Lee Fallin

Lee Fallin
University of Hull · University Library

Doctor of Education

About

11
Publications
1,888
Reads
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17
Citations
Introduction
I work as a Learning Developer for the Brynmor Jones Library at the University of Hull. I have a Doctorate in Education (EdD) and my thesis focused on academic library space. My current research interests include learning spaces, methodologies, geographies of place and the philosophy of space. I am a trained PASS Supervisor, a Senior Fellow of the Higher Education Academy, a Fellow of the Royal Geographical Society and a Certified Leading Practitioner in Learning Development.
Additional affiliations
January 2016 - December 2016
University of Hull
Position
  • Research Assistant
Description
  • Supported Project Leads in the delivery of a Society for Research in Higher Education (SRHE) scoping award on Exploring the Paradigms of Higher Education Research: Emerging Research Discourses in China and the UK.
June 2015 - present
University of Hull
Position
  • Consultant
Description
  • Working as a learning developer for the university library. A central support role running a number of workshops, personal appointments, webinars and lectures to support UG and PG students.
September 2012 - June 2015
University of Hull
Position
  • Consultant
Education
September 2014 - September 2020
University of Hull
Field of study
  • Education
September 2007 - June 2010
University of Hull
Field of study
  • Human Geography

Publications

Publications (11)
Article
Purpose The paper aims to explore the issues surrounding the user conceptualisation of academic libraries. The paper will solidify the role of academic libraries as learning spaces and problematise how libraries are conceptualised by users. Design/methodology/approach The paper is a literature-based conceptual paper and draws on a wide range of li...
Poster
Full-text available
The Designing for Diverse Learners Poster is a resource developed to help educators (teachers, academics and professional services) create inclusive and accessible content for learners. The poster distils advice on how to support learners that fall into one of the following categories: blind, colour blind, low vision, deaf, hard of hearing, dyslex...
Poster
Full-text available
Background to this work As Learning Developers we need to make sure our resources are accessible to all. However, the reality of designing materials to meet the broad range of student needs and preferences is challenging. This work is based a series of posters from the Home Office (2016). While the Home Office posters are a useful resource, they...
Chapter
An introduction to NVivo and how it can be used by educational researchers.
Conference Paper
Full-text available
The lecturer, the tutor, the adviser, the expert, the friend. Learning Developers are a diverse professional body with a wide and expansive range of responsibilities. What does that mean for our professional identity? This workshop will explore these issues to help participants inform their practice, personal development and student engagement. Th...
Conference Paper
Full-text available
Our Skills Team has taken the concepts of Peer Assisted Study Schemes (PASS) and developed them further by recruiting 'Skills Leaders' alongside our 'PASS Leaders'. Skills Leaders are trained student volunteers (second year and beyond) who run or co-run independent workshops on learning development topics which are offered to all first year student...
Thesis
Full-text available
This study was undertaken to define the field of “Social garbology,” the collective social, environmental, logistical and cultural issues regarding the rubbish, litter and waste that effect any given community. Social garbology therefore switches emphasis towards people’s reactions and attitudes towards rubbish, each other’s behaviour regarding it...

Network

Cited By

Projects

Project (1)
Project
posters from the Home Office (2016). While the Home Office posters are a useful resource, they assume development for a specific audience (i.e. a screen reader user). The aim of the ‘designing for diverse learners’ work was not to target the support of any specific group of learners, but to develop a set of principles that would deliver a better experience for the vast majority of learners. As the ‘adjustments’ traditionally associated with making something ‘accessible’ actually benefit all users (Foley & Ferri, 2012), this poster is designed to help educators develop better resources for all learners. This is important as students are increasingly diverse, bringing different access requirements, needs, cultures and experiences. This work moves the discussion away from ‘disability’ and ‘alternative formats’ towards universal design for all.