Join us for an engaging discussion on "Assessment for Employability." We will explore topics such as authentic assessments, practice-based assessments, and how metrics in further and higher education influence employability outcomes.

This event will have an open discussion format. After a brief introduction, we invite you to share your thoughts or examples related to assessment for employability. There’s no need for formal slides—just bring your ideas and best practices to this informal conversation. Please note that the session will not be recorded. This session is exclusively for ALT members. As part of our ongoing series on assessment for employability, a follow-up event will be held at Milton Keynes College on 27 March.

Written by Jamie Wood, Professor of History and Education, University of Lincoln

While social annotation can be an effective means of engaging students in reading collaboratively, I have noticed that they can be reluctant to discuss readings with one another. Instead, there is a tendency to interact more indirectly, for which I propose a number of reasons. I close by observing that the discursive practices of students in social annotation are not unlike those that are observable in face-to-face classes and suggest that more explicit training is a potential means of increasing direct interaction. 

Introduction: what’s social about social annotation?

In common with many others who have tried it, I have found that social annotation, an approach to teaching and learning in which students post comments on readings in a shared space, can have a positive impact on engagement and learning (Clinton-Lissell, 2023). Social annotation encourages peer learning (Kalir et al., 2020), active reading, and is well adapted to asynchronous working. Because social annotation platforms enable students to share their comments with one another (and with tutors), they create a space for different interactions to take place. 

Over the past few years, I have conducted research with colleagues into student reading habits in online spaces, particularly into student and lecturer perceptions and experiences of social annotation. Yet, we haven’t devoted as much attention to looking at what students actually do in online spaces when they engage with texts.  

When we asked academics in one of our surveys what they thought students were doing when they engaged in reading tasks during social annotation activities, they said that very little discussion went on. Similarly, some of the educational technologists with whom I have spoken have expressed disappointment at the low levels of discussion in platforms that seem to be tailor made for collective knowledge construction. 

What is indirect discussion?

The more I’ve thought about it, I’ve come to the conclusion that something more complicated is going on. Looking at how students engage in discussion on social annotation platforms reveals a phenomenon that I can only describe as indirect discussion. Students cluster comments around particular points of interest in a text rather than engaging in direct discussion with one another by responding to each other’s comments. This is perhaps best illustrated by an (anonymised) screenshot taken from a reading uploaded to the Talis Elevate platform (one among many social annotation tools) on a final-year undergraduate module.    

As you can see from the highlighting and comments above, attention is focused on the same part of the text, with student M referring back to student S’s comment, then student T seeming to expand on what student M had written. This sort of activity is quite frequent and, I think, deserves consideration for what it reveals about social annotation platforms, and, more importantly, about students’ engagement with their reading and with each other. 

Why do students discuss indirectly? 

There are a number of potential (and potentially overlapping) reasons why students do not always engage in direct discussion when engaging in social annotation. 

• Functionality: the platform may not clearly signal to students that they can reply to earlier comments on text that has been highlighted. Similarly, the use of pin-drops on mobile devices can militate against direct interaction because the comments are not directly connected to the text (e.g. by highlighting). 
• Assessment: in the module from which the screenshot above was taken, the fact that I was assessing students’ engagement with the activity probably motivated them to ensure that their posts were distinct from each other’s in order to make their contributions easily identifiable. 
• Pedagogy: the students may not have been taught to engage directly with one another or were not told by the tutor that this is what they are expected to do. It is also possible that task instructions or questions encourage the dispersal of comments rather than concentrating them, thereby closing off opportunities for discussion. 

I’m sure this list could be extended further without much difficulty, but it seems to me that these are some key issues. 

What’s the value of social annotation?

When we asked students, they said that they learnt a great deal and gained in confidence from being able to see one another’s annotations. They saw social annotation as a valuable means of building knowledge together because it simultaneously had the potential to reinforce their learning (if their peers had written something similar) or to open their eyes to alternative interpretations (if they differed). 

