ALT

Immersive technologies are increasingly used in science education, yet the role of embodied interaction – particularly haptic feedback – in promoting conceptual understanding remains underexplored. This study investigated the effectiveness of Haptic + Visual Immersive Simulations (H+VISs) compared to Visual-only Immersive Simulations (VOISs) in teaching thermodynamics. A quasi-experimental design was employed with 130 secondary students, who completed pre-, immediate post-, and delayed post-tests using a validated Thermodynamics Concept Test. Results showed that the HVIS group significantly outperformed the VIS group in both post-tests, indicating improved learning gains and retention. The HVIS group also scored higher on the Embodied Thermodynamics Scale and reported lower cognitive load, as measured by the Paas scale. Repeated measures analysis of variance revealed significant main effects for time and group, as well as a significant interaction, favoring the HVIS condition. National Aeronautics and Space Administration (NASA-TLX) ratings indicated that the HVIS group experienced higher perceived performance and lower effort and frustration. Path analysis further revealed that embodied learning partially mediated the effect of instructional modality on retention. These findings support the integration of haptic feedback in immersive Science and Technology, Engineering and Mathematics (STEM) instruction, emphasizing the role of multisensory engagement in fostering deeper learning and reducing cognitive effort in abstract domains such as thermodynamics.

This study developed and validated an instrument for measuring teacher educators’ (TEs’) educational technology (EdTech) integration in Ethiopian colleges of teacher education (CTE), filling a gap in context-specific tools. The instrument was developed using an established theoretical framework, following a six-step process including instrument design, expert review and psychometric evaluation with 126 TEs. Exploratory factor analysis (EFA) identified a 13-factor structure, which converged into a 12-factor (58 items) structure with 80% explained cumulative variance. Confirmatory factor analysis revealed strong internal consistency (α/CR > 0.7), convergent validity (Average Variance Extracted [AVE] > 0.5; factor loadings > 0.6, p < 0.001) and discriminant validity (Heterotrait-Monotrait ratio [HTMT] < 0.85). The tool demonstrated an acceptable fit (comparative fit index [CFI] = 0.94, Tucker-Lewis index [TLI] = 0.93, chi-square/degrees of freedom = 3.1), although root mean square error of approximation (RMSEA 0.13) and standardised root mean square residual (SRMR 0.13) slightly exceeded thresholds. Despite minor fit limitations, robust reliability, validity and contextual grounding confirm its utility for assessing EdTech integration in resource-constrained settings. This study underscores the instrument’s potential to inform evidence-based pedagogical practices, institutional policy reforms and cross-cultural research in teacher education. By bridging theoretical and practical gaps, this work contributes a validated tool tailored to the socio-technical realities of developing nations, offering stakeholders a scalable framework to assess EdTech integration in teacher training.

The study aimed to assess the perceived competency of Technological Pedagogical Content Knowledge (TPACK) among teacher educators in Ethiopian higher education institutions. The TPACK framework by Mishra and Koehler was employed to assess its implementation. In doing so, a quantitative research method was employed, involving 245 teacher educators from the selected higher education institutions. The study utilized the stratified random sampling technique to systematically select the participants. A structured questionnaire was used to collect data. Validity and reliability tests were conducted to ensure the questionnaire’s appropriateness and consistency. Both descriptive and inferential statistics were used to analyse the data. Results revealed that teacher educators’ technology level of competence is the lowest when compared with the other TPACK subscales. Besides, the results indicated that there were no statistically significant differences between male and female teacher educators across the TPACK components, but significant differences were observed in Content Knowledge (CK), Technological Knowledge (TK) and overall TPACK based on their qualifications and teaching experiences. The findings also showed that there were significant differences in CK, TK and TCK across fields of study, though PK, PCK, TPK and overall TPACK showed no significant differences across the groups. The study highlights the fact that teacher educators’ current practices do not fully embrace the technological dimension of TPACK, which means there is a need for professional development in this area.

This study examines the perceived usefulness of ChatGPT in developing specific academic skills among students from various fields of study. Using a quantitative and comparative approach, responses from students in Social Sciences and Humanities, Natural Sciences, Technical Areas, and Exact Sciences were analysed regarding ChatGPT’s utility in three key skills: communication, idea generation, and information synthesis. Results show significant variations in the perceived usefulness of ChatGPT across disciplines. Students in Social Sciences and Humanities highly value ChatGPT for organising and expressing ideas, while Natural Sciences students find it more useful for synthesising complex information. Conversely, students in technical and exact areas perceive lower utility, likely due to the specific precision and technical demands of their fields. This study contributes to the literature on artificial intelligence (AI) in education by emphasising the need for an adaptive approach to AI implementation to maximise its effectiveness. Implications for higher education and recommendations for responsible, tailored integration of AI to enhance academic skills are discussed.

At this year’s ALT Annual Conference, we proudly announced the winners of the 2025 ALT Awards, recognising excellence in research, practice, and leadership in Learning Technology. Since 2007, the ALT Awards have set a national benchmark for innovation and impact, attracting competitive entries from across the UK and internationally.
 

