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Join Farzana Latif and Stuart Robinson of the University of Leeds as they unveil the secrets behind a transformative shift in how students engage in class. 

In this must-see live webinar, we will dive into:

• Why Leeds wanted to find a new polling solution

• How they selected a replacement

• How the new platform was implemented across the university

• The significant effects on levels of engagement

Experience the magic live... Vevox (now the campus wide solution at Leeds) will be in action for real-time polls and interactive Q&A during the webinar so you can easily ask questions at any point. 

In this webinar, Jane and Chris we will be joined by Erica Wine from Coventry University who will discuss how her university are approaching the development and use of open educational resources using Sylla. This is an innovative platform empowering libraries to advance open & affordable educational resources at scale. Coventry University and Sylla are working together to enable academics and module leads to easily discover and adopt high quality Open Educational Resources (OERs) to support their teaching and benefit all students, ensuring they have free access to essential learning content.

This October, the ALT Annual Conference (ALTC25) returns to Glasgow for two unforgettable days of inspiration, connection, and innovation in learning technology.

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MONTHLY ALT NEWS - ISSUE 049, SEPTEMBER 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.   [...]

TEST

Applications are now open for members who are interested in joining ALT’s Board as either a Vice-Chair or a Trustee.  

We are entering a new chapter in ALT’s governance, and this announcement marks an important milestone in shaping the organisation’s future leadership.

Following the conclusion of this year’s competitive peer review, we’re pleased to announce that the draft programme for ALTC25 is now available.

The shortlist for the ALT Awards 2025 is now live, spotlighting exceptional achievements in learning technology. Selected by an expert judging panel, this year’s finalists represent the very best in innovation, impact, and excellence across the sector.

Subheading: We warmly invite all ALT Members to cast their vote for this year's Community Choice Award before 23:59 BST on 14 September 2025.

Written by Helen Greetham

In a world that seems to be speeding up by the second, with notifications pinging, deadlines looming and AI tools promising instant answers, I’ve been thinking lately about ways of taking things more slowly when it comes to digital learning and infrastructures. 

Turns out I’m not the only one. A few years ago, a group of 15 authors, artists and teachers came up with a “Manifesto for Slow Learning,” A path to a meaningful and mindful future of learning.

The manifesto outlines ten learner rights, including things like being able to learn at your own pace, being able to take breaks, being allowed to make mistakes and leave things unfinished, and being free to ask questions and be curious. When I read the report, I was nodding along with all of these… except for one, which as a learning technologist made me want to yell, “Hold on, wait a minute!”.

The right to unplug “Learn unplugged, far away from digital distractions. Create space in the offline zone for deep, reflective immersion. Shut your computer down, activate your brain, eliminate any digital amplifications. It’s time to concentrate and focus.”

Is digital technology inherently the opposite of concentration and focus? Is it something which must be switched off for the brain to properly be switched on?

I think there is an element here of common learning design issues being obfuscated by the spectre of technology. A student who isn’t sure how to deeply reflect on their learning and transfer it into knowledge which they can use in the future will run into the same problems, whether they are staring at a book or a computer screen.

There are situations where a digital solution may promote deeper concentration and focus than its analogue equivalent: infinite whiteboard applications where you can ideate without worrying about reaching the edge of the page, or lecture recordings which let you pause, listen again and reflect on what you’ve heard rather than scramble to make notes in the moment. 

As learning technologists, however, I think it is important to admit that our digital environments can become very noisy. We’re beset by popups, notifications, crowded interfaces, and digital ecosystems which require both students and staff to have to figure out how to use multiple platforms before they can get to the business of deep learning.

I was pleased to see that this year’s ALT 25 themes present lots of opportunities to think about and address these issues. The ‘Back to Basics: Reclaiming the Core’ strand invites us to reimagine digital infrastructure not as flashy or disruptive, but as quietly reliable and robust, like the old notebook that fades into the background allowing the learner’s thoughts to take centre stage. 