Students’ positivity about being able to see the comments of others is reflected in the following table, which also indicates that they are somewhat less comfortable sharing their thoughts with others. Put bluntly, students like to see what other people think about readings, but are less keen on sharing their own views. 

Figure: Students’ rating of the value of sharing their thoughts about reading compared to being able to see the thoughts of others (Chandler et al., 2022)

Why might students be reluctant to discuss directly? 

Students are acutely aware that they are in a “public” space when engaging in social annotation. This makes students reluctant to engage and a minority reported ongoing anxiety about posting comments that their peers could see (even when given the opportunity to do so anonymously). In one interview, we were surprised to discover that a very strong student who was an active annotator felt continued anxiety (East, Warriner-Wood and Wood, 2022). This leads me to wonder if indirect discussion is one way of alleviating some of the anxiety caused by operating in a shared space – it perhaps feels less high stakes than responding directly to a fellow student, especially if you don’t agree with them. 

Conclusion: what is indirect discussion? 

Finally, my colleagues and I have reflected that indirect discussion is in many ways more like what goes on in many in-person classes, where students develop their understanding in response to questions or activities posed by tutors by taking turns rather than by responding directly to one another (Barrett, Fitzgibbons, Vescovi and Wood, 2023). Certainly, direct interaction between students is much less common in whole class scenarios than it is in small group work (which is less public). 

Perhaps, therefore, we should be much more deliberate in how we prepare students to engage in online discussion of readings, for instance by providing examples of good practice, modelling desired behaviours for them, and/or emphasising the importance of active engagement. The provision of specific guidance, advice and training would be useful starting points for encouraging students to engage productively with activities that can provide a boost to learning. In doing so, we can hopefully enhance not only our students’ discussion literacy, but also our own. 

————–

Further resources:

My colleagues and I produced a series of advice sheets for students which might be of interest. For example, “How collaborative reading can work for you”, outlines 5 benefits of reading together online  and offers students some tips on how to do so effectively (https://makingdigitalhistory.co.uk/files/2022/08/QAA_poster_How_collaborative_reading.pdf).  

————–

References:

Barrett, Graham, Matt East, Jonathan Fitzgibbons, Michele Vescovi, and Jamie Wood (2022). “Reading through the Pandemic: Promoting Active Digital Engagement with Text-Based Resources.” IMPact: e-Journal of Higher Education Research 6, 2, 1-30. Online: https://repository.lincoln.ac.uk/articles/journal_contribution/Reading_through_the_Pandemic_Promoting_Active_Digital_Engagement_with_Text-Based_Resources/24876483 

Jon Chandler, Matt East, Anna Rich-Abad, and Jamie Wood (2022). Active Online Reading – Final Report. Online: https://www.qaa.ac.uk/membership/collaborative-enhancement-projects/learning-and-teaching/active-online-reading# 

Clinton-Lisell, Virginia (2023). “Social annotation: what are students’ perceptions and how does social annotation relate to grades?.” Research in Learning Technology 31. Online: http://dx.doi.org/10.25304/rlt.v31.3050 

East, Matt, Leah Warriner-Wood, and Jamie Wood (2022). “Reading online during lockdown: insights from History and Heritage’. In: M. G. Jamil and D. Morley, eds., Agile Learning Environments amid Disruption: Evaluating Academic innovations in Higher Education during Covid-19 (Palgrave-Macmillan), 461-78.
Kalir, J. H., Morales, E., Fleerackers, A. and Alperin, J. P. (2020). “‘When I saw my peers annotating’: Student perceptions of social annotation for learning in multiple courses”. Information and Learning Sciences 121, 3/4, 207-30. Online: https://doi.org/10.1108/ILS-12-2019-0128

This paper presents the findings from a research project to analyse 30 years of the Research in Learning Technology journal (1993 to 2022). The analysis explores the content of the articles in terms of key topics and their relationship with sector events and policies, discussing key terms such as virtual learning environment, massive open online courses (MOOCs) and virtual reality (VR). It also considers how the terminology used to describe the field has changed over time, starting with a focus on the computer and expanding to include a range of common terms such as e-learning, technology enhanced learning (TEL) and digital. Between 1993 and 2015, issues of the journal were accompanied by editorials. This analysis considers how the role of the editorials helped to shape and establish the journal and influence the field of learning technology to take a more research and theory-based approach. Finally, an analysis of the locations of the authors who have published in the journal has demonstrated a shift from a predominantly UK-based journal to one with more international reach.

