Insights and Innovations from ALT M25 Meetings
By M25 Member Group
In 2024, the ALT M25 community engaged in dynamic discussions during the Summer and Winter Meetings, covering topics such as e-portfolios, the evolving role of social media in learning technology, AI in assessments, and the significance of empathy in UX design. These sessions emphasized the importance of adaptability and innovation in enhancing educational practices. As we look ahead, stay tuned for the Spring Meeting in 2025 scheduled at 2 – 4 pm on Monday 24 March 2025, where we will continue to explore exciting developments in digital learning.
Thinking Back, Moving Forward: ALT M25 Summer Meeting
The M25 Summer meeting was held in a hybrid format, both online and in-person at the UCL East Campus on 18 July 2024. You may want to watch the recording of the session again. Let’s review the exciting presentations and interactive activities of the day.
MyPortfolio: A Case Study Supporting the Engineering Foundation Year
The first presentation, delivered by Kat Alston-Cole from UCL Faculty of Engineering, explored the use of MyPortfolio to support students in the Engineering Foundation Year. She shared both challenges and successes in integrating this tool, noting that over time, students developed essential skills in collaging their works using MyPortfolio. She also emphasised the need to improve guidance for students and provide clearer examples of portfolio usage.
A key highlight was the improvement in student confidence, as shown in a survey conducted before and after using MyPortfolio. Students felt significantly more confident after introductory sessions, highlighting the value of hands-on support.
Looking ahead, plans include refining support based on student feedback, improving portfolio appearance, and offering more examples. Further research will assess the long-term impact and identify areas for improvement. This case study initiated a constructive discussion on the importance of adaptability, feedback, and empowerment in successfully adopting portfolio tools in higher education.
Social Media in Learning Technology: Where Did Everyone Go?
Sarah Sherman from the Bloomsbury Learning Exchange (BLE) opened a discussion on the evolving role of social media in learning technology. The presentation started by highlighting the shifts in platforms and user engagement, noting the significant changes in popular platforms like X (formerly Twitter) and the rise of new contenders such as Mastodon and Threads. A poll was conducted to gauge current platform preferences, encouraging attendees to reflect on which tools they are using and how effective they find them.
The session sparked a conversation around the advantages and disadvantages of various platforms, such as LinkedIn for professional networking versus X for rapid, real-time updates. There was a notable discussion about whether recent launches like ChatGPT could transform learning technology beyond social media and how these technologies may promote or hinder access to learning communities.
In the open discussion, participants shared what features were missing in older platforms, what they currently find useful, and what gaps remain in their digital toolkits. Sarah encouraged open dialogue on how social media can better serve learning technology in the future, with particular attention to what works and what doesn’t work for both educators and students.
Academic Alliance: Addressing AI and Assessment Adventures
The third presentation, titled “Academic Alliance: Addressing AI and Assessment Adventures,” was led by Tim Neumann from UCL’s Knowledge Lab, with contributions from Jintong Yan, Zhixin Zhang, Sophie Ho, and Jennifer Seon. This engaging session explored various projects focusing on AI and assessment within the Institute of Education (IOE).
The first project investigated AI-related questions within student dissertations, gathering insights from over 140 participants. The second project involved an AI and Assessment Hackathon, where groups of students and alumni tackled six AI-related assessment briefs over nine days. This challenge aimed to foster collaboration and creative problem-solving among participants from UG and PG.
Finally, the projects culminated in a task where participants presented their findings to senior management at IOE. These presentations were designed to inform future AI policy and assessment strategies within the institution. The co-creation ensures that students’ voice is reflected in the IOE’s institutional strategies.
Lessons learnt snowball and Future cards discussion
On top of professional sharing, there were two interactive activities sparking deeper discussions on the year’s challenges, solutions, and lessons to carry forward. During the “Lessons Learnt Snowball Exercise,” participants jotted down key insights from the 2023/24 academic year on post-it notes and shared them. Examples included reflections on the rising importance of VR in teaching, the good practices in managing the change of VLE, and the value of involving students in decision-making. Others highlighted the need to better understand AI’s role in education and acknowledged that changes, while exciting, can pose challenges.
Participants concluded the day with the “Future Card Activity,” where groups discussed trends shaping the future of UK digital learning. They explored ideas like modular, flexible learning replacing rigid degree structures and the expansion of AI-powered personalised education. Some groups reflected on strategies to bridge digital divides and ensure equal access, while others debated the balance between traditional, research-focused learning and digital innovation. This collaborative exercise encouraged creative thinking about adapting to and thriving in an evolving digital learning landscape.
Purposeful UX: From Assumptions to Solutions That Matter: ALT M25 Winter Meeting
The ALT M25 Winter Meeting took place on 18 November 2024 at Chelsea College of Arts. The event focused on UX/UI design in education and how research can improve digital learning.
KCL Integrating Empathy into UX Design
The King’s College London (KCL) UX team, led by Rachel Brown, Andrea Amato, Helena Futerman, and Juliana Matos, delivered a workshop on integrating empathy into UX design. They introduced their approach to improving digital learning applications through user research and iterative testing. The session covered key UX methodologies, including the System Usability Scale (SUS) for usability assessment and empathy mapping to understand user needs and frustrations. Participants explored how data collection, interviews, and student profiles help shape more intuitive learning experiences.
The workshop then introduced “How Might We” (HMW) questions to reframe challenges into actionable design opportunities, followed by Crazy 4s, a rapid ideation method. The team also discussed testing design assumptions to ensure solutions align with real user needs. The session concluded with reflections on practicing empathy in UX, reinforcing the idea that great design starts with deeply understanding users.
UAL’s UX Journey to a Consistent Course Template
Ben Kammerling and Rebecca Cheng from the University of the Arts London shared their approach to creating a consistent Moodle course template. They used the Triple Diamond UX process, including interviews, usability testing, and data analysis, to identify problems like inconsistent page designs and navigation challenges.
The new template, used in 120 courses, has received positive feedback for its simplicity and accessibility. However, issues like finding resources and submitting assignments still need improvement. UAL plans to address these problems through surveys and further testing.
HyFlex and Classroom Technology at Birkbeck
Adele Cushing from Birkbeck, University of London, shared how they are using HyFlex teaching to support in-person and online students equally. HyFlex classrooms include advanced touchscreens and flexible layouts to help students collaborate and participate, no matter where they are.
The HyFlex pilot has shown promising results, but challenges remain. Adele highlighted the need for better support for hybrid participation and smoother technology integration. Future work will expand the use of HyFlex while addressing these challenges.
Lesson learnt
The ALT M25 Winter Meeting provided useful insights into UX and digital education. The presentations and discussions showed how thoughtful design and research can improve learning experiences for students and educators.
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