Dear colleagues,
We are seeking offers to undertake a blind peer-review of the following submissions to the JLDHE (Journal of Learning Development in Higher Education).
If you would like to undertake a review of any of these articles, please email the designated contact editor(s) below, including a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (100-200 words max). 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. New reviewers are welcome! The editors will then select reviewers and inform those involved.
NB: 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.
| Submission | Title and summary | Editor to contact |
| #1278 Case Study | Cómo entrenar tu dragon: Developing a concept of AI Literacy for HE Lecturers that Promotes Compassion and CaringThis case study summarised the findings from the first academic presentation of the module ‘Cómo entrenar tu dragon (How to train your dragon)’, which is part of the development and training programme to new and experienced teaching staff. The module aims to equip participants with a theoretical understanding and practical skills to use Generative AI multimodal agents to enhance learning as well as to develop a critical awareness of the umbrella term ‘AI literacy’. The module supports a caring human-centred approach to AI, where the purpose of AI technologies is not to support academics to research and teach ‘faster’ and ‘produce more’, but to provide new graduates with skills and awareness so that they can use AI to build a more compassionate and fairer society. The module covers topics such as data protection considerations, getting familiar with commercial AI multimodal agents and the use of Generative AI to enhance assessment. | Eleanor Loughlin eleanor.loughlin@ntu.ac.uk |
| #1277 Opinion Piece | A faculty development workshop to implement research-based learning strategies in Higher Education.This article presents the process of ideation, design and delivery of a faculty development workshop at [name of university] Focused on research-based strategies to support student learning, the session aims at helping faculty achieve an in-depth and reflective development of teaching practice. The workshop activities and materials, shared in this piece for readers to use or adapt, were designed to prompt reflection, guide peer conversations, and identify relevant strategies to better support student learning in the specific teaching contexts of the participants. The use of Implementation Templates has proved to be an effective way of supporting faculty in self-assessing their teaching practices and planning the implementation of student learning strategies while at the same time leveraging the advantages of being part of a community of practice. | Eleanor Loughlin eleanor.loughlin@ntu.ac.uk |
Thank you and we look forward to hearing from you!
With best wishes on behalf of the editorial board.