Dear Colleagues Peer review request! We would be very pleased to receive offers to undertake blind peer-reviews of the following 3 submissions to the JLDHE (Journal of Learning Development in Higher Education) issue 16, to be published in the autumn of 2019: Submission Title and abstract Editor(s) to contact Paper 556 Stepping Up to [institution]: the value and impact for students following the completion of a virtual pre-entry module As learning developers our main role is to support students with their academic skills throughout their time at university. We are particularly interested in students' transition into university and have developed a programme specific pre-entry module within Blackboard Open Learn to support undergraduate students with their transition into their academic programme of study. As part of a pedagogical research project for the Postgraduate Certificate in Teaching in Higher Education (PGCTHE) we are continually assessing the value and impact of this pre-entry module. Our project employed a mixed methods analysis of a wide range of quantitative and qualitative data including student conversion data (Quercus Student Records System); module engagement and completion data (Blackboard Open Education); student satisfaction data (Bristol Online Survey); value and impact data from key academic staff (semi-structured interviews) and students (focus group and Bristol Online Survey); and a thorough review of associated literature. We shared our preliminary findings at the Association for Learning Developers in Higher Education conference (ALDHE) in Exeter in April 2019. Alicja Syska [log in to unmask]<mailto:[log in to unmask]> Paper 541 'Once there was a learning developer...' The potential of parables to stimulate critique. Based on a workshop that took place at the Association for Learning Development in Higher Education (ALDinHE) annual conference in April 2019, this article introduces the role of the parable in helping to provoke and stimulate debate and critical reflection. Beginning with a brief (and far from complete!) overview of the parable as a form, the article goes on to argue that the oft-cited parables that appear in the Gospels according to Mark, Matthew and Luke have been somewhat domesticated and therefore denuded of their more radical purpose and hermeneutically challenging character. Returning to the more immediate terrain of contemporary higher education, the article argues that the parable is an apt form for encouraging learning developers and other education practitioners to explore more deeply and more critically some of the assumptions and practices they encounter in their working lives. All this serves as a prelude to the presentation of a selection of parables discussed during the aforementioned ALDinHE conference workshop. These are accompanied by some guidance to help structure (if such is desired; it may well not be) readers' engagement with the stories. The article 'concludes', perhaps infuriatingly, with yet another parable. John Hilsdon [log in to unmask]<mailto:[log in to unmask]> Case Study 555 Rapid production of the new Plagiarism and Avoidance Course This case study shows the development of a new online plagiarism and avoidance course in response to the rise in academic misconduct cases across the Higher Education sector. The study shows how the course was created using a pedagogic approach, with collaboration from learning technologists and faculties. We outline how the course was designed and the decision process we used. Before examining the success in engagement with students, across all levels and the response from students who have completed the course. Showing that collaboration across the University and engagement can strength team relationships and enhance the student experience John Hilsdon [log in to unmask]<mailto:[log in to unmask]> If you would like to undertake a review of any of these papers, please email the designated contact editor above (not the whole list) within seven days including a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (100-200 words max). This might include your knowledge of the subject and/or your experience in acting as a peer reviewer for academic papers, or as an author or researcher in the field. Please also join our register of reviewers and list your interests here. New reviewers are welcome! The editors will then select reviewers and inform those involved. NB: it is essential to be respectful of the writers of submissions to our journal, the more so when they are at draft stages, so please do not comment publicly on the list or elsewhere on any aspect of the paper title or abstract above. Thank you and we look forward to hearing from you! With best wishes on behalf of the editorial board, John Christopher Drew [log in to unmask]<mailto:[log in to unmask]> Sue Eccles [log in to unmask]<mailto:[log in to unmask]> Andy Hagyard [log in to unmask]<mailto:[log in to unmask]> John Hilsdon [log in to unmask]<mailto:[log in to unmask]> Christina Howell-Richardson [log in to unmask]<mailto:[log in to unmask]> Eleanor Loughlin [log in to unmask]<mailto:[log in to unmask]> Cathy Malone [log in to unmask]<mailto:[log in to unmask]> Craig Morley [log in to unmask]<mailto:[log in to unmask]> Gita Sedghi [log in to unmask]<mailto:[log in to unmask]> Alicja Syska [log in to unmask]<mailto:[log in to unmask]> http://journal.aldinhe.ac.uk [cid:image001.png@01D3F82E.D5F0F9C0] ________________________________ [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. 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