Meanwhile, ‘Critical Imagination: Questioning and Creating in Digital Spaces’ offers a compelling counterbalance. It asks us to think disruptively, not for the sake of novelty, but to reimagine what learning could be if we allowed ourselves to slow down and think differently. What if innovation was about sustainability, care, and creativity?

‘Digital by Design: People, Empathy, and Experience’ resonates strongly with the ethos of slow learning. It challenges us to design with intention, placing human experience and learner wellbeing at the heart of our digital environments. This is where slow learning thrives: in spaces that are inclusive, empathetic, and responsive to the diverse rhythms of learning.

It’s easy at conferences to get overwhelmed with things that are new, exciting, loud and fast-paced, so this is my invitation for you to take the slow road instead this year. Let’s use this conference not just to accelerate, but to decelerate, and find ways to give our learners the space they deserve. 

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.

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.

Written by Julian Hopkins, University of Glasgow

With the rapid rise of generative AI and growing student cohorts, universities are under pressure to rethink traditional assessment practices. How can we ensure that assessments remain meaningful, equitable, and aligned with the skills graduates truly need? This blog post explores the increasing value of peer assessment as a scalable, authentic approach to enhancing student engagement and supporting the development of graduate attributes across disciplines.

Rationale for change

Responding to these challenges requires us to reconsider not just how we assess, but why. Simon’s important reminder that, “Learning results… only from what the student does and thinks” (in Ambrose et al., 2010: 1; emphasis added) should be at the centre of the shift towards active, student-centred learning, where the focus moves from assessment as a final product, towards “assessment for/as learning” (Stančić, 2021: 852, original emphasis). This also aligns with the increased focus on authentic assessment: tasks that mirror professional practice and develop transferrable skills. These authentic assessments help learners develop graduate attributes such as time management, collaboration, and communication. In other words, redesigning assessment means that students can use and understand assessment as a means to self-improvement, rather than a tick box exercise to obtain a certificate.

Why peer assessment matters

One approach that aligns strongly with these aims and offers both pedagogical and practical benefits is peer assessment.

Peer assessment involves students giving structured feedback on each other’s work using defined criteria, often with the aim of enhancing learning, reflection, and collaboration. The literature offers strong evidence that peer assessment enhances meaningful assessment and supports the development of graduate attributes (e.g. Serrano-Aguilera et al., 2021: 2).

Through peer assessment, students improve their subject knowledge by reviewing their peers’ responses to the same tasks, preparing and giving feedback, and reflecting on the feedback they receive (Reddy et al., 2021). Students also communicate more effectively with their peers, helping to build a community of practice (Reddy et al., 2021: 825, 833).

To better understand the varied practices that fall under peer assessment, it is useful to distinguish between its different forms and purposes. Helden et al.’s typology (2023: 22953) groups three types of peer-based assessment activity under the umbrella term of peer assessment:

Peer reviewStudents review other students’ work and provide formative feedbackPeer gradingStudents provide grades on other students’ work (in a summative or formative context)Peer evaluationStudents evaluate each other’s contributions to common group work

Challenges to effective peer assessment

There are potential cognitive, affective and behavioural challenges to effective teamwork and peer assessment (Sridharan et al., 2023).

• Cognitively, students need guidance, practice and carefully planned preparation so that they can provide and benefit from peer feedback.
• Affectively, students need a safe space to express and receive feedback without fear of judgement, and need to trust that the process will be fair.
• The behavioural impediments relate to students seeking to maximise their grades, exercising preference for friends, and/or engaging in strategies to maximise grades at the expense of giving reliable feedback.

Formative vs summative approaches

Formative exercises carry less risk and therefore less potential student dissatisfaction based on having to ‘do the lecturer’s work’, distrust in other students’ capacity for accurate and unbiased evaluations, and strategies aimed at maximising grades regardless of quality (Amendola and Miceli, 2018; Helden et al., 2023; Stančić, 2021).

Summative exercises have the potential to reduce instructor workload, and there is evidence that, given sufficient training, students can grade work in a reliable and accurate manner (e.g. Serrano-Aguilera et al., 2021: 18).

