ALT Events RSS

<p><strong>Icepops is the International Copyright-Literacy Event with Playful Opportunities for Practitioners and Scholars</strong>.</p>

<p>Following the success of&nbsp;<a href="https://copyrightliteracy.org/upcoming-events/icepops-international-copy... 2018</a>&nbsp;and&nbsp;<a href="https://copyrightliteracy.org/upcoming-events/icepops-international-copy... 2019</a>&nbsp;and the postponement of Icepops 2020 / 21 we have decided to run&nbsp;an online event called I Can&rsquo;t Believe it&rsquo;s Not Icepops!</p>

<p>The event will be held on&nbsp;Friday 25th June 2021 from 10.30am-3.30pm BST.&nbsp;<a href="https://www.eventbrite.co.uk/e/i-cant-believe-its-not-icepops-tickets-15... now open</a></p>

<p>The event was devised by&nbsp;<a href="https://copyrightliteracy.org/about-2/">Chris Morrison and Jane Secker</a>&nbsp;and is run in conjunction with the&nbsp;<a href="https://infolit.org.uk/">CILIP Information Literacy Group</a>&nbsp;and&nbsp;<a href="https://www.alt.ac.uk/groups/special-interest-groups/copyright-and-onlin... Copyright and Online Learning SIG</a>. The day will include a world caf&eacute;, lightning talks, and an evening social</p>

<p>Details about the previous conferences are available&nbsp;including the&nbsp;<a href="https://copyrightliteracy.org/upcoming-events/icepops-international-copy... and photos from 2018</a>&nbsp;and&nbsp;<a href="https://copyrightliteracy.org/upcoming-events/icepops-international-copy... and photos from 2019</a>.<br />
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More information:&nbsp;<a href="https://copyrightliteracy.org/upcoming-events/icepops-international-copy...

<p style="text-align:start; margin-top:14px"><span style="font-size:small"><span style="color:#222222"><span style="font-family:Arial, Helvetica, sans-serif"><span style="font-style:normal"><span style="font-variant-ligatures:normal"><span style="font-weight:400"><span style="white-space:normal"><span style="background-color:#ffffff"><span style="text-decoration-thickness:initial"><span style="text-decoration-style:initial"><span style="text-decoration-color:initial"><span style="font-family:Arial, sans-serif"><span style="color:black">This event has gathered experienced editors/authors together to share their own editorial and publishing expertise and experiences as well as provide practical advice to writers.</span></span></span></span></span></span></span></span></span></span></span></span></span></p>

<p style="text-align:start; margin-bottom:11px"><span style="font-size:small"><span style="color:#222222"><span style="font-family:Arial, Helvetica, sans-serif"><span style="font-style:normal"><span style="font-variant-ligatures:normal"><span style="font-weight:400"><span style="white-space:normal"><span style="background-color:#ffffff"><span style="text-decoration-thickness:initial"><span style="text-decoration-style:initial"><span style="text-decoration-color:initial"><b><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif"><span style="color:black">Speakers</span></span></span></b></span></span></span></span></span></span></span></span></span></span></span></p>

<ul style="color:#222222; font-family:Arial, Helvetica, sans-serif; font-size:small; font-style:normal; font-variant-ligatures:normal; font-weight:400; text-align:start; white-space:normal; background-color:#ffffff; text-decoration-thickness:initial; text-decoration-style:initial; text-decoration-color:initial" type="disc">
<li style="color:black; vertical-align:baseline; margin-left:15px"><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif">Andy Townsend, University of Nottingham</span></span></li>
<li style="color:black; vertical-align:baseline; margin-left:15px"><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif">Brett Bligh, University of Lancaster</span></span></li>
<li style="color:black; vertical-align:baseline; margin-left:15px"><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif">Tunde Varga-Atkins and Dr Simon Thomson, University of Liverpool</span></span></li>
<li style="color:black; vertical-align:baseline; margin-bottom:11px; margin-left:15px"><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif">Michael Flavin, King&rsquo;s College London</span></span></li>
</ul>