Dr Julie Voce (PFHEA SCMALT) was awarded Honorary Life Membership at this year’s Association for Learning Technology (ALT) Annual Conference in Manchester, UK, on 4 September 2024. 

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A key purpose of the ALT Annual Survey is to identify emerging trends in current and future practice with the results providing an important insight into how professional practice within the field of Learning Technology is developing. The subject of careers in Learning Technology is an integral part of this insight.

The 2024 Annual Survey results showed that more respondents will be looking for new roles this year. Over the years, we have had a lot of helpful advice shared by our Members via the #altc blog. In this post, we take a look back at all the Member posts we have published on careers in Learning Technology between 2016 and 2021.

We would love to hear from you on this subject. Do these posts reflect your experience? Are they still relevant in today’s employment market? How has the career of ‘Learning Technologist’ changed in recent years? Email blog@alt.ac.uk to share your thoughts in a future blog post. 

2016

Editor’s Choice – the multifaceted role of a Learning Technologist by Santanu Vasant

Duties of the Learning Technologist continue to provide much debate in the Learning Technology community.

 (Vasant, 2016)

In this post, Santanu looks at the diversity of the role of Learning Technologist. He features three blogs from ALT Members that each describe the potential responsibilities of a Learning Technologist as a developer, an adviser and an architect. Links to additional blog posts and surveys on the topic are then provided to widen the debate.

2017  

Who am I? Reflections on the identity of a learning technologist by Chrissi Nerantzi

I read somewhere that increased specialisation is what generates boundaries and that cross-boundary working is therefore needed more than ever. This observation makes me think about where I sit… am I a learning technologist in disguise, a sort of secret learning technologist? A chameleon technologist? Do I work at the intersection of academic development and learning technology? Who am I? Can I be a learning technologist and an academic developer? Am I both or is the definition of a learning technologist far more wide reaching?

(Nerantzi, 2017)

In this post, Chrissi reflects on applying for and winning the Individual ALT Award in 2017 and how the process of applying for the award led her to think about her career and where she ‘sits’ in her organisation.

If Chrissi’s post inspires you, why not consider submitting an application for next year’s ALT Awards? The 2024 Awards Ceremony will take place as part of the ALT Annual Conference on Wednesday 4 September 2024 and will provide an excellent overview of the award categories to help shape your thoughts.

2019 

“What makes a Learning Technologist?” – Part 1 of 4: Job titles by Daniel Scott-Purdy

Overall, respondents state that they understand the role of a Learning Technologist and regularly carry out the duties of one. However, it remains an ambiguous role in how it should be labelled and packaged, both internally and externally to an organisation. Whilst the purpose and context of the Learning Technologist role remains broadly unchanged, individuals are now calling for further autonomy of their identity that better reflects their work and values.

(Scott-Purdy, 2019)

In the first post of the series “What makes a Learning Technologist?” Daniel explores the results of a survey sent to the ALT community. In particular, he features responses to the questions ‘What is your current job title?’ and ‘What would your ideal job title be?’.

“What makes a Learning Technologist?” – Part 2 of 4: Career paths by Karoline Nanfeldt

It never ceases to amaze me how people get into learning technology, and how the diversity of their backgrounds benefits the wider community.

(Nanfeldt, 2019)

In this post, Karoline explores the different career paths Learning Technologists have taken. Finding that there is no one clear-cut or direct route to becoming a Learning Technologist, she explores the multitude of different paths taken as well as the more formal vocational routes.

2020

“What makes a Learning Technologist?” – Part 3 of 4: Roles and duties by Simon Thomson 

Another surprise for me was the prevalence of the ‘content development’ aspect of the role. In all of my own experiences of writing job specs, recruiting and working with learning technologists I have often avoided including the ‘content developer’ role within the duties.