Strategies for success

Nonetheless, student concerns about the fairness and accuracy of peer feedback are important, and can be managed by following some good practices:

• using at least three peer reviewers to identify outliers (Amendola and Miceli, 2018)
• providing clear rubrics and training on how to give constructive feedback (Wanner and Palmer, 2018)
• starting with formative exercises to build trust and familiarity (Reddy et al., 2021)
• communicating the purpose and process of peer assessment clearly and consistently.

Embedding peer assessment in the curriculum

The key to successful peer assessment depends on careful planning and integration across the curriculum. Peer assessment quality improves with practice, so it should be introduced as soon as possible, gradually scaling-up expectations as students progress.

A typical model for a social sciences or humanities programme could develop as follows:

Where group projects are included, there would be formative peer evaluations for the first two years, and a summative evaluation in the final year that adjusts the final grade of the individual students in the project group.

This approach helps students gradually build confidence and competence in peer assessment, moving from qualitative to quantitative feedback and from formative to summative contexts.

Choosing a platform

To support this structured approach, selecting the right peer assessment platform is crucial for ensuring consistency, scalability, and a positive student experience.

A variety of platforms now support efficient feedback workflows, anonymity, and instructor oversight; key features for successful peer assessment. The table below outlines some of those currently available including their compatibility with Moodle.

Choosing a peer assessment platform: Overview of tools

View table here.

Conclusions and next steps

Peer assessment not only complements educators’ feedback, but also supports authentic assessment, criteria-based evaluation, development of graduate attributes, and preparation for the workplace. With effective tools readily available, the main challenge is thoughtful, curriculum-wide implementation to ensure relevance and impact for today’s students.

As higher education continues to evolve, strategically embedding peer assessment can play a vital role in shaping more engaged, reflective, and capable graduates.

References

Ambrose SA, Bridges MW, DiPietro M, et al. (2010) How Learning Works: Seven Research-Based Principles for Smart Teaching. Newark, UNITED STATES: John Wiley & Sons, Incorporated.

Amendola D and Miceli C (2018) Online Peer Assessment to Improve Students’ Learning Outcomes and Soft Skills. Italian Journal of Educational Technology 26(3). 3: 71–84.

Helden GV, Van Der Werf V, Saunders-Smits GN, et al. (2023) The Use of Digital Peer Assessment in Higher Education—An Umbrella Review of Literature. IEEE Access 11: 22948–22960.

Reddy K, Harland T, Wass R, et al. (2021) Student peer review as a process of knowledge creation through dialogue. Higher Education Research & Development 40(4). Routledge: 825–837.

Serrano-Aguilera JJ, Tocino A, Fortes S, et al. (2021) Using Peer Review for Student Performance Enhancement: Experiences in a Multidisciplinary Higher Education Setting. Education Sciences 11(2). 2. Multidisciplinary Digital Publishing Institute: 71.

Sridharan B, McKay J and Boud D (2023) The Four Pillars of Peer Assessment for Collaborative Teamwork in Higher Education. In: Noroozi O and De Wever B (eds) The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes. Social Interaction in Learning and Development. Cham. https://doi.org/10.1007/978-3-031-29411-2_1

Stančić M (2021) Peer assessment as a learning and self-assessment tool: a look inside the black box. Assessment & Evaluation in Higher Education 46(6). Routledge: 852–864.Wanner T and Palmer E (2018) Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education 43(7). Routledge: 1032–104

Academic year 2024/2025

Our last blog shared the experiences of our Co-Chairs over the last year of the Digital Assessment SIG. In this blog our team of officers share their experiences of being involved in the digital assessment special interest group and their hopes for the coming year.

Sally Hanford – University of Nottingham

I joined the Digital Assessment SIG because I’ve been involved in a review of Curriculum Management and e-Assessment at my institution (a collaborative effort across many departments) and I felt that the SIG would help me develop a wider understanding of how other universities are approaching Digital Assessment, discover good practice and learn about lessons others have learnt. Having worked in Higher Education for over 20 years, I also hoped to be able to contribute to the wider discussions.

I’ve really enjoyed the webinars. It’s been amazing to hear about what is going on at other institutions. The events have opened up some great conversations and opportunities to network.

