Thanks to all for this interesting discussion - as Alison has pointed out, it has much resonance in these insecure times.
In an attempt to find some sort of transferable qualification, I undertook the HEA's Professional Recognition Scheme for Fellowship status (FHEA). I know other LDers have gone down this route and wonder what feelings are about this scheme. Has anyone found it useful for their professional status at all?
On a related topic, I'd also be interested to know what impact (I suspect not a lot) the use of HERA has had on LD posts - has anyone found their posts upgraded or (I hope not) downgraded?
Best,
Kim
________________________________
Dr Kim Shahabudin, Study Adviser & LearnHigher Research Officer
Room 107, Carrington Building, Whiteknights, University of Reading, RG6 6UA| ( 0118 378 4218|
: www.reading.ac.uk/studyadvice : www.learnhigher.ac.uk <http://www.learnhigher.ac.uk/>
________________________________
From: learning development in higher education network on behalf of Alison Green
Sent: Tue 03/03/2009 16:46
To: [log in to unmask]
Subject: Re: Training
I think this discussion is fraught with danger: in a culture of insecurity, who wants to be seen as not being 'properly' qualified whatever that is? It is, nonetheless, extremely interesting to see how everyone found themselves in learning development. I think I was offered my post because I had a M.Ed and five years experience in teacher education. I also had to possess teaching skills which is interesting as what I now do is not perceived to be 'teaching'........but that's another debate!
________________________________
From: learning development in higher education network [[log in to unmask]] On Behalf Of Pauline Ridley [[log in to unmask]]
Sent: 03 March 2009 16:04
To: [log in to unmask]
Subject: Re: Training
My background was teaching history of art and design, working with a high proportion of dyslexic students so needing to find out more about how best to help them learn -also years of one to one personal tutoring. As John and Becka have said, this is a timely moment to explore what skills and knowledge LD professionals need - and given the variety of backgrounds, any framework/training/ resources should enable individuals to map their own journey and the skills developed and then devise a tailored CPD programme.
Best wishes
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Pauline Ridley, Learning Area Co-ordinator (Visual Practices) Learnhigher CETL, Centre for Learning and Teaching
Room 113, Mayfield House, Falmer Campus, University of Brighton Brighton BN1 9PH
Telephone 01273-643406 Email [log in to unmask]<mailto:[log in to unmask]>
Visit the CLT website at http://staffcentral.brighton.ac.uk/clt
Visual Practices website http://staffcentral.brighton.ac.uk/learnhigher
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From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Nicholas Peter Gregson
Sent: 03 March 2009 15:37
To: [log in to unmask]
Subject: Re: Training
Hi
I also have a strong background in EFL/EAP which helped me set up an ESOL / Language Support system in an FE college in the NW before moving into HE at UMIST and then UCLAN. These experiences have helped me set up a study skills project here that is now in its 7th year and last semester provided support for over 1,200 students (home and international). Our team is also made up of staff who have experience of ELT. It does help foster a student centred approach and given the diverse nature of these students I certainly believe we are doing something right and which they clearly value.
Regards
Nick Gregson
Senior Lecturer
EAP/Study Skills
>>> Helen Bowstead <[log in to unmask]> 03/03/2009 15:09 >>>
I think my experience echoes some of what John highlights here. My background is in TEFL and I have often felt that teachers of English as a foreign language tend to be (due to the nature of their profession) very highly skilled in recognizing and overcoming barriers to learning, whether they be linguistic, cultural or emotional. In many ways, I think that, due to widening participation, student bodies are now made up of (domestic) students with such diverse personal and educational backgrounds that it is indeed rather like being faced with learners from every far flung corner of the globe.
The course which really helped crystallize things for me was a Post-graduate Certificate in Teaching English for Academic Purposes (now defunct) run by the University of Plymouth. Again, its focus was providing support for overseas students but there was a strong study skills element which has proved invaluable in my role supporting students across the board.
Our key texts were:
Jordan, R.R. (2005) English for Academic Purposes. Cambridge: Cambridge University Press.
Peacock, R. and Flowerdew, J. (1994) Research Perspectives on English for Academic Purposes. Cambridge University Press
(I hope the references are correct - forgive me if they are not ...)
Helen
Helen Bowstead
Study Skills Coordinator
UCP Marjon
Derriford Road
Plymouth PL6 8BH
Te. 01752 636700 ext. 8218
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of John Hilsdon
Sent: 03 March 2009 14:31
To: [log in to unmask]
Subject: Re: Training
Dear Angela
We have had some conversations previously on this list about training, qualifications and professional development opportunities for becoming a learning developer. As Becka says, this is something that ALDinHE, the LD Association is looking into - and hoping to develop. We are interested in using SEDA's professional framework as a structure we could work within, in conjunction with an HEI, to develop appropriate programmes and awards.
