Deer Jill
Thanks for joining in the discussion. I have read your message a number of times and, forgive me but I cannot understand some of it - but it seems to be being expressed with passion so I feel it is important - I would therefore like to understand it!! I decided to write this 'on-list' because I think the discussion deserves our time and attention and your contribution will be helpful to us all.
I wondered what the vacuous clichés were and who was saying them or where you had heard them.
I wondered who was not incorporating academics in the debate - or what it was that was excluding them.
I wondered what the comment about fulfilment of educational potential referred to.
However, I am certainly with you in what you say in the last sentence! This sounds like a holistic characterisation of LD and one we cold usefully explore further.
I hope when you've got time you'll have a go at elaborating on your points.
All the best
John
John Hilsdon
Co-ordinator, Learning Development
-----Original Message-----
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Jill Armstrong
Sent: 30 June 2004 14:39
To: [log in to unmask]
Subject: Re: mapping the LD picture
Well can we get to a place without vacuous clichés that broadens the learner
development concept to incorporate academics too? I have not yet got (even)
senior academics to declare that they had fulfilled their educational
potential. So if we are pursuing the concept as one of personal growth,
intellectual and emotional development, then this becomes the core business
of all curriculum and a conference that centrally claims learner development
as central to all in HE.
And we should ensure students as learners are well represented.
Jill Armstrong
Higher Education Academy
-----Original Message-----
From: learning development in higher education network
[mailto:[log in to unmask]]On Behalf Of Helen Danbury
Sent: Wed 30 June 2004 12:55
To: [log in to unmask]
Subject: mapping the LD picture
I, like Ken, am trying to change the philosophy of approach at Northumbria
to move away from this idea of particular students needing 'remedial' help
to one where the university recognises that all students (particularly in a
mass education system) can benefit from learning development - and that the
university has an obligation to recognise this and provide for it. I think
that this would make an excellent conference theme as it encompasses issues
of the nature of our work, the aims of our work and our professional status
within the institution.
Helen Danbury
Study Skills Centre Manager
Student Services Department
Northumberland Building
Northumbria University
0191 243 7645
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