I’ve learned so much about summative assessment and AI by being involved in a subgroup of the SIG on this subject. 

I’m hoping we can go further in exploring this subject in the next academic year and I’m looking forward to finding out more about what is going on sector wide.

Sulanie Peramunagama – Digital Assessment Advisor, Brunel University of London 

I joined the Digital Assessment SIG because I’m passionate about digital assessment and have been immersed in it since I began working in UK higher education nearly a decade ago. I am eager to learn from others across the sector, explore emerging technologies, and contribute to the evolving conversation around assessment practices.

Being part of the SIG has been both fulfilling and inspiring. Collaborating with our dedicated group as well as the sessions and demonstrations on innovations in tech on digital assessment has encouraged me to reflect on and improve my own practice. 

One of the highlights for me this year was Professor Samantha Pugh’s webinar session on competency-based programmatic assessment. Her approach: “Using digital platforms to give students multiple opportunities to demonstrate their learning” illustrated how well technology can be harnessed to enhance assessment design. For me, this captures the true purpose of digital assessment: not just to digitise existing practices, but to use technology thoughtfully to make assessment more meaningful, inclusive, and effective.

I have also enjoyed being a part of a SIG subgroup researching the use of AI in summative assessment. At the time of writing (18.06.2025), we continue to navigate the impact of AI on assessment. From what we have found out so far, staff and student perspectives on AI in assessment are mixed. We share the hope that students will not only learn how to leverage AI to enhance their learning and performance, but also develop the critical awareness to understand its limitations and avoid being misled by it. To support this, assessments themselves need to be thoughtfully redesigned to provide opportunities for students to demonstrate these emerging skills in authentic and meaningful ways.

Overall, I believe our SIG will contribute generously to the sector to rethink and reshape digital assessment practices successfully. I’m excited to see how our work evolves in the coming year and I am happy to be part of this forward-thinking community.

Miki Sun – Learning Technology Service Manager, University of Edinburgh

I am glad to be selected as an officer and really grateful for this opportunity! I am a Learning Technology Service Manager who looks after a number of digital assessment tools and supports the vast user community. As a Learning Technologist, my passion is to use various technologies to enhance students’ experience and help them achieve learning goals; but as a service manager, my task is to ensure smooth running of the centrally supported digital tools and to mitigate impact of issues for assessment, which means I am limited by the tools and functions we could offer. I often struggle when software vendors could not develop or provide solutions and functions my users need, and often wonder how colleagues in other universities deal with similar challenges. Joining the Special Interest Group in Digital Assessment as an officer, my hope is to meet like-minded people, to learn from their best practices, to share the challenges we face so that we could influence future development of digital assessment pedagogy,  technology and policy together. I have certainly not been disappointed in the first year! 

Indeed, the co-chairs Alison, Gemma and Helen, and the other officers helped me feel welcome and supported as soon as we first met. I am impressed how plans and decisions were made collectively and quickly through the group’s Padlet boards and Team meetings, and our ideas were fast implemented, invitations sent, webinars organised, blog articles published, all like clockwork! Not only the JISC mailing list subscriptions increased daily, the first webinar in GenAI and Digital Assessment on 21st January 2025 was a great hit and there were 91 attendees on the day! When I shared the recordings with my colleagues, I received a lot of positive feedback, which helped grow my confidence. I then shared the future events’ more widely on my Linkedin post and in my internal service teams, Learning Technology community and user groups. I am so encouraged to see my previous and present colleagues joining the following webinars and have given excellent talks! I learnt so much from their experience and their groundbreaking work in creative and innovative digital assessment practice. 

David Callaghan – Senior Educational Technologist – Liverpool School of Tropical Medicine Chair of AI for Summative Assessment sub-group

In Mid-March 2025 I emailed the ALT list to call for participants for a group to look at using AI for summative assessment.  This controversial email resulted in the formation of an initial group of 10 individuals from HEIs in the UK and North America.  I was also approached by Gemma from the ALT Digital Assessment group who suggested we join as a sub-group – which we accepted.