<p style="text-align:start; margin-bottom:16px"><span style="font-size:small"><span style="color:#222222"><span style="font-family:Arial, Helvetica, sans-serif"><span style="font-style:normal"><span style="font-variant-ligatures:normal"><span style="font-weight:400"><span style="white-space:normal"><span style="background-color:#ffffff"><span style="text-decoration-thickness:initial"><span style="text-decoration-style:initial"><span style="text-decoration-color:initial"><b><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif"><span style="color:black">Andrew Townsend</span></span></span></b><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif"><span style="color:black">&nbsp;is Associate Professor in Educational Leadership at the University of Nottingham.&nbsp; His interests are primarily concerned with participatory models of research and educational change.&nbsp; This stems from an overarching interest in the development of individuals and organisations (including leadership) and a consideration of the part that research, and research partnerships, can play in that process. He is the Coordinating editor of the journal&nbsp;</span></span></span><a data-saferedirecturl="https://www.google.com/url?q=https://www.tandfonline.com/toc/reac20/curr... href="https://www.tandfonline.com/toc/reac20/current" style="color:#1155cc" target="_blank"><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif"><span style="color:#1155cc">Educational Action Research</span></span></span></a><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif"><span style="color:black">, sits on the editorial board of three other journals and has edited a number of action research texts. Educational Action Research publishes articles based often on small scale action research studies. This also includes similar kinds of approaches like participants research, practitioner research or examples of learning from reflective practice.&nbsp;</span></span></span></span></span></span></span></span></span></span></span></span></span></span></p>

<p style="text-align:start; margin-bottom:19px"><span style="font-size:small"><span style="color:#222222"><span style="font-family:Arial, Helvetica, sans-serif"><span style="font-style:normal"><span style="font-variant-ligatures:normal"><span style="font-weight:400"><span style="white-space:normal"><span style="background-color:#ffffff"><span style="text-decoration-thickness:initial"><span style="text-decoration-style:initial"><span style="text-decoration-color:initial"><b><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif"><span style="color:black">Brett Bligh</span></span></span></b><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif"><span style="color:black">&nbsp;is co-Director of the Centre for Technology Enhanced Learning, a research centre of the Department of Educational Research, Lancaster University. His research interrogates the nexus of technology mediation, physical environment, and institutional change in higher education. Brett&rsquo;s work prioritises Activity Theory conceptions of human practice, and interventionist methodologies. Brett is co-editor of Studies in Technology Enhanced Learning (</span></span></span><a data-saferedirecturl="https://www.google.com/url?q=http://https/stel.pubpub.org&amp;source=gma... href="http://https/stel.pubpub.org" style="color:#1155cc" target="_blank"><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif"><span style="color:#1155cc">https//stel.pubpub.org</span></span></span></a><span style="font-size:10pt"><span style="font-family:Verdana, sans-serif"><span style="color:black">), a gold open access journal which aims to provide a lively forum for debate and reflection on a wide range of issues connected with technology enhanced learning in disparate settings. The editors wish to support a range of different written formats and styles; to allow for contrarianism, iconoclasm and angular argument; and to provide a space for ongoing conversation and debate rather than tidy consensus.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></p>

