 |
 |
Hi John and all Thank you for taking the time to respond to me. I’ve just had a second email sent for moderation to Sandra. Starting to feel like a conspiracy ☹ If you gain any insights, please do let me know Many thanks Rachel From: John Hilsdon [mailto:[log in to unmask]] Sent: 07 March 2018 11:25 To: Stead R Mrs (Library & Learn Sppt) <[log in to unmask]>; [log in to unmask] Subject: RE: Learning Development spaces Dear Rachel and all I am emerging from a couple of days of wall-to-wall student emergencies and the related fall-out to pen a quick response. ‘Older’ LDHEN subscribers will have noted my contributions to the discussions are rare and brief these days – not through any lack of commitment to or interest in LD but because my role (principally as a manager of wellbeing services) is now so different from former years, and so demanding. I am co-listowner of LDHEN with Sandra Sinfield but am not a member of the ALDinHE steering group these days. Re the strike: I would like to express my wholehearted support for those UCU members who are taking such difficult and contested action in response to the erosion of their pensions. Like Pauline, I find it incredibly sad and shaming that working conditions and rewards in UK HE sector are in such decline. Rachel – I am mystified to hear that your response to this thread yesterday was “sent to be moderated” to me and never received by the list! I’m assuming that information was sent to you by JISCmail? In fact I have not received anything to be moderated! Please do send your message to me and I will ensure that it is sent to the whole list straight away – I will also try to find out why it was not distributed automatically in the first place. Best wishes to all - and in solidarity with colleagues taking action. John From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Rachel Stead Sent: 07 March 2018 10:40 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Learning Development spaces I’m interested to know why a response (moderate and factual) I made yesterday to this thread was sent to be moderated to John Hilsdon and never received by the list!! Makes me wonder whether I am being watched! Rachel From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Victoria E Mann Sent: 07 March 2018 10:36 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Learning Development spaces Hi I am on strike at the moment so am partisan, but I think that we all need to support each other to protect pensions. After all, if the strike fails it could be the teachers pension next, and then the support staff pensions. Thanks a lot Vicky On Wed, 7 Mar 2018 at 10:32, Gordon Asher <[log in to unmask]<mailto:[log in to unmask]>> wrote: Hi Alex I think that’s disappointing if that is the view of many folk in ALDinHE, but if it is, it the democratic thing to do, is to not issue a statement. I do think it is worth saying, that what is being requested is not anything like a request for ‘a blanket endorsement’ It’s a request for a statement of solidarity that could be carefully worded Interested to hear the views of others on this? Hope all grand wi you man - thanks for the response G Work like you don't need money Love like you've never been hurt and dance like no-one's watching "Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world." Paulo Freire (Pedagogy of the Oppressed) "Education is the point at which we decide whether we love the world enough to assume responsibility for it, and by the same token save it from that ruin which except for renewal, except for the coming of the new and the young, would be inevitable." Hannah Arendt (The Crisis of Education) "it is impossible to imagine a future unless we have located ourselves in the present and its history; however, the reverse is also true in that we cannot locate ourselves in the present and its history unless we imagine the future and commit to creating it" (Anna Stetsenko, 2015). ________________________________ From: Alexander Cuthbert <[log in to unmask]<mailto:[log in to unmask]>> Sent: 07 March 2018 10:21 To: 'Gordon Asher'; [log in to unmask]<mailto:[log in to unmask]> Subject: RE: Learning Development spaces Hi Gordon Given the diversity of our roles, intuitional structures, union or professional affiliations, and political perspectives, I would find it hard to imagine that ALDinHE (or the LDHEN list users) could, or indeed should attempt to, represent the views of its members by such a statement. Having spoken to members of UCU and UNISON at Strathclyde, Glasgow and elsewhere, there is a great deal of disquiet about the way the strike has been handled by all parties involved. Personally, I would certainly not be happy to offer a blanket endorsement of any side in this dispute. Alex From: learning development in higher education network [mailto:[log in to unmask]<mailto:[log in to unmask]>] On Behalf Of Gordon Asher Sent: 06 March 2018 21:02 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Learning Development spaces Hi Ian yes, let's see if we can What do folk from the Steering Group on here think to this? Would ALDinHE consider drafting a statement of support? Indeed: Outrageous behaviour by Kent, and a number of other unies - https://ucustrike.wordpress.com/academic-boycott-list/comment-page-1/#comment-8 If folk on the list wish to register their feelings on that https://you.38degrees.org.uk/petitions/stop-punishing-striking-staff-twice-over?bucket&source=facebook-share-button&time=1520155981 and https://platform.organise.org.uk/campaigns/open-letter-university-strikes You spot on re the lecture recording – this at Edinburgh Uni http://www.heraldscotland.com/news/16067504.Scottish_university_accused_of_using_recorded_lectures_to__break__bitter_strike_over_pensions/ All best Solidarity G Work like you don't need money Love like you've never been hurt and dance like no-one's watching "Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world." Paulo Freire (Pedagogy of the Oppressed) "Education is the point at which we decide whether we love the world enough to assume responsibility for it, and by the same token save it from that ruin which except for renewal, except for the coming of the new and the young, would be inevitable." Hannah Arendt (The Crisis of Education) "it is impossible to imagine a future unless we have located ourselves in the present and its history; however, the reverse is also true in that we cannot locate ourselves in the present and its history unless we imagine the future and commit to creating it" (Anna Stetsenko, 2015). ________________________________ From: Ian Bride <[log in to unmask]<mailto:[log