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This is your last chance to register for ALT’s upcoming Digital Accessibility Workshop, taking place online on Tuesday, 25 November 2025, from 2:00 PM – 5:00 PM

Maren Deepewell awarded Honorary Life Membership of the Association for Learning Technology

ALT awards Honorary Life Membership to individuals who have made an outstanding and sustained contribution to the advancement of ALT’s aims for the development of learning technology in a regional, national or international context.

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• Maren Deepwell
• Honorary Life Membership
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• #altc
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Join the Digital Sustainability SIG for a webinar by Rita Bateson (Eblana Learning) exploring the environmental cost of AI in education and Eblana’s approaches to making it more sustainable. Hosted by ALT’s Digital Sustainability SIG. This webinar will also celebrate the launch of the SIG and invite ideas for future sessions and activities, helping us shape the next phase of our community.

Who is this event aimed at? All staff.

AI in education promises personalised learning and richer data, yet its hidden energy consumption challenges the future we are preparing our students for. In this session, we will explore the connection between AI models, educational platforms, and real-world emissions. Rita will share how Eblana Learning are advising international schools to balance the benefits of AI with its energy demands, redesign educational workflows for minimal computation, and integrate climate-aligned metrics into educational policy.

Takeaways

Eblana Learning’s approach to:

• Auditing carbon costs of AI tools in education
• Considering the effectiveness, accessibility, and energy use in educational AI designs
• Optimising prompts, batching, and caching to reduce compute cycles in AI-driven learning
• Embedding climate accountability in education policies and practices.
   

Rita Bateson FRSA Based in Dublin, Rita Bateson is a co-founder of Eblana Learning - an educational consultancy focused on helping international schools integrate ethical and sustainable AI practices into their teaching and governance. Their mission is to support schools—particularly those aligned with the International Baccalaureate (IB)—in navigating the fast-changing landscape of educational technology and AI.

 

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MONTHLY ALT NEWS - ISSUE 051, NOVEMBER 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.   [...]

Join the Digital Accessibility SIG for the December webinar.

Register here: December Webinar

This webinar is a chance to hear from four of the speakers at this year's Icepops conference. They will provide an overview of their presentation delivered at the conference in September 2025 in Manchester. Speakers include: Megan Kilvington, Ana Enriquez, Doug McCartney and Sarah Brear.

Augmented reality (AR) integration in learning aims to improve overall educational experiences through multiple pathways, with cognitive processing enhancement serving as a fundamental mechanism. Whilst AR’s benefits encompass motivation, engagement and satisfaction, understanding how AR influences cognitive processing provides crucial insights into the underlying mechanisms that drive these broader improvements. Despite broad recognition of this goal, it remains underexplored. Drawing on cognitive absorption theory, this study examines how key cognitive absorption factors influence cognitive processing benefits. Data were collected from 184 university students and analysed using partial least square-structural equation modelling and importance-performance map analysis (IPMA). Findings reveal that enjoyment, control and curiosity significantly influence perceived usefulness (PU) (R2 = 62.4%) and ease of use (R2 = 65.4%). These factors, in turn, mediate immersive experiences (R2 = 63.7%), which significantly affect cognitive processing benefits (R2 = 55.3%). The results suggest that within AR-based learning, traditional technology acceptance models should be reconsidered. Notably, whilst perceived ease of use and enjoyment are important (as shown by IPMA), they do not significantly impact PU. Additionally, multi-group analysis indicates that AR-supported learning results in consistent cognitive processing outcomes for students from both natural and social sciences, suggesting AR’s broad applicability across academic disciplines.

Following the 2022 invasion of Ukraine, thousands of Ukrainian children enrolled in schools across Europe. In Spain, most lacked prior knowledge of Spanish. This study examines whether real-time speech-to-text translation technology (STTT) can reduce classroom language barriers. Two activities – a fable reading and a neuroscience lecture – were conducted with 12–15-year-old Spanish-speaking students (n = 23) and Ukrainian students unfamiliar with Spanish but bilingual in Ukrainian and Russian. Using PowerPoint 365, the teacher’s speech was transcribed and translated into Russian – which at the time was far more reliably supported by automatic translation tools than Ukrainian – and projected onto a shared classroom display. Although this choice was based on technical and pedagogical criteria, it later drew some resistance, reflecting the sociopolitical sensitivities surrounding language use in wartime contexts. Comprehension was assessed using content-specific questionnaires. Ukrainian students scored lower than their Spanish peers but significantly higher than a control group (n = 22; p < 0.001; Cliff’s delta indicated large effect sizes). Qualitative analysis of teacher interviews highlighted improvements in comprehension and inclusion, along with implementation challenges. Taken together, these findings indicate that STTT has the potential to support newly arrived refugee students and help address multilingual education challenges.

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

Register Now

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.

