That's very impressive archiving, Bland. Then again, I still have a splendid clip of you being Dr Bulstrode in a series on how not to teach.

For what it's worth, Steve Wilson and I set up the MA in Learning and Teaching in 1993-4 at De Montfort. I presume therefore that the change from "teaching and learning" was in the air then. Steve liked the acronym, which was the deciding factor. I do remember the PVC for teaching, to whom we presented it, saying in withering northern tones "Learning and teaching? Am I missing something here?"

Best wishes

Paul

Paul Blackmore PhD NTF FRSA

Professor of Higher Education

International Centre for University Policy Research
Policy Institute at King's

King's College London
Virginia Woolf Building

22 Kingsway
London WC2B 6NR

Tel: 020 7848 1958

Recently published:

Blackmore, P. (2016) Why research trumps teaching and what can be done about it, in Blackmore, P., Blackwell, R. and Edmondson, M. Tackling wicked issues: Prestige and employment outcomes in the Teaching Excellence Framework. London: HEPI.

http://www.hepi.ac.uk/wp-content/uploads/2016/09/Hepi_TTWI-Web.pdf

Blackmore, P. (2016) Prestige in academic life: Excellence and exclusion, Abingdon: Routledge.

 https://www.routledge.com/products/9781138884946

Blackmore, P. (2016) The role of prestige in UK universities: Vice-chancellors' perspectives. London: Leadership Foundation for Higher Education. http://www.lfhe.ac.uk/en/research-resources/research-hub/2016-research/the-role-of-prestige-in-uk-universities-vicechancellors-perspectives.cfm

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From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> on behalf of BLAND TOMKINSON <[log in to unmask]>
Sent: 24 March 2017 14:57:14
To: [log in to unmask]
Subject: Re: References on the shift from 'teaching' to 'teaching and learning'

 

I found this among my emails:

>MALT-2
The second symposium on MAs (and similar) in Learning and Teaching in
Higher Education will take place -
on Friday, 17th January 1997
at  The Open University Conference Centre, 344-354 Gray's Inn Road,
London WC1X 8BP    tel: 0171 278 4411

10.00-10.30   Arrivals, coffee and tea
12.30-1.30     Lunch
  3.30-4.00     Tea and coffee, departures

Suggestions for discussion so far (more welcome):
How we deal with APEL claims (Stephen Cox)
Funding and validation arrangements between central units and
Faculties/Schools (Richard Latimer)
Use of resource-based materials (Lewis Elton)
Researching the effectiveness of programmes and considering the
relevance to the Dearing report (Steve Wilson)
Steve also would like to hear up-dates on developments and suggests
this might be done partly by posters or papers.  If anyone would like
to circulate an e-mail note prior to the meeting, please send it to
me and I will forward it to everyone. <

Clearly this was some way into the existence of the MALT network -it was already thriving when I learned of its existence - though I suspect that any earlier email will have been wiped!
Maybe someone ex UEL has a better record?

C Bland Tomkinson BSc BA MEd PFHEA FAUA
Visiting Lecturer, University of Manchester
Special Consultant, South East University, Nanjing
Associate Editor, HERD
Co-Editor, IETI

Trustee, International Tree Foundation

----Original message----
From : [log in to unmask]
Date : 24/03/2017 - 13:01 (GMTST)
To : [log in to unmask]
Subject : Re: References on the shift from 'teaching' to 'teaching and learning'

Dear SEDA,

Around the year (1995) of the Barr and Tagg piece mentioned by Milt Cox as a US touchstone, Graham Gibbs had a significant practical impact in a visit to Canada as he advocated planning, conceptualizing a module (a 'course' in Canada) in terms of student learning hours (let us say 150 hours of student engagement) rather than professorial teaching hours (let us say 36 hours of face-to-face lectures). I am sure the prolific educational developer published on the subject too, but I am afraid I have no specific reference.

By the end of the decade very clever academic vice-presidents were suggesting that the names given to centres for "instructional development" be modified to recognize the paradigm shift and therefore become "centres for learning and teaching".

Regards,

Alan

W. Alan Wright, PhD

Vice-Provost, Teaching and Learning

University of Windsor

112 Assumption Hall

401 Sunset Ave., Windsor, ON

CANADA

N9B 3P4

Telephone: 519 253 3000, Ext.5090

---

From: Online forum for SEDA, the Staff & Educational Development Association <[log in to unmask]> on behalf of Cox, Milton D. Dr. <[log in to unmask]>
Sent: Friday, March 24, 2017 8:50:00 AM
To: [log in to unmask]
Subject: Re: References on the shift from 'teaching' to 'teaching and learning'

 

Alex,

In the U.S. the reference is as follows:

Barr, R. B., & Tagg, J. (1995, November/December). From teaching to learning, A new paradigm for undergraduate education. Change, 27(6), 13-25.

The article has excellent tables comparing teaching and learning aspects in most areas of higher education. This article has been recognized as the seminal article in both identifying and articulating the change. 

Kind regards,

Milton D. Cox, PhD
Director, Original Lilly Conference on College Teaching 
Editor-in-Chief, Journal on Excellence in College Teaching and the Learning Communities Journal
Center for Teaching Excellence

Miami University

01.513.529.9266

On Mar 24, 2017, at 8:34 AM, Joelle Fanghanel <[log in to unmask]> wrote:

I think it was the Dearing report and the related notion of 'accountability'. But also in the wake of Marton's and others' work on the relationship between beliefs and success. 

Regards 

Sent from my iPhone

On 24 Mar 2017, at 11:41, Alex Buckley <[log in to unmask]> wrote:

Hi all,

 

Can anyone point me towards literature or documentation about the terminological shift from ‘teaching’ to ‘teaching and learning’ / ‘learning and teaching’ in higher education? When did that terminology become widespread, and what was the justification/rationale?

 

I don’t mean general literature on the importance of students’ experiences of learning, or constructivist accounts of learning etc. I’m looking specifically for anything that addresses the terminological shift, i.e. why we should talk about teaching and learning together. It is now commonplace, and I’m interested in the history of how that happened.

 

I’ll collect together and post any references that are suggested.

 

Many thanks

 

Alex

 

Dr Alex Buckley SFHEA

Learning Enhancement Adviser

Education Enhancement

University of Strathclyde

T: +44 (0)141 548 3673

 

The University of Strathclyde is a charitable body, registered in Scotland, number SC015263.