Sessions for 20-minute session

• Partnership, portfolios and practice [1804]
• Respiratory Therapy Students’ Experiences of Assessment in Clinical Simulation-Based Learning Environments [1777]
• EasyPoll: Risks, obstacles and instrumental success factors to developing a bespoke learning technology tool within UK Higher Education [1752]
• Prêt-à-porter: Using learning analytics to address student success and institutional effectiveness [1649]
• Technology and Risk in Japanese Classrooms [1843]
• Educational Design Research and the notion of phronesis [1848]
• A design thinking approach to making strategic and innovative pedagogical change happen [1627]
• Making it real: Using interactive simulated patients for an online acute clinical oncology module in order to enhance the community of learning experience [1672]
• When empowerment goes right: a case study of inspiring thought leadership that went viral [1791]
• The Research & Education Space – Seven Solutions to Seven Problems [1621]
• Beyond the VLE forum: using Twitter to build community and currency into distance-learning modules [1760]
• Students’ perspectives on learning analytic dashboards [1616]
• Up-scaling Learning Technology – the evolution of E-Learning in a University Hospital Emergency Department. [1853]
• Analysis of Users’ Requirements of a VLE: A Reflection of the Application of Grounded Theory [1658]
• It isn’t all about the technology: An exploration of the impact of learning space design on collaborative approaches in the digital classroom. [1803]
• Presentation: Our rapid blended learning design method is ACE! [1728]
• “Erm… so what exactly is a MOOC?’ – Tales from an academic’s first time engagement in the development of a wholly online course [1744]
• Supporting and assessing students on placement through online reflective logs [1748]
• Rethinking Lectures in Redesigned, Collaborative, Learning Environments [1784]
• Virtual Immersive Clinical Simulation [1709]
• Virtually there; a Thinglink approach to developing immersive experiences [1833]
• Social Media as a Role-Play Learning Space [1664]
• Using actor-network theory as a lens to explore lecture capture practices in and across spatial (re)configurations [1661]
• Virtual Fallacy? What are Student Experiences of the Various Learning Spaces? [1830]
• Captioning videos for accessibility: A case study of University College of Estate Management [1676]
• Right Here! Right Now! Placing pedagogy at the heart of web-conferencing [1783]
• Nostalgia, Staff Development and Gamification - what happens when the three are combined? [1659]
• Effectiveness of Learner-to-Learner Interaction in e-learning: An instructors’ perspective [1776]
• ?Adventures in Map Space: Students mixing maps, screencasts and virtual reality to tell spatial stories. [1606]
• iInnovate: Scaling innovation from the individual to the institution [1611]
• Opening Up Higher Education against the Policy Backdrop of the ‘Knowledge Economy’ – Navigating the Conflicting Discourses [1832]
• If the walls could talk [1654]
• Utilisation of computer-aided learning spaces: Is technology transforming histology teaching by replacing microscopes? [1685]
• On-line Resources and the Enhancement of Face-to-Face Contact [1653]
• Digitizing but Diversifying Assessment Formats [7003]
• Beyond the VLE and its islands of innovation – conversational interfaces as “frictionless adoption paths” to institution-wide technology-enhanced teaching [7008]
• From lecture capture to learning capture: how classroom engagement, video and analytics are transforming the learning experience [1607]
• Edge Hill University - UX and the VLE – Looking at the Usability of Learning Edge (Blackboard) Through Our Students’ Eyes [7004]
• Crossing the threshold: supporting engineering students with mathematics [1605]
• Call the Midwife! Bridging the Islands of Midwifery and Law through Virtual and Physical Learning Spaces [1647]
• What are the literacies of resisting the new norm(al)? [1825]
• The Padlet Project: An experiment in empowering Foundation Year students [1743]
• Maximising motivators for TEL use in the FE sector: moving beyond the early adopters at a time of austerity [1721]
• iCARE: Using interactive digital storytelling on mobile devices to deliver community health education to Ebola-affected communities in West Africa [1844]
• Using portfolios and open badges for student engagement – the good, the bad and the indifferent [1856]
• Keeping Nurses Uniform: Developing and Maintaining Consistency in Virtual Learning Spaces [1667]
• Breaking out of silos: A case study of cross-institutional collaboration to increase tertiary teachers’ competencies in blended teaching and learning [1682]
• The Phoenix Project - Interactive Learning [1691]
• The development of an iPad app to monitor and assess student performance whilst on clinical placement. [1686]
• Using the new VLE for Promoting pedagogical Disruption: managing institutional change at scale [1836]
• Blended Learning [1797]
• Ethical implications of using artificial intelligence to assess the competency of aspiring professional accountants. [1595]
• Peer Partners: international collaboration to enhance understanding of responsible fashion design and business [1845]
• ‘Disruptive Learning’ for the less literate adults in technology assisted learning environment [1855]
• Creating continents of digital practice: supporting programmes of study to embed digital capabilities in the curriculum and course delivery. [1626]
• Learning to make a difference 'eight days a week': the impact of online programmes beyond the VLE [1720]
• How did it make you feel? Using immersive 360 VR video to build empathy within clinical settings [1739]
• TRI-IT. You might like it. A tool to support innovation adoption in Higher Education. [1782]
