Sessions for Empowerment in Learning Technology

• Peer Partners: international collaboration to enhance understanding of responsible fashion design and business [1845]
• Teaching and Learning Conversations (TLCs): Building and sustaining a webinar community of practice. [1740]
• Using digital assessment guides to scaffold and enhance the assessment process [1741]
• Using postgraduate placement students to influence the design and development of online learning materials [1764]
• Using portfolios and open badges for student engagement – the good, the bad and the indifferent [1856]
• Digital empowerment: teaching and learning digital capabilities is essential to development, participation and wellbeing [1835]
• What is norm(al) anyway? Improving staff competency and engagement with TEL – perspectives and proposals [1675]
• Technology and Risk in Japanese Classrooms [1843]
• VLE to PLE - The next generation of digital learning environment. [1678]
• Digital learners’ stories: are we listening? [1810]
• Yes, we are open': Exploring definitions of openness in education [1837]
• Student technology ambassadors schemes: their impact on roles, relationships and digital skills training in UK higher education [1698]
• Designing Learning for the New Normal - Navigating from Islands of Innovation Back to the Mainland of the New Mobility [1710]
• When empowerment goes right: a case study of inspiring thought leadership that went viral [1791]
• An Agile and Scalable Professional Development Strategy: The CMALT cMOOC Project [1618]
• “All your grade are belong to us: A longitudinal study of inter-disciplinary team-based assessment using online collaborative tools for individual evaluation of student performance” [1802]
• On-line Resources and the Enhancement of Face-to-Face Contact [1653]
• Escape from Paper Mountain: a creative approach to training staff in online marking [1768]
• Mentoring CMALT: Description, Evidence, and Reflection [1673]
• Look Here: To what extent do reflective journals aide the experiential learning process? [1663]
• Getting to know you [1795]
• Redesigning a module for blended learning [1769]
• From lecture capture to learning capture: how classroom engagement, video and analytics are transforming the learning experience [1607]
• Crossing the threshold: supporting engineering students with mathematics [1605]
• Workshop: “How do you break your filter bubble?” [1749]
• Maximising motivators for TEL use in the FE sector: moving beyond the early adopters at a time of austerity [1721]
• The Padlet Project: An experiment in empowering Foundation Year students [1743]
• What are the literacies of resisting the new norm(al)? [1825]
• Empathetic Assessment?: Exploring the impact of screencast feedback [1674]
• Call the Midwife! Bridging the Islands of Midwifery and Law through Virtual and Physical Learning Spaces [1647]
• Facilitating student-led teaching and content creation through technology: Use cases, instructional design & delivery responsibilities [1623]
• Are we serving from the baseline? Student and staff perspectives on an Institutional VLE Baseline requirement. [1637]
• Empowering students and staff through the use of open textbooks [1756]
• Host a Wikimedian in Residence: you can't afford not to [1707]
• Press Record to Engage: working with student video production teams [1735]
• Digital capabilities in curriculum design [1771]
• The way to Academics’ Hearts is Through their Minds [1602]
• Digital natives on screen, what’s the problem? [1671]
• WeChat and we chat: how digital literacy skills enhance group work for international students in HE [1643]
• Digital connectors or digital as distraction? [1785]
• Digital literacy – Empowering Refugee Learners [1704]
• The iPilot: embedding mobile devices into learning and teaching through an institution-wide project [1762]
• A literature review: Towards understanding the use of Web 2.0 technologies in computer supported collaborative learning foreign language settings using activity theory [1699]
• Emotions detection to investigate lecturer-student relationship in the electronic learning environment [1715]
• How does the usability of learning technologies affect learners? [1737]
• Empowering Students: Opportunities and pitfalls of using technologies in the co-creation of summative assessment [1631]
• Capture This! A journey of engagement with lecture capture in everyday practice [1742]
• How can university student pioneers of learning technology support their peers and their institution? [1801]
• Lecture capture - is more always better? [1780]
• Empowering educators to use video to enrich the teaching and learning experience [1757]
• Student-led research on ways to enhance the virtual learning environment for learning optimisation [1807]
• Plym Tour – A mobile interactive tour and experience using multiple learning technologies and platforms. [1827]
• Developing Staff Further: The additional benefits of a TEL Toolkit [1717]
• Teaching and Learning Toolkit in our VLE: Empowering pedagogical development [1648]
• The CMALT “Zumba Class”: managing a cohort scheme for CMALT applicants to build institutional capacity for learning technology [1788]
• Unlocking the code to student empowerment in learning resource creation [1811]
• The RISE Project - Putting Learning Analytics in the service of teaching and learning gains [1799]
• Harnessing the Power of the Hive [1750]
• Co-Design and Pedagogic Profiling in TEL Staff Development [1610]
• Digital Capability provision across the sector: is it the norm(al)? Findings from the UCISA Digital Capabilities Survey 2017 [1689]
• Normal wasn’t working for us: changing staff perceptions of what a VLE is, whilst changing the VLE itself. [1635]
• Student technology ambassadors schemes: their impact on roles, relationships and digital skills training in UK higher education [1798]