Announced at the ALT Annual Conference 2025, ALTC25 Revisited is a special online event taking place on 25 February 2026, designed to extend the con

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Join us for ALTC25 Revisited, a special online event reflecting on the highlights of the ALT Annual Conference 2025. We’re bringing back the key themes, thought-provoking sessions, and vibrant discussions that made ALTC25 unforgettable, and inviting presenters and participants to take the conversation further. Whether you presented, attended, or missed the original event, this is your chance to reconnect, revisit, and reimagine Stronger Foundations, Broader Horizons, together.

As we prepare for ALTC25 Revisited, take a moment to rediscover the ideas and energy that shaped the ALT Annual Conference 2025.

This year, AmplifyFE celebrates a remarkable five-year journey of connecting and uplifting professionals across FE, Skills and vocational education.

With the ALT Annual Conference just days away, we’re excited to spotlight the incredible sponsors and exhibitors who are helping shape this year’s conference experience. The ALTC25 exhibition space will offer a vibrant hub for discovery, dialogue, and networking.

The wait is nearly over. The ALT Annual Conference 2025 is just around the corner, and excitement is building fast.

ALT is pleased to announce an exciting opportunity for professionals in Further and Higher Education to deepen their understanding of digital accessibility.

Come along to our Unconference where you set the agenda!

This is your chance to bring along the topics - big or small - that you would like to discuss with the group. This will be an informal event but will be roughly along these lines:

10:30 - 11:00 Coffee and add your topics

11:00 -11:30 Welcome and scheduling

11:30 - 12:30 2 Attendee lead/chosen sessions

12:30 - 1:30 Lunch

1:30 - 2:30 2 Attendee lead/chosen sessions

2:30 - 3:00 Summary

3:00 - Drinks and/or shopping!

We are excited to announce an upcoming interactive workshop that will delve into two critical lenses of reflection from the Digital Accessibility Maturity Model, developed by AbilityNet and McNaught Consultancy. This workshop is designed specifically for HE and FE institutions looking to enhance their digital accessibility strategies and practices.

The workshop will be facilitated by Amy Low from AbilityNet, Julian Tenney from University of Nottingham and Ben Watson from UCL. Julian will bring his experience of using the maturity model to develop and mature practices at Nottingham and Ben will provide insights on the robust procurement guidance developed by himself and George Rhodes from University of Westminster who is also Ben’s business partner at AllAble.

During the workshop, we will focus on the Strategy and Structure lens, where we will explore evidence points that support the development and implementation of effective digital accessibility strategies that align with your institution's goals and objectives. We will also discuss the importance of having a well-defined and resourced structure to support these strategies and ensure their successful execution.

In addition, we will examine the Governance and Accessibility Toolkit lens. This session will review initiatives and evidence points that signal robust governance frameworks are in place and practical tools being provided to manage and monitor your institution's digital accessibility efforts including implementing a robust procurement policy. By leveraging these resources, you can ensure compliance with accessibility standards and create an inclusive digital environment for all users.

The workshop will be highly interactive, with opportunities for participants to engage in discussions, share experiences, and collaborate on best practices. Whether you are just starting your digital accessibility journey or looking to refine your existing approaches, this workshop will offer valuable insights and actionable takeaways.

 

We’re delighted to announce the launch of the Online Programmes Special Interest Group (SIG). 

 

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ALTC25 - MEET OUR SPONSORS

 

As we get ready to welcome you to ALTC25 [3], we’d like to take a moment
to thank the generous sponsors who are helping make this year’s
conference possible.

Each of our sponsors is bringing their own expertise and energy to ALTC25,
and we encourage you to visit their stands, join their sessions, and
connect with them during the event. They play an important part in shaping
the conversations and innovations happening across our community. [...]

As we get ready to welcome you to ALTC25, we’d like to take a moment to thank the generous sponsors who are helping make this year’s conference possible.

Each of our sponsors is bringing their own expertise and energy to ALTC25, and we encourage you to visit their stands, join their sessions, and connect with them during the event. They play an important part in shaping the conversations and innovations happening across our community.

Hear from Leeds Beckett University’s Digital Learning Service about a project to upgrade the University’s virtual learning environment (MyBeckett) to Blackboard Ultra by the end of summer 2026.

Schools, Subject Areas and Course Teams were invited to register for their preferred upgrade window following an ‘early adoption’ scheme, which enabled the team to gather experiences on supporting the transition and learn how best to facilitate the process at scale. This has enabled us to tailor our support and staff development, building a bank of reusable resources.

With partnership at the heart of this project, this webinar will celebrate and share the collaborative approach taken to balance the need to upgrade against colleagues’ capacity to engage positively with change. We will consider project management, communications, risk, teamwork and lessons learned.

The Digital Learning Service is part of Library and Learning Services at Leeds Beckett University. The team provides phone and email support, colleague development and in-curriculum student sessions, and maintains / enhances digital learning platforms.

