Learning Technology for wider impact
Edited by ALT
July 2, 2019 9:44 pm
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]
- ALT.Mentions Podcast. [A-049]
- Using LTI to Extend the VLE [A-120]
- 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]
- Increasing the contextualisation and uptake of online learning to improve undergraduate essay writing [A-111]