Participation through Learning Technology
Edited by ALT
August 2, 2018 10:39 am
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]