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Learning Development describes work with students and staff to develop academic practices, with a main focus on students developing academic practices in higher education. Learning developers are academic professionals who: teach, advise and facilitate students to develop their academic practices; create academic development learning resources; and reflect on their own academic practices through a community of practice. Hilsdon (2011: 14) defines Learning Development as, "a complex set of multi-disciplinary and cross-disciplinary academic roles and functions, involving teaching, tutoring, research, and the design and production of learning materials, as well as involvement in staff development, policy-making and other consultative activities."〔Hilsdon, J. (2011). What is Learning Development? In P. Hartley, J. Hilsdon, C. Keenan, S. Sinfield & M. Verity, eds. ''Learning Development in Higher Education''. Basingstoke: Palgrave Macmillan, pp. 13-27.〕 Learning Development is a term used mainly within UK and Australian academia, with some overlap with academic advising in the USA. The Learning Development movement in the UK has aligned itself closely with the UK Educational Development movement〔Gosling, D. (2008) ''Educational Development in the United Kingdom''. Heads of Educational Development Group. Available at: http://www.hedg.ac.uk/documents/HEDG_Report_final.pdf (20 June 2013 )〕 in light of its developmental work with academic staff. However, the primary objective of Learning Development remains the development of student learning. ==History== The learning development movement began with the recognition of a new direction of practice emerging by founding and early members of an email discussion forum Community in 2002, which was transferred to the documented JISCMail Listserv Community LDHEN in 2003.〔Association for Learning Development in Higher Education (2012) Learning Development in Higher Education Network (LDHEN) (16/06/13 ). Available from http://www.aldinhe.ac.uk/ldhen.html.〕 Early members were all involved in the provision of study skills support, but recognised the limitations of a purely study-skills approach.〔Possibly influenced by understandings reflected in Lea, M. & Street, B. (1998) Student Writing in Higher Education: An Academic Literacies Approach, ''Studies in Higher Education'', 29(6), pp. 157-172.〕 From 2005 onward, the establishment of the LearnHigher CETL (Centre of Excellence in Teaching and Learning) contributed greatly to the volume of publicly available learning development resources. The LearnHigher CELT was funded by the Higher Education Funding Council and comprised a consortium of teams from 16 universities, led by Liverpool Hope University to develop learning resources in 20 areas of study. LearnHigher aimed to develop and maintain a bank of open access materials for self-access by students. The CETL later referred to their work as learning development. The LDHEN later restructured and formed the Association of Learning Development in Higher Education (ALDinHE), who published the first peer reviewed journal dedicated to learning development, ''The Journal of Learning Development in Higher Education''. This organisation have also organised a themed national conference since 2003 and annually since 2005, contributing greatly to the development of learning development as distinct area of practice. The Staff and Educational Development Association (SEDA)have also provided space for ideas in learning development to develop, as have other student-focused organisations and conferences. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Learning development」の詳細全文を読む スポンサード リンク
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