CPD Webinar Host: 

   Rianne MacArthur, Digital Learning Service Manager, Leeds Beckett University

 

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MONTHLY ALT NEWS - ISSUE 050, OCTOBER 2025

 

WELCOME TO YOUR MONTHLY NEWS UPDATE FROM THE LEADING PROFESSIONAL BODY FOR
LEARNING TECHNOLOGY IN THE UK.

We support a collaborative community for individuals and organisations from
all sectors, and provide professional recognition and development. Each
month, we will update you on latest news and publications, events,
jobs, and calls for proposals from across the learning technology
community.   [...]

As this is a busy time of year for many colleagues, we are extending the deadline to submit Expressions of Interest for the roles of Vice-Chair or Trustee on ALT’s Board to Monday 3 November 2025 at 9:00 AM. We hope this additional time allows members to fully consider this exciting opportunity to contribute to ALT’s strategic leadership.

By Laura Milne, ALTC25 Co-chair

(especially for conference newcomers) 

When first I heard about ALT, I was amazed – a whole community of people like me, who geek out about the kinds of things I geek out about, and who get excited about the best way to deliver meaningful learning experiences enhanced by technology? These were my people! I had been working as a learning designer for several years in South Africa before relocating to the UK for work, and suddenly my LinkedIn page and twitter feed were filling up with colleagues from other institutions and other sectors sharing their passions, their projects and often their intractable challenges for group input. 

I felt, however, that I was somewhat on the outside of this magical space – unable to quite tap into the community spirit that I could see. That is, until I started being a contributor myself, and building my own network by participating in webinars and attending conferences like ALTc. 

Conferences bring people together 

Conferences are a really powerful way to meet lots of people and dispel some of the awkwardness you  might feel about connecting with others. I like meeting new people, but at times get stuck on the small-talk aspect of it. Conferences help this – you’re co-located (so less awkward than setting up a call with a stranger), you’ve got topics in common – “what did you think about Professor Naidoo’s keynote? I am just buzzing with ideas on how to integrate escape rooms into our induction process!” – and if you’re speaking or presenting your work, you will find some really excellent interlocuters and possible future collaborative partners! 

I admit that I had to overcome my worry that somehow I might be intruding or bothering other delegates, so if this is you, please don’t worry. People will generally be welcoming, and are usually glad that someone else was brave and broke the ice! Remember, people come to conferences intentionally to meet others and network. Though if someone is clearly sitting in a corner with headphones on, it might be best to give them some space; we all need down-time, and some have shorter social batteries than others. 

Sector networks: action groups, spaces to share problems 

Now, what about the rest of the year, when we aren’t all co-located at Warwick or Manchester or Glasgow? Well, some of my best collaborative and supportive relationships have developed out of the sector networks I am involved in, including ALT North West England Members’ Group, the Generative AI Network, Heads of eLearning Forum, and others. These spaces are intentionally created, usually around a special interest or shared feature (location, role or challenge). In some cases, they run webinars for teams to learn from. I can heartily recommend volunteering to present a project at these webinars – such a good way to get external feedback. 

Here are some sector networks and special interest groups that you might be interested in joining: Anti-racism and Learning Technology SIG, Digital Accessibility SIG, ELESIG or Digital Assessment SIG (full list of other SIGs available here); Generative AI Network; Ucisa’s Digital Education Group. It might also be valuable to join some jiscmail listservs, which will give you an insight into some particularly active communities of practice. 

The power of collaboration to bring about meaningful change 

Aside from feeling the warm-fuzzy of community all around you, there are some significant potential benefits to developing your network across the sector. The power of these groups is you will meet people who may be future collaborative partners on exciting projects. These might include funded opportunities (e.g. the QAA Collaborative Development Fund), research, or sector-wide evaluation efforts that help us benchmark our activities, improve our services, and strive for better student experiences with learning technology.  

In some cases, these collaborative relationships can be almost therapeutic – all of us experience the similar start of term stress, or assessment week chaos, or the challenge of a tool behaving in an unexpected way. The vent sessions can be just as important as webinars to keep one another encouraged and moving in the right direction. Perspective is easier to find when you aren’t staring into a chaotic inbox. 

For a digital education leader, sector benchmarking that arises from this kind of collaborative sharing can provide leverage and negotiating power for internal change. While it won’t magically grow budgets, it provides context to senior leadership for impact and efficiency of your own team. It can also help you identify excellent practices in your home context, that you might be taking for granted. I love hearing about colleagues’ innovations where they may not realise how groundbreaking their work actually is – it’s a chance to encourage them to shout about their success, and to set an example for the rest of us. 

Without meaning to be cheesy about it, the ALT community and the broader sector network I am part of has been one of the best aspects of my career so far. I look forward to joining you all at ALTc in a few weeks’ time to share success, hold each other through the challenging times, and celebrate the power of sector networks to make meaningful change. 

ALT’s Annual Conference is one of the UK’s largest conferences for learning technology and digital education professionals. The conference provides a valuable and practical forum for practitioners, researchers, managers and policy-makers from education and industry to solve problems, explore, reflect, influence and learn.

ALTC25 will take place in Glasgow on 23 and 24 October 2025.  Register closes 20 October 2025.