The Learning Development Project

• Sandra Abegglen: collaboration for social justice

  Sandra's secrets of collaboration:Openness to the experience and what it bringsRecognition of our human nature and the need for being with otherWe can - and must? - make time and space for each other. Hold onto the in-between spaces where we can come together; create meetings without agendas, where things can emerge.Collaboration is more than simply working with others. It’s more, even, than working successfully with others. It is, rather, a direct pathway towards social justice through its absolute commitment to equality. Universities therefore have a social obligation to do collaboration well, both internally and with external partners, which means raising up marginalised voices and dismantling power relationships. Our students need to experience positive learning experiences with other people. There are undoubtedly challenges: working to a deadline (and bringing others along to it); ensuring space for everyone to contribute; being conscious of our own bias and preconceptions. But these are all within our gift. Reclaim your agency! That way true collaboration lies. If you would like to explore what this means with Sandra, this is your invitation to reach out and have a conversation. The resources we mentionedDevisch, I. (2006). The Sense of Being(-) with Jean-Luc Nancy. Culture Machine vol. 8. Available at: https://culturemachine.net/community/the-sense-of-being/ Robertson, N. S. and Neuhaus, F. (2024). The asocial society and urban form in Canada: A scoping study. Canadian Journal of Urban Research 33(1)And the books we talked aboutAbegglen, S., Burns, T., Heller, R., Madhok, R., Neuhaus, F., Sinfield, S. and Gitanjali Singh, U.  (Eds.) (2025) Stories of hope: Reimagining education. Open Book Publishers. Available at: https://www.openbookpublishers.com/books/10.11647/obp.0462 Abegglen, S., Burns, T. & Sinfield, S. (Eds.) (2023). Higher education collaboration: A new ecology of practice. Bloomsbury.

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• Karen Gravett: the value of care

  What matters to us and what do we value? These are two key questions posed by Karen Gravett as she explores ideas around relational pedagogies and mattering and how they can contribute to creating a more caring university. In a neoliberal HE context laden with metrics-driven performativity, the call to care can feel like another layer of emotional labour, one disproportionately carried by women. Indeed, when the notion of care generally is seen as ‘women’s work’, how can it become part of a system that is overwhelmingly structured and gendered in ways that make it seem impossible? The first step is to critique ideas of care itself, in this context: it is not about happiness or pleasing or affection, but rather more nuanced, complex, ambivalent, and relational. Then we can aim to respond positively to the material challenges: to look beyond broad brush solutions and instead focus at the microlevel, on small changes and ways of relating and engaging that make a difference. The resources we mentionedGravett, K. (2023) Relational pedagogies: Connections and mattering in higher education. Bloomsbury.Gravett, K. (2025) Critical practice in higher education. Bloomsbury.Heron, M., Gravett, K., and Yakovchuk, N. (2020). Publishing and flourishing: writing for desire in higher education. Higher Education Research & Development, 40(3), 538–551. https://doi.org/10.1080/07294360.2020.1773770 Elizabeth Adams St. Pierre professional profileWoolf, V. (1929/2002) A room of one’s own. Penguin.And the article we talked aboutGravett, K., Taylor, C.A. and Fairchild, N. (2024) Pedagogies of mattering: re-conceptualising relational pedagogies in higher education, Teaching in Higher Education, 29:2, 388-403, DOI: 10.1080/13562517.2021.1989580

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• Rebecca Lindner and Martin Compton: liberating learning

