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MONTHLY ALT NEWS - ISSUE 044, APRIL 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.   [...]

Our current Editor-in-Chief, Michael Flavin, will be stepping down after over 5 years as Editor-in-Chief of Research in Learning Technology (RLT). Michael’s involvement began in 2012 with the publication of his first article in the RLT journal. In 2018, Michael joined the RLT Editorial team before assuming the role of Editor-In-Chief in 2020.

Launched in December 2024 by the Secretary of State for Science, Innovation and Technology, the consultation set out the Government’s plan to deliver a copyright and AI framework. The application of copyright law to the training of AI models is a topic for debate. Rights holders are finding it difficult to exercise their rights and AI developers are finding it difficult to navigate copyright law.

ARLT SIG presents 'In Conversation' with Matthew Johnson.
Date: Tuesday 8th April 2025
Time: 4pm-5:30pm GMT (to be inclusive of our overseas members)
Format: Online Event
 
This online event is hosted by the antiracism and learning technology special interest group (ARLT SIG) as part of a series on ‘Tackling racism in the Education and EdTech sector’. Matthew Johnson, the CEO of Race on the Agenda, one of Britain's leading anti-racist change drivers, joins us to explore how we can tackle systemic racism in the Education and EdTech sector. We explore little changes and big changes required to ensure racially equitable and just technology-enabled education. Subsequently, questions and comments will be welcomed from the audience.

About the Speaker
Matthew Johnson is an experienced policy and research professional who has worked at both the grassroots (community and third sector) and structural levels (governmental and multilateral). He has gained extensive experience working with NGOs, government and academic institutions both in the UK and internationally. This includes supporting capacity development in parastatal organisations in areas of monitoring and evaluation; while advising on innovative programmes in partnership with multilateral institutions such as UNICEF.

The University of Edinburgh CMALT programme is a series of workshops to support staff who have learning technology or digital education as the main element of their role at The University of Edinburgh to gain an internationally recognised professional accreditation.  The programme lasts for 12 months and comprises of nine interactive workshops and writing retreats designed to support staff in preparing their CMALT portfolio.  A small amount of pre-workshop preparation is required and participants are supported by a dedicated SharePoint site, MS Teams channel and a dedicated mentor.  This webinar will take you through our journey from February 2024 to present day and will highlight key areas, successes and plans for the future

The countdown is on.

Join us as we launch our long awaited CMALT Candidate Course in partnership with King's College London. 

The 16th Annual Open Education and Research Conference (OER) ‘Speaking Truth to Power: Open Education and AI in the Age of Populism’, will be co-chaired by Sheila MacNeil and Louise Drumm.

• Gain insights from three keynote speakers as they explore digital accessibility from an organisational perspective

• Listen to a student panel sharing their lived experiences of digital accessibility in learning
• Engage with academics and professionals from across the sector as they discuss strategies for enhancing digital accessibility

 

13.00-13.05 Introductions

13.05 - 13.25 Keynote 1: Léon Consearo, Leeds Trinity University

13.25 - 13.45 Keynote 2: Lilian Joy and Richard Walker, University of York

13.45 - 13.50 Questions

13.50 - 14.30 Student Panel

14.30-14.45 Break

14.45 - 14.55 Lucy Thacker & Lucy Bird, The University of Leeds - Lightening the Load: The Course Accessibility Service

14.55 - 15.05 Alice Bennett, University of York - AI and accessibility: help or harm?

15.05 - 15.15 Dania Ghani, Sheffield Hallam University - Leveraging Early-adoption User Insights to Shape Digital Accessibility in Blackboard Ultra

15.15 - 15.25 Alice Clayton & Jo Law, University of Leeds - Inclusive design and illustration

15.25 - 15.35 Tom Tomlinson, University of Hull - From Afterthought to Action: Tackling Accessibility Barriers

15.35 - 16.00 Questions and Conclusion

Join Dr. Abbie Cairns, an artist-teacher with a passion for blending creativity and technology, for a session on AI and Creativity. In this webinar, Abbie will explore the evolving role of AI in art education, focusing on how AI tools can be integrated into creative practice to inspire and challenge learners. Discover how AI is transforming the landscape of art and design, offering new possibilities for digital art creation, design exploration, and innovative teaching methodologies. Abbie will share insights from her own teaching practice, where AI enhances student creativity and encourages experimentation with new media. This session will offer valuable ideas on how AI can unlock creativity

 

The Digital Badging Commission, established in 2024 by the Royal Society of Arts, Manufactures and Commerce (RSA) and Ufi VocTech Trust, aims to revolutionise the recognition of skills and learning in the UK. 

