Sessions for Short presentation – 20mins

• The present and the future of digital technologies: what do students think about schools, technology and learning, and implications for teacher education. [18-14]
• Changing cultures, engaging staff: building capacity and through informal learning approaches [18-118]
• Partnering experiences to boost outcomes [18-185]
• Does Learning Design have an effect on student performance? - Aligning Learning Design with Learning Analytics [18-170]
• Watch that Mix: Blending the Learning for Engagement [18-183]
• From Apples to Oranges – Moving from proprietary software to an open source solution to deliver an improved student experience [18-173]
• Effective use of?educational technology: Perceptions of upskilling academics to deliver learning that successfully blends pedagogies. [18-101]
• Using technology to support lifelong learning needs of medical specialists: The experience of The Royal Australasian College of Physicians (RACP) [18-107]
• Learning Technology’s part in Abertay University’s “Sticky Campus”. [18-110]
• A pathway of discovery - TEL for staff development [18-172]
• Changing the conversation around lecture capture: Supporting effective student engagement through active learning [18-44]
• Collaboration for success: rolling out a new teaching technology across a distance learning institution [18-153]
• Engaging with students and staff to improve the VLE (Blackboard) user experience [18-152] - CANCELLED
• Students are already Digitally Capable when they arrive at University, True or False? [18-128]
• Increasing Student Engagement and Performance using Active Learning Platform [18-167]
• Design Thinking, Learning Design and Canvas [18-136]
• Up scaling Learning Technology – the evolution of E-Learning in a University Hospital Emergency Department. [18-160]
• It's a marathon, not a sprint - moving to opt out lecture capture [18-155]
• OSCAR: A Structured Approach to Course Design [18-34]
• OSCEs at the Oscars: how video assessment has stolen the show [18-156]
• Big Change, Little Change [18-187]
• Robots in education: Leading edge or bleeding edge? [18-137]
• Align, scaffold, engage: collaboration between learning designers, academics and students in the design and development of online content for flipped classroom [18-85]
• Crossing boundaries with #BYOD4L – sustaining and extending open collaboration [18-83]
• Empowering students through an authentic learning environment: How lecturers are creating opportunities for independent learning through the use of technology [18-82]
• ePortfolio-enabled revalidation: An Admiral Nursing experience [18-80]
• Did you see my marks? An evaluation of how distance learning students perceive assessment feedback using video technology. [18-125]
• Cultivating Collaborations - Developing an active learner community in Nursing [18-76]
• Online teaching and learning in the developing world: An insight from an EMI university [18-133]
• Using Talis Elevate to evaluate user behaviour [18-70]
• Industrial Scale Lecture Capture as an Accessibility Aid [18-51]
• DALI – A Collaborative way forward for Learning Spaces (Subtitle: “Have no fear of perfection, you’ll never reach it”) Salvador Dali. [18-138]
• Introducing Openness through the national professional development initiative for foreign language teachers in Uzbekistan that leads to recertification of the licence to practice [18-100]
• E-submission, feedback and grading: a collaborative approach to University-wide adoption [18-144]
• Electronic Management of Assessment - experiences from Abertay University [18-63] - WITHDRAWN
• Rating their digital experience - what do our students really, really want? [18-151]
• Collaborative E-Learning as an integral part of “MEDIAN_HE”, a master study programme on teaching and learning in Higher Education Institutions focusing on applied sciences [18-140]
• Signed, Sealed, Delivered: Student led reform to the student feedback journey [18-23]
• Expanding the digital affordances of webinars: Lessons from The Oxford HIVE [18-124]
• Upside down: staff and student led digital learning strategies in UK HEIs [18-99]
• Designing for participation - an Aula case study [18-150]
• Modernising Classroom Learning Environments [18-77] - CANCELLED
• e-Forms: simple technology, massive impact [18-57] - WITHDRAWN
• Unlocking the stable door?: Preparing learners for digital learning before they enrol on their studies [18-142]
• From under the radar to under review: digital learning in a 'face-to-face university' [18-147]
• Virtual Learning Environments: Walking in the Park or Wandering in the Jungle? [18-98]
• Creating Community: Improving Engagement Using Real-Time Communication [18-141]
• 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]
• Chinese and UK Students Views on the Usability of an ePortfolio [18-120]
• Reaching 2500+ teachers via Facebook Live [18-17]
• Making global knowledge accessible to English as a foreign language speakers of an undergraduate leadership course through a ubiquitous learning environment [18-117]
• A professional development MOOC for learners in low and middle income countries: Engaging linguistically and culturally diverse learners [18-113]
• Nature vs Technology - why not both? [18-86]
• Am I Hired? Supporting student employability through enhanced social media profiles [18-109]
• Creative Learning spaces: Uncovering and sharing TEL expertise using a ' world cafe.' [18-88]
• Collaborative authoring: Why developing an academic-focused, digital-by-design tool matters to both staff and students [18-104]
• Transferability of open resources to global audiences [18-91]
• Studying learning journeys with lecture capture through Staff-Student partnerships [18-39]
• Flipped Learning and Learning Analytics: A match made in heaven? [18-52]
• Eportfolios in placements: unlocking the potential through collaboration [18-92]
• Embedding critical digital literacies in an online course [18-79]
• Let Them to be Creative! Using Twitter to Support Language Learning [18-64]
• Digital Capability Check-up: Supporting students to discover and build their digital capabilities [18-50]
• Active apps: the use of Flipboard as a digital engagement tool in active and flexible learning environments. [18-69]
• Procuring a new VLE - Process & Lessons Learned [18-49]
• Degree Apprenticeships – The Evidence Challenge [18-73]
• Comment Discovery in FutureLearn MOOCs [18-74]
• New Web Accessibility Law: what does it mean for online learning? [18-53]
• The Blended Learning Consortium - How over 100 FE providers are working together to co-fund and co-develop quality content and could this model work in HE? [18-78]
• A sneak peek into E-learning - The E-Learning production scheme at QMUL [18-154]
• Moving practice assessment online: A case of collaboration within, between and across institutions [18-84]
• Getting on top of IT: providing local services to support the student journey [18-26]
• Carpe Diem: A paradigm shift to learning at the University of Liverpool Management School [18-22]
• Careering Ahead: Rewarding students participating on an optional online employability skills course [18-21]
• Co-design partnerships to engage students in online learning [18-159]
• The Open Networking Lab: an open online course for experiential learning of computer networking [18-24]
• Analytics for tracking student engagement [18-174]
• Engaging Scenario Design [18-20]
• Open Access Journals - Who Pays and What do you get? [18-188]