Development of the ALDinHE recognition scheme: Certifying the ‘Learning Developer’ title
Over the last fifteen years, the pedagogy of learning development has become increasingly established within UK universities (Hilsdon, 2018). As such, there have never been more individuals who professionally identify with the ‘learning developer’ title. Self-identification with a professional title is always going to be problematic as there will be significant variation in background, experience, qualifications and values amongst practitioners. This will result in confusion and ambiguity around the meaning of a title (such as learning developer), which in turn can undermine practitioners’ professional status and career development opportunities. It is therefore unsurprising that over the last five years there has been a growing call amongst the learning development community to introduce greater consistency around how the learning developer title is used (Webster, 2015; Webster, 2017; Johnson, 2018).
The Association for Learning Development in Higher Education (ALDinHE) has responded to this call to action by developing a recognition scheme for learning developers. This has two levels - certified practitioner (CeP) and certified leading practitioner (CeLP). Unlike other educational development recognition schemes - for example, Higher Education Academy (HEA) fellowships or Staff and Educational Development Association (SEDA) fellowships) - the CeP/CeLP scheme involves evidencing core values associated with practicing learning development. As such, it provides the first bespoke recognition opportunity for the learning development community. This article outlines how the ALDinHE recognition scheme was conceived, piloted and launched at the 2018 Learning Development Conference.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).