Event Report: Learning technology supporting employability

#ALTC Blog - 05/04/24

By Neil Dixon (ARU), Rob Howe (Northampton), Uwe Matthias Richter (ARU)

ALT East England and East Midlands organised an event on Learning technology supporting employability at Anglia Ruskin University Peterborough (ARU Peterborough)

The event was structured into five workshops/presentations and a panel discussion and was held on 11 January 2024. The following report summarises the themes of the presentations and the Panel discussion. 

Digital skills and teamwork workshop/sessions

An example of curricular digital skills was demonstrated by Penny Langford (MK College). This aimed to develop an example of digital skills for employability. Participants produced a digital artefact as part of a group activity which intended to demonstrate the skills required in the future. Participants were split into different roles – creator, researcher, spokesperson or timekeeper. The workshop demonstrated that we need skills such as real-world problem-solving and team working in education to prepare for future employment.

Trudy Lynch and Elisha Owen (both ARU) talked about developing virtual team- and project work in the context of extra-curricular digital skills development. ARU’s Students at the Heart of Knowledge Exchange (SHoKE) provides students, academics and external organisations with a unique opportunity to work together in diverse teams on social challenges set by external organisations. They established students could volunteer outside their studies working in a virtual team to help each other solve societal challenges.

Another example of curricular teamwork was discussed by Uwe Richter (ARU), who demonstrated an example of a module running virtual team and project work. The session emphasised the different project roles of students with the project scaffolded in stages including project plan, risk assessment, and peer and team evaluation. This was an authentic project-based learning activity which addressed wicked problems. 

Authentic assessment sessions

Paul Heselwood (ARU) provided an example of an ARU’s Live Brief module where students work on a brief provided by an employer producing an assessed output. Paul talked about his evidence-based policing module where students gain experience in using digital tools to analyse data, such as Excel, specialist Geographic Information Systems (GIS), and risk terrain modelling applications. A positive outcome of using these tools is that students recognise limitations on solely using data for decision-making for policing. 

Jim Littlemore (ARU) described his module as based on the Live Brief concept. In Jim’s module,  students worked with environmental agencies for their nature-based assessment. Students got the opportunity to use technologies like drones and smartphones to capture environmental impacts, and mapping platforms, which help them gain digital skills in the context of real-world activities. Students were building team working skills, and experiencing realistic employment opportunities and the value of sustainability by visiting natural wildlife sites.

Panel discussion: Embedding employability into the curriculum 

The panel consisted of Rob Howe (Northampton) (chair), David Conway (Northampton), Jin Tan (Bedfordshire), Fiona McGonigle (ARU Peterborough) 

The discussion started with the question of how well employability is aligned to university strategies and aims. One goal that the panel highlighted is to align your employability strategy to curriculum development, as this is not always carried out successfully. The development and delivery of a new course should involve employers and alumni in the curriculum process in order to embed employability. The panel emphasised that employability should be an assessed part of learning, and managed as part of (curricular) and alongside the curriculum (co- and extra-curricular). 

An issue with (some) courses is that students are not necessarily exposed to the range of jobs available to them. The panel suggested that if we want to develop our own talents in the UK, we need to see whether employers can inform us on the type of roles available relating to different courses. This is still mostly unfamiliar territory within Higher Education, which is not used to working closely with employers to develop their course offers and delivery.  Higher Education tended to focus more on research and education which also relates closely to the metrics used in league tables and other success measures such as the REF (Research Excellence Framework) and TEF (Teaching Enhancement Framework).

The panel also recommended facilitating the development of lifelong learning skills. Whilst we can teach students skills in the context of their course, students may not be equipped enough to develop new skills unless they develop metacognition, interdisciplinary and lifelong learning skills and strategies. The panel also raised the need for information literacy as a key skill, including knowing what information is key and how to find useful information. 

Institutions also need to make learning more authentic. One view expressed was that Higher Education should serve employers. However, institutions have multiple, often conflicting identities, priorities and objectives. 

The panel felt that employability should be everyone’s responsibility. While the gold standard of employability has been work placements, the panel agreed that this was not feasible to implement for all students and courses. Alternatively, students can take part in projects, live briefs, authentic scenarios, etc. which give them a similar kind of experience to work placement in some respects. 

