Dr Lydia Arnold

Dr. Lydia Arnold is the sole Educational Developer at Harper Adams University, a small specialist land-based institution. Her role is extensive but she still works at the forefront in all spheres of practice including; assessment and feedback, inclusive practice, curriculum development, work-based learning, staff development and pedagogic research. She has been referred to as a 'powerhouse of teaching and learning'. Lydia started her career at ULTRALAB, Anglia Ruskin University working in cutting edge online programmes for work-based learners. This work enabled hundreds of individuals to fulfil their aspirations as second chance learners. Through this work she developed an eclectic skill-set. Lydia works to amplify and share excellent practice for the benefit of students, push the boundaries of technology and to enhance the learning experience for as many students as possible. She acts as a conduit between management, academic and professional services staff, students and external colleagues to drive enhancements in and beyond her institution.   Impact of work Lydia's personal philosophy is one of learn-do-share and as such she has publications across different areas of practice and a well-established blog, where she regularly shares thoughts from practice. Notably her work on patchwork media assessment has supported colleagues to frame and develop innovative, effective assessments. Her published works on action research, which aim to simplify and exemplify, have been used globally. She has undoubtedly influenced teaching quality across her own institution, particularly through curriculum developments, digitising feedback and staff development. She also has a global footprint through work to facilitate colleagues in China, through her blog which has followers in over 70 countries, and through presentations in Spain, Ireland, China and Greece. Plans for the future As an NTF Lydia will continue to push boundaries within her portfolio of educational development work. She will continually strengthen the community of pedagogy in her institution, while sharing the learning with the wider educational development community. Her pedagogic research work will continue to focus on assessment, feedback and technology. She is keen to continue her work to empower colleagues to learn through and for practice using action research, and hopes to undertake further international engagement on this topic.