further & higher education

Effectively Utilising Technology-Enhanced Learning Across Higher Education

further & higher education

08:45 - 15:40

Thursday 17 January 2019

The Hatton- etc Venues, Central London

This Forum will provide delegates with the opportunity to survey the use of digital technologies across the Higher Education sector. Expert learning technologists and award-winning academics will demonstrate how to integrate technology across higher education to deliver outstanding teaching, focusing on virtual learning experiences, the ‘gamification’ of learning, optimising Massive Open Online Courses (MOOCs) and creating inclusive digital resources. Attendees will also discuss with sector leaders how technology can reduce costs, enhance learning outcomes, improve the student experience and boost graduate employability.


This Forum will bring together the Higher Education sector. Typical job titles will include:

  • Learning Technologists
  • Heads of Learning and Teaching Enhancement
  • Heads of Technology Enhanced Learning
  • Directors of Educational Technology Services
  • Programme Directors
  • Pro-Vice Chancellors
  • Senior Lecturers and Professors
  • Academic Fellows
  • Digital Educators
  • Online Administrators
  • IT Managers

This Forum is also open to the Private and Voluntary Sectors, as well as Central Government, in order to encourage debate and networking.

Key Speakers Confirmed:
  • Sarah Davies, Head of Higher Education and Student Experience, Jisc
View the agenda and additional speakers


According to Jisc’s 2018 digital experience insights survey, 67% of students in Higher Education (HE) said that digital approaches help them to fit learning into their life, with 37% wanting digital technologies to be used more on their course. It is therefore evident that students expect their learning experiences to be supported, supplemented and enhanced through technology. Furthermore, ensuring the digital education and competence of university students is imperative given 90% of new jobs require some form of digital literacy, according to a House of Commons Science and Technology Committee report which warns of a “digital skills crisis”. This is problematic given that Jisc’s survey revealed nearly a fifth of HE students do not feel their course prepared them sufficiently for the digital workplace.

Furthermore, Jisc cautioned in 2017 that UK universities must “embrace technology or risk falling behind”. With the Teaching Excellence Framework (TEF) criteria now inclusive of technology as valid evidence of teaching quality, incorporating digital technology into HE curricula, pedagogy, academic assessment, student services and the physical campus is all the more important. This is also critical if Higher Education Institutions (HEIs) want to enhance the student experience and, by extension, improve their student satisfaction levels. HEIs must therefore take steps to empower staff and students to make the most of educational technologies, cultivate academically enriching virtual spaces, and ensure that the institutional environment facilitates such developments.

The onus is now on the Higher Education sector to ensure that universities adapt their curricula, facilities and teaching models by harnessing the best and most appropriate digital technology to optimise learning outcomes and provide an outstanding student experience.


Registration, Refreshments, and Networking


Chair's Welcome Address

Professor Gilly Salmon PhD, Principal Fellow, Higher Education Academy, Adjunct Professor, Swinburne University of Technology, and Member, 2019 Higher Education Horizon Panel (CONFIRMED)


Morning Keynote: Integrating a Comprehensive Digital Strategy into Higher Education Curricula

  • Encouraging HEIs to adopt a comprehensive digital strategy to ensure students are prepared for the fourth industrial revolution, in recognition of the fact that 23% of adults lack basic digital skills
  • Futureproofing the workforce of the UK by ensuring digital proficiency is embedded within Higher Education curricula, boosting the employability of graduates
  • Exploring how new technologies have the capacity to transform the management, delivery and assessment of learning in universities
  • Imparting the benefits of integrating digital technologies into higher education teaching strategies, including adaptive learning, authentic learning, and enhanced learning analytics

Sarah Davies, Head of Higher Education and Student Experience, Jisc (CONFIRMED)


Case Study: Using Simulated Virtual Environments to Tackle Spatial Barriers to Learning

  • Exploring the process of partnering with the private sector to develop Icarus, a simulator programme used in teaching on the university’s MSc in Professional Accountancy
  • Designing and building a complex, realistic and highly immersive business simulation which enables learners from around the world to collaborate and work in teams
  • Explaining the decision to choose an airport as the focus of the simulation due to the wide range of businesses and services involved
  • Showcasing the success of the project, focusing on demonstrable learner engagement  and tangible outcomes such as 95% formative student engagement in the simulation and module pass rate of 90%

Winner of the ‘Best Use of Simulations or Virtual Environments for Learning’ category at the 2017 Learning Technologies Awards

Lynsie Chew, Programme Director – MSc Professional Accountancy, University College London (UCL) (CONFIRMED)


Sponsored Session


Questions and Answers Session


Refreshments and Networking


Case Study: Delivering Exceptional Technology-Enhanced Teaching Through Gamification

  • Developing and utilising Braincept, an innovative game that boosts knowledge and understanding for students of pharmacology at Keele University
  • Demonstrating how integrating the game into the teaching process enhanced student confidence and comprehension, while encouraging teamwork and communication skills through play
  • Supplementing traditional teaching strategies by creating Keele Basic Bites, a series of online educational videos averaging 20,000 views a year designed to support self-directed study
  • Showcasing the benefits of the ‘gamification’ of learning, and exploring how this approach can be applied in other academic disciplines to deliver enhanced outcomes

