No. 35 (2025): Special Edition, Liberating Learning

Published: 27-03-2025

GUEST EDITORIAL

Liberating learning in the empathetic university

Martin Compton; Rebecca Lindner (Corresponding Author)
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Section Editorial: Mythbusting the modern academy

Mythbusting the modern academy

Jayne Pearson (Corresponding Author); Abbi Shaw, Claudia Prieto Piastro, Martin Compton, Rebecca Lindner
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Mythbusting the modern academy

Incorporating care and compassion into the neoliberal academy

Michael Priestley (Corresponding Author); Sarah Crook
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The importance of imagining otherwise: exploring the antenarrative generation of change ideas through an appreciative approach to professional learning

Claire Saunders (Corresponding Author); Carolyn Cooke
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'Storying otherwise’ towards care-full writing practices in higher education

Carolyn Cooke (Corresponding Author); Petra Vackova, Emily Dowdeswell, Lucy Caton, Donata Puntil
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Myth busters: centring disability and displacing ableism through reimagining dissertation mentoring with care and critical pedagogy

Leigh Graves Wolf (Corresponding Author); Jacob C. Bunch
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Questioning assessment

Joanne Berry (Corresponding Author); Rhian Ellis, Patricia Xavier
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Liberated Learning: a view of what ungrading could deliver

John Cowan (Corresponding Author)
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Absurdity in our rules? To what extent should unorthodox assessment practices, such as ‘ungrading’, disrupt quality assurance practices in higher education?

Katrina Swanton (Corresponding Author)
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Against anonymity: relational marking and awarding gaps

Cathy Elliott
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‘I would say the mark itself, it doesn't tell the whole story’: the student view of what success means

Gwenda Mynott
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Decentering grades in Year 1: conceptualising Feedback First, a feasibility trial of ungrading at programme level

Kirsty Miller (Corresponding Author); Hannah Merdian, William Burkitt, Liz Mossop
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RETRACTED: - Refreshing our institution’s Generic Assessment Descriptors

Chris Whiting (Corresponding Author)
- RETRACTION NOTICE
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Meechan, D. (2024) Generative AI for students: the essential guide to using artificial intelligence for study at university. London: Sage.

Jennie Blake, Ailsa Crum, Peter Hartley
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Retraction

Retraction Notice Whiting 2025

Journal of Learning Development in Higher Education
- Retraction Notice

Section Editorial: Caring and compassionate pedagogies

Caring and compassionate pedagogies

Saima Shah (Corresponding Author); Barney Samson-Ledger, Cathy Elliott, Laurie Benson, Martin Compton, Rebecca Lindner
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Caring and compassionate pedagogies

Compassionate learning design as a liberating praxis: stories from learning designers around the world

Maha Bali (Corresponding Author); Daniela Gachago, Nicola Pallitt
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Can education heal? Staff and students exploring reparative pedagogies in the context of institutional harms in higher education

Havva Görkem Altunbas, Xiaoyan Guo, Yuncong Liu; Helen Knowler (Corresponding Author); Tor Wright
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Fostering resilience in higher education: exploring trauma-informed pedagogy through expressive writing practices

Uliana Tykha
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Thinking through drawing: an arts-based approach to trauma-informed pedagogy

Emma Sheppard (Corresponding Author); Tamar MacLellan, Erika Hawkes
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How care and collaboration can make a difference: a case study of embedded academic skills provision in Midwifery education

Claire Singh (Corresponding Author); Jan Bowden, Tomasina Stacey, Jonathan Berliner, Charlotte Haberstroh
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Partnering with veterinary students to enhance clinical workplace learning: development of a learning environment champions initiative

Samantha Fontaine (Corresponding Author); Katie McNaught, Jennifer Hammond, Catherine Stalin, Katie Ross, Olivia Anderson-Nathan, Zoe Hatfield, Susan Mackenzie, Luiz Santos
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Care and compassion in large-group teaching: uncovering teachers’ experiences

Emma Kennedy (Corresponding Author); Suzan Koseoglu, Shreyashi Chakraborty, Punitha Puttuswamy
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Practising vulnerability; presuming equality: towards a pedagogy of care

Timothy J. Huzar
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Compassionate assessments in HE: using a trauma-informed approach to develop an assessment design strategy and feedforward practice

Alice Graeupl (Corresponding Author); Amanda Miller, Marilena Antoniadou
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Liberating students from epistemic injustice in academic misconduct processes by shifting to a more compassionate and inclusive approach

Chloe Courtenay
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‘What do you mean I failed?’ Using in year retrieval as a learning tool

Karen Fitzgibbon
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From socially just care to socially just distributed ecosystems of care

Mia Zamora (Corresponding Author); Maha Bali
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Section Editorial: Rekindling the joy of learning

Rekindling the joy of learning

Maria O'Hara, Rebecca Lindner, Rachel Morley, Haf Carney-Rees, Martin Compton
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Rekindling the joy of learning

Compassionate assessment: the value of programme-level student-staff collaborations

Joanna Wilson-Scott (Corresponding Author); Joy Perkins, Mary Pryor, Mailie Besson, Samu Turi
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A crisis of trust? Graduate perspectives on power structures and pedagogy

Connie Gillies (Corresponding Author); Monica de Quinto Schneider, Gabrielle Nieuwoudt
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Co-creating group critique as feedback: a case study on reimagining ‘crits’ with students

Marianne Greated (Corresponding Author); Magnus Quaife
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What do *I*, as a student, think of my own work? Using summative self-assessment in a large technical module

Karen Stepanyan (Corresponding Author); Kaede Hasegawa, Hoi Fung Poon
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Eros in the classroom and beyond: cultivating positive emotions for learning, teaching and wellbeing in higher education

Lisa Clughen
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‘We have learning objectives, not enjoyment objectives': the role of enjoyment in Life Sciences teaching and learning

Catherine Mansfield
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Joyful learning inside and beyond the classroom: integrating guided field trips to festivals and events in higher education

Estrella Sendra
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Fun in the formative phase to scaffold success in the summative phase: collaboration between academics and learning technologists to build engaging, fun and authentic practice opportunities

Laura Milne (Corresponding Author); Katharine Welsh, Richard Hind
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Tackling difficult changes in digital education through playful learning and gamification: the case of generative AI

Maria O'Hara (Corresponding Author); Cecilia Lo
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Solving a paradox: can learning about climate change and sustainable healthcare be fun?

Camille A.M. Huser (Corresponding Author); Waqar Ahmed, Noy Basu, Graeme K. Donald, Malcolm Shepherd
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Returning to learning: the importance of creating compassionate and collaborative spaces for students re-entering education

Helen Briscoe (Corresponding Author)
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