<p style="text-align:start; margin-bottom:16px"><span style="font-size:small"><span style="color:#222222"><span style="font-family:Arial, Helvetica, sans-serif"><span style="font-style:normal"><span style="font-variant-ligatures:normal"><span style="font-weight:400"><span style="white-space:normal"><span style="background-color:#ffffff"><span style="text-decoration-thickness:initial"><span style="text-decoration-style:initial"><span style="text-decoration-color:initial"><b><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#333333">T&uuml;nde Varga-Atkins</span></span></span></span></b><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#333333">, PhD, is a Senior Educational Developer at the&nbsp;</span></span></span></span><a data-saferedirecturl="https://www.google.com/url?q=https://www.liverpool.ac.uk/centre-for-inno... href="https://www.liverpool.ac.uk/centre-for-innovation-in-education/" style="color:#1155cc" target="_blank"><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#0066cc">Centre for Innovation in Education</span></span></span></span></a><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#333333">, University of Liverpool and Senior Fellow (HEA). Her specific areas of research encompass areas in curriculum design and evaluation, assessment and feedback, digital capabilities and organisational learning. T&uuml;nde has employed multimodal and creative methods in her research, such as working with drawings and diagrams for data elicitation, poems for data analysis, and combining existing methods, such as the nominal focus group to support curriculum evaluation. Tunde is the current North-West co-lead of&nbsp;</span></span></span></span><a data-saferedirecturl="https://www.google.com/url?q=https://altc.alt.ac.uk/elesig/&amp;source=g... href="https://altc.alt.ac.uk/elesig/" style="color:#1155cc" target="_blank"><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#0066cc">ALT ELESIG</span></span></span></span></a><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#333333">, a special interest group sharing and building capacity about research and evaluation of learners&rsquo; experiences with technology. T&uuml;nde is an editor of&nbsp;</span></span></span></span><a data-saferedirecturl="https://www.google.com/url?q=https://journal.alt.ac.uk/index.php/rlt/ind... href="https://journal.alt.ac.uk/index.php/rlt/index/" style="color:#1155cc" target="_blank"><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#0066cc">Research in Learning Technology</span></span></span></span></a><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#333333">&nbsp;and associate editor of&nbsp;</span></span></span></span><a data-saferedirecturl="https://www.google.com/url?q=https://www.liverpool.ac.uk/eddev/journal/&... href="https://www.liverpool.ac.uk/eddev/journal/" style="color:#1155cc" target="_blank"><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#0066cc">Developing Academic Practice</span></span></span></span></a><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#333333">&nbsp;journals.&nbsp;</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></p>

<p style="text-align:start; margin-bottom:16px"><span style="font-size:small"><span style="color:#222222"><span style="font-family:Arial, Helvetica, sans-serif"><span style="font-style:normal"><span style="font-variant-ligatures:normal"><span style="font-weight:400"><span style="white-space:normal"><span style="background-color:#ffffff"><span style="text-decoration-thickness:initial"><span style="text-decoration-style:initial"><span style="text-decoration-color:initial"><b><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#333333">Simon Thomson</span></span></span></span></b><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#333333">&nbsp;is Director of the Centre for Innovation in Education at the University of Liverpool. He has led on a number of funded Learning &amp; Teaching projects including a HEFCE funded project into next generation Digital Learning Environments, a JISC/HEA funded Open Education project and a Leadership Foundation supported 1to1 tablet device implementation project and more recently a joint project with the British Council supporting Peruvian Universities in making the transition to online learning.In 2014 Simon was awarded an Advance HE National Teaching Fellowship largely based on his work on open education and innovative curriculum development. As a passionate advocate for open education much of his work and resources are freely available on the web with an open license. He tweets using the name @digisim and sporadically blogs here:</span></span></span></span><a data-saferedirecturl="https://www.google.com/url?q=https://blog.digis.im&amp;source=gmail&amp;... href="https://blog.digis.im/" style="color:#1155cc" target="_blank">&nbsp;<span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#1155cc">https://blog.digis.im</span></span></span></span></a></span></span></spa...

<p style="text-align:start; margin-bottom:11px"><span style="font-size:small"><span style="color:#222222"><span style="font-family:Arial, Helvetica, sans-serif"><span style="font-style:normal"><span style="font-variant-ligatures:normal"><span style="font-weight:400"><span style="white-space:normal"><span style="background-color:#ffffff"><span style="text-decoration-thickness:initial"><span style="text-decoration-style:initial"><span style="text-decoration-color:initial"><b><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#333333">Michael Flavin</span></span></span></span></b><span style="font-size:10pt"><span style="background:white"><span style="font-family:Verdana, sans-serif"><span style="color:#333333">&nbsp;is an academic at King&rsquo;s College London and the interim editor-in-chief of&nbsp;<i>Research in Learning Technology</i>. He holds a degree, three masters degrees and two doctorates, including a masters in online and distance education and a doctorate in technology enhanced learning in higher education. He is the author of four books, including&nbsp;<i>Disruptive Technology Enhanced Learning</i>&nbsp;(Palgrave Macmillan 2017) and&nbsp;<i>Re-imagining Technology Enhanced Learning</i>&nbsp;(Palgrave Macmillan 2020).&nbsp;</span></span></span></span>&nbsp;</span></span></span></span></span></span></span></span></span></span></span></p>