By Alice Chapman, Officer for the ALT Digital Accessibility SIG and ALTC25 Conference Committee member

Ahead of ALTC 2025, I’ve been thinking about what it truly means to design learning technology with empathy and inclusion at its heart. The conference will soon bring these conversations into focus, but the work starts now by putting accessibility first.

In today’s digital-first world, learning technology opens doors to education, opportunity, and connection. But even in this modern world, the doors are still closed for too many learners. Accessibility is too often treated as a checkbox when in reality, it should be seen as the foundation of inclusive and effective learning design.

As we look to the past, present, and future of digital education at the upcoming ALT Annual Conference (ALTC), accessibility must take centre stage. Not just because of legislation or compliance standards, but because learning should be for everyone.

Why accessibility matters

According to the World Health Organization, “An estimated 1.3 billion people – about 16% of the global population – currently experience significant disability.” In the language of further and higher education, that’s a substantial number of learners whose needs must be considered. More specifically in the realms of learning technology, digital platforms are now central to how we study, teach, and collaborate. If these tools aren’t accessible, entire communities of learners are left behind.

The most exciting innovations in learning technology are those that prioritise accessibility and inclusivity from the start. Think interactive captioning and transcription, immersive simulations that adapt to learners’ needs, and design frameworks that embed platforms to support diverse experiences. These tools help to close the gap, but only if accessibility is embedded from the beginning and not enacted as an afterthought.

Challenges we still face

Despite progress, challenges remain. Platforms don’t always work seamlessly with screen readers. Colour contrast, navigation, and interface design often exclude rather than empower. Text alternatives can be inaccurate or not even present. But when we dig into these, we can see that these issues aren’t just technical issues, they’re human. And the good news is, they’re solvable.

By embedding accessibility into the design stage, we can address these challenges early and create learning experiences that truly support everyone.

Let’s move from compliance to compassion

Accessibility is often framed in terms of compliance. “We must meet WCAG 2.2 standards by ticking boxes and satisfying legal requirements.” And while these are important, and can be supportive to implement change, the real transformation comes from compassion. 

It’s about designing with empathy by talking to the learner who can’t hear the audio, the learner who struggles with a cluttered screen, the learner who relies on a keyboard instead of a mouse. When institutions shift from compliance-driven to compassion-driven design, learning becomes more equitable, engaging, and empowering.

Join the conversation at the ALT conference

One of this year’s key themes at ALTC is Digital by Design: People, Empathy and Experience. It’s a chance to explore the future of learning technology together and to challenge ourselves to put accessibility and empathy at the heart of everything we create.

Whether you’re a learning technologist, educator, policymaker, or simply passionate about digital inclusion, this conference is an opportunity to connect, share ideas, and shape the future of learning.

Date: 23 and 24 October 
Location: Glasgow Marriott
Register here: ALT Annual Conference 2025 Registration | Association for Learning Technology

Accessibility happens when we design with, not for, our learners.

Whether you’re attending ALTC 2025 or championing accessibility in your own institution, take one action this month: talk to a learner about how they experience your learning platforms. Then bring that insight back to your team, and to Glasgow! 

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 Here .

Hello and welcome to a new academic year!

To kick things off, the Digital Assessment SIG is inviting proposals for speakers at our first webinar of the year. The theme will be “Training Staff to Use Digital Assessment Tools”, which aligns with one of our key areas of focus: Digital assessment technologies.
To find out more about the webinar please visit Training staff to use Assessment Tools webinar or if you’d like to present, please fill an expression of interest Google form by the 17th of October 2025.

We’re planning to run webinars quarterly throughout the year, this year’s themes are:

• Training Staff to use Digital Assessment Tools
• Digital Exams and PaperScript Scanning
• Marking and Feedback of Digital Assessments
• Digital Assessments and Student Voices

We’re also excited to share that we are recruiting a new officer to join our Special Interest Group. If you’re interested, we’d love to hear from you.
Submit your expression of interest by the by 3/11/2025 by emailing: ALT-DIGITALASSESSMENTSIG-request@jiscmail.ac.uk 

The working group on AI in Summative Assessments would like to share that they have received over 300 responses from across the sector to their first survey and hope to publish the results very soon. They have now started the second stage of their survey and would like you to share what you think about having your marking work done by AI. Please tell them via this survey (URL: https://app.onlinesurveys.jisc.ac.uk/s/northumbria/ai-summative-assessment) – and share with your colleagues and students!! 

Finally, some of us will be attending the ALTC Group Fest in Glasgow — see programme details at Beyond ALTC 25 Programme. Pay special attention to the workshop and presentations by our Co-Chairs Alison Gibson and Gemma Westwood, as well as saying hello to Helen Greetham our third Co-Chair, who will be completing session chairing duties as a member of the conference committee. Do come and say hello at the Digital Assessment SIG stall to ask about workshops, talks or anything to do with digital assessment, we’d be delighted to meet you. If you are unable to attend in person the SIG also has a spot on the ALTc Radio, details to be confirmed on the conference website, please listen in from wherever you are in the world if you are able.

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