The Learning Development Team: Three developers, one pedagogy

With the inception of Centres for Excellence in Teaching and Learning (CETLs), the demand for learning developers has increased in many institutions across the UK. Operating largely in small teams, yet within the remit of facilitating large-scale institutional change, CETLs often find themselves out...

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Autores principales:	Pamela Ann McKinney, Jamie Wood, Sabine Little
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2009
Materias:	Learning Development Inquiry-based Learning team Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/8182f3c59eb040dea684cc4bd26a9964
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id	oai:doaj.org-article:8182f3c59eb040dea684cc4bd26a9964
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spelling	oai:doaj.org-article:8182f3c59eb040dea684cc4bd26a99642021-11-29T14:04:36ZThe Learning Development Team: Three developers, one pedagogy10.47408/jldhe.v0i1.91759-667Xhttps://doaj.org/article/8182f3c59eb040dea684cc4bd26a99642009-02-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/9https://doaj.org/toc/1759-667XWith the inception of Centres for Excellence in Teaching and Learning (CETLs), the demand for learning developers has increased in many institutions across the UK. Operating largely in small teams, yet within the remit of facilitating large-scale institutional change, CETLs often find themselves outside established institutional structures, with developers fulfilling newly defined roles and responsibilities. This short paper focuses on the way learning development support has been integrated in one particular CETL, in order to explore issues, challenges and experiences that are part of the role. Pamela Ann McKinneyJamie WoodSabine LittleAssociation for Learning Development in Higher Education (ALDinHE)articleLearning DevelopmentInquiry-based LearningteamTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 1 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	Learning Development Inquiry-based Learning team Theory and practice of education LB5-3640
spellingShingle	Learning Development Inquiry-based Learning team Theory and practice of education LB5-3640 Pamela Ann McKinney Jamie Wood Sabine Little The Learning Development Team: Three developers, one pedagogy
description	With the inception of Centres for Excellence in Teaching and Learning (CETLs), the demand for learning developers has increased in many institutions across the UK. Operating largely in small teams, yet within the remit of facilitating large-scale institutional change, CETLs often find themselves outside established institutional structures, with developers fulfilling newly defined roles and responsibilities. This short paper focuses on the way learning development support has been integrated in one particular CETL, in order to explore issues, challenges and experiences that are part of the role.
format	article
author	Pamela Ann McKinney Jamie Wood Sabine Little
author_facet	Pamela Ann McKinney Jamie Wood Sabine Little
author_sort	Pamela Ann McKinney
title	The Learning Development Team: Three developers, one pedagogy
title_short	The Learning Development Team: Three developers, one pedagogy
title_full	The Learning Development Team: Three developers, one pedagogy
title_fullStr	The Learning Development Team: Three developers, one pedagogy
title_full_unstemmed	The Learning Development Team: Three developers, one pedagogy
title_sort	learning development team: three developers, one pedagogy
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2009
url	https://doaj.org/article/8182f3c59eb040dea684cc4bd26a9964
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The Learning Development Team: Three developers, one pedagogy

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