VIRTUAL: Learning. Life. Work.
Abstract
This conference paper presents case studies of different learning environments. The examples embody the lived experience of four professional practitioners and explores the challenges, syntheses and fascinating approaches that push the boundaries of both the educational and the professional contexts. Moving away from the concept of learning for learning sake, the case studies embrace learning through life and work to facilitate learning that matters. Set in a range of environments in Academia and Healthcare, we explore approaches such as Universal Design for Learning and both learner and teacher lived experiences of Empathy-based pedagogy. Focused on the context of work-based learning, the journey of the empathy based proactive practitioner is unpacked. Providing a snapshot of learning experiences, explorative learning and navigating the blurred lines of Learning, Life and Work that form key concepts in practice-based approaches. The presenters and case studies demonstrate examples of these ‘messy’ spaces and moving across boundaries, embracing challenges and developing approaches to structure the learning to enhance development that’s ‘life-wide’ as well as skills for life in the workplace. Hybridity and empathy underpin this approach through a variety of lenses in its application across diverse workplaces and learning environments. These are places of ‘life’ whereby the learning journey is not simple or isolated but complex and engrained. In this series of compelling case studies, we present our reflections of using an empathy-base approach through the ‘lived experience’ as students, teachers and practitioners and most critically, as human-beings.
Davina Whitnall over 20 years experience in Higher Education and Organisational Development, her approach is ‘hands-on’ and she is passionate about the learning and development that she delivers and develops. Davina is Equality, Diversity & Inclusion Lead for The Learning & Teaching Enhancement Centre (LTEC) at The University of Salford, and also a Confidence Coach and practitioner, specialising in career development, writing enhancement, research impact, EDI and leadership. She provides an insightful perspective on enabling learners to develop effective strategies and authentic practice.
Dr Rachel Ferguson, is the Senior Researcher at Middletown Centre for Autism and has worked with autistic individuals for over ten years in various settings. Rachel’s most recent research, on the topics of Educational Practices, Sensory Preferences and Activity Choices, Anxiety Management and Transitions has been presented at International conferences and been published in peer reviewed journals.
Louisa Jones is a lecturer Practitioner at the Royal Marsden School. She has worked within the field of Haemato Oncology for over fifteen years. Her most recent post as an Advanced Nurse Practitioner.
Lucy Saunders is a senior midwife specialising in the education of midwifery practice for student midwives, newly qualified midwives and internationally educated midwives at a South London teaching hospital. With 13 years experience in the supervision and assessment of students, in accordance with the Nursing and Midwifery Council, Lucy is passionate about midwifery education and driving forward excellence in maternity care.