Sessions for Mountford Hall (G)

• Closing Plenary - Critical perspectives beyond islands of innovation
• Learning analytics as a tool for supporting student well-being? [1655]
• Engaging learners with digital feedback: how choice of digital presentation may influence how learners use feedback [1600]
• Online Immersive Learning in Crime Scene Investigation [1765]
• How does the usability of learning technologies affect learners? [1737]
• Empowering students to improve with Moodle MyFeedback [1730]
• Digital connectors or digital as distraction? [1785]
• WeChat and we chat: how digital literacy skills enhance group work for international students in HE [1643]
• E-assessment – is the academy ‘speaking’ the same language? [1681]
• Scaling up media training to enable alternative forms of assessment via new physical and virtual learning spaces [1763]
• Reuse, repurpose, recycle: Utilising existing technology to reduce staff workload in Higher Education [1714]
• Steps towards building a pattern library of designs for learning at FutureLearn [1632]
• Empowering students and staff through the use of open textbooks [1756]
• Students’ Expectations of Learning Analytics [1842]
• Press Record to Engage: working with student video production teams [1735]
• Digital capabilities in curriculum design [1771]
• Emotions detection to investigate lecturer-student relationship in the electronic learning environment [1715]
• Empowering Students: Opportunities and pitfalls of using technologies in the co-creation of summative assessment [1631]
• [Pre-Conference Event] Register for Robots and Code, Materials Innovation Factory, University of Liverpool
• The Fleshy Interface: From Techno-Nerd to Uber-Norm [1823]
• Keynote: Siân Bayne -The death of a network: data and anonymity on campus
• Keynote: Peter Goodyear - Shaping Spaces
• Keynote: Bonnie Stewart - The new norm(al): Confronting what open means for higher education
• Get out of the lecture: how technology can enhance the learning process [1722]
• How does a MOOC impact on-campus student engagement? [1679]
• Using the eDAT (e-Design Assessment Tool) to Analyse Online Learning Designs [1846]
• The iPilot: embedding mobile devices into learning and teaching through an institution-wide project [1762]
• Moving from small scale to large scale transformative change: Electronic Management of Assessment at the University of Reading [1792]
• A literature review: Towards understanding the use of Web 2.0 technologies in computer supported collaborative learning foreign language settings using activity theory [1699]
• Will social media usage enhance students’ group performance? - Implications of the tie strength [1596]
• Digital literacy – Empowering Refugee Learners [1704]
• Exploring the impact of students’ academic usage of mobile devices on technostress and academic performance: A double-edged sword [1598]
• Can virtual peers help Web-based learning self-efficacy? [1687]
• Calibrating Educational Design Quality by Integrating Theory and Practice Using Neural Auto-encoders [1601]
• 10 years of implementing electronic submission and feedback [1629]