Sessions for Learning Technology for wider impact

• DigiLearn: A model for the development of technology-enhanced practice [A-011]
• Embedding effective navigational design in the configuration of virtual learning environments [A-163]
• Using gamification to promote social presence and online community building in blended postgraduate teacher training [A-172]
• Helping students to write more effectively [A-074]
• On the road to somewhere: Implementing a TEL Roadmap [A-060]
• Humanising the lived experience of mental health patients through immersive video [A-028]
• Lecture Capture: The Big Bang Theory [A-048]
• Proof of Purchase? How can technology assist in the elusive burden of proof needed forcontract cheating/commissioning cases? [A-185]
• Using linked open data to put accused witches on the map - The wicked findings of the Witchfinder General. [A-127]
• Reimagining teaching practice: Results and recommendations from a three year programme to promote technological innovation in academic staff [A-125]
• EdShareHUB - Connecting and harnessing a distributed network of Open Educational Resources [A-161]
• Does an increase flexibility of our courses result in reduced accessibility? [A-179]
• Measuring and improving accessibility for all: Embedding Blackboard Ally in Moodle [A-015]
• Using a microlearning approach to develop high quality CPD to support healthcare professionals [A-098]
• ZikaMob - Mobiles and Mosquitoes [A-183]
• Who knows where the audio track goes? [A-156]
• Are digital technologies complicit in acts of exclusion and marginalisation? [A-023]
• Lifelong professional learning through eportfolio [A-046]
• Going global from Coventry to Camden: using learning technology for wider impact at Coventry University Online [A-109]
• Beam me in: Using holograms as an educational tool [A-058]
• Increasing the contextualisation and uptake of online learning to improve undergraduate essay writing [A-111]
• ALT.Mentions Podcast. [A-049]
• Seeking support, seeking challenges or something else? - The case of a student-driven ecosystem of Facebook groups as ‘third space’ at a distance learning university [A-089]
• Enabling professional development by letting go of the pedagogical paradigms [A-151]
• Through the Looking Glass; a cross disciplinary approach to creating immersive learning experiences [A-142]
• MOOCs for wider impact: Case studies from the FutureLearn Academic Network (FLAN) [A-134]
• Multicultural teamwork in a Middle Eastern paramedic simulation lab: An activity theory based approach to understanding technological influences to team communication. [A-071]
• A MOOC as a virtual community for glocalisation: a case report on teacher-training in English Medium Instruction [A-078]
• Turn and face the strange, changes of a Learning Technologist to Educational Developer [A-044]
• From a thousand learners to a thousand markers: Scaling peer feedback with Adaptive Comparative Judgement [A-099]
• The DIY Filmschool - how to make great mobile video [A-041]
• Blockchain technology for the lifelong learner [A-035]
• Using Padlet and Snapchat to encourage engagement with core teaching material outwith the classroom. [A-116]
• Evaluating virtual reality in higher education [A-032]
• Fostering Effective Usage of Lecture Capture: A Longitudinal Study of Video Consumption Habits [A-051]
• Wikipedia belongs in education: Principles and Practice [A-144]
• Connectivism in contemporary curricula: new opportunities for student-centred learning practices [A-108]
• Future Facing Learning: A leap into the future of digital empowerment [A-162]
• Creating Education 4.0 [A-012]
• Utilising Transitional Digital Spaces to Support Inclusivity and Develop Community [A-020]
• Out of this World: Jupyter notebooks and Noteable at the University of Edinburgh [A-065]
• Emerging Design Approaches to Contextualisation and OER as Epistemic Artefact in Inter-professional Learning [A-153] - WITHDRAWN
• What is the Value of Lecture Recording at the University of Edinburgh? [A-034]
• Mapping the Field of Digital Identity and Wellbeing [A-154]
• Podcasts—the new MOOCs? [A-021]
• Supporting active and collaborative learning in History at the University of Lincoln using Talis Elevate [A-139]
• Using LTI to Extend the VLE [A-120]