  What does it mean to liberate learning? Who is doing the liberating, and what do we think someone being liberated from? For Becky Lindner and Martin Compton, the answer to the first question is essentially to find, nurture, and celebrate the inherent joy of learning and teaching. For fifty years (at least), as they point out, we have been having these conversations about rekindling joy and love of learning, which, if nothing else, signals that we have been uncomfortable with some of the absurdities, constraints, and expectations of contemporary higher education for a long time. Yet that sense of hope continues to drive us forward, looking for ‘care-full’ ways of bringing our students and colleagues along with us. And that brings us to the second question: we must be our own liberators. Our role is to enable to liberation of the university by acting with compassion, equity, and humanity, through collaboration, co-creation, and curiosity, one small step at a time. The resources we mentionedOliver Burkeman (n.d.). The imperfectionist: Seventy per cent. Available from https://ckarchive.com/b/wvu2hghk5m82zf9r552rqtn34kzxxc8 Kerri-lee Krause (2023). Learner centred leadership in higher education: A practical guide. RoutledgeChoose your own impenetrable writer to inversely learn from!And the issue we talked aboutCompton, M. and Lindner, R. (2025) Liberating learning in the empathetic university, Journal of Learning Development in Higher Education, 35. Available at: https://doi.org/10.47408/jldhe.vi35.1576.

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• Jennie Blake: making space for belonging

  As an American transplanted as a young adult to the UK, Jennie Blake knows a lot about what it means to belong somewhere. For her, belonging is an action: it is about having the agency to make choices, and for that to be realised, belonging cannot be something that we do for students; it must be enabled in all of our systems, structures and processes, so that we can recognise it by its presence and not just – as is all too often the case – its absence. And belonging, true ‘belongingness’, is unconditional. We must be prepared to embrace our own vulnerability and question to what extent we are willing to cede space and agency to our students. This can be as simple as building an interactive ‘magic to-do list’ into a pre-arrival resource, as Jennie’s team did, and assuming that students may not want to start university worrying about what they don’t know yet. Of course they don’t know anything yet! But we can embrace and value the conversation with them, and learn from them as much as they do from us. The resources we mentioned15% solutions: an introductory overviewbrown, a.m. (2017) Emergent strategy: shaping change, changing worlds. AK PressFawns, T. An entangled pedagogy: Looking beyond the pedagogy-technology dichotomy. Postdigital Science and Education 4, 711–728 (2022). https://doi.org/10.1007/s42438-022-00302-7 Hypothesis annotation tool: https://web.hypothes.is/ Life at University: The University of Manchester guide for new students.And the article we talked aboutBlake, J. and Pearson, L. (2025) ‘The power of an open door: student partnership and supportive transition to higher education’, Perspectives: Policy and Practice in Higher Education, DOI: 10.1080/13603108.2025.2474558

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• Lucy Gill-Simmen: thoughtful learning design with AI

  Lucy’s interests in pedagogy have expanded over the last couple of years to draw AI into her work on learning design. Using AI in the classroom, in an ethical and responsible way, with learners with diverse needs and backgrounds, can level the playing field and support learners in doing things and thinking in ways that might not otherwise be available to them. For learning design to be thoughtful and effective, digital technologies - including AI - must serve a purpose and earn its pedagogic place in the classroom. We need to know what students will get from it, and we must make sure the students know that too. Lucy’s drivers are creativity and curiosity, and they combine into a pedagogy of wonder. But that goes for us too: AI is new, for all of us, so we need to have the courage to not be the expert, to play, to try things out and see what works and have the confidence to co-learn with the students. These technologies aren’t going away so we might as well take the plunge - ethically, pedagogically, mindfully - and see what we can do!The resources we mentionedJohn Fowles biography: https://www.fowlesbooks.com/ Gill-Simmen, L. (2024). Educating Gen Z: why authenticity and connection are key to thriving in an AI-driven world. The Conversation. Available from: https://theconversation.com/educating-gen-z-why-authenticity-and-connection-are-key-to-thriving-in-an-ai-driven-world-230633 Harari, Y.N. (2011). Sapiens: A brief history of humankind. Random House.Hemingway’s 6-word story…maybe: https://en.wikipedia.org/wiki/For_sale:_baby_shoes,_never_worn Jhumpa Lahiri’s professional profile: https://barnard.edu/profiles/jhumpa-lahiri Lamott, A. (1994). Bird by bird. Pantheon BooksAnd the article we talked aboutGill-Simmen, L. (2021) “Using Padlet in instructional design to promote cognitive engagement: a case study of undergraduate marketing students”, Journal of Learning Development in Higher Education, (20). doi: 10.47408/jldhe.vi20.575

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