The panel concluded that Higher Education should be more proactive, rather than reactive regarding employability such as linking to employers and companies, exposure to jobs, industry placements, and real-life experiences. For students, discipline theory should not always be central in their learning. Instead, students also need experience of the types of jobs that their degree may equip them for, and they need to be able to relate to these jobs.


The event was well received and student digital employability will be taken forward as a main theme in future sessions. Please sign up for ALT EE’s mailing list to hear about future events.

Categories: #ALTC Blog, ALT

Students satisfaction, self-efficacy and achievement in an emergency online learning course

RLT Journal - 04/04/24

This study aimed to evaluate the impact of an emergency online learning course on students’ satisfaction, self-efficacy and achievement. This study used a convergent mixed methods approach with an action research design to explore students’ experiences and outcomes in an emergency online science course. This study involved 25 voluntary participants from a private college in Manila, Philippines, who were enrolled in the Science, Technology and Society online course during the 2019–2020 academic year. Data were collected using a variety of instruments, including questionnaires, reflective journals and semi-structured interviews. The results showed that the developed emergency online learning course positively impacted students’ satisfaction, efficacy and achievement. Students were satisfied with their interactions with classmates and teachers and the course content. They also expressed confidence in their ability to perform online tasks independently and master the subject through pre-recorded videos. This study suggests that effective student-teacher interaction, peer relationships, relevant and relatable course content, well-designed lesson materials, clear assessment tasks, differentiated tasks to meet individual learning preferences and teacher creativity are essential factors for student satisfaction, efficacy and achievement in emergency online learning courses.

Categories: ALT, Publication

Read the findings from ALT's Annual Survey 2024

ALT Announce - 04/04/24
[Read the findings from our 2023/24 Annual Survey] [1]



ALT’s Annual Survey has been running since 2014, helping shape the future
of ALT by providing a unique insight into how Learning Technology is used
across sectors as well as identifying emerging trends in current and future
practice. The survey provides an important insight into how professional
practice within the field of Learning Technology is developing. [...]
Categories: ALT, Announcement

Read the findings from ALT's Annual Survey 2024

ALT Announce - 04/04/24
[Read the findings from our 2023/24 Annual Survey] [1]



ALT’s Annual Survey has been running since 2014, helping shape the future
of ALT by providing a unique insight into how Learning Technology is used
across sectors as well as identifying emerging trends in current and future
practice. The survey provides an important insight into how professional
practice within the field of Learning Technology is developing. [...]
Categories: ALT, Announcement

A look back at the White Rose Learning Technologists Forum

#ALTC Blog - 04/04/24

By Johanna Fenton and Ruth Clark, Co-Chair White Rose Learning technology Forum

On 29th February, the White Rose Learning Technology Forum (WRLTF) extended a warm welcome to both longstanding and new members to the HELIX space at the University of Leeds. Our afternoon kicked off with a networking lunch and an exciting opportunity for attendees to explore the VR equipment and demos created by the Digital Education Service at the University of Leeds, including a chance to experience the Omnideck, which creates a fully immersive virtual experience for participants.

Despite the magnetic pull of the various tech gadgets, we managed to coax everyone away from pieces of kit, to thank Graham McElearney,  the original founder of the WRLTF who has been chair for many years. Graham is now taking a well deserved break from chairing the group to focus on his new role at the University of Sheffield, which includes setting up a new makerspace there.  We’re looking forward to our invite once it’s set up Graham!

  • Current team structures post pandemic
    Our team dynamics have evolved as the world adapts to new norms. The various tables discussed their local structures and how they embed within various parts of their institutions.
  • Current challenges
    Our members encounter diverse challenges, including promoting our identity and services effectively, ensuring timely and optimal support, managing various technologies, maintaining the educational aspect of learning technology, and navigating the balance between quality assurance and enhancement. Additionally, we aim to motivate and incentivise staff to develop digital capabilities despite time constraints. How do we navigate these obstacles effectively, and how can we support each other?
  • Current or recent projects
    The room buzzed with excitement as attendees shared their current or recent projects. These snapshots offered a peek into the multifaceted role of learning technologists across different institutions and teams, including teams exploring online validated degrees and short courses, levelling the playing field through introducing wireless teaching, a course accessibility service, as well as sharing of E-Authoring projects to support flipped classroom approaches

These discussions aimed to showcase the diverse nature of the learning technologists role, and a chance to glimpse what this might look like for different institutions and teams, but also to help scope out themes for future events.

