On the 6th,7th and 8th September 2016 I was one of the learning technologists lucky enough to attend the Association of Learning Technology (ALT) Annual Conference at the University of Warwick. The conference theme was ‘Connect, Collaborate, Create’ with many parallel workshops on different topics. The keynote presentations were interesting and engaging and I was particularly struck by the keynote by Jane Secker (LSE) titled ‘Copyright and E-Learning: Understanding our privileges and freedoms’ (Video of this presentation available on YouTube). Jane argued that copyright is about ethics and respect for others ideas and is a fundamental part of information and digital literacy. She argued that creative commons licences were critical in preserving our ‘open commons’.
One of the topics of the workshops throughout the conference was learning analytics (LA). The JISC definition states “learning analytics refers to the measurement, collection, analysis and reporting of data about the progress of learners and the contexts in which learning takes place”. Whereas the Higher Education Academy stipulates that “learning Analytics is the process of measuring and collecting data about learners and learning with the aim of improving teaching and learning practice through analysis of the data”.
One of the presentations I attended was titled ‘What can we learn from learning analytics? A case study based on an analysis of student use of video recordings’ presented by Moira Sarsfield and John Conway from Imperial College, London. They presented the results of their research into students use of video recordings of lectures across a range of subject areas. Their research found that students use of lecture recordings varied considerably with some students viewing parts of the lectures, whilst others viewed all the lectures. Interestingly, the time of the year students viewed the lectures also varied with some subjects using the videos for revision more than others. As a result of the research there are actionable insights to provide advice for students to view recordings early and maintain application through the course. However, student success was not directly correlated with viewing lecture recordings in this research. As we are launching a pilot of lecture capture next year it was interesting to consider the analysis that could be made of the student viewing to help improve teaching and learning.
Another presentation I attended was titled ‘Embedding ePortfolio in the Curriculum’ and was presented by Emma Purnell from the University of Plymouth. She outlined their use of the PebblePad workbook at the University. We have had PebblePad for 3 years at CCCU, but it has been used primarily within the Health and Wellbeing and Education Faculties. These case studies included use in a Business module to provide evidence of students skills and use for collaboration and group work for employability. Plymouth University have begun a project to provide a workbook for all students for each graduate attribute that could be shared with their personal tutor. This institution-wide project illustrates how an e-portfolio can be used to support learning for all students.
Overall it was an interesting and thought provoking conference to attend. As is often the case at conferences, one of the most useful things was to be able to meet and network with colleagues from other institutions.