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Do We Develop Learning?

Impact, Evaluation and Learning Gain

 

 

Details: Online, Friday, 27 January (09:00-12:00 and 14:00-16:00 GMT)

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Programme of Speakers

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09.00-09.30 Welcome (Chairs)

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09.20-10.00 Presentation: ‘“No news is good news”: the challenges of measuring impact’

Chloe Alexander & Mary Pryor (University of Aberdeen)

 

10.00-11.30 Discussion: ‘Measuring impact: what did and did not work?’

Jennifer Boyle & Joanna Royle (University of Glasgow)

 

11.30-12.00 ScotHELD Business (Chairs)

 

14.00-15.00 Discussion: ‘Down the rabbit hole? We develop learning – but what is learning?’

Ursula Canton (Glasgow Caledonian University)

 

15.00-15.15 Lightning Talk: ‘Can we teach students how to learn?’

Colette Mair (University of Glasgow)

 

15.15-16.00 Discussion: ‘How do we use our data?’

Rachel Horrocks-Birss (University of Dundee)

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Over the last two decades, the term ‘Learning Developer’ has become the most common name for our roles. The second part of this title has been discussed in detail, as it indicates a clear move away from a remedial study skills approach. The first part remains less clear, however, which partly stems from the broad scope of skills, literacies, attributes and capacities we work on with students.

 

What unites these concepts is that they are all facets of the student’s learning experience. This broad understanding of learning means, however, that it can be difficult to determine and evidence what impact we have – how do we know what our work actually does? How can we begin to answer the question, 'do we develop learning?'.

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