, between student and tutor. Actually, if you separate these factors out…
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