• Teaching and Learning Conversations (TLCs): Building and sustaining a webinar community of practice. [1740]
• Audio recordings of supervisory meeting support students in their undergraduate research project [1665]
• 10 years of implementing electronic submission and feedback [1629]
• Designing ‘phygital’ spaces: Integrating mobile social media in health education. [1809]
• Digital literacy – Empowering Refugee Learners [1704]
• How does the usability of learning technologies affect learners? [1737]
• Host a Wikimedian in Residence: you can't afford not to [1707]
• Press Record to Engage: working with student video production teams [1735]
• Reuse, repurpose, recycle: Utilising existing technology to reduce staff workload in Higher Education [1714]
• Students’ Expectations of Learning Analytics [1842]
• Steps towards building a pattern library of designs for learning at FutureLearn [1632]
• Empowering students to improve with Moodle MyFeedback [1730]
• Learning analytics as a tool for supporting student well-being? [1655]
• Digital connectors or digital as distraction? [1785]
• E-assessment – is the academy ‘speaking’ the same language? [1681]
• WeChat and we chat: how digital literacy skills enhance group work for international students in HE [1643]
• Online Immersive Learning in Crime Scene Investigation [1765]
• Engaging learners with digital feedback: how choice of digital presentation may influence how learners use feedback [1600]
• Moving from small scale to large scale transformative change: Electronic Management of Assessment at the University of Reading [1792]
• Digital capabilities in curriculum design [1771]
• Scaling up media training to enable alternative forms of assessment via new physical and virtual learning spaces [1763]
• Empowering Students: Opportunities and pitfalls of using technologies in the co-creation of summative assessment [1631]
• Can virtual peers help Web-based learning self-efficacy? [1687]
• Calibrating Educational Design Quality by Integrating Theory and Practice Using Neural Auto-encoders [1601]
• Exploring the impact of students’ academic usage of mobile devices on technostress and academic performance: A double-edged sword [1598]
• Emotions detection to investigate lecturer-student relationship in the electronic learning environment [1715]
• Will social media usage enhance students’ group performance? - Implications of the tie strength [1596]
• How does a MOOC impact on-campus student engagement? [1679]
• The iPilot: embedding mobile devices into learning and teaching through an institution-wide project [1762]
• The Fleshy Interface: From Techno-Nerd to Uber-Norm [1823]
• Get out of the lecture: how technology can enhance the learning process [1722]
• Using the eDAT (e-Design Assessment Tool) to Analyse Online Learning Designs [1846]
• A literature review: Towards understanding the use of Web 2.0 technologies in computer supported collaborative learning foreign language settings using activity theory [1699]
• Empowering students and staff through the use of open textbooks [1756]
• Digital natives on screen, what’s the problem? [1671]
• Teaching and Learning Toolkit in our VLE: Empowering pedagogical development [1648]
• Dwelltime: An Online Learning Environment (OLE) for international collaborations [1670]
• Perceptions of formative feedback provided by an iPad app [1857]
• Student-led research on ways to enhance the virtual learning environment for learning optimisation [1807]
• Lecture capture - is more always better? [1780]
• Plym Tour – A mobile interactive tour and experience using multiple learning technologies and platforms. [1827]
• EBCs the disruptive innovation of MOOCs [1668]
• Using the 'blend' effectively: Examining the value of providing online resources to students. [1821]
• Empowering educators to use video to enrich the teaching and learning experience [1757]
• Unlocking the code to student empowerment in learning resource creation [1811]
• Changing pedagogy and changing learning spaces: which comes first? [1815]
• Mapping Patterns of Relations on an Online Graduate Course: A Sociomaterialist Perspective [1657]
• The Use of a Piloting Process to Explore Learning Analytics at the University of Strathclyde [1787]
• The CMALT “Zumba Class”: managing a cohort scheme for CMALT applicants to build institutional capacity for learning technology [1788]
• Normal wasn’t working for us: changing staff perceptions of what a VLE is, whilst changing the VLE itself. [1635]
• The “Watercooler” Applied Game [1781]
• Could educational management be automated? Transactions and trust in Comparative Judgement (CJ) for Diabetic Retinopathy Screening [1708]
• Digital Capability provision across the sector: is it the norm(al)? Findings from the UCISA Digital Capabilities Survey 2017 [1689]
• The RISE Project - Putting Learning Analytics in the service of teaching and learning gains [1799]
• A review of using Bloomberg terminals in finance education: a case study at a post-92 institution [1712]
• Authentic Learning for Interview Experience (ALFIE) [1758]
• Co-Design and Pedagogic Profiling in TEL Staff Development [1610]
• MOOC completion: what really counts? [1711]
• Harnessing the Power of the Hive [1750]
• The way to Academics’ Hearts is Through their Minds [1602]
• How can university student pioneers of learning technology support their peers and their institution? [1801]
• Hybrid courses: Teaching face-to-face and distance students simultaneously as one single cohort [1706]
• Capture This! A journey of engagement with lecture capture in everyday practice [1742]
• The Sustainability Challenge [1767]
• Learning to teach in innovative spaces [1683]
• Mentoring CMALT: Description, Evidence, and Reflection [1673]