Are you struggling to start your CMALT portfolio? Want to get suggestions or feedback from a wide network of other CMALT holders? Come along to The Coffee Break to talk through your CMALT challenges or simply to network. After all, a problem shared is a problem halved (or maybe solved.)

The Coffee Break launched in March, when we noticed that many ALT members engaging in its JiscMail groups were hitting blockers when trying to introduce new ways of working or different technologies.  Members reported challenges around engagement of colleagues, making the case for change and securing senior level buy-in. And so the idea for the Coffee Break was born. Join us for this CMALT Week special edition. 

This online panel event is hosted by the antiracism and learning technology special interest group (ARLT SIG) as part of a series on ‘antiracism in learning technology and design’. The panel will explore how learning design can be antiracist and address other diverse needs at the same time, followed by a series of questions exploring critical approaches to design for antiracism. Subsequently, questions and comments will be welcomed from the audience.

Meet our Panellists:

Esther Akinlabi
Esther Akinlabi is a Professor of Mechanical Engineering, she is currently serving as the Deputy Faculty Pro Vice Chancellor (DFPVC) for Research and Knowledge Exchange, Faculty of Engineering and Environment, Northumbria University, Newcastle, UK. In her role as the DFPVC, she is the custodian of Equality, Diversity and Inclusion (EDI) in the Faculty and also serves as the Deputy Chair of the Northumbria University Gender Steering Committee. In her most recent role, she served as the Director of the African Union Commission - Pan African University for Life and Earth Sciences Institute (PAULESI), Ibadan, Nigeria. Prior to joining PAULESI, she had a decade of meritorious service at the Department of Mechanical Engineering Science, University of Johannesburg (UJ), South Africa. At UJ, she served as the Head of Department of the Department of Mechanical Engineering Science and as the Vice Dean for Teaching and Learning of the Faculty. She has filed four patents, edited four books, published seven books, and authored/co-authored many peer reviewed publications.

Melissa Holt-Brewster
Melissa is a seasoned Organisational Development practitioner. She has over 20 years’ experience of working across Local Authorities and the NHS, where most recently she engaged in anti-racism work on a personal and organisational level, supporting the organisation to deliver on a public commitment to becoming an anti-racist organisation. She is a skilled consultant, facilitator, coach, coach supervisor and workplace mediator. She brings energy, empathy, passion for workplace equalities and practical experience of supporting and developing teams in complex services. She currently works as a Senior Teaching Fellow at Liverpool John Moores University and is the Programme Manager for the NHS Leadership Academy ‘Elizabeth Garrett Anderson’ Healthcare Leadership Masters programme. She is also a studying for a Doctorate in Business Administration- Thesis topic Anti-Racism, Allyship and Psychological Safety in the NHS.

ALT and Echo360 warmly invite you to join our upcoming webinar on leveraging digital technologies to transform learning. Dr. Richard Nelson will guide us through the University of Bradford’s transformative journey along their Digital Education Roadmap. This comprehensive roadmap focuses on the implementation and support of key digital education systems, with a strong emphasis on enhancing student engagement, inclusivity, and accessibility. Currently, the University is midway through its three-stage roadmap, which has involved a diverse range of stakeholders, including academic staff, professional services, and students. A pivotal element of the University's strategy and digital education roadmap is the integration of video capture technology and explorations into a range of polling and exam tools. Echo360 is proud to support the University of Bradford through this digital transformation, leveraging our innovative solutions to achieve their roadmap goals. Richard will provide an insightful and candid narrative on the successes, challenges, and human aspects of policy implementation, adoption, and the rollout of these systems. Join us for this engaging webinar where Richard and Echo360 colleagues will walk us through their journey, showcasing the impactful partnership between Echo360 and the University of Bradford.

We invite you to the “Creating Digital Assessments: planning, conceptualising and supporting” webinar from The Digital Assessment Special Interest Group on 25th March 2025 at 10:00 am until 11:30 am. 3 speakers will share the conversations that are taking place at their institutions around the challenges and opportunities of creating digital assessments, under such themes as:

• Examples of planning, conceptualising or supporting digital assessment creation
• Co-creation of digital assessments with students
• Planning for authentic/ innovative digital assessments.
• Insight into/examples of digital tools that have impacted the support for creating digital assessments.
• Action/empirical research completed under the webinar theme.
• Case studies on the use of digital tools to plan, conceptualise or support the creation of digital assessments

Following the presentations you are invited to stay to take part in an open discussion on this topic where you can share your thoughts, concerns and progress in the area of digital assessment creation.
This webinar is the first in a series that will explore the different parts of the assessment process including:

• Managing digital assessments
• Marking and feedback of digital assessments
• Digital exams
• Student voice and digital assessments

Calls for speakers for this session are still open, if you are interested in speaking at this event please complete the google form by the 4th March 2025. Speakers will be announced shortly via the Digital Assessment SIG mailing list. Join the mailing list to be kept up to date on this and other SIG events.