The steering group then facilitated an open discussion with members around what the network means to us and what we want from it. Key themes emerged, echoing earlier conversations. Participants view the forum as a safe space for candid discussions, emphasising trial-and-error experiences rather than just showcasing successful projects. The forum fosters mutual learning and encourages members to develop their identity as learning technologists, explore diverse practices, and share insights within a supportive community of practice.

The final discussions of the afternoon saw us breaking into small groups, those that were interested in joining the steering group (we’ll be in touch with next steps!) and those interested in gaining CMALT.

To wrap up the day, the team at University of Leeds provided a tour of the new HELIX space, which included visiting the makerspace, and different studios.

We hope that those who attended enjoyed the stay as much as the steering group did, and we look forward to welcoming new officers to the steering group in the coming weeks.  Once we’ve established the new roles, we’ll be looking to set some more events, get dates in the calendars and looking for speakers to share their stories and facilitate discussions.

Learn more about the White Rose Learning Technologists Forum.

Categories: #ALTC Blog, ALT

Findings from our 2023/24 Annual Survey

ALT News - 03/04/24

We are pleased to share the key findings from our Annual Survey. The survey explores the main trends in learning technology with a focus on digital transformation, that includes:

  • The top nominated tools as the software of the year
  • Models of learning in the UK
  • Biggest challenge for digital transformation


Categories: ALT, News

Weekly News Digest - Issue 743, 03 April 2024

ALT Announce - 03/04/24


View in your browser [1]

[Association for Learning Technology: improving practice, promoting
research and influencing policy.] [2]


LEARNING TECHNOLOGY IN THE UK. We support a collaborative community for
individuals and organisations from all sectors and provide professional
recognition and development. Each week we will update you on the latest
news and publications, events, jobs, and calls for proposals from across
the learning technology community. [...]
Categories: ALT, Announcement

Notes from ARLT SIG 20th March 2024 panel discussion Researching on antiracism the people and the purpose

#ALTC Blog - 03/04/24

by Dr Teeroumanee Nadan, ARLT SIG

This blog was originally posted on 27th March 2024 on Dr Teeroumanee Nadan’s blog

I provide in this blog post a brief summary of the panel discussion and additional links for you to read, including previous ARLT SIG events related to the topic. This is a really short summary, I highly recommend watching the recording which is available at the end of this blog post.

Summary of Question & Answer

Q1. How did you happen into the DEI research/ How & Why did you start your journey into DEI research

Dr Teeroumanee Nadan: I shared my experience working with disability, women empowerment, internationalisation and antiracism – Read more about my response on from my blog.

Dr Emanuela Girei: Shared her work around gender issues in Italy. In the UK she worked with Race Equality Network in the housing sector, then worked with asylum seekers before moving to Uganda and then into academia in the UK.

Q2. Are there any specific challenges you faced/currently face in your research into DEI? Or at a personal level while researching into DEI?

Dr Teeroumanee Nadan: At a research level, collaboration can be challenging, you need to pick carefully who you collaborate with. At a personal level, there are challenges whenever you present different perspectives. At at institutional, sectorial and societal level, I highlighted the need to understand what DEI means, and what actions can boycott DEI – Read more about my response on from my blog.

Dr Emanuela Girei: She highlighted how working on DEI is a never ending job, there might be many steps forward and steps backward. DEI is a field where there is joy but also lots of grief and fear. Emanuela highlighted how doing decolonisation work as a White person is an uncomfortable work that helps her to self-reflect on her role.

Dr Iwi Ugiagbe-Green: She pointed out the emotional labour of DEI and the lens DEI is being looked from. There are people who work around DEI for career advancement as it is very in vogue at the moment. She mentioned that it is still difficult to access funding, and there can also be imposter syndrome when doing research. Iwi highlighted how it is important to find your tribe of people with similar experiences and to learn to become tactical.

Q3. How have you gone about generating impact from your DEI research?

Dr Emanuela Girei: It depends what we mean by impact. DEI work is a collective effort. Emanuela highlighted that she creates impact by embedding DEI in the way she conducts research work itself.

Dr Iwi Ugiagbe-Green: She recognises the importance of evaluation, dissemination and telling the story, and the importance to collate evidence of difference, quality and experience.

Dr Teeroumanee Nadan: I focus on going in depth, and then create a wave that creates subsequent waves. I highlighted that it is impossible to assess DEI on short-term impact. I do not sugar coat facts which is much appreciated by some people, and I have also taken the creative approach, writing poems around discrimination – Read more about my response on from my blog.

