Sessions for Room 1.219 (First Floor)

• Our new institutional OER policy - what we did next … [838]
• How Open is OK, how OK is Open? Developing an institutional position on Open Educational Practice. [845]
• A Virtual Law Clinic: Connectivist and Collaborative Learning in Action [963]
• Enhancing Prostate Cancer Care through Collaboration, Conversation and Open Online Learning [973]
• Open learning at the workplace: scaffolding user’s digital competences [1001]
• Students as owners of learning analytics design [935]
• Opening Educational Practices in the Scottish context [941]
• Fathoming out MOOC impacts on Faculties [897]
• ELMSLN: Open System Design for Open Content Production [851]
• Far From The Madding Crowd: Embedding MOOC practice into on-campus teaching [956]
• Reasons to be open - embracing the digital landscape [997]
• A report on a pilot study of an Open Education Resource targeted at A-Level students moving into University in a bilingual context [890]
• Developing geological field skills using serious games created in Unity™ [960]
• TEL strategies for transient technologies [855]
• An Exploration on Design and Development of Effective Digital Textbooks for Personalised Open Ubiquitous Learning in China [1011]
• Wikipedia as a worldly learning environment [930]
• Pushing the boundaries of virtual and actual communities of practice? [942]
• Barriers and new participatory approaches for adopting e-portfolios in delivering employability benefits for students in FE and HE [955]
• Engaging students in developing a learning analytics app [952]
• Taming wild geese: open badging for global competences. [870]
• Four ways to collaborate: Learning and teaching case studies from a faculty of humanities, languages and social science [994]
• Online and open: strategic approaches to institutional practice [880]
• Badging the Open [940]
• Why Institutions Adopt MOOCs: Breaking Down Traditional Boundaries or Reproducing Privilege? [999]
• OER...The clue is in the name....or is it? [875]
• UCL's Extended Learning Landscape [821]
• Are learning technologies fit for purpose [881]