Mark your calendars. The 16th annual Open Education Conference (OER25) is set to take place on Monday 23 and Tuesday 24 June 2025 in London at the Resource for London conference center. This year's conference promises to be an inspiring gathering, to share the latest research, practices, and approaches in open education. 

Keeping your CMALT portfolio up to date is a key part of your commitment to continued professional development (CPD) and you are required to submit an updated portfolio every 3 years. In this session we will provide an overview of what the portfolio review involves, discuss experiences of writing the portfolio review and hear from ALT about how the portfolio is reviewed.
 

Already a CMALT holder? In this session find out more about the requirements for Senior CMALT, how to demonstrate impact, and how you could use your existing CMALT portfolio to support your application.

Are you struggling to get your organisational colleagues to engage in a new initiative, technology or process? Want to get suggestions or feedback from a wide network of learning technology professionals? Come along to The Coffee Break to talk through your innovation challenges or simply to network. After all, a problem shared is a problem halved (or maybe solved.)

We noticed that many ALT members engaging in its JiscMail groups were hitting blockers when trying to introduce new ways of working or different technologies.  Members reported challenges around engagement of colleagues, making the case for change and securing senior level buy-in. And so the idea for the Coffee Break was born. 

Ever considered submitting a blog to #ALTC?  Not sure what to write about or how to get started? Join members of the #altc blog team for this webinar who will give some practical guidance on getting started with blogging.

Dr Manish Malik from Canterbury Christ Church University and Chair of the ALT South Group will lead the ALT South #TechThursday event on Thursday 27th February. Discover the rigour of systematic reviews and how they can inform your teaching & learning practice as well as engineering education research agenda (or get started with it). This webinar offers a deep dive into the process along with the exciting chance to contribute to some existing projects. The talk is open to everyone.

ALT is currently looking for enthusiastic members to step into leadership roles within the M25-LT Member Group and Digital Accessibility Special Interest Group. These roles provide excellent chances for professional growth and the opportunity to make significant contributions to our community.

Learning analytics (LA) provides insight into student performance and progress, allowing for targeted interventions and support to improve the student learning experience. Uses of LA are diverse, including measuring student engagement, retention, progression, student well-being and curriculum development. This article provides perspectives on the uses of LA in the UK through the analysis of an expert-led panel discussion held in June 2022. Two institutional case studies and a general overview from an LA service are presented, outlining examples of LA from both an institutional and national viewpoint. Following this, this article analyses the panel discussion themes in relation to the literature, covering both the data quality procedures and practices for learning, teaching and assessment. Outcomes and benefits from case studies are highlighted, which serve as best practice for other Higher Education institutions.

We are delighted to announce the 75th Copyright and Online Learning webinar will be taking place on Friday 14th February at 11am.

Ami Pendergrass of the University of Plymouth will be joining us to speak about findings from her masters’ thesis on open access and rights retention policies. Drawing on her findings and 20 years of experience in policy development and change management, she will provide tips and strategies to support library professionals in improving both current and future policy development and implementation.

Ami is a recent graduate of the Master’s in Library and Information Science programme at City, University of London, She previously worked for two years with Northamptonshire public libraries and the Delapré Abbey Heritage site on special collections management and strategy projects. Prior to transitioning into the field of information science, Ami built a distinguished career as a lawyer and HR/operational lead.
How to join: The webinar will start at 11.00am and you can access it via the usual Blackboard Collaborate link. A recording will be available afterwards on the ALT YouTube channel along with recordings of all our other webinars. Further details are available here.

The ALT Independent Consultancy and Career Pathways Special Interest Group is organizing an 'Unconference' and would like to encourage anyone who is interested in or is a practitioner of Independent Consultancy or would like to discover/understand different Career Pathways of professionals in the field of Technology-Enhanced Learning. Once you have registered your attendance, we will send you a link to a Padlet to collect topics that you would like to discuss.

We are currently collating responses from ALT Members in answer to the Government consultation on Copyright and Artificial Intelligence. The consultation is open until Tuesday 25 February 2025 and we encourage our Members and Member Institutions from all sectors to respond.

