To embed, not to embed, how to embed
The embeddedness of learning development (LD) within the delivery of academic courses is emerging in my doctoral research as a key mediator of how the value of LD work is perceived by its stakeholders. Embedding might be best thought of as ‘epistemological alignment’ between learning developers and...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Association for Learning Development in Higher Education (ALDinHE)
2022-10-01
|
| Series: | Journal of Learning Development in Higher Education |
| Online Access: | https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/966 |
| _version_ | 1797946258106613760 |
|---|---|
| author | Ian Johnson |
| author_facet | Ian Johnson |
| author_sort | Ian Johnson |
| collection | DOAJ |
| description |
The embeddedness of learning development (LD) within the delivery of academic courses is emerging in my doctoral research as a key mediator of how the value of LD work is perceived by its stakeholders. Embedding might be best thought of as ‘epistemological alignment’ between learning developers and academic disciplines: that is, working with the lecturers longitudinally to co-design and co-deliver. Maldoni and Lear (2016) describe this model as ‘embedded, integrated and co-taught’. Learning developers may be embedded in other ways (e.g., physical location, operational or line management) but this does not necessarily equate to embedded provision; it could still operate in practice as a ‘bolt-on’ rather than an integrated element of students’ learning. In my research, embeddedness is discussed highly positively by learning developers across the UK, as well as other stakeholders, yet is grossly undersold in the terms through which universities publicly frame their LD provision on their websites. This mini-keynote, and the discussions that followed, explored practitioners’ experiences of embedding work at their higher education institutions to work towards a richer understanding of good practice.
The three discussion prompts were:
• To what extent is LD work embedded at your workplace?
• What benefits and challenges (including surprising ones) have you encountered around embedding?
• Based on your experiences, what good practice advice would you give about embedding LD work?
|
| first_indexed | 2024-04-10T21:08:10Z |
| format | Article |
| id | doaj.art-d3b3ec5e49434a7d81890c7eb9488e20 |
| institution | Directory Open Access Journal |
| issn | 1759-667X |
| language | English |
| last_indexed | 2024-04-10T21:08:10Z |
| publishDate | 2022-10-01 |
| publisher | Association for Learning Development in Higher Education (ALDinHE) |
| record_format | Article |
| series | Journal of Learning Development in Higher Education |
| spelling | doaj.art-d3b3ec5e49434a7d81890c7eb9488e202023-01-22T00:52:28ZengAssociation for Learning Development in Higher Education (ALDinHE)Journal of Learning Development in Higher Education1759-667X2022-10-012510.47408/jldhe.vi25.966To embed, not to embed, how to embedIan Johnson0University of Portsmouth The embeddedness of learning development (LD) within the delivery of academic courses is emerging in my doctoral research as a key mediator of how the value of LD work is perceived by its stakeholders. Embedding might be best thought of as ‘epistemological alignment’ between learning developers and academic disciplines: that is, working with the lecturers longitudinally to co-design and co-deliver. Maldoni and Lear (2016) describe this model as ‘embedded, integrated and co-taught’. Learning developers may be embedded in other ways (e.g., physical location, operational or line management) but this does not necessarily equate to embedded provision; it could still operate in practice as a ‘bolt-on’ rather than an integrated element of students’ learning. In my research, embeddedness is discussed highly positively by learning developers across the UK, as well as other stakeholders, yet is grossly undersold in the terms through which universities publicly frame their LD provision on their websites. This mini-keynote, and the discussions that followed, explored practitioners’ experiences of embedding work at their higher education institutions to work towards a richer understanding of good practice. The three discussion prompts were: • To what extent is LD work embedded at your workplace? • What benefits and challenges (including surprising ones) have you encountered around embedding? • Based on your experiences, what good practice advice would you give about embedding LD work? https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/966 |
| spellingShingle | Ian Johnson To embed, not to embed, how to embed Journal of Learning Development in Higher Education |
| title | To embed, not to embed, how to embed |
| title_full | To embed, not to embed, how to embed |
| title_fullStr | To embed, not to embed, how to embed |
| title_full_unstemmed | To embed, not to embed, how to embed |
| title_short | To embed, not to embed, how to embed |
| title_sort | to embed not to embed how to embed |
| url | https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/966 |
| work_keys_str_mv | AT ianjohnson toembednottoembedhowtoembed |