Wednesday 7th April

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12.10 – 13.15


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Welcome keynote

Welcome: Carina Buckley and Steve Briggs (Co-Chairs)
Welcome Keynote: Chris Powis – University of Northampton

13.15 – 14.45


Research funding and scholarship of Learning Development
Christie Pritchard, Carina Buckley
(Research and Development Working Group)

The LearnHigher Resource Swap Shop
Amanda Pocklington, Jennie Dettmer, Jodie Calleja, Jason Truscott
(LearnHigher Working Group)

15.00 – 16.00


ALDinHE Professional Recognition Scheme (CeP/CeLP)
Sheryl Mansfield (Co-Chair Professional Recognition Working Group)

Reading with the Journal of Learning Development in Higher Education
Alicja Syska, Gita Sedghi, Andy Hagyard, Craig Morley, Eleanor Loughlin, Cathy Malone, Nicola Grayson, Jenny Hillman and Jim Donohue (Journal Editorial Board)

Attendees of this session are asked to read this journal article in advance.

Higher recognition for Learning Developers – NTF and PFHEA discussion session
Carina Buckley, Steve Briggs (Co-Chairs)

19.00 – Late

Thursday 8th April

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9.00 – 9.30

9.30 – 9.45


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Welcome and Introduction to the Conference

Carina Buckley and Steve Briggs, ALDinHE Co-Chairs

9.45 – 11.10

Expert Practitioner Mini Keynotes

Collaboration situated dialogue in an online space
Carina Buckley
Southampton Solent University

How inclusive is distance-based Learning Development practice?
Tim Hinchcliffe
Advance HE

Decolonisation and Learning Development: Are We the Bad Guys?
Helen Webster and Olu Popoola
Newcastle University and Queen Mary, University of London

A model of embedded provision of academic skills support
Craig Johnston
Brunel University London

Race inequality and Inequity!
Pamela Thomas and Sanchia Alasia
London South Bank University 

The brave new world of education 4.0
Debbie Holley
Bournemouth University 

11.15 – 12.15

PARALLEL SESSIONS 1 – View abstracts for parallel sessions 1

PAPERS (25 minutes each)

11.15 – 11.40

Still learning together in lockdown
Lucinda Becker
University of Reading

Using magic performance to conjure up and develop critical thinking skills
Paul Rice, Amy West, Karin Johnson
University of Northampton

Attendees of this session are asked to watch this 5 minute video in advance.

Creating and Evaluating a Critical Thinking MOOC: the learning design and research implications
Jiani Liu and Jade Chao
University of Leeds

11.50 – 12.15

Small Private Online Courses (SPOCs) for flexible learning
Paul Chin, Annie Taylor and Emma Sellars
Liverpool John Moores University

The Learning Theory Project: Using dogs to support student learning
Isabelle Brent, Anna Taylor
Bader International Study Centre, Queen’s University

Supporting students with blended learning: A review of our online course developed in response to Covid-19
Sonia Hood
University of Reading

WORKSHOPS (60 minutes)

Let’s talk about race: Exploring race, culture and identity through literature
Karen Lipsedge
Kingston University

The mechanics of digital wellbeing in HE: Beyond Google Garage
Debbie Holley, Anne Quinney, Ben Goldsmith
Bournemouth University

12.15 – 13.15

13.15 – 14.15


PARALLEL SESSIONS 2 – View abstracts for parallel sessions 2

PAPERS (25 minutes each)

13.15 – 13.40

Taking root in the curriculum: A full integration of Learning Development and subject teaching in domestic foundation year programmes at the University of Surrey
Robert Walsha, Sam Hopkins, Rachel Stead, Gerald Dampier, Carol Spencely, Nayiri Keshishi
University of Surrey

Breaking the chains of videoconferencing: The possibilities of educational escape rooms
Debbie Holley, Carina Buckley, Kate Coulson
Bournemouth University, Solent University, University of Northampton

13.50 – 14.15

You can take a student to water, but will they drink and prosper? (Is it engaged students that Learning Development support?)
Alison Loddick
University of Northampton

Let’s camp: Facilitating students’ academic reading practices in a reading camp
Sandra Eyakware
Brunel University London

WORKSHOPS (60 minutes)

From ‘impact’ to ‘value’ – what can the student voice tell us about engagement with and experiences of Learning Development?
Ian Johnson
University of Portsmouth

The pandemic neoliberal university – contemporary realities, crises and likely trajectories of UK Higher Education and Learning Development: continuities and/or divergences? An urgency of critical Learning Development?
Gordon Asher

Enhancing public speaking skills using improvisation techniques
Jess Napthine-Hodgkinson, Nicola Grayson
University of Manchester

14.15 – 14.30

14.30 – 15.30


PARALLEL SESSIONS 3 – View abstracts for parallel sessions 3

PAPERS (25 minutes each)

14.30 – 14.55

The literacies of online learning: Four factors for situating students in the online space
Carina Buckley
Solent University

