ALT Award for Individuals

ALT Award for Institutions or Teams

ALT Award for Leadership in Digital Education

ALT Award for 

Digital Transformation in partnership with Jisc

ALT Award 

for Case Studies of Ethical EdTech 

Open to individuals from all education and training sectors. 

Open to teams, departments, or faculties from all education and training sectors. 

This Award celebrates outstanding achievements of individuals in a research, technical, supportive, design, developer, administrative, academic or hybrid role. 

Should demonstrate significant impact on practices within your organisation, community, or sphere of influence. 

This Award is for teams and institutions and recognises outstanding strategic enhancement of the design, development and delivery of online and blended education.

Should demonstrate positive impact on the learner experience and sustainable development of academic practice in the digital environment.

This Award celebrates individuals in a leadership position within their institution or in their sector who influence strategy, policy and culture change. 

Must, in part, demonstrate impact through sector and institution-wide instruments, such as: the NSS, FELT, staff surveys etc. Submissions could  include  examples of strategy and policy, institutional culture change, redesign of governance and ongoing contributions to national and international professional communities.

This Award in partnership with Jisc recognises achievement in digital transformation.

‘Transformation’ being a progressive systemic change in practices, processes, services and partnerships which improves the working lives of staff, has a positive impact on the student experience (including teaching, learning and assessment) and can be demonstrated to be sustainable in the broadest sense. Applications should demonstrate how the work/initiative maps to the Jisc framework for digital transformation.

This Award celebrates outstanding case studies demonstrating the ethical use of Learning Technology.

We are looking for case studies which demonstrate application of the FELT framework dimensions and address ethical considerations or challenges in relation to educational technology.  
Examples may include, but are not limited to,  online assessment, learning design, the use of AI, decolonising the curriculum and promoting equality, diversity and inclusion through use of Learning Technology. 

This award in partnership with Ufi VocTech Trust recognises achievement in the use of technology for vocational education. It is for individuals and teams who are working innovatively with technology to help people develop and improve their skills for work.

Should demonstrate a commitment to using innovative technological approaches to vocational education which have a positive impact on learners.

Please find a definition of vocational education here.

The judging criteria are informed by the CMALT principles: 

• A commitment to exploring and understanding the interplay between technology and learning
• A commitment to keep up to date with new technologies
• A commitment to communicate and disseminate effective practice
• An empathy with and willingness to learn from colleagues from different backgrounds and specialism

All entries should demonstrate alignment with the Framework for Ethical Learning Technology (FELT) and specifically FELT four core principles: Awareness, Professionalism, Care & Community and Values. 

Name

Institution 

Beccy Dresden

Online Learning Consultant

Charlotte Stevens

Warwick University

Claire Legg-Mellar

Claire Stocks

BPP University

David Hopkins

Director of HE & Content Services

David White

President of ALT

Deb Baff

Jisc

Erica Farmer

Quantum Rise

Evi Liatiri

University of Sunderland in London

Felicia Tick

Business School, BPP University

James Kieft

Javeira Atenas

University of Suffolk

Julie Man

BPP University

Kelly Gilman

Jisc

Lucinda Bromfield

BPP University

Lynne Taylerson

Mahreen Ferdous

UFi VocTech Trust

Matt Turner

University of Birmingham

Miranda Melcher

City, University of London

Nicola Rees

BPP University

Nurun Nahar

University of Bolton

Ruggero De Agostini

BPP University

Ruth Powell

University of the Arts, London

Sam Penrice

BPP University

Sarah Knight

Jisc

Scott Farrow

Edgehill University

Stuart Allan

Independent Consultant & Researcher

Timothy Drysdale

School of Engineering, University of Edinburgh