Considering digital badges are a promising tool for recognising and verifying skills, particularly those acquired outside traditional educational pathways, understanding the breadth of their adoption across a wide variety of settings, as well as their impact and potential, remains limited in the UK context. 

The Digital Badging Commission brings together senior leaders and experts from education, industry, technology and policy to address this gap and develop recommendations for a more effective digital badging ecosystem that supports progress and recognition of skills within lifelong learning. 

The session will present the key findings and progress of the commission so far, primarily focusing on challenges and opportunities identified through the available literature, through case study interviews with stakeholders, and from interactive stakeholder workshop sessions run by the commission. 

Presenter: Rebecca Purton 

This event is held in partnership with Ufi VocTech Trust. The strategic partnership between ALT and Ufi has been supporting professionals in Further and Vocational Education to connect, share, collaborate and learn through the AmplifyFE Community Space since 2020.

 

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SUBMIT YOUR PROPOSAL FOR OER25

 

We’re pleased to share that the Call for Proposals for the Open Education
Conference 2025 is now open. Don't miss this exciting opportunity to
showcase innovative practices, groundbreaking projects, and impactful
research exploring Open Education in a changing world.

[3]

OER25 - SPEAKING TRUTH TO POWER: OPEN EDUCATION AND AI IN THE AGE OF
POPULISM [4]
DATE: 23-24 June
LOCATION: Resource for London  [...]

We’re pleased to share that the Call for Proposals is now open for OER25 - Speaking Truth to Power: Open Education and AI in the Age of Populism

The Association for Learning Technology (ALT) is delighted to share the schedule of events for CMALT Week 2025, 28 April - 2 May, a week long event dedicated to celebrating the CMALT Accreditation Framework,  supporting CMALT candidates and assessors, and welcoming new certified members. 

 

Join us for the next ALT North West meeting, hosted at the University of Liverpool School of Dentistry. This event is a fantastic opportunity to network with peers, share insights, and explore the latest innovations in learning technology.

The session will feature engaging talks on topics such as:

• AI and its role in education
• Haptic simulation to support learning, with the opportunity to try the technology for yourself

A full agenda will be shared soon.

We look forward to welcoming you

ALT ELESIG is a community of researchers and practitioners involved in investigations of learners’ experiences and uses of technology in learning across all education sectors. ELESIG, formerly the Evaluating Learners Experiences of e-learning Special Interest Group, was established in 2008 to advocate for the theory and practice of researching learners’ experience in the context of technology enhanced learning/e-learning. ELESIG became a special interest group of ALT in 2019.

To apply for any of the roles, you must live in that region.

Officer Roles Available:

• South England Lead
• New Zealand Lead
• Midlands Co-Lead
• North West Co-Lead
• London Lead

These volunteer roles have a tenure of three years and offer excellent opportunities for leadership development, supporting applications for Advance HE Fellowships and other CPD avenues. Nominees must be ALT members, either individually or through an institutional membership.

How to Apply: Expressions of interest should include a statement (up to 200 words) detailing your interest, experience, and potential contributions to the Organising Committee’s role, as outlined in our Constitution, and your ability to attend ALT ELESIG Group meetings. Please submit your expressions of interest via this form by 12:00 noon GMT on Monday 7 April 2025. 

Our call for Committee Members for the 2025 Open Education Conference is now open. This is a fantastic opportunity to help shape the programme and contribute to the success of the event. Being on the conference committee is a significant professional development opportunity, as well as evidence of ongoing development, which can contribute to CMALT, AdvanceHE Fellowship applications, and other certifications.