 (Thomson, 2020)

In this post, Simon explores the different roles and duties Learning Technologists undertake as part of their roles, including systems support, content development, training, leadership, and pedagogical support.

“What makes a Learning Technologist?” – Part 4 of 4: Best-part challenges by Daniel Scott? 

The Learning Technologist role is far from simple and one-dimensional.  It consists of intricate and multiple layers of specialisms, knowledge, skills and behaviours in order to engage academics and stakeholders and [in] ensuring the purpose and success of digital technology.

(Daniel Scott, 2020)

In this summary post written by Daniel Scott, the challenges and best parts about being a Learning Technologist are considered as a conclusion to the “What makes a Learning Technologist” series.

Learning Technologist…and what is next? The impact of the Covid-19 pandemic in the opportunities for career progression by Mari Cruz Garcia Vallejo

There is not a clear successful route when it comes to further career progression for a learning technologist and the future looks very uncertain. When choosing your next move, you really need to explore your motivation and interests in the long term as well as the pros and cons of each progression route. 

(Garcia Vallejo, 2020)

In this post, Mari considers how career progression changed for Learning Technologists during and following the Covid-19 pandemic and the ‘summer of love’. Mari explores the pros and cons of contracting, remote working and stepping into management roles. 

2021 

Learning Technologist: You’re Hired! Part 1 – Prepare to apply by Julie Voce and Mimi Weiss Johnson

Over the years we have been involved in many recruitment rounds for Learning Technologist roles at several universities and have picked up quite a few tips for how to write a good application and how to do well in interviews.

(Voce and Weiss Johnson, 2021)

In the first of the “You’re Hired” series, Julie and Mimi share how to prepare for an application with advice on identifying your skills and experience, as well as the importance of compiling examples.

Learning Technologist: You’re Hired! Part 2 – Your application by Julie Voce and Mimi Weiss 

These tips will help you get your application arranged in a way that fulfils the recruiting panel’s needs, and hopefully show you to be the recruiter’s dream candidate.

(Voce and Weiss Johnson, 2021)

In this post, Julie and Mimi give their tips for completing the job application form, including what to include, how to structure it, and how to make sure you address what the recruiters are looking for.

Learning Technologist: You’re Hired! Part 3 – Interview preparation by Julie Voce and Mimi Weiss Johnson 

Preparation is key to a successful interview, and it can be tricky to do this well with often just a week’s notice. You can start some things now though.

 (Voce and Weiss Johnson, 2021)

In this post, Julie and Mimi share their guidance on interview preparation and technique. Considerations include the common questions you could be asked, how to prepare for interview tasks, and questions to ask the selection panel.

Learning Technologist: You’re Hired! Part 4 – The interview by Julie Voce and Mimi Weiss Johnson 

Remember, the interview is your opportunity to demonstrate why we should employ you, so make the most of the time you have and by following these steps you will have maximised your chances of showing the panel that you are suitable for the role.

 (Voce and Weiss Johnson, 2021)

In this post, Julie and Mimi focus on some considerations for the interview itself. These include how to answer the panel’s questions, how to phrase your answers, use of notes, and language and tone.

Learning Technologist: You’re Hired! Part 5 – Post interview and advice by Julie Voce and Mimi Weiss Johnson

We hope this series on how to get hired as a learning technologist has been useful and provides you with a useful checklist for future applications.

(Voce and Weiss Johnson, 2021)

In the final post of the series, Julie and Mimi share their advice on the post-interview part of the process including getting feedback from the panel, considering job offers and preparing to start in your new role.

Summary

We hope you’ve enjoyed a look back at these posts and that they have given you some useful guidance for your own career journey. Now, we would like to hear from you: 

• Do you have career-related advice you can share? 
• Did any of these posts help you to secure your role?
• How did you come to work with Learning Technology? What was your own journey?
• How do you think recruitment has changed since these posts were written? 
• How has the role of a Learning Technologist changed in your opinion?

