Sessions for Research/practice (20mins)

• The lecture is not dead! The e-pen proves mightier than the sword in engaging students to participate, enjoy and achieve in their learning. [A-007]
• Digitally Enhanced Assessment and Feedback - the Technologies for e-Marking project [A-122]
• Critically Introducing An Online Peer Review CampusMoodle Audit Tool (CMAT) Project [A-057]
• Privacy- and ethics-by-design for workplace learning platforms [A-052]
• Embedding effective navigational design in the configuration of virtual learning environments [A-163]
• Tech and me: why identity change matters in developing digital literacy [A-184]
• Does an increase flexibility of our courses result in reduced accessibility? [A-179]
• Humanising the lived experience of mental health patients through immersive video [A-028]
• An online platform to help teachers design meaningful and practicable learning activities [A-174]
• Using gamification to promote social presence and online community building in blended postgraduate teacher training [A-172]
• Raising ABLE: why a design system is essential for scaling effective use of learning technologies [A-158] - WITHDRAWN
• Reaching through the screen: KARE as a new scaffolding to support online education [A-128]
• ‘One stitch in time, saves nine’: illustrating the helpfulness of theory in learning technology research through a doctoral study [A-130]
• Mapping the Field of Digital Identity and Wellbeing [A-154]
• Using an ePortfolio to embed academic, personal and professional development in the educational experience: Durham University's Implementation of PebblePad [A-131]
• Creative adaptations of an openly licensed course – 23 Things for Digital Knowledge [A-133]
• Designing a new digital arts curriculum where technology inspires new stories, new experiences and new realities. [A-168]
• Supporting active and collaborative learning in History at the University of Lincoln using Talis Elevate [A-139]
• So much data, but what tells the most accurate story? Analysis of engagement metrics vs student attainment using multiple sources across physical and virtual spaces at Anglia Ruskin University [A-140]
• EdShareHUB - Connecting and harnessing a distributed network of Open Educational Resources [A-161]
• Choosing an eAssessment platform: The things no-one tells you [A-008]
• Hidden learning spaces: What learning analytics cannot tell us [A-148]
• How Gamification (playful learning) can facilitate shared community learning experience in a Higher Education (HE) environment [A-149]
• The Integration of Hydra Immersive Learning into Postgraduate, Higher and Further Education [A-143]
• Reimagining the Digital University: A new contextual framework for university development [A-146]
• Proof of Purchase? How can technology assist in the elusive burden of proof needed forcontract cheating/commissioning cases? [A-185]
• Creativity through video in Heriot-Watt Online [A-069]
• Building capacities to help students engage with their learning [A-135]
• Go fast, go alone; Go far, go together: Changing the digital landscape through collaboration. [A-076]
• How Green was my Tally? – validating the proxies and predictions of a Learning Analytics Service [A-085]
• Reimagining teaching practice: Results and recommendations from a three year programme to promote technological innovation in academic staff [A-125]
• Lecture Capture: The Big Bang Theory [A-048]
• Bringing Virtual Patients to life: integrating online learning into the classroom to enhance the student learning experience. [A-124]
• Using a microlearning approach to develop high quality CPD to support healthcare professionals [A-098]
• How user experience research is shaping the changes to our Virtual Learning Environment [A-105]
• An educational experience supported and enhanced by technology: a mixed methods exploration of students’ and staff’s perspectives. [A-106]
• Enhancing student learning with rich media feedback [A-107]
• Influential voices - developing a blogging service based on trust and openness [A-096]
• Analysing student study choices to qualification: which study routes are best? [A-157]
• Analysing students’ digital experience: personas and key drivers [A-115]
• Critically (re)framing open education within a geographically and digitally distributed university [A-141]
• Investigating the Significance of Educational Technologist's Role in Higher Education [A-171]
• Future Facing Learning: A leap into the future of digital empowerment [A-162]
• Working towards a systemic adoption of learning analytics – stakeholder expectations and concerns [A-056]
• How user research shaped the thinking towards developing our institution's central web portal [A-013]
• DigiLearn: A model for the development of technology-enhanced practice [A-011]
• Utilising Transitional Digital Spaces to Support Inclusivity and Develop Community [A-020]
• Evaluating virtual reality in higher education [A-032]
• Using Padlet and Snapchat to encourage engagement with core teaching material outwith the classroom. [A-116]
• Mapping Professional Accreditation Pathways in HE: Triangulating the UCISA Surveys with a Systematic Review and Analysis [A-037]
• Fostering Effective Usage of Lecture Capture: A Longitudinal Study of Video Consumption Habits [A-051]
• Facilitating peer-led group research through virtual collaboration spaces: a multi-year action research study [A-059]
• Cloud of Engagement [A-181]
• Wikimedia in Teaching and Learning - how students are shaping the open web [A-063]
• Putting it all together: lessons from collaborative practice [A-064]
• Programme level design and analytics: a review and moving forward [A-138]
• Multicultural teamwork in a Middle Eastern paramedic simulation lab: An activity theory based approach to understanding technological influences to team communication. [A-071]
• Video Feedback: The New Frontier [A-081]
• Here be Dragons: Dispelling Myths around BYOD Digital Examinations [A-086]
• Walking the online creative teaching walk: developing curriculum and staff creativity in online programme design and teaching [A-121]
• Supporting complex marking workflows online [A-119]
• What the world's leading universities think of TEL [A-016]
• Student Voices: New Research Into the Learning Challenges Students Face and Their Use and Perception of Digital Resources [A-166]
• Video Games Streaming as a Student Engagement Initiative [A-110]
• Implementing Collaborate Ultra as a Lecture Substitute - A Student Experience Case Study [A-112]
• Flipped Classroom - perceptions and inspiration [A-182]
• Getting Creative with Assessments for Distance Learners [A-053]
• Making our students ‘appy – how we successfully rolled out our student mobile app [A-038]
• Scrapbooks and Games – creating a student-centred environment to develop and enrich creativity, collaboration and communication skills [A-104]
• Creating a digitally capable organisation: the critical success factors [A-097]
• Using behaviour change as a critical frame of reference to understand the adoption of Learning Design methodologies [A-093]
• Measuring and improving accessibility for all: Embedding Blackboard Ally in Moodle [A-015]
• ACE communication skills: an online barrier assessment to help develop complex communication competency [A-079]
• Online learning during university shut downs [A-178]
• Helping students to write more effectively [A-074]
• Creativity and the use of student-produced digital video for assessment [A-055]
• A data driven approach to student engagement [A-068]
• Podcasts—the new MOOCs? [A-021]
• Supporting Creative Engagement and Open Education at the University of Edinburgh [A-062]
• Predicting Participation and Learning Outcomes From International Exchange Experiences: A Learning Analytics Case-study From Accounting [A-026]
• "I had to put down my cup of tea and sit up": Private online spaces for active learning [A-030]
• Increasing digital capabilities through an Escape Room activity. [A-019]
• ZikaMob - Mobiles and Mosquitoes [A-183]