Learning development 2030.

Abstract

Whilst the widening participation agenda and the impact of Covid-19 has arguably increased the importance of learning development (LD) within the UK higher education sector, it is widely acknowledged that the role, and indeed title, of the learning developer varies greatly between institutions. Some staff are employed on academic contracts with research requirements, others not. Similarly, some staff are faculty based whilst others are employed within a central team. This means that, as Bickle et al. (2021) explain, LD operates in a ‘third space’ (Whitchurch 2008). The disparity within the profession has meant that the role of the learning developer is multi-faceted, as reflected in Hilsdon’s (2011, p.14) definition of LD: Learning development is a complex set of multi-disciplinary and cross-disciplinary academic roles and functions, involving teaching, tutoring, research, and the design and production of learning materials. This workshop provided participants with an opportunity to untangle the complex LD web and map out ideas for the future of the LD profession. Acting as newspaper editors, participants got out their crystal balls and produced a front page of a newspaper in 2030 where the main headline has been dedicated to the field of LD. Perhaps a LD staff member has won a prestigious award, maybe LD has received some form of international recognition. After presenting their front pages, participants engaged in a discussion around how as a profession we can achieve some of these aspirations. Participants took ideas with them that they could apply to their own practice.