Dear colleagues,
We’re seeking offers to undertake blind peer-review of the following submissions to the Journal of Learning Development in Higher Education (JLDHE).
If you would like to complete a review of any of these articles, please email the designated Section Editor below.
If you haven’t reviewed for us before, please include a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (up to 200 words). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field.
Please also join our register of reviewers and list your interests via http://journal.aldinhe.ac.uk/index.php/jldhe/user/register.
New reviewers are very welcome! We provide a developmental environment for those interested in this important community service—so why not try something new today!
| No. | Type | Title and abstract | Section Editor |
| 1376 | Paper | A design-based approach to bridging the gap between university learning and classroom pedagogy in Initial Teacher Education This research explores the development, implementation, and evaluation of the FES (Further Education and Skills) Passport, a structured tool designed to bridge the gap between theoretical learning in university-based Initial Teacher Education (ITE) programmes and practical application in classroom settings. The FES Passport was developed in response to identified gaps in the literature and in teacher training programs, particularly the challenge of contextualising theoretical knowledge within practical teaching environments. Drawing on principles of deliberate practice and formative assessment, the Passport consists of ‘Learn That’ Knowledge Organisers and ‘Learn How To’ Infographics, aimed at facilitating focused rehearsal and internalisation of key pedagogical concepts. The study employed a design-based research approach, collecting qualitative feedback from both mentors and trainees to evaluate the Passport’s effectiveness. Findings indicate that the Passport significantly enhances the integration of theory and practice, supports the development of teaching expertise, and strengthens mentoring relationships by providing a clear, actionable framework for both mentors and trainees. The positive reception of the Passport underscores its potential as a valuable tool in teacher education, particularly in the FES context. The research concludes by discussing the implications for future research, including the adaptation of the Passport for subject-specific contexts to further support the development of both pedagogical and content knowledge in trainee teachers. | Lee Fallin Lee.Fallin@hull.ac.uk |
| 1384 | Case study | Presentation skills in distance education: a proposal for a five-session course The rapid shift towards online learning in higher education has transformed the landscape of essential academic skills, with presentation abilities emerging as a crucial competency for student success. This paper addresses the challenges and opportunities associated with teaching presentation skills in a distance education context. Traditional face-to-face interactions have been replaced by digital tools that, while offering unique benefits, also present significant hurdles in skill acquisition. A five-step approach is outlined, emphasizing assessment literacy, peer feedback, and reflective practices to support students in developing strong presentation skills in virtual environments. This approach integrates both synchronous and asynchronous learning modalities, ensuring comprehensive skill development while addressing the unique challenges of online education. The effectiveness of this method is discussed, with a call for further empirical research to validate its impact on student outcomes. | Amy Sampson a.sampson@greenwich.ac.uk |
| 1389 | Paper | Embedding high quality discussion-based learning in HE classrooms This article focuses on facilitating discussion-based learning (DBL) and the role of the philosophy for Children (P4C) pedagogy. Six tutors in a teacher education department participated in a collaborative professional development activity to reflect on and learn from their experiences of using the P4C pedagogy in a first-year professional learning module. Data from online questionnaires and group discussions revealed how managing the social and emotional dimensions of DBL, the use of questioning and deficit views of students’ capabilities as the most resonant aspects of the tutors’ reflections. The findings, therefore, highlighted the complexities of discussion-based learning contexts and the skills and dispositions needed for successful facilitation. More broadly, they illustrate how the P4C pedagogy can be a powerful tool for noticing, reflecting on and evaluating approaches to discussion-based learning. | Amy Sampson a.sampson@greenwich.ac.uk |
| 1485 | Case study | Teaching embodied dissemination: enabling doctoral students to have authentic impact on their field Teaching embodied dissemination techniques to doctoral researchers is an essential part of a contemporary doctoral degree. Embodied dissemination refers to the use of physical presence and interaction to effectively share work. Trainee researchers need to be able to identify the users of their work and how they might be reached. Yet more could be done to provide students with experience of and instruction in such approaches. This paper explores potential embodied dissemination methods and how we, as teachers in this space, might encourage students to connect with such approaches. To achieve this, three research-active teachers provide a case study each on the embodied dissemination techniques they adopt and, perhaps most importantly, how and why they came to use them. It is hoped that, by providing these examples alongside suggestions on how to get started, other teachers might consider how they could adopt such methods into their own repertoire and in so doing lead by example. | Carina Buckley carina.buckley@solent.ac.uk |
| 1494 | Paper | Future horizons in learning environment: transcending boundaries for empowered graduates through multi-disciplinary education This paper seeks to bridge the skills gap by establishing a graduate attributes educational framework through a programme centered on extra-curricular employability activities. This endeavour aims to equip students with well-rounded skills, enhancing their career readiness beyond academic qualifications to prepare them as graduates for the job market demands. | Lee Fallin Lee.Fallin@hull.ac.uk |
N.B. it is essential to be respectful of the writers of submissions to our journal, especially when they are at the draft stages. Please do not comment publicly on the list or elsewhere on any aspect of the paper title or abstract above.
Thank you, and we look forward to hearing from you!
With warm wishes on behalf of the Editorial Board,
Chad
Dr Chad McDonald
Managing Editor, Journal of Learning Development in Higher Education
JLDHE
Journal of Learning Development in Higher Education