Q4. Of all your research activities/projects/publications/, which one is the most fulfilling for you? Why?

Dr Iwi Ugiagbe-Green:Accomplished Study Programme in Research Excellence (ASPIRE) programme which addresses issues Black people face in doctoral studies. She later left for several of reasons – because it was harmful and there was appropriation of work. Nonetheless, she is glad to have done it.

Dr Emanuela Girei: 1) Apply for a PhD scholarship for int’l students. 2) Paper about whiteness and colonisation helped Emanuela to address some key question she had in her mind for a long time.

Check out the paper “Developing Decolonial Reflexivity: Decolonizing Management Education by Confronting White-skin, White Identities and Whiteness“.

Dr Teeroumanee Nadan: 1) Tech-related: Application of internationalisation on assessment and learning technologies. 2) Non-tech: Free impact mentoring of marginalised students and staff in Africa & Asia – Read more about my response on from my blog.

Q5. Question 5 (Two parts): Challenges of researching antiracism and the intersection between antiracism and learning technology, and advise for anyone wanting to start their journey into antiracism and/or DEI research?

Dr Teeroumanee Nadan: I highlighted the less commonly spoken issues: 1) Understanding the design and development process of technology. 2) Understanding were your platform comes from and its impact. 3) Is your platform inclusive? I have included further details and examples about this on my blog space.

I highlighted 3 areas: 1) Researchers come into DEI for various reasons 2) Researchers have their own biases. 3) If you fail, get back up and take another route. I have included further details and examples about this on my blog space.

Dr Iwi Ugiagbe-Green: People do not like to talk about racism and people do not like to sit with their discomfort. People have a hard time understanding what equity is. AI can open opportunities but can also be a barrier.

Be mindful to protect yourself, find a network, find your tribe, and try to find a mentor.

Q6. Touching on White allyship, what will be your advice for any White colleague looking to research into antiracism/allyship?

Dr Emanuela Girei: She invites allies to look at racism and whiteness as social dynamics and structural processes. We are part of a system that awards priviledge and oppression according to the skin colour. You have a role to play – whether you choose it or not – you are part of this dynamic. Emanuela also encourages allies to engage personally in many different ways – e.g. reading, engage in relationship with those who have lived experience different from yours.

Q7. Using a specific example, what does your ideal antiracist institution look like?

Dr Teeroumanee Nadan: I highlighted the need for committment by HEIs, access to capital, consistency by the regulators and commitment from the staff. I also mentioned this cannot be achieved in the UK because of its social fabric – I have included further details about this on my blog space.

Dr Emanuela Girei: An organisation that is able to look at racism within the organisation and they are able to look at it, name it and put in place systems and mechanisms to contrast it – which is different from writing policies and strategies.

Dr Iwi Ugiagbe-Green: Intentionally, explicitly, authentically and consistently addressing racial bias whilst reflecting and actively implementing systemic changes to address it.

Question from the audience

I have included responses during the live session and also also responses that the panelists were invited to contribute offline.

Audience Q1: What is the impact of a non-representative staff group on the student population? Are there any ways to become more representative and open?

Dr Teeroumanee Nadan: Yes there are many ways to have a representative staff body. However, when we do representation we need to be aware that there is a quota system that is not working in the UK and anywhere else in the World. I also shared an alarming story about a student being bullied by a staff – Check out further details about this on my blog space.

Please refer to my response to Q5 during the panel discussion and I also provided many more examples in my prep blog.

Audience Q2: Do you think there are any specific research methods that help you more than others or is it just the right tool for the right question – e.g. action research. and if so – what is a good source to learn about this?

Dr Teeroumanee Nadan: I do use action research a lot wherever applicable but it is limited sometimes to how active all stakeholders are over time as DEI project takes time. The research method really depends on your expected outcome from the DEI project – is it a new policy, policy change, implementation of solutions, etc. So, each project may require different research methods or a mix of approaches.

For example, last year I collaborated on a birth tourism project with a few medical doctors and a solicitor who were pracademics with the outcome being focused on both medical and immigration policy changes. I joined when the ethical approval was already sought, and this limited certain corrective measures. But I implemented few things wherever possible. For example, the research included interviewing women on the medical and immigration aspects of their personal experience with birth tourism – I realised that during initial interviews, there were few interviews where was no female interviewer. I ensured that all subsequent interviews had a female interviewer on board, and this resulted in a completely different conversation where there were times the women were highlighting how unhelpful their spouse or in-laws were and this created a whole new aspect that was not considered in the initial scope of the project.