Our initial ideas were to create a survey to gather staff and student attitudes to AI for summative assessment – which is now running and will remain open indefinitely (for longitudinal analysis).  LInk to survey (& the author, Tadhg, says ‘…share, share, share!):

• https://app.onlinesurveys.jisc.ac.uk/s/northumbria/ai-summative-assessment

Other ideas include ‘Taking AI to moderation’ and marking a handful of previously assessed student work  work you have IPR over (like your own) using AI.

Next steps for us are to review our survey looking for themes and write up for the ALT blog and then Journal.  Ideally I would like the data from the survey and our other work to be used to lobby government and the OfS etc. to use AI effectively in assessment practices.  We are also looking to take the two ideas below forward.

My favorite part of what the sub-group has done this year is allow a group of interested stakeholders to have supportive and frank discussions on this controversial topic.

I have learned, via these discussions and our initial survey, that our thoughts about what others think of the use of AI for summative assessment are fairly accurate – with some interesting thoughts from the survey, including comments like ‘Well, AI is going to be a little less biased’.

Hopes for next year is to publish in ALTJ or similar, lobby gatekeepers, and create some guidance for colleagues looking to use AI for assessing student work.  The two projects, one on using AI in standardisation activities and another on using AI in a pseudo standardisation meeting may contribute to this aim.

Nurun Nahar – Assistant Teaching Professor – University of Greater Manchester

I joined the ALT Digital Assessment SIG in September 2024 as an Assistant Teaching Professor with a research background in technology-enhanced learning. In my role I advocate for research-informed pedagogies within my institution and advise my department on harnessing digital tools for both formative and summative assessments. When I came across ALT’s call for expression of interest in joining this SIG dedicated to digital assessment practice, I recognised an opportunity to join as an officer and shape a community-driven agenda that aligns with my commitment to evidence-based innovation in student learning experiences and I must admit it has been a fulfilling experience so far!

From our first meetings, I felt grateful for the open, candid conversations around challenges we all face in digitally assessing learning—whether workload pressures, questions of validity, or sustaining student engagement. Hearing from SIG colleagues representing diverse professional backgrounds across various institutions, has been an enlightening experience to explore issues that no single voice can resolve alone, such as balancing academic integrity with inclusive design. I felt proud to be working alongside colleagues who saw strength in drawing on our collective experiences, to charter a clear vision for this SIG whilst also recognising the value of inviting the wider sector to join the conversation to shape our agenda and impact.

On 21 January 2025 I was pleased to co-present in our first webinar alongside Alison Gibson, University of Birmingham (SIG Co-Chair) and Lisa Bradley, Queen’s University Belfast (SIG Officer).  My session was titled “Generative AI and the Future of Digital Assessments: Shifting Focus, Leading Change.” It was attended live by 91 participants and has since been viewed over 230 times on YouTube. It offered me a chance to learn just as much as to share how generative AI might shift us from product-centred summative tasks toward process-rich formative cycles, how multimodal AI tools could support with self-regulated learning in students and how we as a sector can ensure responsible use of AI for learning, teaching and assessment through multistakeholder collaborations that foster critical dialogue exchanges  and sharing of good practice across the sector. The lively discussion that followed on authenticity of learning and assessment and trust in AI tools, reminded me how much we still need to achieve in this space and what we could consider exploring collaboratively through the ALT Digital Assessment SIG.

Looking back, being part of this SIG has enabled me to further appreciate how structured dialogue can unearth practical, context-driven strategies from influencing procurement of digital tools to ensuring accessibility in digital assessments and how local innovations can inform broader guidelines. It has also offered me an opportunity to be part of the AI for Summative Assessment sub-group led by David Callghan and work closely with colleagues from various Higher Education institutions to understand staff and student perspectives on using AI for summative assessment. Above all, I am pleased that my engagement with this SIG and insights shared by various guest speakers in our subsequent webinars, has reaffirmed my belief that assessment design lies at the heart of meaningful digital practice, not the technology itself. Looking to the future, I am excited for what lies ahead for this SIG. I anticipate more challenges will unfold for the higher education sector as we continue to witness rapid progress in multimodal AI technologies combined with wider concerns facing this sector.  However, I am hopeful that the forward-thinking spirit of this SIG, will help us address emerging issues collaboratively, ensuring our digital assessment practices remain resilient, equitable, and pedagogically sound.

