ALT-C 2009

Clouds in this Cloudscape

• ALT-C 2009 Blog Posts (1 comment)
• 'Unfettered expression of thought?' Experiences of anonymous online role play
• ‘Blog-it and they will come’: Challenges for engaging teachers and learners with wikis and blogs
• A Biographical Approach: Exploring students' experiences of e-learning
• A Case of High Engagement: Applying immersive online gaming to History research skills
• A case study of Second Life for collaborative learning (1 comment)
• A Case Study of the Effectiveness of the Electronic Survey as a Research Tool for Measuring Students’ Experience of e-Learning
• A fusion of mobile technology and Second Life in a learning environment to support the transition from school to university (15 comments)
• A new model for competence development - experiences from Umeå university, Sweden
• A practical guide to e-learning sustainability
• A project developing the use of mobile learning to deliver learning support to patients and informal carers in Suffolk
• A Research Agenda for Emerging Technologies in Education
• A roadmap for semantic technology adoption in UK higher education
• A Taxonomy of Podcasts and its Application to Higher Education
• Active learning with Mobile and Web 2.0 technologies
• Activity Theory: what does it offer elearning research?
• All hands on deck: CREWED for technology-enabled learning
• An appreciative inquiry of a developing community of learning technologists
• An Appreciative Inquiry Perspective on Creation & Implementation of EPortfolios as a Strategic Tool for Learning & Evaluation
• An E-portfolio with Two Definitions and One Aim: Engagement
• Appropriate and Practical Technologies for Students, Teachers, Administrators and Researchers
• Audio and screen visual feedback to support student learning
• Audio, autonomy and authenticity: constructive comments and conversations captured by the learner
• Between Analysis and Transformation: Technology, Methodology and Evaluation on the SPLICE project
• Beyond 9 to 5: Learning and community design to support flexible working (2 comments)
• Bioscience and forensic science students get a Second Life®
• Boundary Management in E-learning: A Student Perspective
• Building online communities: From Social to Professional networking (5 comments)
• Can acquisition of expertise be supported by technology?
• Can classroom response systems (CRS) be deployed outside to aid the teaching of fieldwork? (3 comments)
• Can Technology Enhanced Learning engage the 'silent' student? (1 comment)
• Challenges in designing for effective and sustainable e-learning in a dual-mode institution
• Classroom Capture: A Community of Practice
• Cognitive mapping as a research method
• Collaborative Observation On-Line (COOL): Addressing under-exploitation of the potential of Technology Supported Learning (TSL) (4 comments)
• Comparing departmental ‘baseline’ and ‘opt-in’ strategies for e-learning adoption across an institution: which works best?
• Conceptualising the design of a blended learning programme for language teachers in provincial Uruguay
• Conflict in the virtual learning community (1 comment)
• Connecting Transitions and Independent Learning: an evaluation of read/write web approaches
• Continuous Work-force Development for ICT staff: the Media Centre project at London South Bank University
• Contributing evidence of choice and change when using Open Educational Resources: a workshop
• Course team approaches to online task design in HE
• Creating e-Assessment Dialogues: Where are we now and where should we be?
• Creating Technology Enhanced Courses with Reused and Repurposed Learning Materials: A Report from the JISC Psyche Project
• Critical success factors in e-learning for large enterprises
• Curriculum Challenges: 'big words that make us so unhappy'
• Curriculum mapping for pedagogical change? Case studies from Asia
• Design and Implementation of an Interprofessional Virtual Workshop
• Designing a Context-Aware Ubiquitous Language Learning Environment
• Designing Engaging Visualisations to Support History Learning
• Designing game-based learning activities in Second Life (1 comment)
• Developing a class room response system for drag and drop activities (2 comments)
• Developing a transferable learning framework for the use of digital video archives in tertiary education.
• Developing an interaction model for learning in virtual worlds
• Developing reflective practitioners through the use of blogs: a collaborative approach to learning communities
• Distribute This: online identity, presence & practice
• Do learners dream of digital seminars? What do learners dream of?
• Dream on: Slow progress in developing digital media infrastructures
• Dream or Nightmare: Metaverse Now or Web 3.D v2 in a Decade?
• Dream-Catcher in ICT: Creating a Web of Collaboration
• Dreams into [virtual] reality (1 comment)
• E-assessment in Wales: Experiences from HE in FE
• E-teacher training: didactical principles for developing e-teacher competences
• Effective Recruitment and Selection of Online Tutors
• Effective Technology for Effective Reading: Innovative use of hyperlinks in online readings for low prior knowledge learners
• Embedding ePDP in Teacher Training: experience and challenges
• Embedding structures for e-learning change
• Emerging practice and institutional change symposium: a user-centred, learning technology R&D support-community network
• Enabling a personalised experience for Lifelong Learners
• Enabling collaborative student learning in a Free (Cyber) world (1 comment)
• Enhancing Curriculum Delivery for Postgraduate Distance Learning through New Technologies
• Enhancing University Curricula via Adventure Learning
• EVAF4All: Electronic Voting Analysis & Feedback
• Evaluating an institutional teaching and learning network
• Evaluating the use of the formative assessment through the virtual learning environment : the Sussex experience
• Evidence in Practice: Challenges for ‘doing’ Technology Enhanced Anything
• Exploring an implementation of a Personal Learning Environment (PLE)
• Facebook - Friend or Foe of Formative Feedback?