Audience Q3: In understanding the impact of technology – what do you think is the key thing we should be collectively trying to understand?

Dr Teeroumanee Nadan: That DEI takes time and you need be willing to put in time and effort.

Negative impact is very real, whether we are aware of it or not. The worst impact is sometimes not recorded and do not reach staff. Staff need to be willing to spend the time to become aware of these stories. Sadly, the current HEI climate is about reducing the workforce, which then impedes staff time allocation for 1) going to the ground level and getting to know of the real challenges 2) working on solutions together with those who are affected. I have mentioned several examples in my prep blog to this panel discussion and also previous blogs which I have cross referenced, I have also included a “Further Reading” section at the end of this blog. Happy reading!

Further comments shared by the audience:

There are some comments in the chat space that are worth highlighting:


Further Reading

Categories: #ALTC Blog, ALT

Explore the voices and resources from OER24

#ALTC Blog - 28/03/24

As we do every year, we are collecting links to blog posts and resources for and about the conference. If you’d like to add yours, please share it on social media with #OER24 or email

We also encourage you to share your conference feedback.

#altc Blog OER24 Guest Posts  Blog Posts and Resources  Recordings  Photos and Artwork

I could listen to these two all day…
Open Education at a crossroads.
A sketchnote of @OERConf keynote by @catherinecronin and @Czernie #oer24

— Bryan Mathers – (@BryanMMathers) March 28, 2024

I really loved tuning into the wonderful @thatpsychprof at #OER24. A very creative keynote! @OERConf

— Bryan Mathers – (@BryanMMathers) March 27, 2024
Categories: #ALTC Blog, ALT

ALT North West England Members Group - May Meeting

ALT Events - 28/03/24

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!

Categories: ALT, Events

#OER24 The future isn t what it used to be

#ALTC Blog - 28/03/24

by Dr Catherine Cronin and Professor Laura Czerniewicz

The future isn’t what it used to be is a keynote delivered by Dr Catherine Cronin and Professor Laura Czerniewicz at the Open Education Conference (OER24) on 28 March 2024 at Munster Technological University, Cork, Ireland. If you missed it, the keynote was recorded and is available to watch on ALT’s YouTube channel.

The keynote is divided into three sections: (I) The big picture, (II) Open education at a crossroads, and (III) Creating better futures.

Catherine and Laura have created a keynote essay to accompany their keynote which you can download below.

Categories: #ALTC Blog, ALT

How your skills can transition a learning development career into product development

#ALTC Blog - 26/03/24

by Matt Jenner, founder of Coursensu, the learning design platform

AuthorMatt Jenner, founder, Coursensu



This post collates insights from industry professionals who previously held positions in teaching and learning development roles and switched into EdTech product development. It encourages consideration of transferable skills for those who want to develop digital platforms and consider future career options in product development.

What is Product Development?

Product development takes a user centred approach to plan, develop, and optimise a digital platform throughout its lifecycle. A key position is Product Manager, a role that connects customers, stakeholders, and development teams. Their empathetic understanding of user needs enables them to define product direction, prioritise features, and ensure alignment with business goals. Typical responsibilities include research, managing the roadmap, and team collaboration to deliver an incrementally improving digital product.

How does someone become a Product Manager (PM)?

There’s no single career track, making the move easier with transferable skills. You’d join other PMs from different backgrounds which is great when dividing up product areas aligned to experience and enthusiasm.

‘Product management itself is a very broad field in terms of what that title means between different organisations. It’s not really a one size fits all kind of job’ says Andrew. He advises that this choice also means you can explore and decide what type of PM role you’re interested in, once your foot is in the door.

My Story

At University College London (UCL) I supported and started different digital platforms. Since then, I have led learning and product development teams with FutureLearn, PebblePad and now Coursensu. Like you, my career focuses on how people learn with suitable technologies, and it has provided numerous opportunities to work with people across the world. I have learned through my career how to adjust into new contexts, adapt ways of working and squiggle into different roles. It was never easy, but the same principle returned: If I’m being paid to learn and grow, then it’s good.