The approval of institutional policies on how to use generative AI (GenAI) tools ethically to support learning, along with the publication of reference frameworks for developing the AI competencies and literacy of staff and students, is pushing the HE sector to rethink assessment strategies. These strategies aim to support the introduction of GenAI while fostering the development of new AI competencies and rethinking pivotal assessment concepts such as academic integrity, intellectual authorship, and the very purpose of assessment.

In this webinar, Mari Cruz García Vallejo explores various approaches to integrating GenAI into assessment. She also proposes a step-by-step design guide to effectively integrate GenAI into authentic assessment. This webinar primarily focuses on curriculum development and is aimed at teaching staff in the HE and FE sectors, as well as professional staff who support assessment and teaching.

During the webinar, participants will be introduced to key concepts such as:

What is AI literacy, and what are AI competencies?
The role of learners in assessment.
What is authentic assessment exactly?
A step-by-step method to design authentic assessment that integrates GenAI.
 

About the facilitator:
Mari Cruz García Vallejo (SFHEA, SCMALT, MSc, MEng, ITIL, Cllr) is a digital education consultant and a senior fellow at Advance HE. She researches and teaches on generative AI to support learning and teaching in higher education. As a digital education consultant, Mari Cruz has collaborated with several universities in Europe and the UK, including Heriot-Watt University, the University of Edinburgh, Dundee Medical School, and Nicosia Medical School. She currently teaches Generative AI at the Universidad de Las Palmas de Gran Canaria (Spain) and is a contributor to the AI Pedagogy Project at metaLAB(at)Harvard. She blogs on Substack @maricruzgarciavallejo.

As part of Ufi’s Week of VocTech, join us for this #AmplifyFE webinar showcasing case studies of AI excellence in the sector. Chloë and Lynne will be discussing some amazing projects which have made innovative use of AI with a focus on learners who are impacted most by the digital divide. We will be highlighting work from our 2024/25 Insights research case studies, including:

• Deb Millar’s work at Hull College with the ‘AI Translate’ project for ESOL learners
• Pete Dunford’s action research encouraging Bridgend College learners to leverage AI
• Alison Brown’s innovative practice with Novus prison learners using AI prompt craft.
• We’ll also be inviting you to share your AI pedagogy success stories and explaining how you can use the #AmplifyFE community spaces to shout about your innovative practice.

As the new year begins, many of us are setting professional development goals for 2025. To give you some inspiration and ideas, we’re excited to share our next profile series post, featuring Fiona Jones, ALT’s Professional Development Manager.

Fiona manages ALT’s growing professional development services, which enhance professional recognition for Members, including ALT’s Awards, accreditation scheme, and continuing professional development activities. In this interview, Fiona shares insights on how ALT’s resources can help you achieve your professional development resolutions this year.

How has ALT been important to your career? 

I am really lucky I stumbled across ALT all those years ago, and I am so grateful that I get to do the job I do, and work with the people I do. I started at ALT as an Administration Officer six years ago, and with ALT’s dedication to CPD and staff development, I now work as ALT’s Professional Development Manager. I love working with our Member community, who are always so friendly and welcoming. 

What do you find exciting about working with learning technology?

Working very closely with CMALT, I am very privileged to be able to get a really detailed look at what our Members are working on, and how they are applying new technologies into their current practice/workplace. It’s so insightful to see how current trends and topics develop, and bend and change the industry. 

What can current and potential CMALT holders look forward to in 2025? 

There is so much going on in the CMALT world for 2025! I am so excited that we will be celebrating our first CMALT week in just a few months.

CMALT Week will run from 28 April 2025 to 2 May 2025 and will feature a whole host of CMALT themed events and content. Highlights include one to one sessions with assessors for personalised portfolio support, various webinars that dive deep into different aspects of CMALT, and a plethora of blog posts and social content to keep you inspired and informed.

Additionally, we’ve revamped our CMALT submission process for 2025. We’re now accepting submissions year round as part of our pilot programme, and we’re eager to receive feedback from both assessors and candidates on this new approach.

Can you tell us more about the CPD that ALT offers and how it supports members’ professional growth?

ALT provides numerous CPD opportunities specifically designed to support members in setting and achieving their professional development goals. Here’s a breakdown:

CMALT: Our Certified Membership offers a structured framework to help members set clear goals for their professional development. By pursuing a CMALT certification, members can create and follow a personalised pathway for growth. For those looking to further enhance their CPD, becoming a CMALT assessor is a rewarding option. This role not only helps members gain deeper insights into best practices but also hones their evaluative and mentoring skills, supporting their own professional development.  A lot of our Certified Members find this a really worthwhile and rewarding activity.