Winner of ‘Most Innovative Teacher of the Year’ at the Times Higher Education Awards 2017

Russell Crawford, Senior Teaching Fellow and Academic Developer, Keele University (CONFIRMED)


Case Study: Applying Digital Innovation to Enhance Teaching and Learning

  • Running one of the largest Virtual Learning Environments in the world, a hotbed of digital innovation and continuous improvement for teaching and learning
  • Outlining recent innovation projects in the areas of collaboration, accessibility, community-building and digital assessment
  • Developing an Accessible Interactive Media player to deliver inclusive online audio-visual educational content and enhance the student learning experience
  • Creating the OpenStudio, a visually-rich digital learning tool with a firm foundation in collaborative design thinking, to replicate the benefits of a physical design studio
  • Embedding discussion forums within online learning activities to encourage in-context debate and improve student engagement
  • Using innovative Moodle Quiz capabilities with contextual feedback for effective online quizzing and assessment

Winner of the ‘Digital Innovation’ category at the Guardian University Awards 2018

Dr Steve Rycroft, Head of Learning and Teaching Environments, The Open University (CONFIRMED)


Questions and Answers Session


Lunch and Networking


Case Study: Developing and Implementing an Effective University-Wide Digital Strategy

  • Detailing the key strategic priorities for implementing the university’s comprehensive, end-to-end Digital Strategy 2016-2020 to enhance teaching, learning and research ambitions
  • Building a digital campus by focusing on the strategic themes of systems, data, objects and people; working closely with the library and the Leicester Learning Institute to produce a vibrant digital learning environment
  • Understanding that the purpose of the Digital Strategy is to produce a more personalised, flexible and collaborative teaching and learning experience
  • Ensuring diverse, multi-stakeholder engagement throughout implementation to create a holistic, integrated web of digital services, tools and facilities, maximising benefits for students and staff alike
  • Designing the Digital Strategy to complement the Student Lifecycle Change Programme, placing the student experience at the heart of digital improvements and transformations across the university

Professor Ross Parry, Deputy Pro Vice Chancellor – Digital, University of Leicester (CONFIRMED)


Case Study: Embedding Learning Enhanced Technology into Higher Education Curricula

  • Adopting a programme level approach to integrating technology into course design and delivery, to ensure a holistic and comprehensive technologically-enhanced academic experience for students
  • Demonstrating the learning value of integrating VR technology into module content, looking specifically at how the Exploring Arbor Low app is used to enhance Archaeology courses
  • Highlighting how digital skills can be taught to non-media students, for example the “Talking the Talk” module offered by the Department of Animal and Plant Sciences
  • Understanding the learning benefits of non-traditional forms of assessment through creative means, such as video and media
  • Developing the Kaltura Digital Media Hub for academics to create, host and publish videos online; examining how this enhances the student learning experience

Winner of the The Association for Learning Technology ‘Team of the Year’ Award 2017 

Graham McElearney, Senior Learning Technologist, University of Sheffield (CONFIRMED)


Questions and Answers Session


Refreshments and Networking


Case Study: Designing High-Quality Digital Content to Support Interactive Learning

  • Presenting HELM Open, a collection of over 250 free, accessible multimedia e-learning resources for healthcare students around the world
  • Developing HELM Open in partnership with patients, health practitioners and carers, allowing healthcare students a unique insight into subjects such as dementia, adolescent mental health, palliative care and childhood development
  • Empowering learning communities to engage in resource creation through distinctives tools and processes, such as collaborative workshops involving a wide range of stakeholders including students, tutors, healthcare workers and learning technologists
  • Demonstrating how the digital resources have had global reach and impact, being accessed by 1.5 million users in over 50 countries

Gold Award Winner in the ‘Digital Content’ category at the Reimagine Education Awards 2018

Professor Heather Wharrad, Professor of e-Learning and Health Informatics, Faculty of Medicine and Health Science, University of Nottingham (CONFIRMED)


Case Study: Effectively Establishing MOOCs to Enhance Higher Education Learning

  • Exploring how MOOCs can increase the flexibility and accessibility for university students and improve recruitment and retention
  • Examining how MOOCs can be effectively embedded into a higher education curriculum, allowing for a more integrated degrees by blending learning models and face-to-face seminars with online activities, content and tasks
  • Sharing guidance on how technology can help improve widen participation in higher education and design a MOOC that can be taken alongside work, childcare and internationally
  • Highlighting the key challenges faced when establishing a robust MOOC and how to overcome them, such as recognising the importance of this in the absence of physical proximity

Dr Leah Marks, Senior Lecturer in Medical Genetics, The University of Glasgow (CONFIRMED)


Questions and Answers Session


Chair's Summary and Close

*programme subject to change

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