Dear John,
I really like the crisp, concise and very focussed outline that you have
produced and think that it would work extremely well just as it is.
If I were to tinker with it I might:
* add formal references to ALDinHE (flagging up its various roles - and
suggesting the conference as a place to present - and the post
conference resource as something to use - I know that our MALTHE use
that), JLDHE (perhaps suggesting a critical engagement with and a
consideration of publishing in) and LDHEN as a great community of
practice to engage with)... I am sure that you would do all those things
in class...
* Add to the reading list: Ganobcsik-Williams, L (Ed) (2006) /Teaching
Academic Writing in UK Higher Education /Basingstoke; Palgrave-MacMillan
* suggest a multidisciplinary project as an outcome of the module. As we
know, debate is emerging (see Mitchell S and Evison A (2006) ‘Exploiting
the potential of writing for educational change at Queen Mary,
University of London’ and Murray R (2006) ‘If not rhetoric and
composition, then what? Teaching teachers to teach writing’ BOTH in
Ganobcsik-Williams, L (Ed) (2006) /Teaching Academic Writing in UK
Higher Education /Basingstoke; Palgrave-MacMillan ) about the lack of
permeability between pedagogic research undertaken by discipline staff
and that undertaken by LDers... It would be great if an outcome of this
sort of module was to break down those barriers.
Best,
Sandra
John Hilsdon wrote, On 13/09/2010 14:01:
> Dear all
>
> My colleagues and I are developing a negotiated study module to be
> offered as part of the University’s PG Certificate in Academic
> Practice for teaching staff . We would like to share with you our
> module aims and the draft reading list with a request for your
> comments and suggestions for further and/or better texts about - or
> key to - learning development ..
>
> All ideas gratefully received!
>
> John
>
> LD MODULE AIMS:
>
> This module will enable participants to gain critical awareness of
> students’ experience of learning in higher education. It will provide
> opportunities to explore Learning Development in specific areas of
> academic and professional practice
>
> ASSESSED LEARNING OUTCOMES: At the end of the module the learner will
> be expected to be able to:
>
> Demonstrate critical awareness of the key demands that their students
> face in order to be successful in their disciplinary context and/or
> professional practice.
>
> Critically review a range of resources or learning materials relevant
> to their area of practice, from the perspective of students
>
> Reflect on their own values and practice with a view to improving
> effectiveness in facilitating learning
>
> INDICATIVE SYLLABUS CONTENT:
>
> This module will provide an introduction to Learning Development as a
> field of practice in Higher Education. It will offer opportunities for
> participants to explore the ‘threshold concepts’ and explicit and
> implicit practices which are current in their discipline and related
> professional activities. The module will promote reflection by
> participants on the experience of learning from the perspective of
> students in their area
>
> Indicative Reading
>
> Burns, T. and Sinfield, S. 2004. Teaching, Learning and Study Skills
> London: Sage
>
> Cottrell, S. 2001. Teaching Study Skills and Supporting Learning.
> Palgrave 2001
>
> Creme,P. and Lea, M. 2003. Writing at University. Maidenhead: Open
> University Press.
>
> D’Andrea, V. and Gosling, D. 2005 Improving Teaching and Learning in
> Higher Education: a whole institution approach. SRHE Open University Press
>
> Fairbairn, G. and Winch, C. 1996. Reading, Writing and Reasoning.
> Buckingham: Open University Press
>
> Haggis, T. 2006. Pedagogies for diversity: retaining critical
> challenge amidst fears of 'dumbing down'. Studies in Higher Education
> Vol. 31, No. 5, October 2006, pp. 521-535 Society for Research into
> Higher Education.
>
> Hartley, P., Hilsdon, J., Keenan, C., Sinfield, S. and Verity, M.
> (Ed.s) 2010 (forthcoming). Learning Development in Higher Education,
> Palgrave Macmillan
>
> Northedge, A. 2005. The Good Study Guide. Milton Keynes: Open
> University Press
>
> Meyer, J.H.F. & Land R. 2006 Overcoming barriers to student
> understanding: Threshold concepts and troublesome knowledge.
> RoutledgeFalmer.
>
> 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]>
>
> www.learningdevelopment.plymouth.ac.uk <http://www.plymouth.ac.uk/learn>
>
--
Sandra Sinfield
University Teaching Fellow
_______________________________________________________________________
Coordinator Learning Development
LC-206 London Metropolitan University, 236-250 Holloway Road, N7 6PP.
(020) 7 133 4045 www.londonmet.ac.uk/ldu
_______________________________________________________________________
Companies Act 2006 : http://www.londonmet.ac.uk/companyinfo
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