Awards: Our longstanding ALT Awards showcase the excellent research and practice and outstanding achievement of our Members. The 2025 ALT Awards will be open for entries soon, so keep an eye out for more news. 

Monthly CPD Webinar Series: Our monthly webinars cover a wide range of relevant topics, providing members with ongoing learning opportunities. By participating in these webinars, members can stay updated on industry trends and continue to develop new skills and knowledge throughout the year. We have some really interesting topics coming up for 2025, and you can find out more here.

Other Activities: Engaging with our Member Groups, Special Interest Groups, Committees, and ALT Events offers endless opportunities for professional development. These platforms enable members to network, share knowledge, and collaborate on projects, fostering a community-driven approach to goal setting and achievement. 

These CPD opportunities are tailored to help members achieve continuous growth and advancement in their careers.

What makes the ALT Awards unique, and why should members consider entering them?

The ALT Awards have set a benchmark for outstanding achievement in Learning Technology on a national scale and attract competitive entries from the UK and internationally. All entries are reviewed by an independent judging panel made up of previous winners, partner organisations, and volunteer members. 

Often, Members who do exceptional things don’t take the time to reflect or celebrate them. This is one of the things the Awards are useful for, to reflect and acknowledge your achievements in your everyday. 

What was the last thing you read or watched?

The Traitors! I am a new convert to this, having had the first two series completely pass me by, but I am hooked. So much so, I may go and rewatch the first two series once this drama of series three is over.

If you were on a deserted island, what is the one thing you would take?

Assuming I didn’t need any survival/rescue equipment, I would take my collection of board games!

We hope you enjoyed hearing from one of our team members. If this post has inspired you to set new professional development goals, ALT’s resources are here to help you achieve them. Learn more about CMALT, our upcoming CPD Webinars, and explore our upcoming events.

Future profiles will feature colleagues involved with Special Interest and Members Groups, CMALT holders and assessors, apprentices and ALT staff. If you are a current member of ALT and would be interested in featuring in an upcoming post or want to recommend someone members would be interested in hearing from, please get in touch with us at blog@alt.ac.uk.

By Christophe Mallet (CEO and Co-founder of Bodyswaps) and Colin Smith (Bodyswaps user and FE practitioner at Cornwall College).

Have you ever thought about utilising immersive learning to bring your lessons to life? Bodyswaps interactive lessons and practice exercises with avatars offer a dynamic way to learn. These lessons simulate real-life scenarios sessions, enabling learners to apply their knowledge in a controlled environment. Engaging with avatars allows learners to practice their skills without the pressure of real-world consequences.

Bodyswaps provides a psychologically safe experience which is beneficial for meaningful learning. This way of working encourages learners to understand different viewpoints, promoting empathy and comprehension with their peers. 

By providing a secure space for exploration, learners are more inclined to take risks and fully engage with the content without the risk of triggering or offending any individual they interact within the VR space.

The AI-powered feedback and personalised improvement plans give the learner a personal and customised set of guidance so they can learn by their mistakes and improve the more they use the product. This technology evaluates performance data to offer precise, actionable feedback. Consequently, learners benefit from a tailored learning experience that meets their individual needs and supports their progress effectively.

Some tried and tested learning points from a practitioner who has utilised immersive learning (inc. BodySwaps) and supported teachers to use these technologies seamlessly within their learning spaces:

1. Immersive learning through VR can transform educational experiences, but it requires careful planning.

2. Start by identifying the key objectives and outcomes you want to achieve. Engage stakeholders early to gain their support and address concerns. Demonstrating VR’s potential benefits through pilot programs which can build buy-in. 

3. If this is not possible due to the college having multiple campuses, look to find staff who could become ambassadors and get them to help you move it forward a step at a time.

4. Ensure you have the necessary hardware, software, and technical support. 

5. Avoid common pitfalls like overestimating ease of integration or underestimating training time.  Training educators and staff on VR tools is essential, and maybe a VR Driving licence is something that can be explored as CPD.

6. Regularly assess VR’s impact on learning outcomes and be ready to adjust as needed.

Book onto Chris and Colin’s webinar on the 31st January 2025 to find out more. If you miss it, don’t worry! You can always watch it in your own time via the AmplifyFE Community Space playlist.

Throughout 2025, ALT is pleased to offer a lineup of exclusive CPD webinars for our members, which are free to attend.