Live coverage and in situ at the ICC Broad Street Birmingham
Live streaming of keynotes and selected sessions http://
*Work - Biosciences Lecturer & E-Learning/Ed Tech Innovation Radical Infiltrator & FutureLearn MOOC Mania
*Real life - Lover, Mother, Forager, Gardener, Artist, Dangerous Dancer and Guerilla Cyclist Grrrrrr*
1 min read
In this session we talk to Martin Hawksey, Chief Innovation, Community and Technology Officer at the Association for Learning Technology (ALT), about the development of the Open Course in Technology Enhanced Learning (ocTEL). As part of this we explore how ALT Members supported the design, development and running of the course as well as the technical challenges of facilitating a distributed learning experience and in particularly helping learners make connections to knowledge and people in an open learning space.
You can access the webinar here (please note the session will not be live until one hour before the start time).
Please note that the sessions will take place in Blackboard Collaborate. Even if you are familiar with Blackboard, it is important that in advance you check that your system and connection are capable of handling a session, and that you have the (small) Blackboard Collaborate client successfully installed. Do this from the support page at http://
2 min read
Presenter: A/Prof. Pierre Benckendorff (University of Queensland, Australia).
This seminar will explore the techniques used to assess the learning outcomes of online business simulations. Online business simulations are complex learning tools designed to teach strategy, competitive analysis, finance, marketing, HRM, cross-functional alignment, and the selection of tactics to build a successful business. Simulations can develop a range of skills and capabilities that are challenging to develop using traditional teaching and learning approaches. Simulations are one of many tools in the educator's tool kit and their effectiveness depends on the use of appropriate pedagogy and assessment to support student learning.
Audience interaction is encouraged to make it a lively session.
Hosted by: Professor Geoffrey Crisp (RMIT University, Australia) and
Dr Mathew Hillier (The Institute for Teaching and Learning Innovation, The University of Queensland, Australia).
You will receive an automated response with login instructions.
Sessions are hosted by Professor Geoffrey Crisp, Dean Learning and Teaching, RMIT University and Dr Mathew Hillier, Institute for Teaching and Learning Innovation, University of Queensland, Australia.
Please note all sessions are recorded and made public after the event.
1 min read
The desire to develop open education frontiers has often focussed on improving access geographically to distant students, or to those unable to gain a place in Higher Education, through digital provision. However, these resources often fail to understand the accessibility challenges they raise and what needs to be done to avoid them. The Inclusive Learning Special Interest Group (ILSIG) sought to raise the profile of accessible practice with resources and applications with the ALT and TechDis communities, but this was often limited to those with special interest in this. With the loss of JISC TechDis we have taken the opportunity to progress a more accessible and inclusive approach through the OpenEd SIG, where we hope it fits more comfortably with its broader agenda to reach a wider audience.
We will have a number of speakers who will share their experiences in improving access to Open Educational Resources and a discussion.
Chaired by Paul Richardson
Presented by Shirley Evans and Terry McAndrew
You can access a recording of the webinar here.
2 min read
David Gibson (Curtin University, Australia) and Kate Coleman (Deakin University, Australia)
This seminar will explore the following questions: What is badging, and how can I use it to warrant learning and motivate higher education students? How do I implement a whole of program approach to badging - in a degree program or an extra-curricular program? How do I implement a whole of institution approach to badging- how to approach policy, change leadership, and professional bodies?
Mozilla's Open Badges project has opened up a new way of recognising skills and learning through an open, stackable framework and provided an opportunity to identify more detailed aspects of learning. Badging skills, experiences and knowledge can supplement or possibly replace traditional assessment signals such as marks and grades in the future. We have also seen through our networks and ongoing research how open badges can enable a more social approach to assessment: where badges can be issued or endorsed by designated stakeholders - peers, mentors, industry, associations – both within and outside of an institution and build the learner’s ability to judge their own and others’ performance.
In 2014, Deakin University, Melbourne Australia with project partner Curtin University, Perth Western Australia were awarded an Australian Office for Learning and Teaching strategic commissioned project to research, educate and advise Australian higher education providers - through networks, resources, courses and forums - to (1) design courses where students, including those without broadband connectivity, curate rich digital evidence and carry it forward; (2) micro-credential outcomes using digital badging; and (3) explore educational pathways and business models to enable lifelong learning for students. The project is supported by non-commercial international network enabling partners: two based in the USA - Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC), Association for Authentic, Experiential and Evidence-based Learning (AAEEBL) and the UK-based The Centre for Recording Achievement (CRA). This networking, support and collaborative partnership includes commercial digital enablers, Badge Alliance, Telstra, Cisco and a government cross-sector education agency: Education Services Australia. The project site can be found here: http://
1 min read
Yeay sorted and have access again!
2 min read
1 min read
1 min read