Learning Development is a field of practice concerned with how students learn and how they make sense of academic conventions. JLDHE is published by the Association for Learning Development in Higher Education (ALDinHE). For further details follow the link to the association's website www.aldinhe.ac.uk. The journal's second issue was published in February 2010.
Image of Classical Labyrinth kindly provided by Jeff Saward, Labyrinthos
Learning Development and the Labyrinth
As with starting university, to set out to walk a labyrinth is to set out into the unknown. Unlike a maze (with dead ends, designed for confusion) a labyrinth has a single convoluted path to the centre. You can see your destination, but the path itself is full of unexpected twists and turns; you never know who you will meet and who might share your journey. A labyrinth walk offers quiet time and space for reflection: each journey, ultimately, is a unique experience. The labyrinth itself is an ancient image, over 3,500 years old; it appears in many countries, in many faith and cultural contexts. In contemporary use, labyrinths can be walked for relaxation, for community building and for spiritual development, creating a quiet and beautiful space where all are welcome. In Higher Education, the labyrinth has intriguing possibilities for the nurturing of reflection and creativity: a journey of exploration, a metaphor for our shared journey in learning development.
Jan Sellers, University of Kent.
No 2 (2010)
Table of Contents
Editorial
| Reasons to be cheerful? |
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John Hilsdon |
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Papers
| The role and efficacy of generic learning and study support: what is the experience and perspective of academic staff? |
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Richard Bailey |
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| A comparison of staff perceptions and student experiences of issues associated with university |
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Steve Briggs, Norma Pritchett |
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| ‘Very urgent, very difficult and quite possible’: changing students’ attitudes to notemaking by encouraging user generated content |
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Tom Burns, Sandra Frances Sinfield, Debbie Holley, Kate Hoskins |
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| From Deficiency to Development: the evolution of academic skills provision at one UK university |
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Pat Hill, Amanda Tinker, Stephen Catterall |
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| A little and often: unanticipated outcomes from an ePortfolio evaluation impacting on early identification of risk and non submission of work |
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Megan Lawton, Emma Purnell |
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| The fragmented route to a whole institution approach to integrating learning development. Reporting on a work in progress |
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Janette Myers, Frances Gibson |
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| More than just having the right headings: Supporting students' report writing |
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Michelle Reid |
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| Scholarship in Mathematics Support Services |
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Peter Samuels, Chetna Patel |
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| Creating learning communities: three social software tools |
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Amanda Tinker, Gillian Byrne, Christine Cattermole |
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| Maximising student learning through minimising information search time; the role of satisficing and skimming. |
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Susan Wilkinson |
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Case Studies
| That’s writing talk: An insight into the Academic Writing Readers Group |
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Rebecca Bell |
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| Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership |
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Robert Martin Blake, Jacqueline Pates |
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| Using Turnitin as a formative writing tool. |
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Judy Cohen |
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| Referencing@Portsmouth: a web-based, interactive referencing tool |
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Roisin Gwyer, Linda Jones, James Stewart Matthews, Anne Worden |
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Opinion Pieces
| A tandem journey through the labyrinth |
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Marcia B Baxter Magolda |
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| Neither teacher-centred nor student-centred: threshold concepts and research partnerships |
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Glynis Cousin |
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ISSN: 1759-667X