• Factors related to VLE use over three years
• Findings from ‘Technology, Feedback, Action!’: the impact of technology on student engagement with feedback
• Formal learning in an informal setting: the first semester student learning experience outside the classroom
• fOUndIt? Sharing online resources to support subject communities
• Frameworks for developing digitally literate learners
• Free Online Machine Translation Web Sites: Is it time for language teachers to embrace them? An attempt to integrate FOMT into a
• From Virtual Learning Environment to Strategic Learning Environment: Evaluation an institutional VLE to meet new strategic prior
• Gathering evidence of the design, use, reuse and redesign of Open Educational Content
• Getting Ready for Learning, Pencil case, Pen, Ruler. Rubber, HSPDA GPS Mobile Phone, Lucky Bear Key Fob
• Going beyond virtual patients: Open-source interactive web cases for all disciplines
• Harmonious and challenging voices - findings from a creative, audio pervasive module
• Harnessing technology to improve workplace information skills – balancing agendas and expectations
• Head in the cloud, PLEase help me study!
• Herding cats?: Engaging stakeholders in complex institutional change projects
• Hood 2.1 - it’s still a Web 2.0 World out there (4 comments)
• How many tools is too many?
• How to initiate a successful reverse mentoring program
• Identifying the potential of QR Codes as a Learning Technology
• If it takes a village to find a phone..... Using Appreciative Inquiry to engage a University in positive change
• If we dream it, will they come? The self-efficacy of students new to Second Life Learning
• In the Eye of the Storm: preliminary evidence on the use of online learning diaries
• Inclusive blended learning design in HE - A problem-based learning workshop putting theory into practice from a teaching perspec
• Innovation Base: lowering the barriers to knowledge acquisition, exploration, and sharing
• Innovative approaches to e-marking in symbolically-rich subjects
• Institutional partnering for effective e-learning capability development in HE
• Instruction to Independence is possible! Developing autonomous collaborative learning cultures in dance and digital performance
• Integrated, flexible, accessible and secure E-assessment – dreams, responsibilities and realities
• Investigating a ‘virtual tutor’ approach for improving the communication skills of children with autism
• Is there a Net generation coming to university?
• It’s a nice place to visit but I wouldn’t want to live there: using the ‘Visitor-Resident’ principle to guide approaches ...
• Large scale implementation of a lecture capture system: a value added initiative?
• LearnAbout educational technology: a practical approach to professional development at the Open University.
• Learners’ experiences of real-time simulation activities using SMS text messaging
• Learning 2.0 @LJMU - the story so far
• Learning 2.0 @LJMU : a Web 2.0 staff development programme
• Learning from the Learners - some lessons for all of us?
• Learning to respond: a crisis management simulation
• LEGO Mindstorms communication in Second Life.
• LEMUREN -- Technology Enhanced Lectures in Mathematics
• Making the most of what we've got. How Peninsula College of Medicine and Dentistry is maximising the use of its e-Resources.
• Managing Curriculum Design in an Agile Environment (1 comment)
• Martin Bean keynote (10 comments)
• Matthew McFall: Boxes of Learning Delight and Cabinets of Curiosity: Working with Wonder for Wonderful Learning (3 comments)
• METRIC
• Michael Wesch Keynote (4 comments)
• Mindstorms Communication in Second Life.
• Mobile Assessment of Work-Based Learning: Evaluation in Progress
• Mobile microblogging and the student experience: a study in 140 characters (or less)
• More questions than answers: exploring the real educational benefits of immersive game environments.
• MoSAIC: Models for Synchronous Audiographic Interactive Conferencing
• Moving beyond multiple-choice questions: interactivity in e-assessments
• Moving in 3D: The X, Y, Z of learning through doing in immersive, virtual environments
• Navigating an enquiry based curriculum using a curriculum knowledgebase
• Navigating the mine field: Mobile devices in education (1 comment)
• New Modes, New Minds - Use of CAMEL collaborative methodology to develop a multi-disciplinary community of practice around mobil
• Next Generation User Skills
• No internet? No problem!