We're excited to invite you to our next meeting, taking place on May 22nd at Edge Hill University. This meeting is set to be a dynamic and informative session, with talks on a variety of topics.

Here’s a sneak peek of what’s on the agenda:
1. Digital Assessments: Innovations and Challenges
• Discuss the challenges and best practices for implementing digital assessments in educational settings and learn from case studies.
• Interactive Q&A session with experts in the field.

2. Creating Custom GPT Models: An Educator’s Guide
• Introduction to Generative Pre-trained Transformers (GPT) and their potential in education.
• Step-by-step guide on creating custom GPT models tailored for educational purposes.

3. Networking Sessions
• Opportunity to connect with fellow educators and technology enthusiasts.
• Share experiences, collaborate on projects, and discuss innovative ideas.
• A mix of structured and informal networking activities to maximize engagement.

This meeting promises to be a great platform for learning, sharing, and networking. We look forward to seeing you there and engaging in these exciting topics together!

 

The meeting will be in the Business School (Building 16, ref E4 on the map), room B005 (ground floor). Further information on travelling to campus can be found here, including free bus from Ormskirk Centre next to the train station. https://www.edgehill.ac.uk/locations/

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. 

By M25 Member Group

In 2024, the ALT M25 community engaged in dynamic discussions during the Summer and Winter Meetings, covering topics such as e-portfolios, the evolving role of social media in learning technology, AI in assessments, and the significance of empathy in UX design. These sessions emphasized the importance of adaptability and innovation in enhancing educational practices. As we look ahead, stay tuned for the Spring Meeting in 2025 scheduled at 2 – 4 pm on Monday 24 March 2025, where we will continue to explore exciting developments in digital learning.

Thinking Back, Moving Forward: ALT M25 Summer Meeting

The M25 Summer meeting was held in a hybrid format, both online and in-person at the UCL East Campus on 18 July 2024. You may want to watch the recording of the session again. Let’s review the exciting presentations and interactive activities of the day.

MyPortfolio: A Case Study Supporting the Engineering Foundation Year

The first presentation, delivered by Kat Alston-Cole from UCL Faculty of Engineering, explored the use of MyPortfolio to support students in the Engineering Foundation Year. She shared both challenges and successes in integrating this tool, noting that over time, students developed essential skills in collaging their works using MyPortfolio. She also emphasised the need to improve guidance for students and provide clearer examples of portfolio usage.

A key highlight was the improvement in student confidence, as shown in a survey conducted before and after using MyPortfolio. Students felt significantly more confident after introductory sessions, highlighting the value of hands-on support.

Looking ahead, plans include refining support based on student feedback, improving portfolio appearance, and offering more examples. Further research will assess the long-term impact and identify areas for improvement. This case study initiated a constructive discussion on the importance of adaptability, feedback, and empowerment in successfully adopting portfolio tools in higher education.

Social Media in Learning Technology: Where Did Everyone Go?

Sarah Sherman from the Bloomsbury Learning Exchange (BLE) opened a discussion on the evolving role of social media in learning technology. The presentation started by highlighting the shifts in platforms and user engagement, noting the significant changes in popular platforms like X (formerly Twitter) and the rise of new contenders such as Mastodon and Threads. A poll was conducted to gauge current platform preferences, encouraging attendees to reflect on which tools they are using and how effective they find them.

The session sparked a conversation around the advantages and disadvantages of various platforms, such as LinkedIn for professional networking versus X for rapid, real-time updates. There was a notable discussion about whether recent launches like ChatGPT could transform learning technology beyond social media and how these technologies may promote or hinder access to learning communities.

In the open discussion, participants shared what features were missing in older platforms, what they currently find useful, and what gaps remain in their digital toolkits. Sarah encouraged open dialogue on how social media can better serve learning technology in the future, with particular attention to what works and what doesn’t work for both educators and students.