Transferable Skills

Switching into Product Management doesn’t have to mean compromises, you can change roles using transferable skills and experiences. ‘I hadn’t come across a Product Manager role before working in EdTech but when I looked at the skills it required I saw how transferable teaching skills were’ says Cassie.

A traditional learning and teaching background provides strong foundations for identifying needs, considering solutions, and managing stakeholders. Cassie reminds us that ‘technical skills can be learned’. ‘It’s a great move, EdTech requires so much specialist context that you will have coming from teaching, and there are lots of transferable skills between the two. Communication being the most obvious one’ advises Tavi.

Similarities and Differences Cross Functional Collaboration

You already work with cross functional teams to deliver institutional projects. ‘Collaboration is a massive part of product management, you’re not the expert on most things’ says Matt. The overlap becomes clearer when you exercise this skill with projects or platforms you’re working on. Consider current relationships with technology suppliers for opportunities to collaborate which can be a gateway to advanced relationships, skills development, and career opportunities. ‘Collaboration is really missing, across organisations and beyond into product companies, but really important. There needs to be a willingness to change from all parties’ says Marta.

User Centric Mindset

Being connected to users; learners, educators, support, is vital to success. From research, discovery, testing, production, release, evaluation, iteration, all require a user centred mindset to drive real change. When combined with business goals, it wins over any decision maker and is central to a PM’s role.

Agile Methodologies

Universities are moving towards agile methodologies, an approach that is productive and highly visible in terms of outcomes. Breaking work down into smaller units reduces the risk of long term malalignment. Product teams avoid this, if you do too, you’ll be at home with agile methodologies. Agile is also a great way to work with cross domain knowledge experts. As with universities, you can grasp other’s expert domains, but you can’t be an expert. You gain that T shape: broad understanding and an expert in your own space.

Technical Development

Digital education teams regularly establish new technologies with trials, pilots, and centralising services. Integrating platforms, connecting data streams, or adding features to the Learning Management System (LMS) is all part of ensuring a coherent technology ecosystem. Working as a PM, you may be adding or connecting existing, new, or internal systems, but the aim remains similar. Our goal is to create a more refined user experience, to seamlessly connect data or services to help people get their job done.

Leadership and Management Experience

Stakeholder management and your experiences in working upwards will be critical. Your task now, and in the future is to understand assumptions, make informed decisions and ‘strengthen your voice against the HiPPO‘ says Matt. This leads to empowerment, enabling others and setting them up for success. The ethos of good EdTech lives in our roles too.

Why Switch?

Think about your current platforms, how much sway do you have? It should be high. ‘You’re the buyer, you have an agreement, you should have a lot more voice in how the roadmap is driven’ says Marta. ‘There’s a barrier between vendors and customers’ Matt says this shouldn’t be the case, ‘partnership should be more valued’. We should not live with bad tech because ‘terrible UX for teachers, makes a terrible experience for learners’ reminds Marta. You can use this to empower yourself to make changes.

Technology moves fast, and with so much happening. AI for example. It’s worth the reminder that ‘great things happen spontaneously and fast, teaching gave me an impression of missing out on new things, such as AI, and can see how jobs will be impacted’ says Inna. There are lots of ways to be part of change, this is only one.

Finally, if you’re contemplating stepping in, the first steps can feel hardest. ‘The dynamic nature of companies can be tough, but the right person can thrive in that space’ says Matt. So, you may want to look before you leap!

Curious to know more?

There are many fantastic resources about Product Management. Atlassian makes a solid start:

‘Ten years ago, when I was invited to apply for a product manager position at Atlassian, I didn’t know what product management was. This wasn’t unusual.’ Read more via Atlassian.


Mansour, S. (2022). Product Manager: The role & how to master it. Atlassian.

ProductPlan (2024). How to Defend Your Product Roadmap When HiPPOs Attack.

Image by Canva Studio, Pexels

Categories: #ALTC Blog, ALT

Weekly News Digest - Issue 742, 25 March 2024

ALT Announce - 25/03/24


View in your browser [1]

[Association for Learning Technology: improving practice, promoting
research and influencing policy.] [2]


LEARNING TECHNOLOGY IN THE UK. We support a collaborative community for
individuals and organisations from all sectors and provide professional
recognition and development. Each week we will update you on the latest
news and publications, events, jobs, and calls for proposals from across
the learning technology community. [...]
Categories: ALT, Announcement


Subscribe to Association for Learning Technology aggregator - ALT