ALTC is more than just keynotes and sessions - it’s a vibrant, immersive experience that brings the ALT community together in exciting and unexpected ways. From creative showcases and group-led conversations to social gatherings and spontaneous moments of connection, this is where the conference truly comes to life.

Reflection is widely used for professional recognition and also seen as valuable for professional development. Being able to reflect deeply requires skill to step back from what is occurring to consider beyond ‘what’ happened to why it happened and in Senge’s (2006) view develop the skills of a learning organisation. In this session we will share our experiences of Co-generative dialogues. In these structured conversations each participant has equal voice. Alternating between speaking, listening attentively to one another, and valuing diverse perspectives (Hsu, 2021). This type of reflection values the principles of equity, respect, and inclusion as foundational to sense making. We explore how these deeply reflective accounts come together in a democratic space softening the traditional hierarchies (Tobin, 2008). Working in groups, dyads or triads can foster collective responsibility for improvements (Martin, 2006). In this session, we will provide the opportunity to experience a co-generative dialogue to foster reflection that moves beyond what to why, and more importantly shape learning for the future.

CPD Webinar Host: 

Lynn Gribble

After an incredible 17-year journey, Julie Voce is stepping down from the committee of the ALT M25 Member Group, one of ALT’s longest-running Regional Member Groups.

ALTC25 Guest Post Joe Wilson

After years of campaigning to bring ALTC, or a related ALT event, to Glasgow, it’s finally happening in 2025. I nearly managed to host #OER21 at City of Glasgow College, but COVID had other plans. I’ve also long advocated for a more college-friendly time of year for the conference. This year, both goals have been realised. 

It’s genuinely exciting to see the programme coming to Glasgow at last. I’m hoping we’ll reach colleges and universities across the UK, with a strong Scottish contingent and a brilliant turnout overall. We’ve got plenty of fun things planned, and I’m thrilled to be co-chairing with Emily Nordham and Laura Milne. The programme is engaging, but I also hope you’ll take time to enjoy some of Glasgow’s other delights. (I’ll share a separate post soon with recommendations of things to experience and sample.) I’m biased, of course, but if you can, stay on after the conference and spend a weekend here. Glasgow is a UNESCO Learning City, and it’s well worth exploring. 

A Personal Journey with ALTC 

I think my first #altc was in 2000, and by 2001, thanks to a twist of fate, I found myself on the organising committee for the conference at Edinburgh University.  Since then, I’ve tried to attend either the full conference or at least one policy forum or special interest group event each year. ALTC is a brilliant space for professional development and networking, and ALT’s work through CMALT and other initiatives has never been more relevant.  

In the early 2000s, we were talking about online assessment systems and the rise of virtual learning environments. By the mid-2000s, it was all about BYOD and MOOCs. The sessions and discussions at ALTC are always cutting-edge, sometimes positively contentious, and always practical. I know this year’s themes reflect that spirit. 

Top Tips for ALTC 2025 

• Step out of your comfort zone. Attend a few sessions on unfamiliar topics, you’ll be surprised what you learn. 

• Network like mad. Someone in the room has already solved your next challenge. ALT is a broad clan of technical problem solvers and academic thinkers  

• Pack smart. It’s Glasgow in October: bring your dancing shoes and some warm waterproof gear! 

I’ll be posting soon with ideas for places to visit and things to experience while you’re here. Whether you’re a first-time visitor or a seasoned ALTC attendee, I hope you’ll find time to enjoy everything Glasgow has to offer. 

See you in October! 

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.  Early bird bookings end Friday, 15 August. Register for ALTC25 now. 

Take a look at what’s planned for Open Education, AI, and Populism – Revisited. Our online conference is coming up on

Take a look at what’s planned for Open Education, AI, and Populism – Revisited. Our online conference is coming up on 16 S