What an interesting discussion. Nick has offered the first metaphor - an orchestra!
I would definitely want to think about student learning in all the contexts that nick has described. Peer-peer learning in problem based approaches - peer learning as in PAL/PASS models, personal tutors these all seem perfectly appropriate.
I also agree that as learning developers we should foster relationships with all those in the institution who can provide specialist input, for example I would always ask our subject librarians to support PAL leaders in sessions when first years hit the 'needing to do library searches' (assignments starting), its a good way of providing contextualised, relevant and timely phased induction. And, LDers can also influence change through offering staff development sessions eg for new teaching staff and work in collaboration with education developers.
So, I think we should be aiming to work collaboratively and in relationship with everyone across the institution. I even got our previous VC to join students on a leadership extra curriculum session - he spent a whole morning with them analysing leadership characteristics. It can be done at all levels.
I do think that learning development is a holistic approach that has connectedness to self awareness, personal empowerment and an understanding of self as learner. So, it does include the maths support and the academic writing support but I bet that LDers offer added value through the extra thought they put into how when why and where students do their learning.
Chris
On 8 Feb 2011, at 20:06, "Nick Bowskill" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Attempts at joking aside, in my own work I've been thinking about a different relationship between students and their peers as well as between tutors and students. This relates as much to support services as it does to support from tutors. I've been asking myself what is the nature of that which I might seek to support? By this I mean am I supporting students to understand what is inside the tutor's head or am I supporting a relationship amongst all those involved with the institution?
I see myself increasingly trying to support a relationship that involves the sharing of different perspectives on subjects, issues, learning etc. I would be thinking here about supporting student dialogue and interaction with the university, department and support services as 'centres of knowledge/expertise.' However these are not the only sources of knowledge, experience or even expertise etc. The students and others all bring skills, knowledge etc to the arena/environment. Their views shape the participation of others as well as their learning.
In this sense support services and tutors might be what David McConnell has termed 'cognitive experts' -- they have a particular way of seeing and understanding issues that is perhaps less readily available within the student body. The job of support staff, be they academic tutors or from central support services, is therefore to 'orchestrate' (reference required) relationships with the institution and amongst those interacting with it, and with each other.
I've had these ideas as my guide to re-thinking reflective practice, induction, transition,PDP, CPD, work-based learning etc. etc. Anyone employed by the institution is in a facilitative role and one involved in orchestrating the participation of students in learning conversations (Rowland?). However, in a web 2.0 world it is not a conversation solely with the tutor's mind or a body of knowledge but also amongst peers and the views of others. These are all interacting with each other.
So, to answer the question I would suggest something associated with these ideas above. If not support services as 'orchestrators' maybe 'cognitive experts'? Something along those lines anyway. Skills, advice, capacity, ability, competence are all situated and relational in some senses. Context changes many things for different people. From that relational and interactionist perspective, I would point to ideas that conceptualise supporters as organisers of learning relationships and 'cognitive experts' within the learning community.
Hope I'm being more constructive in these comments than in my last quip, if nothing else.
Nick
--------------------------------------
Nicholas Bowskill,
Faculty of Education,
University of Glasgow
Shared Thinking - Reflective Practice at the Collective Level
Web Site: <http://www.sharedthinking.info> http://www.sharedthinking.info
On 8 February 2011 19:10, Phil P Farrar <<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>> wrote:
Indeed. Is this yet another (managerialist?) example of ‘development without progress’?
<image001.jpg>
Phil Farrar
Tutor
Study Advice Service
University of Hull
HU6 7RX
From: learning development in higher education network [mailto:<mailto:[log in to unmask]>[log in to unmask]<mailto:[log in to unmask]>] On Behalf Of Nick Bowskill
Sent: 08 February 2011 19:07
To: <mailto:[log in to unmask]> [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Learning Development Language
Hi Everyone,
In view of the cutbacks could these services could be called Centres for Social Constrictivism?
Nick
--------------------------------------
Nicholas Bowskill,
Faculty of Education,
University of Glasgow
Shared Thinking - Reflective Practice at the Collective Level
Web Site: <http://www.sharedthinking.info/> http://www.sharedthinking.info
*****************************************************************************************
To view the terms under which this email is distributed, please go to <http://www.hull.ac.uk/legal/email_disclaimer.html> http://www.hull.ac.uk/legal/email_disclaimer.html
*****************************************************************************************
--
--------------------------------------
Nicholas Bowskill,
Faculty of Education,
University of Glasgow
Shared Thinking - Reflective Practice at the Collective Level
Web Site: <http://www.sharedthinking.info> http://www.sharedthinking.info
This email is intended only for the person to whom it is addressed and may contain confidential information. If you have received this email in error, please notify the sender and delete this email, which must not be copied, distributed or disclosed to any other person. exe
Any views or opinions presented are solely those of the author and do not necessarily represent those of Bournemouth University or its subsidiary companies. Nor can any contract be formed on behalf of the University or its subsidiary companies via email.
|