Learning development 2030

Whilst the widening participation agenda and impact of COVID-19 has arguably increased importance learning development (LD) within UK Higher Education Sector, it is widely acknowledged that role, indeed title, developer varies greatly between institutions. Some staff are employed on academic contracts with research requirements, others not. Similarly, some faculty based whilst a central team. This means as Bickle et al. (2021) explain: LD operates in ‘third space’. The disparity profession meant role multi-faceted, reflected Hilsdon’s (2011, p.14) definition LD: “Learning complex set multi-disciplinary cross-disciplinary roles functions, involving teaching, tutoring, research, design production materials […]”. workshop provided participants an opportunity to untangle web map out ideas for future profession. Acting newspaper editors, got their crystal balls produced front page 2030 where main headline been dedicated field LD. Perhaps member won prestigious award, maybe received form international recognition. After presenting pages, engaged discussion around how we can achieve these aspirations. Participants took them they could apply own practice.