Share your thoughts for a future blog by sending a draft to blogs@alt.ac.uk. Take a look at our Submission guidelines to help get you started. We look forward to hearing from you!

This webinar is for existing Associate, CMALT and Senior Certified Members only.

This webinar is for existing certified members who are considering becoming a CMALT assessor or existing CMALT assessors looking for a refresher. In the webinar we will explore:

• The CMALT Framework
• The assessment process
• Ethical considerations & The Wider Context
• Assessing Senior CMALT
• Feedback and outcomes
• CMALT Peer Review System: a practical guide 
  • Round One
  • Round Two

The ability to design effective technology-enhanced learning (TEL) experiences is a critical skill for university teachers. However, challenges endure on how best to develop university teachers in research-intensive universities to design TEL experiences that meet student, professional, and employer expectations. Having a greater insight of the varying ways students use educational technology in their learning benefits university teachers’ TEL design skills. To develop this insight, a qualitative case study comprising differentiated interview strategy was conducted to explore students’ use of educational technology for their university learning. This research drew on phenomenographic and sociocultural theoretical perspectives and analysis techniques to investigate university students’ experiences of educational technology use.

The analysis of the research data collected found a variance in the way students used educational technology for their university learning with three distinct dispositions identified. This study identified that students’ varied dispositions influenced their educational technology use and were mediated by the task and social contexts of their learning. These findings aim to support university teachers further develop their TEL experience design skills.

We would like to thank everyone for contributing to and taking part in ALT’s Annual Conference 2024. It was a delight to have so many of you joining us in person and online. As we do every year, we are collecting links to blog posts and resources for and about the conference. If you’d like to add yours, please share it on social media with #ALTC24 or email enquiries@alt.ac.uk.

We also encourage you to share your conference feedback.

Catch up on all things ALTC24 

We will email all delegates when the recordings from each day are available to watch. In the meantime you can explore the following resources;

• Catchup with our Keynote Recordings
• Explore the Impact Report launched at the AGM
• Meet our 2024 Award Winners
• Explore the shared presentations
• Explore resources shared via Discord (login required) – The #ALTC24 social space on Discord will continue to be available until mid-October 2024 to allow you to explore the resources shared by our presenters and chat to other delegates. After which, the social space will remain available to view until December.

ALTC24 Guest Posts

• Amplifying your network at ALTC24
• ALTC24: Supporting each other through conference anxiety
• Insights from Award-Winning Collaborators
• Writing a proposal for #ALTC24
• Writing a business case to attend ALTC24
• ALTC24: an update from our Co-Chairs

Shared Blog Posts and Resources

• Visions of the future: ALT Annual Conference 2024 – Day 1
  Shared by Matt Cornock
• CMALT Course Introduction
  Shared by ‪Alex Spiers‬

Photos and Artwork

[Photos will be added here]

We are delighted to share the winners of the Association for Learning Technology Awards 2024.

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Written by NCFE

We know that educators in the further education sector are always seeking new ways to engage their students and prepare them for the future. The Assessment Innovator Learner Competition, in partnership with Ufi Voctech Trust, offers a unique opportunity for learners to showcase their creativity by designing AI-driven ideas that could positively impact the way assessments and exams are conducted in the future.

Why encourage your students to participate?
Engaging your students in this competition is more than just a chance to win prizes. It’s an opportunity to spark their interest in how learning is evidenced and assessed. Here are a few reasons why you should consider integrating this competition into your teaching:

The ideas your students generate could shape the future of FE assessments, making them more relevant, efficient, and inclusive. Who better to reimagine assessment methods than the learners themselves?

This competition encourages students to think critically about the role of AI in education, giving them hands-on experience in problem-solving and innovation: skills that are increasingly valuable in today’s job market.

The winning learning provider will receive £750, and the winning learner or team will receive £250, with more prizes for second and third place. These funds could provide much needed resources for your classroom, supporting further innovative projects and enhancing the learning experience.