• OERs matters – vision, reality and uncertainty (1 comment)
• Offering students choice in online e-Assessment to promote engagement and formative learning
• Online Continuing Professional Development - Why Universities are Missing Out
• Online Coursework Submission at the University of Essex
• Online numeracy support for students in HE and FE – a user-centred approach
• Open Habitat: The Manual, Publication and Poster
• Our Careers, Our Selves : ‘New Learning Professionals’ Ten Years On
• Out of necessity and efficiency: Models of Shared Service in Education
• Pedagogy meets Ontologies: Knowledge Representation for Creative Learning Design
• Personalising provision through Blended Learning: a bottom-up departmental strategy
• Podcasting student voices to support transition from school to university
• PortisHEad: Portfolios in successful HE admissions
• Preliminary findings from a series of staff surveys on perceptions, attitudes and practices of learning design (1 comment)
• PREVIEW Immersive Virtual Training Environment (PIVOTE): bringing standards into virtual worlds
• Promoting reflective practice at a New Zealand tertiary institute: creating the conceptual framework
• Quality assurance and quality enhancement – the issues for the e-learning community
• Quality assurance in online education– what is it, and do we need it?
• Realising Dreams, Avoiding Nightmares, Accepting Responsibilities (2 comments)
• Reflect, review, renew: how the eLearning Maturity Model (eMM), a benchmarking tool, encourages reflection feedback and change (1 comment)
• Regional Implementation of E-portfolio – Pilot and Beyond
• Representing and Supporting Curriculum Design at Task, Module and Programme Levels: ALT-C Presentation
• Researching the transitional experience of non-traditional and mature students during their first year at University
• Resistance, barriers and empowerment in the pedagogical use of emerging technologies: a comparative study
• Responsible Approaches to Student Generated Podcasts
• SCoPE Online Community to Support Individuals Interested in Educational Research and Practice: A Snapshot of Evolution
• Semantic Technologies in Education – exploring the practitioners’ perspective
• Sharing and the institution: choosing, changing and engaging
• Sketching interviews: a method to elicit internal representations for the design of learning support systems
• Social Media and the Need for Peer-Support: student attitudes towards study and the impact of web 2.0 on student study habits
• Social media, digital literacy and curriculum (re)design
• Socialising learners through on-line induction: Reflections on the transition to higher education
• Strategic Implementation and Pedagogical Considerations of e-portfolios in FE and HE
• Student Digital Media Productions, Take 2: Assessment Choices
• Student perceptions of the value of lecture recordings as a learning resource
• Student Support Platform: a new dynamic
• Students and Mobile Devices: Choosing which Dream
• Students’ experiences of wikis for a collaborative project: technology choice, evidence and change
• Supporting Collaborative Exam Revision via Google talk and Examopedia wiki (3 comments)
• Taking the lead: Learners’ experiences across the disciplines
• Teaching with Twitter: From tweeting to learning
• Technology enhanced learning in 21st century mass higher education. Aspects of design, practice and strategy for a necessary ste
• TELSTAR: Citation management as a strategic driver for change
• Terry Anderson keynote
• The APT STAIRS model
• The e-Xpanded Classroom
• The Glossy Project
• The influence of synchronous online reciprocal peer support on answer quality.
• The Learning Technologies of the Future – Technologies That Learn?
• The POCKET project – overcoming barriers to open content production
• The Question Creation Activity module for Moodle: Student generated quiz questions as a method of enhancing learner autonomy and
• The technology dream versus teacher reality: Understanding technology practices in relation to beliefs, pedagogical context and
• The use of Scoring Rubrics to assist in the Management of Increased Student Assessment Choice
• The VLE is Dead (13 comments)
• The Wiki as a adaptive tool for developing research communication skills
• The Worked Example
• To what extent could Business Process Management Suite (BPMS) contribute positively to e-learning?
• Transforming curriculum through development-based research and a teaching fellowship scheme
• Tread softly...making secure steps towards wider adoption of pedagogically focussed e-learning at Brighton Business School
• Turn on, tune in and listen to this: engaging learners through audio supported pedagogy.
• University of Westminster, Making Assessment Count - A JISC funded project
• User technologies and the future mixed economy of education
• Using Adobe Captivate to enhance the student experience across Further and Higher Education Institutions
• Using an e-portfolio to assist first year students through their transition into higher education
• Using QR Codes in Teaching and Learning: Delivering the dream
• Virtual Learning Environments: Real or virtual learning?
• Virtual Reality: designing learning environments in Second Life
• We had a dream of replacing our VLE, now begins the responsibility of using these tools to enhance the teaching, learning and as
• What is the impact of using a Blog in terms of enhancing student motivation, reflection and the social construction of knowledge
• When Harry met Sally: can a “bricolage” approach integrate with a systemsinformed
• When the ‘teacher’ is a co-learner…
• When the shoe doesn’t fit: Supporting students who are challenged by online educational technologies
• Where does the university end and learning begin? Facilitating personal learning environments to enhance ownership of knowledge. (6 comments)
• Who is responsible for eLearning sustainability? (2 comments)
• Widening Peer Mentoring Among Postgraduate Tutors Using a Wiki Environment
• Wiki use versus online discussion forums in collaborative knowledge construction: a learner perspective
• WordPress Multi-User: BuddyPress and Beyond
• Workshop on sharing lessons through effective modelling
• Xerte Online Toolkits: Content Creation and Distributed Repositories