Academic Alliance: Addressing AI and Assessment Adventures

The third presentation, titled “Academic Alliance: Addressing AI and Assessment Adventures,” was led by Tim Neumann from UCL’s Knowledge Lab, with contributions from Jintong Yan, Zhixin Zhang, Sophie Ho, and Jennifer Seon. This engaging session explored various projects focusing on AI and assessment within the Institute of Education (IOE).

The first project investigated AI-related questions within student dissertations, gathering insights from over 140 participants. The second project involved an AI and Assessment Hackathon, where groups of students and alumni tackled six AI-related assessment briefs over nine days. This challenge aimed to foster collaboration and creative problem-solving among participants from UG and PG.

Finally, the projects culminated in a task where participants presented their findings to senior management at IOE. These presentations were designed to inform future AI policy and assessment strategies within the institution. The co-creation ensures that students’ voice is reflected in the IOE’s institutional strategies.

Lessons learnt snowball and Future cards discussion

On top of professional sharing, there were two interactive activities sparking deeper discussions on the year’s challenges, solutions, and lessons to carry forward. During the “Lessons Learnt Snowball Exercise,” participants jotted down key insights from the 2023/24 academic year on post-it notes and shared them. Examples included reflections on the rising importance of VR in teaching, the good practices in managing the change of VLE, and the value of involving students in decision-making. Others highlighted the need to better understand AI’s role in education and acknowledged that changes, while exciting, can pose challenges.

Participants concluded the day with the “Future Card Activity,” where groups discussed trends shaping the future of UK digital learning. They explored ideas like modular, flexible learning replacing rigid degree structures and the expansion of AI-powered personalised education. Some groups reflected on strategies to bridge digital divides and ensure equal access, while others debated the balance between traditional, research-focused learning and digital innovation. This collaborative exercise encouraged creative thinking about adapting to and thriving in an evolving digital learning landscape.

Purposeful UX: From Assumptions to Solutions That Matter: ALT M25 Winter Meeting

The ALT M25 Winter Meeting took place on 18 November 2024 at Chelsea College of Arts. The event focused on UX/UI design in education and how research can improve digital learning.

KCL Integrating Empathy into UX Design

The King’s College London (KCL) UX team, led by Rachel Brown, Andrea Amato, Helena Futerman, and Juliana Matos, delivered a workshop on integrating empathy into UX design. They introduced their approach to improving digital learning applications through user research and iterative testing. The session covered key UX methodologies, including the System Usability Scale (SUS) for usability assessment and empathy mapping to understand user needs and frustrations. Participants explored how data collection, interviews, and student profiles help shape more intuitive learning experiences.

The workshop then introduced “How Might We” (HMW) questions to reframe challenges into actionable design opportunities, followed by Crazy 4s, a rapid ideation method. The team also discussed testing design assumptions to ensure solutions align with real user needs. The session concluded with reflections on practicing empathy in UX, reinforcing the idea that great design starts with deeply understanding users.

UAL’s UX Journey to a Consistent Course Template

Ben Kammerling and Rebecca Cheng from the University of the Arts London shared their approach to creating a consistent Moodle course template. They used the Triple Diamond UX process, including interviews, usability testing, and data analysis, to identify problems like inconsistent page designs and navigation challenges.

The new template, used in 120 courses, has received positive feedback for its simplicity and accessibility. However, issues like finding resources and submitting assignments still need improvement. UAL plans to address these problems through surveys and further testing.

HyFlex and Classroom Technology at Birkbeck

Adele Cushing from Birkbeck, University of London, shared how they are using HyFlex teaching to support in-person and online students equally. HyFlex classrooms include advanced touchscreens and flexible layouts to help students collaborate and participate, no matter where they are.

The HyFlex pilot has shown promising results, but challenges remain. Adele highlighted the need for better support for hybrid participation and smoother technology integration. Future work will expand the use of HyFlex while addressing these challenges.

Lesson learnt

The ALT M25 Winter Meeting provided useful insights into UX and digital education. The presentations and discussions showed how thoughtful design and research can improve learning experiences for students and educators.

Did you enjoy reading this? To become a member of our community, see Membership details here https://www.alt.ac.uk/membership