What we’re looking for
Entrants will need to consider a range of factors, including the potential benefits and challenges of using emerging AI technologies within the assessment space. They will need to present their ideas in either a 6-minute video presentation or a 6-slide presentation which effectively communicates the features, functionality, and benefits of their proposed solution. By participating, learners will have the chance to influence how their own education and that of their peers might be evaluated in the future.

How you can provide support
With no one set approach for supporting learners with this competition, there are a number of ways you can tailor your level of support to fit around your workload:

Integrate into lesson plans: use the competition as a project within your curriculum. Encourage students to explore how artificial intelligence can be leveraged to improve assessment methods relevant to their courses. This not only enriches their learning experience but also ties in with their ongoing studies.

Encourage collaboration: foster a sense of healthy competition by encouraging students to work in teams. This will allow them to build on each other’s strengths, leading to more comprehensive and innovative solutions.

Flexible participation: if class time is tight, consider assigning the task as a homework project. This way, students can choose to engage with the competition without feeling pressured by time constraints during lessons, while also being empowered to work independently.

Important dates and how to enter
The competition will be open for entries from 2 September to 31 October 2024. Encourage your students to start thinking about their ideas now and visit the NCFE website for more information on how to enter.

Thanks for reading this AmplifyFE post! AmplifyFE is a strategic partnership between ALT and the Ufi VocTech Trust. AmplifyFE connects over 3000 professionals in Further Education and Vocational Education, providing a strong networking community to share, collaborate and learn. We connect innovators, industry and educators, therefore, AmplifyFE posts may include contributions with a commercial focus. AmplifyFE’s posts are included on the #altc blog to support networking, collaboration and sharing. For more information, please check AmplifyFE’s dedicated submission guidelines.

The #altc blog submission guidelines detail who can post and the type of posts accepted to this blog.

 

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[Assocation for Learning Technology] [3]

OUR POSITION ON X/TWITTER

 

From 30 August 2024, ALT will cease all activity on X (formerly known as
Twitter).

Following recent events that conflict with our values and in consultation
with our Trustees, staff, and members of the community, we will cease all
activity on X from 30 August 2024. [...]

From 30 August 2024, ALT will cease all activity on X (formerly known as Twitter).

Following recent events that conflict with our values and in consultation with our Trustees, staff, and members of the community, we will cease all activity on X from 30 August 2024.

We are thrilled to extend a warm welcome to our esteemed sponsors, supporters and exhibitors to the ALT Annual Conference 2024! Your invaluable support and partnership are pivotal in making this event a success. Thank you for being an integral part of ALTC24, we look forward to pioneering the future of learning technology together!

 

[Assocation for Learning Technology] [1]

JOIN ALT'S AGM WEDNESDAY 4 SEPTEMBER

Dear Members,

Our 2024 Annual General Meeting will be held in person and online at ALT's
Annual Conference on Wednesday 4 September 2024 at 13:00 BST at the
Radisson Blu Manchester Airport, UK and online.

All Members are encouraged to attend and the AGM is also open to guests and
observers. Our agenda includes: [...]

Written by Lynne Taylerson for the AmplifyFE Team

I really value attending ALTC – I’ve actually lost count of the times that I’ve been over the last decade or so! I think I particularly value visiting for 2 reasons, meeting up with the practitioner research community and promoting the work of everything we do in FE and Skills.

As a practitioner researcher myself with a focus on digital skills and pedagogy, and now AI for education, it’s always fascinating for me to engage with the latest research. The thing I most like about ALTC is that at the research sharing sessions, there is always a dialogue, rather than a formal ‘paper presentation’ which is sometimes the format at other conferences. There are real opportunities to discuss emerging research with other delegates and I’ve learned so much about such a wide range of areas relevant to my practice.

