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May
15
2023

From ‘Passive Bystanders’ to ‘Active Participants’: How the ICAP Framework can Help Frame Active Learning Using Technology

Blog post Digital pedagogy Online learning

In this post, we consider how the ICAP Framework (Chi and Wylie, 2014) can help support a shared understanding of… View Article

1 Comment
Quiz
Aug
11
2022

A,B,C,D…..Or Something Else: Introducing Creativity Into Quizzes.

Community Digital pedagogy

There are now several online quiz platforms, many of which provide a free option for teaching.  Whilst many of these… View Article

1 Comment
Aug
06
2021

Staff Development for Anti-Racist Practice

Anti-Racism and Learning Technology SIG Community Digital pedagogy Staff development

The Anti-Racism & Learning Technology Community The most common form of professional development for race equality is normally a one-day… View Article

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Screenshot of the course on Future Learn
Jul
06
2021

Help is at hand: an open course to support the transition to online teaching.

Community Covid special collection Digital pedagogy

The pandemic has fundamentally altered approaches to work, teaching and study. There has been an unprecedented shift to online learning… View Article

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Feb
16
2021

The curious case of long videos: how research evidence, institutional data and experience struggle to trump gut instincts

Digital pedagogy Learning Technology Research

The rapid changes to the ways in which most are teaching at the moment have led to some recurring debates… View Article

4 Comments
cyclist on the open road
Sep
08
2020

What is the future in FE for TEL and Digital Pedagogy? Thoughts from the bike by an FE Teacher Educator

Community Digital pedagogy

What will Covid-19 mean for TEL (Technology Enhanced Learning) and Digital Pedagogy in our beloved FE sector? Well, the truth… View Article

2 Comments

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The #altc blog is published by the Association for Learning Technology (ALT). The text is licensed under a Creative Commons Attribution 4.0 International License and unless otherwise indicated articles are © their author(s) .
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