in to unmask]>> Sent: 06 March 2018 20:23 To: Gordon Asher; [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Learning Development spaces Great idea Gordon.. A text in support of the action that we can all add to the bottom of our LDHEN emails....... Kent management has been saying it will dock pay for the strike day and then half a day's pay if we refuse to replace the cancelled lectures! Of course, when all our lectures have been recorded and archived this will no longer be problem..... ________________________________ From: Gordon Asher <[log in to unmask]<mailto:[log in to unmask]>> Sent: 06 March 2018 19:00 To: [log in to unmask]<mailto:[log in to unmask]>; Ian Bride Subject: Re: Learning Development spaces Ian – mayhaps you could do wee bit of research and know the contexts and realities of what is happening – which might help in winning this, and much else besides? Quite clearly, and I suggest legitimately, some of us are seriously unimpressed, to use your language: The strike applies to 61 universities in the UK, out of a total of roughly 130 HE institutions in the UK. That means many of your colleagues in LD are at universities, where despite being in UCU, they are not on strike. As such, many of us finding our own ways of showing solidarity with folk striking, picketing, engaging in teach ins/outs and occupations; from donations to strike funds to contributions to teach ins/outs, sharing stuff for colleagues on social media, doing research for them for their talks and events and generally trying to provide support where can. To the extent we can be, we are involved?? Something that might be helpful would be a statement of support from ALDinHE??? Thoughts on that folks? All best G Work like you don't need money Love like you've never been hurt and dance like no-one's watching "Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world." Paulo Freire (Pedagogy of the Oppressed) "Education is the point at which we decide whether we love the world enough to assume responsibility for it, and by the same token save it from that ruin which except for renewal, except for the coming of the new and the young, would be inevitable." Hannah Arendt (The Crisis of Education) "it is impossible to imagine a future unless we have located ourselves in the present and its history; however, the reverse is also true in that we cannot locate ourselves in the present and its history unless we imagine the future and commit to creating it" (Anna Stetsenko, 2015). ________________________________ From: learning development in higher education network <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Ian Bride <[log in to unmask]<mailto:[log in to unmask]>> Sent: 06 March 2018 16:58 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Learning Development spaces I am very impressed by the number of LDHEN members who are not involved in the UCU strike or ASOS............. Dr. Ian Bride Monday-Wednesday Thursday-Friday Durrell Institute of Conservation and Ecology (DICE) Associate Artist School of Anthropology and Conservation (SAC) Open School East University of Kent, CT2 7NR 50 Athelstan Road<https://maps.google.com/?q=50+Athelstan+Road&entry=gmail&source=g> 01227-(82)7872 [log in to unmask]<mailto:[log in to unmask]> Margate CT9 2BH ________________________________ From: learning development in higher education network <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Allett, Nicola <[log in to unmask]<mailto:[log in to unmask]>> Sent: 06 March 2018 14:56 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Learning Development spaces Dear all, The Learning Development Centre at Aston University is currently situated in our Library building, although we are not part of the Library team. The space includes three workshop rooms with AV equipment and an open area of group tables for 1:1 appointments with our learning advisers, student writing mentors and for drop-ins with our Maths team (from which we often need to remove students who stray into our space from the library!). We provide skype and email tutorials to distance learners (usually from our desks or any quiet space we can find!). In the coming year we will be moving location (which, as you can guess, is a mix of good and bad). Starting with a blank canvas, we have the opportunity to redesign the Learning Development space and reconsider the way in which the space is used. We would be interested to hear your recommendations: · What physical spaces have worked particularly well? · What would be your ideal learning development space? Why? We would, also, be interested to hear of any research carried out on learning development spaces. Thank you! Nicola Dr Nicola Allett Teaching Fellow Learning Development Centre Aston Triangle Birmingham, B4 7ET, UK Tel: 0121 204 4955 | Email: [log in to unmask]<mailto:[log in to unmask]> [http://www.aston.ac.uk/EasysiteWeb/getresource.axd?AssetID=332343] -- Victoria Mann Director SpLD Service, Senior Fellow: Senate Fellow: ADSHE register of professional quality assured SpLD tutors ADSHEQA373. Recent publications: Mann, V., Burkinshaw,H,. (2017) the SpLD tutorial as a third space. Informal Learning: Perspectives, Challenges and Opportunities. Editor Rutherford,S. Nova. Marshall,E,. Staddon, R,. Wilson,D., and Mann.V. (2017). Addressing Maths Anxiety in the Curriculum. MSOR journal. V15, No3 Mann, V., Machin, E. and Marshall, E (2017) ‘Mathematical Difficulties in Higher Education: Maths Anxiety and Dyscalculia’ in Krcmar, K (ed.) The Inclusivity Gap (in press) Mann, V., Machin, E. and Woodrow, E (2016) 'The Impact of Dyscalculia on Students in Higher Education', Journal of Neurodiversity in Higher Education p 114-128 ________________________________ [http://www.plymouth.ac.uk/images/email_footer.gif]<http://www.plymouth.ac.uk/worldclass> This email and any files with it are confidential and intended solely for the use of the recipient to whom it is addressed. If you are not the intended recipient then copying, distribution or other use of the information contained is strictly prohibited and you should not rely on it. If you have received this email in error please let the sender know immediately and delete it from your system(s). Internet emails are not necessarily secure. While we take every care, Plymouth University accepts no responsibility for viruses and it is your responsibility to scan emails and their attachments. Plymouth University does not accept responsibility for any changes made after it was sent. Nothing in this email or its attachments constitutes an order for goods or services unless accompanied by an official order form.