The other research focused reason that I value the conference is the opportunities it has given me to share and discuss my own research and I’ve done this for several projects I’ve been involved with over the last decade. For the last couple of years I’ve been sharing and discussing the ‘Insights’ research I’ve been conducting for ALT/Ufi as part of the #AmplifyFE project. The research is focused on how we best design and deploy learning technology to have positive impacts on learners most affected by the digital divide. As well as having opportunities to disseminate and discuss completed research it’s been brilliant to share interim findings and get the perspectives of delegates at the conference on them. After ALTC22, I recorded a podcast with Chloë Hynes reflecting on attending the conference and that was the very first AmplifyFE podcast.

The reason that I’ve been particularly enthusiastic to come along to ALTC in the past few years is again related to the #AmplifyFE project which has put a strong focus on the work of the FE and Skills sector. I (and the rest of the team!) work in such a vibrant and important sector which goes beyond large colleges and includes Adult and Community Learning, prison learning, work-based learning, third sector organisations and many more scenarios. 

Despite its importance, FE is not called the ‘Cinderella sector’ for no reason and is often overlooked with schools and universities having more of the educational spotlight. It’s been fantastic that ALT and Ufi VocTech Trust have worked together to create AmplifyFE. I particularly enjoy being with the team in the exhibitors’ hall on our stand where we promote the value and work of the sector and meet up with the many and growing number of FE friends who attend the conference. I’d encourage anyone from FE and Skills (and beyond!) who has a focus on digital learning to take a look at the ALTC programme, to join us in Manchester this year so that together we can AmplifyFE and all the wonderful work that we do in the sector.

Thanks for reading this AmplifyFE post! AmplifyFE is a strategic partnership between ALT and the Ufi VocTech Trust. AmplifyFE connects over 3000 professionals in Further Education and Vocational Education, providing a strong networking community to share, collaborate and learn. We connect innovators, industry and educators, therefore, AmplifyFE posts may include contributions with a commercial focus. AmplifyFE’s posts are included on the #altc blog to support networking, collaboration and sharing. For more information, please check AmplifyFE’s dedicated submission guidelines.

The #altc blog submission guidelines detail who can post and the type of posts accepted to this blog.

The Association for Learning Technology (ALT) is excited to be hosting the ALT Annual Conference in Manchester from 3

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[Assocation for Learning Technology] [1]

[ALT appoints new Chief Executive: Susan Martin] [2]

ALT APPOINTS NEW CHIEF EXECUTIVE: SUSAN MARTIN

We are delighted to update members that the Association has appointed Susan
Martin as our new Chief Executive. 

The recruitment panel, chaired by ALT’s Chair Helen O'Sullivan, undertook
a thorough and comprehensive selection process with the support of
recruitment specialists Harris Hill that involved the staff team and
Trustees. [...]

We are delighted to update members that the Association has appointed Susan Martin as our new Chief Executive. 

The recruitment panel, chaired by ALT’s Chair Helen O'Sullivan, undertook a thorough and comprehensive selection process with the support of recruitment specialists Harris Hill that involved the staff team and Trustees.

 

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ALTC24 FINAL PROGRAMME ANNOUNCEMENT

 

We’re thrilled to announce the final programme for our flagship
conference, ALTC24 [4] is now available to view online [5]. You can look
forward to over 100 sessions and three keynotes fostering discussion around
key issues.

* Explore session abstracts [6]
* Humane Education: Empathy in Policies, Places, and Platforms - Chris
Friend [7]
* Imagining the Future of Education and Technology - Student Panel [8]
* Inviting Improvement through Lived Experience - Panel Discussion [9] [...]

By Neil Dixon, Uwe Richter (Anglia Ruskin University), Rob Howe (University of Northampton)

This is a report of our recent ALT East England (ALT EE) event on 4 July 2024. The blog starts with a brief summary of digital badges, and reports on the three presentations: Peter Harrison (Cranfield University), Bernadette Martin (The Open University) and Cory Saarinen (Institute of Continuing Education (ICE), University of Cambridge).

Attendees in the session were asked how many were considering or have used badges, and most had either tried badges or were considering investigating them. The polling results showed that there is an increasing recognition of the importance of reward and recognition within institutions. Therefore, this event was a timely way to share case studies and examples of how universities in the region are using digital badges and certifications.