<p>This webinar is part of our 2021 CPD webinar sessions. Participants will earn an ALT CPD Open Badge which can be used as evidence towards accreditation via one of the pathways in ALT&rsquo;s CMALT framework.</p>

<p>If you missed a&nbsp;previous&nbsp;CPD webinar, recordings are available over on <a href="https://www.youtube.com/playlist?list=PLxoWy14N6f8tFKcS0upwrA9PAvwyemw5c...

<p><strong>Presenter:&nbsp;</strong>
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&nbsp;<span style="overflow:hidden"><span style="overflow-wrap:break-word"><span style="font-size:10pt; font-variant:normal; white-space:pre-wrap"><span style="font-family:Arial"><span style="color:#000000"><span style="background-color:#ffffff"><span style="font-weight:400"><span style="font-style:normal"><span style="text-decoration:none">Anuradha Peramunugamage&nbsp;</span></span></span></span></span></span></span></span></span></p>

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Engineering is the field or discipline, practice, profession and art to cater to social needs. Cooperative and collaborative forms of learning with hands-on experience have proven to be effective leaning methods for engineering subjects. Hence, a teacher is no longer the primary source of knowledge and their role has shifted to a student-centric facilitator. Student-centered learning plays a major role in the education sector, requiring the teacher to work mainly as a facilitator. Problem Based Learning (PBL) provides an opportunity for the teacher to restructure the mode of teaching. Moreover, the increased use of mobile smart devices has changed the students&rsquo; pattern of learning. Thus, this presentation presents a Mobile Learning Framework to support Problem Based Learning (MobiPBL) that was developed using a design-based research approach. When designing mobile PBL activities teachers has to consider on a real-world scenario which can be divided into sub-problems. Students should be able to share information easily as audio/video/ text and when sharing information bandwidth and file have to consider. When forming groups; small group (3-4 members) and random group formation made effective results. Per group 1-2 facilitator(s) preferred with an industry expert. Self-evaluation, peer evaluation, group evaluation and teacher evaluation allowed students to work actively in the course. Also presents design considerations and implementation guidelines for the use of mobile technology in PBL
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<p>This webinar is part of our 2021 CPD webinar sessions. Participants will earn an ALT CPD Open Badge which can be used as evidence towards accreditation via one of the pathways in ALT&rsquo;s CMALT framework.&nbsp;</p>

<p>If you missed a&nbsp;previous CPD webinar, recordings are available over on <a href="https://www.youtube.com/playlist?list=PLxoWy14N6f8tFKcS0upwrA9PAvwyemw5c...

<p><strong>Presenter:&nbsp;</strong>
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Neil Hughes</p>

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The recent proposal by the Johnson government to cut funding for Arts subjects at universities by 50% is just the latest in a long line of attacks aimed at diminishing the place of the Arts and Humanities within the Higher Education sector. As well as putting limits on learning, this approach threatens, paradoxically, to do significant damage to the national economy given the &pound;84 billion the Arts sector contributes annually to the UK economy or the 1.7 million British jobs it provides.<br />
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While it is important to counter such attacks politically through lobbying, petitions and other forms of activism, it is also crucial to demonstrate the value that the Arts and Humanities can bring to areas of activity not normally closely associated with them. This paper constitutes one such attempt. In it, I explore the contribution ideas and concepts from the Arts and Humanities such as ethics, discourse, rhetoric, visualisation and aesthetics can make to the field of online and blended learning design. This includes, but is not limited to, the role that such ideas might play in the evaluation of effective online learning design, their influence in shaping the way that learners think and feel about their learning and finally how these concepts can be harnessed to stimulate action effective for learning.<br />
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It concludes by interrogating the idea that the best of all worlds might, in fact, be one in which learning designers draw on frameworks and ideas from all of the main disciplinary areas (Arts, STEM, Social Sciences, Education) to create the conditions optimum for student learning.<br />
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