Al din he 17 developing the developers
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This document discusses professional training and development for learning developers (LDs). It summarizes research on the need for recognized qualifications and specialization in the field. It outlines a project with two phases: first, to scope the views of LDs on professional backgrounds, training requirements, and suitable training formats; second, to develop and deliver training, either by cherry-picking from other professions or creating training bespoke to LDs. The goal is to establish a consensus on LD professional expertise and consolidate the field. The presentation poses questions to LDs about their early career experiences and needs, and solicits ideas about what a handbook and training overview for new LDs should contain.
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Writing Development Centre
Explore the possibilities
Professing an expertise: training
Previous research: Murray and Glass, 2011
• “If LD is to develop from a community of practice into a more
established profession, the need for recognised qualifications and
specialisation will need to be addressed, as has already happened for
those working with international students and those working with
disabled students.”
• “[respondents…] believe there is a need for ‘a professional approach
using qualified practitioners’
• “Virtually all our respondents felt a postgraduate professional
qualification would be useful to the sector. […] The overall preference
was for an in-practice arrangement akin to that currently in place for
discipline-based staff in HE”](https://image.slidesharecdn.com/aldinhe17developingthedevelopers-170627164806/85/Al-din-he-17-developing-the-developers-4-320.jpg)
Al din he 17 developing the developers
- 1. Developing the Developers: Professional Training for Learning Development Dr Helen Webster Writing Development Centre Newcastle University @ncl_wdc Writing Development Centre Explore the possibilities
- 2. Writing Development Centre University Library facebook.com/NUlibraries @ncl_wdc Trust me, I’m a Professional (ALdinHE 2015) In what senses can we be said to be ‘professional’ or ‘experts’ and where does this derive from? Are we /should we be a Profession? Or a Community of Practice? Are we a specialised branch of another profession? What are the pros, cons and implications of thinking of ourselves as a profession?
- 3. @ncl_wdc Writing Development Centre Explore the possibilities Pieces of the jigsaw LD Subject Teaching Librarian Advice and Guidance work Counselling SpLD Staff/ Educational development TEFL Researcher Development Learning technologist Professional expertise: • Theoretical frameworks • Values and ethics • Knowledge • Skills • Experience Postgraduate research
- 4. @ncl_wdc Writing Development Centre Explore the possibilities Professing an expertise: training Previous research: Murray and Glass, 2011 • “If LD is to develop from a community of practice into a more established profession, the need for recognised qualifications and specialisation will need to be addressed, as has already happened for those working with international students and those working with disabled students.” • “[respondents…] believe there is a need for ‘a professional approach using qualified practitioners’ • “Virtually all our respondents felt a postgraduate professional qualification would be useful to the sector. […] The overall preference was for an in-practice arrangement akin to that currently in place for discipline-based staff in HE”
- 5. @ncl_wdc Writing Development Centre Explore the possibilities ALDinHE Professional Development Working Group project Phase 1: to scope the ALDinHE community’s • Professional backgrounds and training (updating 2011 research) • Views on training requirements for LDers • Views on suitable training formats Phase 2: to develop and deliver training • Overview of training – cherry picking from other professions or creating bespoke for LD • Developing teaching materials • Piloting with LD community Broader outcomes – establish consensus on and consolidate LD professional expertise
- 6. @ncl_wdc Writing Development Centre Explore the possibilities Think back to your first year in the job: • Known knowns - what did you bring with you from previous professional training that proved useful? • Unknown knowns – what did you take for granted (and were you right)? • Known unknowns - what did you feel ‘out of your depth’ with? • Unknown Unknowns - what in hindsight do you now realise you needed (or thought you knew but didn’t really)
- 7. @ncl_wdc Writing Development Centre Explore the possibilities The Handbook of Learning Development If you had been given a handbook on your first day in LD work, with everything you needed to know in it, what would it contain?
- 8. @ncl_wdc Writing Development Centre Explore the possibilities Overview of Training • 3 levels - which bits are appropriate? • What format should each take? • Which are the core bits, which useful add-ons? •
- 9. @ncl_wdc Writing Development Centre Explore the possibilities Your Words of Wisdom • What would you pass on to the next generation of learning developers?
Editor's Notes
- #4: Show of hands – who’s from what? Has this changed over the years? Theoretical frameworks – pedagogy from subject teaching, info lit curricula from librarian studies, Values and ethics- counselling, SpLD (teaching?) Advice and guidance Knowledge – pedagogy from subject teaching, digital literacies from Ltech, discourse from EAP Skills from counselling and teaching, advice and guidance Experience -