Dear John and All,
I agree and I think that L&T strategies provide a central forum to ensure LD is integrated into the holistic core experience of our Students. In my opinion LD is critical in supporting the personalisation of the Student Experience.
I do however think that it is important to recognise the difference between core curriculum and co curricula activity. PASS/PALS falls under co curricular activity which like much of LD work is reliant on a coordinated partnership between LD colleagues and academics.
For what it's worth there my initial thoughts to throw into the pot...
Marcia Ody
Sent from my iPad
On 18 Oct 2011, at 20:09, "John Hilsdon" <[log in to unmask]> wrote:
> Dear all
>
> Our Plymouth University T&L strategy will be up for reconsideration in the-not too-distant future. When I heard this the other day I noted a few things – first thoughts – and here they are. I wondered what others on the list might make of them…
>
> What is the significance of an institutional L&T strategy from a learning development point of view?
>
> Clearly there are several things to consider - the process; the policy as stated; and then in use, its implementation and interpretation in practice. As a learning developer I need to look at opportunities for LD to contribute to debate to shape the policy; taking part in, or not being part of, meetings of various groups at various levels within the institution; the drafting of, and further debates leading to the resulting written, public document – its wording and content.
>
> I support initiatives to enhance the learning experience. I think caring about what happens ‘in the moment’ of teaching and learning should drive our T&L strategy – wanting to get more active learning going; working to build supportive learning cultures and communities within programmes; using schemes like PALS / PASS; encouraging students to make better use of non–contact time and of learning resources.The strategy should contribute to a good experience for students – and the sorts of things students say would help are: good teaching in supportive learning groups; getting timely and constructive feedback; clarity and consistency of information about assessment, assignment specifications processes and procedures, referencing conventions and avoiding plagiarism; getting the balance of assessment right – weighting and timing.
>
> How programme teams work is key to making progress on these 'student learning experience' issues, and how much academic and professional staff time is devoted to such initiatives. Exploring how we influence this this would be top of my list of things for the T&L strategy group to get started on.
>
> That was enough for me, for now – but what do you think?
>
> All the best
>
> John
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