Conferences

All Items

• “You’re breaking up …” Responding with integrity to the student voice in asynchronous online discussions

  Jo Lander, Sharon Reid

  520-524

• “Wherever, whenever” learning in Medicine Interactive mobile case-based project

  Karen M. Scott, Sharon Kitching, Daniel Burn, Marianna Koulias, Dianne Campbell, Megan Phelps

  888-890

• “Summarise.” “Elaborate.” “Try Again” Exploring the effect of feedback literacy on AI-enhanced essay writing

  Brittany Hawkins, Jason Lodge, Daniel Taylor-Griffiths, David Carless

  75-76

• “See you after school?” How informal virtual learning environments are influencing formal education

  Julie Willems

  1100-1102

• “Okay, but what does it look like?” Building staff capacity in online learning design through role modelling

  Joanne Elliott, Darci Taylor

  413-417

• “New stage, new reality, new role” Teachers and the practice of video content creation on YouTube

  Ksenia Zavyalova, Conor Galvin

• “Many hats one heart”: A scoping review on the professional identity of learning designers

  Sharon Altena, Rebecca Ng, Meredith Hinze, Simone Poulsen, Dominique Parrish

  359-364

• “It’s more than a checklist” Co-designing accessibility with staff and students with visual impairment

  Linh Nguyen, Quyen Tran, Giang Le

  408-413

• “As simple as possible” The bones of curriculum design

  Deborah Veness

  1002-1006

• “All things are ready, if our mind be so” Attitudes to STEM assessment redesign in the age of genAI

  Christopher Bridge, Ryan Naylor, Birgit Loch

  234-243

• “A Co-Pilot for Learning Design?” Perspectives from Learning Designers on the Uses, Challenges, and Risks of Generative Artificial Intelligence in Higher Education

  Adelle Ryall, Dr Stephen Abblitt

  525-530

• ‘We’ve become a little family now’: Maximising rapport in an accelerated, fully online learning environment

  Sam Newell, Emily Adam

  e22063

• ‘We didn't need to know about everything all at once’ Using UX to give students easy access to relevant assessment resources

  Mark Bassett, Craig Wattam

  23-33

• ‘There’s a pandemic coming, get yourselves some tablets’: Lessons from the pandemic on a community of practice approach to learning technology diffusion

  Christopher Bridge, Birgit Loch, Carolyn Bell, Belinda Thompson, Dell Horey, Brianna Julien, Julia Agolli

  e22100

• ‘Made good connections’: Amplifying teacher presence and belonging at scale through learning design and personalised feedback

  Lisa-Angelique Lim, Amara Atif, Ian Farmer

  e22055

• ‘Just-in-time’ virtual assignment help A case study of first year teacher education students

  Eva Dobozy, Romana Pospisil

  265-275

• ‘It’s not so scary anymore. It’s actually exhilarating’: A proof-of-concept study using virtual reality technology for music performance training under pressure

  Margaret Osborne, Solange Glasser, Ben Loveridge

  e22116

• ‘I don’t know the hierarchy’ Using UX to position literacy development resources where students expect them

  Mark Bassett, Emma Chapman, Craig Wattam

  286-290

• ‘From [virtual] classroom to boardroom’ Coaching students to use a research approach to address contemporary issues in their workplace

  Anthony Kerr, Aaron Wijeratne, Diane Kalendra, Danilo Wegner, Julien Marchand

  440-445

• ‘Everything is connected’ Exploring the intersections between life, work, play and education through student use of technology in self-directed learning

  Peter Bryant

  73-81

• ‘As long as you use the template’: fostering creativity in a pedagogic model

  Barbara Macfarlan, Josephine Hook

  e22034

• You are here Students map their own ICT landscapes

  Matthew Riddle, Catherine Howell

  802-808

• Writing analytics across essay tasks with different cognitive load demands

  Eduardo Araujo Oliveira, Rianne Conijn, Paula De Barba, Kelly Trezise, Menno van Zaanen, Gregor Kennedy

  60–70

• Working together The benefits of student-staff partnerships in supporting moves towards personal learning

  Sandra Stewart, Carole Hunter

  1184-1189

• Working from the evidence of prior art and experience in curriculum database development

  Tim Lever, Richard Gluga, Judy Kay

  799-809