Sessions for Participation through Learning Technology

• GRASP: A technology enhanced learning design framework [18-18]
• It's a marathon, not a sprint - moving to opt out lecture capture [18-155]
• Panopto for self-submitted lesson observations [18-59]
• A collaborative game-making approach to learning through failure [18-171]
• Increasing Student Engagement and Performance using Active Learning Platform [18-167]
• Active apps: the use of Flipboard as a digital engagement tool in active and flexible learning environments. [18-69]
• Embedding critical digital literacies in an online course [18-79]
• Creating Accessible Presentations using Slides: Keep it Simple [18-139]
• Expanding the digital affordances of webinars: Lessons from The Oxford HIVE [18-124]
• Students as partners in technology initiatives: How does the technology aspect affect partnerships, and how can we make the most of this? [18-129]
• Upside down: staff and student led digital learning strategies in UK HEIs [18-99]
• Engaging with students and staff to improve the VLE (Blackboard) user experience [18-152] - CANCELLED
• A pathway of discovery - TEL for staff development [18-172]
• Using technology to support lifelong learning needs of medical specialists: The experience of The Royal Australasian College of Physicians (RACP) [18-107]
• Students are already Digitally Capable when they arrive at University, True or False? [18-128]
• Signed, Sealed, Delivered: Student led reform to the student feedback journey [18-23]
• Did you see my marks? An evaluation of how distance learning students perceive assessment feedback using video technology. [18-125]
• Watch that Mix: Blending the Learning for Engagement [18-183]
• Rating their digital experience - what do our students really, really want? [18-151]
• Industrial Scale Lecture Capture as an Accessibility Aid [18-51]
• Empowering students through an authentic learning environment: How lecturers are creating opportunities for independent learning through the use of technology [18-82]
• A five-step eLearning strategy for inclusive and pedagogically sound content [18-56]
• OSCEs at the Oscars: how video assessment has stolen the show [18-156]
• New Web Accessibility Law: what does it mean for online learning? [18-53]
• Digital Capability Check-up: Supporting students to discover and build their digital capabilities [18-50]
• Is finding an Ally the way to unlock inclusive practice in a VLE? [18-132]
• What organisational variables support a positive student digital experience? [18-106]
• Studying learning journeys with lecture capture through Staff-Student partnerships [18-39]
• Digital Storytelling for Student (and Teacher!) Engagement [18-40]
• Flipped Learning and Learning Analytics: A match made in heaven? [18-52]
• How a MOOC effectively facilitated student transitions to an online distance learning programme [18-60]
• Witchcraft to Wonder - My journey empowering staff with technology [18-66]
• Creating online resource to aid the creation of digital materials for both staff and students to increase digital literacy. [18-72]
• Browsers as an assistive technology [18-87]
• In The Zone: a mobile app for field work, public engagement and learning beyond the classroom [18-89]
• Engaging students in their digital experience [18-105]
• Chinese and UK Students Views on the Usability of an ePortfolio [18-120]
• Threshold concepts: a practical, interactive guide to crossing the threshold [18-30]
• Using learning analytics to inform evidence-based interventions on live courses [18-123]
• Practical Applications of Artificial Intelligence: Hype vs Reality [18-111]
• Creating Community: Improving Engagement Using Real-Time Communication [18-141]
• Enabling data skills for all [18-164]
• Increasing the amount students understand and synthesize source texts into their essays in an academic study skills course using an online submission system. [18-148]
• Technology for the sake of it, I don't think so [18-176]
• Analytics for tracking student engagement [18-174]
• Designing for participation - an Aula case study [18-150]
• Co-design partnerships to engage students in online learning [18-159]
• Careering Ahead: Rewarding students participating on an optional online employability skills course [18-21]
• Effective Learning using collabarative technology [18-184]