Exploring Learning Development: an unconference approach

Abstract

The Unconference exemplified a participant-driven approach to professional collaboration and knowledge sharing, designed to challenge the traditional top-down structure of conferences. Rooted in principles of inclusivity, collaboration, and adaptability, the Unconference empowered attendees to shape the agenda, propose discussion topics, and lead meaningful conversations. Unlike conventional conferences, which often rely on pre-set schedules and expert-led presentations, the Unconference thrives on the collective expertise and lived experiences of its participants (Yeoh, 2024).

The primary aim of an Unconference is to create a democratic and interactive space where participants can collaboratively explore key issues, share best practices, and co-develop solutions. In the context of Learning Development (LD), the Unconference provided a unique platform for professionals to tackle pressing challenges. This event fostered supportive networks, encouraged the exchange of innovative ideas, and enabled reflection on the core values and practices that underpin LD.

The objectives of the Unconference aligned closely with the ethos of LD, which emphasises care, collaboration, and adaptability. By placing participant voices at the centre and encouraging diverse perspectives, the Unconference format mirrored the relational and inclusive practices central to LD (Gravett, 2025). Furthermore, the flexibility of the format supported iterative problem-solving and knowledge generation, enabling attendees to address complex challenges in real-time (Knapp, 2016). The Unconference also highlighted the importance of resilience and community-building in professional development. Drawing on the concept of fostering adaptability amidst uncertainty (Ungar, 2013), this event provided a space for participants to navigate the precarity of higher education and co-develop strategies for sustainable growth and well-being (Kahn, Moreau, and Gagnon, 2024).

Particularly relevant to LD, the Unconference model promoted active engagement, peer-to-peer learning, and the co-creation of knowledge. By prioritising inclusivity and collaboration, the Unconference created an environment where learning developers can innovate, reflect, and collectively shape the future of their field.

The session followed a structured yet adaptable methodology inspired by design sprint frameworks, such as the Google Ventures model, which emphasises iterative problem-solving and participant-driven collaboration (Knapp, 2016). The process was organised into five key stages:

1. Objective setting: participants reflected on their motivations and goals for attending, identifying the areas they were most eager to explore.
2. Small group exploration: attendees formed small groups to discuss their unique challenges and share diverse perspectives, fostering initial brainstorming.
3. Theme identification: using a digital platform, participants collaboratively identified common themes and priorities, ensuring relevance and focus.
4. In-depth discussions: breakout sessions were organised around the identified themes, allowing participants to delve deeper into specific topics and co-create solutions.
5. Group sharing: insights, recommendations, and actionable ideas were shared with the larger group, enabling collective learning and reflection.

The session took place online and utilised Miro, a collaborative online platform, alongside Zoom to facilitate engagement and dynamic interaction. Miro enabled participants to visualise ideas, organise themes, and document insights in real-time, enhancing the overall collaborative experience.