Sessions for 40-minute session

• Student technology ambassadors schemes: their impact on roles, relationships and digital skills training in UK higher education [1798]
• An Agile and Scalable Professional Development Strategy: The CMALT cMOOC Project [1618]
• Designing Learning for the New Normal - Navigating from Islands of Innovation Back to the Mainland of the New Mobility [1710]
• What is norm(al) anyway? Improving staff competency and engagement with TEL – perspectives and proposals [1675]
• Understanding what captured attendance data can tell us for improving learning and teaching [1805]
• Evidence Bases and Business Cases [1702]
• Kevin Costner is a liar: Field of Dreams and other EdTech fallacies [1693]
• Design and Evaluation of a Fully Flexible, Technology Enhanced, Learning Space Suitable for Team Based Learning [1646]
• Designing online courses: what do learners value? [1754]
• Learning Spaces as Complex, Emergent Sociomaterial Assemblages [1642]
• “Systems are arcane, forced to work, unreliable and convoluted” The long and winding road of Electronic Management of Assessment [1751]
• “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]
• Discussion: Digitally addicted, empowered or totally switched-off? How digitally literate are you and why it matters. [1828]
• Data Informed Approaches to Understanding and Supporting Student Engagement [1826]
• Empathetic Assessment?: Exploring the impact of screencast feedback [1674]
• Blended Learning Essentials – Designing MOOCs for Interactivity & Engagement [7001]
• Escape from Paper Mountain: a creative approach to training staff in online marking [1768]
• Investigating the potential of micro-blogging in creating a ‘dialogic space for learning’ [1617]
• Evaluating the ’new norm(al)’ of online degree programmes: a solution-seeking study. [1692]
• Facilitating student-led teaching and content creation through technology: Use cases, instructional design & delivery responsibilities [1623]
• Student technology ambassadors schemes: their impact on roles, relationships and digital skills training in UK higher education [1698]
• Digital learners’ stories: are we listening? [1810]
• MOOCS – A Catalyst for Change: The transformation from innovation to the new normal of online and blended education. [1839]
• Exploring benefits and challenges of a flipped classroom approach [1747]
• Planning for Pedagogy, Technology and Learning Space [1680]
• Are we serving from the baseline? Student and staff perspectives on an Institutional VLE Baseline requirement. [1637]
• Developing Staff Further: The additional benefits of a TEL Toolkit [1717]
• VLE to PLE - The next generation of digital learning environment. [1678]
• Can VR become part of the new normal? [1817]
• Beyond islands of innovation – supporting TEL within UK Higher Education [1850]
• Virtual reality in the real world: exploring the pedagogic affordances [1656]
• Are students getting used to Learning Technology? How student media usage patterns change. [1612]
• Yes, we are open': Exploring definitions of openness in education [1837]
• Impact of Video Technology on Learning Spaces: how accessible video strategies changes how learners acquire new knowledge/skills [1640]
• Far from the island of innovation: conservatism in technology enhanced learning strategies [1636]
• Scalable teaching of teachers via Facebook Live [1588]
• Festivals, Hacks and Retreats through to formal reviews; employing different strategies to challenge perceptions of digital learning and enable change [1796]
• CMALT: Professional Accreditation through the Association for Learning Technology’s Certified Membership scheme [7002]