Teaching students to write about art: Results of a four-year patchwork text project
Craig Staff, Robert Farmer
University of Northampton

15.05 – 15.30

Reading in the digital age: What do students think and do?
Helen Hargreaves, Beth Caldwell, Sarah Robin
Lancaster University

The impact of game-based learning on student achievement
Deshan Hewavidana
University of Bristol


A collaborative approach to delivering academic skills support to undergraduate Psychology students
Craig Johnston, Brunel University

Embracing the final chapter: Conference for UG students working on dissertations
Natalie Bedford, Kasia Drozdziak
Leeds University

Coaching student teams in a changing environment
Tom Edge
UWE Bristol

The groupwork toolkit: Promoting student accountability
Helena Beeson
University of Northampton

From black screens to success
Jessica Lönn-Stensrud,
Julie Skattebu, Tone Gadmar, Heidi Konestabo
University of Oslo

Journey to hub and spoke: Embracing a new model of delivery
Gaynor Williams
Canterbury Christchurch University

Supporting students’ academic writing and Critical Thinking skills: What can we learn from applying knowledge used in EAP (English for Academic Purposes) to Psychology classes?
Jo Kukuczka, Rachel Maunder
University of Bristol

WORKSHOPS (60 minutes)

Google Forms: A Versatile Tool for Designing Asynchronous Learning Modules
Silvia Rossi
Mount Royal University

Objects for Active Learning
Amy West, Emma Kimberley, Sheryl Mansfield, Sam Thomas
University of Northampton
Wild card

15.40 – 16.30

19.00 – Late

Friday 9th April

Access Friday’s recordings


8.45 – 9.15

9.15 – 9.30


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Welcome and Introduction to the Conference

Carina Buckley and Steve Briggs, ALDinHE Co-Chairs

9.30 – 10.50


Will Houstoun – Pedagogical Prestidigitation: Magic in Educational Contexts

10.50 – 11.00

11.00 – 12.00


PARALLEL SESSIONS 4 View abstracts for parallel sessions 4

PAPERS (25 minutes each)

11.00 – 11.25

‘Let’s work together’: Exploring students’ perception of their roles as Student Ambassadors and/or Course Representatives, in light of the COVID-19 pandemic
Karen Lipsedge, Alison Kelly, Hilda Mulrooney
Kingston University

Students’ perceptions of blended learning
Alicja Syska, Christie Pritchard
University of Plymouth

11.35 – 12.00

Having the freedom to challenge:
Decolonising the curriculum through academic skills

Rhian Wyn-Williams
Liverpool John Moores University

Modelling groupwork digitally through roleplay and active learning
Helena Beeson, Richard Byles
University of Northampton

WORKSHOPS (60 minutes)

Step up to Masters: Supporting the academic skills transition for taught postgraduate students
Jiani Liu and Dan Pullinger
University of Leeds

The organic workshop
Kate Swinton
University of Northampton

Advocacy and growing pains: Constructing a Learning Development toolkit
Pamela Thomas and Nazmin Khanom
London South Bank University

12.10 – 13.10

PARALLEL SESSIONS 5 – View abstracts for parallel sessions 5

PAPERS (25 minutes each)

12.10 – 12.35

Using an escape room approach to induct new students
Kate Coulson, Paul Rice, James Bywater
University of Northampton

Digital creativity: Enhancing academic, digital and information literacies
Susan Halfpenny, Stephanie Jesper
University of York

12.45 – 13.10

Resource in a Box: Why create Learning Development resources for post-16 students?
Amy West
University of Northampton

WORKSHOPS (60 minutes)

Don’t say the ‘R’ word: Engaging with issues of race to enhance critical thinking
Ryan Arthur
Birkbeck College and London Metropolitan University

Drawing what you hear: creative solutions for teaching group work
Melanie Crisfield
Brunel University London

I think therefore I dress
Emma Davenport
London Metropolitan University

13.10 – 14.00

14.00 – 15.00


PARALLEL SESSIONS 6 – View abstracts for parallel sessions 6

PAPERS (25 minutes each)

14.00 – 14.25

Non-submission of assessments – the impact on the BAME attainment gap
Alison Loddick, Kate Coulson, Paul Rice
University of Northampton

Should Learning Developers provide instruction in the use of metadiscourse?
Samantha King
University of Northampton

14.35 – 15.00

Redefining researcher support to emphasise community and wellbeing
Nicola Grayson, Craig Morley, Sarah Kneen
University of Manchester

Engaging students online: A reflection on pedagogy, practice and the student voice
Arina Cirstea
De Montfort University

WORKSHOPS (60 minutes)

Turning knowledge into power: From presentations to publications
Carina Buckley, Alicja Syska
Solent University, University of Plymouth

Assessing learning in online workshops: A new approach
Lauren Cross
Mount Royal University

Calling students to adventure: Using the hero’s journey as a tool for curriculum planning and reviewing course design
Alke Gröppel-Wegener, Robert Farmer
Staffordshire University, University of Northampton
Wild Card

15.10 – 15.30

Conference closing session

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