Introduction: What are digital badges? (Uwe Richter, Associate Professor: Digital Pedagogic Innovation)

Digital badges are verifiable digital tokens and certificates that represent a skill or competency learned, an accomplishment achieved, or a program completed. Compared to traditional paper certificates, they offer greater accessibility and shareability.

In the education context, digital badges can be used to supplement traditional transcripts and certificates. They certify and showcase a student’s activities and accomplishments in curricular,  co-curricular or extra-curricular activities. These badges are highly motivating for students and a way to maintain a record of achievements and evidence for applying for jobs on graduation. However, badges may also be used to motivate progression within a module or course (gamification) using badging tools embedded in a virtual learning environment and these may not always  be shared externally.

Uwe also differentiated between digital certification and micro-credentialing, the latter being credit-bearing and, therefore, subject to quality assurance similar to academic modules and courses.

Using digital badges and credentials to enhance UX in learning and teaching (Peter Harrison, Head of Academic Practice and Education Excellence)

Cranfield University introduced badges originally  as a good way to encourage students to undertake activities that supported employability. From this the portfolio has expanded to more than sixty badges. Examples of badges included showcasing industry skills, personal growth and development, and self-evaluation and success. The most popular platform to share these badges is LinkedIn. 

Some of the learnings from implementing badges included the importance of metadata, which makes the badges easier to verify, and allows for portability. Another important factor is the design of the badges, using different templates and colours for core badges and short courses. Students can progress to different levels of badge within each area, so it is key that each badge theme remains consistent. To retain the integrity of the badge rewards, it is advisable to have awarded badges approved centrally.  

One takeaway from the project was to have a clear and transparent system from the outset, rather than making changes later on. By having such a system, the benefit is that badges can be changed and updated, so they can be used for different purposes as required.

Badged digital and information literacy course – the journey so far (Bernadette Martin, Learning & Teaching Librarian)

The Open University (OU) has a long history with badges and is increasingly offering digital badges within undergraduate modules to improve student engagement, motivation, well-being, and retention. Bernadette highlighted research from their curriculum design student panel indicating that 75% of students would be motivated by the prospect of earning a digital badge and 73% would be inclined to finish an activity if a digital badge were on offer. 

To capitalise on the potential usefulness of badges, the OU library is working towards offering badges for digital and information literacy skills, which is expected to launch in September 2024. The primary motivation for creating the badged course is to provide a “shop front” for the OU’s skills activities, increase engagement with these activities, and provide equity of access to all students. The badge courses will be aligned with the OU’s Digital and Information Literacy (DIL) framework and will cover all the DIL skills expected of students at each level. The benefits of the awarded badges are that they will give students opportunities to share evidence of their skills externally, such as to enhance their employability (like through LinkedIn, or their CVs).

Digital certificates and badging: our story so far (Cory Saarinen, Assistant Director – Technology Enhanced Learning )

A digital certificate and badge pilot project for non award-bearing courses at the Institute of Continuing Education (ICE) aims to prepare for a flexible, modular future in higher education, where students may customise their learning paths. Previously, students received paper certificates of participation, which had limited utility and were time-consuming to produce. The digital certificates and badges aim to enhance student achievement recognition, improve shareability, increase utility, and ensure security.

Again, the most popular mode of sharing was either LinkedIn or email. Cory also talked about many of the benefits and values of digital badges such as automating processes, the ease of sharing, and the role in marketing. He also noted issues such as the security of the badges, for example, the risk of certificate alteration.

Concluding remarks

In summary, the main themes that came out of the discussion were that students value badges and find them useful. From a university perspective, they are useful for tracking learning and helping to motivate students to engage. However, there are still concerns raised regarding the value of badges to employers or how employers regard badges. With the amount of badge sharing on LinkedIn, it is clear that most badge holders value them. The impact on employability and the value to employers still needs further investigation. 

We thank Uwe, Peter, Bernadette, and Cory for such a fascinating session, and everyone who attended and contributed to the lively chat discussion.