As the LD field has developed in response to rapid growth and widening participation in HE, it's perhaps not surprising that many of us have no specific qualifications designed for undertaking this work. In my own experience, my Cert Ed - done as an in-service course when I was an FE lecturer back in the early 1980s - was fairly poor preparation for working with students, apart from the 'micro-teaching' practice element, which involved recording myself, watching and discussing my performance with colleagues. Since then, it was working with 'year 0' students on an access to HE programme in the mid 90s that really got me thinking about learning from students' perspectives. I also found my training in teaching English as a Second Language to adults very helpful in raising awareness about some of the issues that I still think are vital to an LD approach - in particular the need to give attention to the power dimension in teaching and learning. Opening up discussion about how students are experiencing learning tasks, the extent to which they understand instructions and guidance, and, more importantly, involving them in the construction and assessment of learning activities - trying to adopt these approaches was eye-opening for me! In previous discussions we've found that, as in Becka's case, training in Careers advice is also quite common for those who get into LD - as is work in libraries, counselling, coaching and supporting students with specific disabilities such as dyslexia.
I know most universities now run their own PG Cert (or similar) courses in teaching and learning in HE - though, ironically, it is not always a requirement for LD-type posts that such a course is undertaken. Here in Plymouth, the Cert can be also be taken by those not defined as lecturers but who are engaged in 'educational practice' - and this can include learning technologists and LD-like roles. However, my view is that such programmes are not always as effective as they might be in focussing on the processes, roles and activities associated with learning and becoming members of disciplinary and professional communities.
As she indicated, Becka is leading the ALDinHE working group on professional development would welcome involvement and contributions from others in helping us build training and development routes for LDers. If any of you have ideas or references to particular courses or materials you think we should be aware of for this purpose, please do share them on the list.
All the best
John
John Hilsdon
Head of Learning Development
Room 103, 21 Portland Villas
University of Plymouth
Drake Circus
Plymouth
PL4 8AA
01752 587750
[log in to unmask]<mailto:[log in to unmask]>
http://www.plymouth.ac.uk/learn
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Becka Currant
Sent: 03 March 2009 11:50
To: [log in to unmask]
Subject: Re: Training
Hi Angela
This is an interesting question. I haven't had any formal training per se but do hold formal qualifications in teaching, training and careers guidance which have informed my professional work. I have also undertaken a number of informal courses in counselling skills, transactional analysis, NLP, coaching etc which have helped too. Obviously for new staff we try and structure their induction appropriately too to take into account previous experience etc.
ALDinHE are currently pulling together a structure for a professional 'learning development' qualification. This would be available at different levels depending on experience (certificate, diploma, Masters etc) and which would reflect the skills set individuals need to acquire, develop and enhance to fulfil their roles effectively. Moving this forward is my responsibility and I am hoping to have some time to focus more on it after Easter.
Best wishes
Becka
Becka Currant
Head of Learner Development and Student Engagement
Learner Development Unit
University of Bradford
BD7 1DP
Tel: 00 44 1274 23 6821
Mob: 00 44 7917 241214 (1739 internally)
Email: [log in to unmask]
www.brad.ac.uk/lss/learnerdevelopment
www.brad.ac.uk/developme
http://developme.ning.com <http://developme.ning.com/>
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Angela Morelli
Sent: 03 March 2009 11:25
To: [log in to unmask]
Subject: Training
Dear All,
I work as a study skills adviser at the University of Wales, Newport and am doing a bit of research on training in the study skills field. I was wondering if any of you, in similar posts, had any specific training for your jobs.
Kind regards,
Angela
Dr Angela Morelli
Study Zone Adviser / Cynghorydd Cymorth Astudio
Learning and Information Services / Gwasanaethau Dysgu a Gwybodaeth
University of Wales, Newport / Prifysgol Cymru, Casnewydd
Caerleon Campus / Campws Caerllion
Lodge Road / Heol y Porthdy
Newport / Casnewydd
NP18 3QT
Caerleon Telephone/ Caerllion Rhif ffôn: +44 (0) 1633 432109
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Email/E-bost: [log in to unmask]
Website/Safle we: http://www.newport.ac.uk <http://www.newport.ac.uk/>
http://lis.newport.ac.uk/
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University College Plymouth St Mark & St John
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