Abstract
The Association for Learning Development in Higher Education (ALDinHE) was founded on a values-based approach: a commitment to the widest possible access to HE, and pedagogies informed by the student experience, with the aim of demystifying academic language and practices where possible. Our constitution stresses the notion of working with students as partners in knowledge creation. These themes are prominent in the UK in the light of the Browne Review and, as Phil Race points out in his article in this edition, increasing concerns about who will foot the bill for university education under the new fees regime mean that “ ... the spotlight continues to focus ever more sharply on student satisfaction.” At least in this respect, a Learning Development approach might be seen to be coming of age. Issue 3 of the JLDHE offers some powerful signs that this is indeed the case – and for reasons that go beyond instrumentalist or consumerist views of HE.
Highlights
Race argues that diminishing budgets for teaching will mean that further pressure on class sizes and on tutorial provision is likely; his response to the challenge of engagement advises learning developers to take account systematically of key aspects of learning, including motivation, ownership, active involvement, feedback and using evidence of achievement
The Association for Learning Development in Higher Education (ALDinHE) was founded on a values-based approach: a commitment to the widest possible access to HE, and pedagogies informed by the student experience, with the aim of demystifying academic language and practices where possible
Our constitution stresses the notion of working with students as partners in knowledge creation. These themes are prominent in the UK in the light of the Browne Review and, as Phil Race points out in his article in this edition, increasing concerns about who will foot the bill for university education under the new fees regime mean that “ ... the spotlight continues to focus ever more sharply on student satisfaction.”
Summary
The Association for Learning Development in Higher Education (ALDinHE) was founded on a values-based approach: a commitment to the widest possible access to HE, and pedagogies informed by the student experience, with the aim of demystifying academic language and practices where possible. Race argues that diminishing budgets for teaching will mean that further pressure on class sizes and on tutorial provision is likely; his response to the challenge of engagement advises learning developers to take account systematically of key aspects of learning, including motivation, ownership, active involvement, feedback and using evidence of achievement.
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