Quiet spaces, collective voices: creative pedagogies for reflection and renewal

Authors

  • Sandra Sinfield London Metropolitan University
  • Sandra Abegglen University of Calgary https://orcid.org/0000-0002-1582-9394
  • Debbie Holley Bournemouth University

DOI:

https://doi.org/10.47408/jldhe.vi37.1707

Keywords:

collective narratives, community, learning development, reflection, replenishment

Abstract

Educational institutions, and institutions more broadly, often overlook the value of our collective narratives and the stories of those who shaped them. This session offered an active yet meditative space for attendees to engage in and reflect on creative and liberatory practices that have been shared across our community, and in doing so to implicitly honour some of the individuals and collectives who have made contributions to education, society and our community, whether big or small.

The LD community has created a pedagogy of practice that can get lost in the ‘chatter’ and clutter of everyday working lives. We revisited some practices that have been surfaced, shared and celebrated by ALDinHE. Framed as five focused activities that LDs can draw upon for their own teaching practice, this workshop session aimed to provide a meaningful space for reflection and remembrance. By sharing techniques for noticing, poetry, drawing, collaborative writing, and concluding with a short, guided meditation, we offered a space for replenishment and hope.

Author Biographies

Sandra Sinfield, London Metropolitan University

Sandra Sinfield is Associate Professor in Education and co-founder of the Association for Learning Development in Higher Education (ALDinHE), where she serves on the Steering Group and co-chairs its Mentoring Group. She provides research-informed leadership in teaching, learning, assessment and curriculum development, supporting innovative professional practice. Through her work in the Centre for Teaching Enhancement, Sandra champions creative staff development, pedagogical research and publication, advancing inclusive and transformative approaches to higher education.

Sandra Abegglen, University of Calgary

Sandra Abegglen is a Researcher in the School of Architecture, Planning and Landscape at the University of Calgary, leading the TALON project on learning and teaching in design disciplines. She holds a PhD in Education, an MSc in Social Research and an MA in Learning and Teaching in Higher Education, and is an expert Senior Lecturer in Education Studies. Her research spans online education, creative pedagogy, mentoring, identity, visual narratives and qualitative methods, with extensive publications on emancipatory and playful learning.

Debbie Holley, Bournemouth University

Debbie Holley is Professor of Learning Innovation at Bournemouth University, National Teaching Fellow, and Principal Fellow of AdvanceHE. She specialises in learning design and blended learning to engage diverse students, drawing on creative practice to support writing and teaching. Active in the Learning Development community, she contributes to the #Take5 blog, the annual conference, and previously served on the ALDinHE Steering Group. Her research in education, quality enhancement and technology-enhanced learning informs national education policy.

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Published

30-09-2025

How to Cite

Sinfield, S., Abegglen, S., & Holley, D. (2025). Quiet spaces, collective voices: creative pedagogies for reflection and renewal. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1707

Issue

No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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Copyright (c) 2025 Journal of Learning Development in Higher Education

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