Ripping up the keynote rulebook: ALDCon23 guest editorial

Authors

  • Ian Johnson University of Portsmouth
  • Laura Barclay University of Portsmouth

DOI:

https://doi.org/10.47408/jldhe.vi29.1148

Keywords:

keynote; student voice; playfulness; unmasking the unseen.

Abstract

The Association for Learning Development in Higher Education (ALDinHE) conference was hosted at the University of Portsmouth in June 2023 (ALDCon23). When planning for the keynotes - both online and in-person - we were guided by our commitments to: students at the centre; playfulness; and working to unmask events that are tacit and seldom discussed yet strongly affect both the student experience and our LD practice. 

Author Biographies

Ian Johnson, University of Portsmouth

Ian Johnson is a Teaching Fellow in Learning Development in the Faculty of Humanities and Social Sciences at the University of Portsmouth. Ian has recently completed a Doctorate in Education enquiring into the value of Learning Development work to stakeholders, and its implication for professional identity. The project championed LD work as both third-space and discipline-embedded practice.

Laura Barclay, University of Portsmouth

Laura Barclay is a Teaching Fellow in Learning Development in the Faculty of Humanities and Social Sciences at the University of Portsmouth. Laura is currently undertaking a Doctorate in Education focusing on the application of playful learning in higher education. The project investigates the student experience of learning French through musical theatre.

References

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Basford, L., Barty, C., Hogben, L. and Ingle, J. (2023, July) ‘Learning support: The malfunction of assumptions’, LoveLD Magazine, (3), pp. 20-21. Available at: https://online.fliphtml5.com/lwhvl/xgpp/#p=21 (Accessed: 18 October 2023)

Bickle, E., Bishopp-Martin, S., Canton, U., Chin, P., Johnson, I., Kantcheva, R., Nodder, J., Rafferty, V., Sum, K. and Welton, K. (2021). ‘Experiences in a non-hierarchical, collaborative research Community of Practice’, Journal of University Teaching and Learning Practice, 18(7), pp. 135-158. https://ro.uow.edu.au/jutlp/vol18/iss7/09/ (Accessed: 24 August 2023)

James, A. (2022) The use and value of play in HE: a study. Available at: https://engagingimagination.com/the-value-of-play-in-he-a-study-free-book/ (Accessed: 18 October 2023)

Johnson, I. (2018) ‘Driving LD professionalism forward from within’, Journal of Learning Development in Higher Education, (14), pp. 1-29. https://doi.org/10.47408/jldhe.v0i0.470

Roberts, M. and Reid, K. (2014) ‘Using Bourdieu to think about the tertiary learning advice consultation’, Journal of Academic Language & Learning, 8(1), pp. 70-82. http://journal.aall.org.au/index.php/jall/article/download/312/188 (Accessed: 24 August 2023)

Taylor, C. and Fairchild, N. (2020) ‘Towards a posthumanist institutional ethnography: viscous matterings and gendered bodies’, Ethnography and Education, 15(4), pp. 509-527. https://doi.org/10.1080/17457823.2020.1735469

Verity, M. and Trowler, P. (2011) ‘Looking back and into the future’, in Hartley, P., Hilsdon, J., Keenan, C., Sinfield, S. and Verity, M. (eds.) Learning Development in Higher Education. Basingstoke: Palgrave MacMillan, pp. 241-252.

Webster, H. (2022) ‘Supporting the development, recognition and impact of third-space professionals’, in McIntosh, E. and Nutt, D. (eds.) The impact of the integrated practitioner in Higher Education: Studies in third space professionalism. London: Routledge, pp. 178-187.

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Published

31-10-2023

How to Cite

Johnson, I. and Barclay, L. (2023) “Ripping up the keynote rulebook: ALDCon23 guest editorial”, Journal of Learning Development in Higher Education, (29). doi: 10.47408/jldhe.vi29.1148.

Issue

No. 29 (2023): Special Edition, ALDinHE Conference Collaborative Proceedings

Section

Guest Editorial

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