V.R in Education

V.R is hailed to be the educational technology trend of 2016, with the introduction of wearable V.R gear and V.R apps on Smartphones (across any device: Andorid, Apple or Windows) becoming more accessible to a wider audience. Now that it’s widely accessible, how do you use it?

Equipment needed for V.R?


                 – Viewing Software –For the majority of V.R videos you can upload them to YouTube or a V.R specific app.

                    – Recording Software – Depending on how you’re going to stitch the V.R photo together you would need an online tool like Thinglink or a V.R stitching specific tool.


                 – Viewing Equipment –such as V.R headsets or smartphones which can be used through the B.Y.O.D schemes (which can be cheaper for colleges)

                    – Recording Equipment – Need to have a camera created specifically for V.R and for getting a full 360°  angle multiple

A few examples of V.R  uses in education:

Introductions/Tester sessions – Use a 360° video to show potential students what an average hour/day on a campus would look like, or show a sample/taster class. The 360 view allows for the viewer to experience the environment as if they were there.

Instructional – Using 360° video/photos of an environment, then layering over graphics to create instructional videos/photos of step by step processes.

Assessment – Video of the 360 environment means that those assessing classes can get a realistic view of the class environment. The 360 view leads to a wider scope of analysis.



There’s a lot of uses for V.R in education which could shape the classroom of the future. With the fact that V.R can be accessed in a variety of ways (Wearable tech or Smartphones)  it means that no one is excluded in the classroom experience and with enough funding educational facilities can include V.R within equipment that can be loaned out to staff and students.

I know I’d look forward to having V.R tech on our booking systems – both recording and viewing equipment!

 ~ Laura


Ghost of Pinterest Past

This app had it’s brief 15 minutes in the educational limelight a few years back. Though it is a few years old, as a rule, it still has educational benefits which shouldn’t be forgotten just because it’s not the buzz word of the year.

Recap of it’s uses:

  • Researching – Setting up a Pinterest board for a specific research project for yourself. As a student you can set a board up for yourself and keep it secret so you can gather ideas without worry that someone else is seeing the board.
  • Student Group Work – Creating a group board on Pinterest for group assignments means that classrooms can be flipped, so the students do the research in one place. The boards can be set up by staff
  • Collecting and sharing ideas – Search specific ideas, such as lesson ideas or ice breaker tasks. Share these with other people, or pin them on a public board so people can see it.
  • Visually Organising ideas – Organise the pins through boards in a way that makes it easy for you as a tutor. For example: a board called ‘ideas for unit 101 lessons’ and a board for ‘assessment ideas’


Now that it’s further along the line than when Pinterest first got used as an educational tool, new tools have come out and would need to be reviewed in comparison. There are always new apps out there, for example for group work Padlet can be used instead for a visual way of working in a group or creating a personal board to create a visual online mood board. However you loose some of the functionality which Pinterest allows you, such as the search facility. Think about how you want to apply the tech to decide on what you want.

So every now and then it’s good to have a visit from the ghost of educational tools past, even if it’s just to review if it’s still applicable.

~ Laura


I.T and TEL – What’s the Difference?

After a few days of dealing with various people asking I.T related questions, and reading articles online which seem to be muddled in what they expect from an e-learning team and an I.T team, it’s safe to say that there is some confusion as to what I.T and TEL are…

I.T stands for Information Technology and refers to the study or use of systems (especially computers and telecommunications) for storing, retrieving, and sending information.

TEL stands for Technology Enhanced Learning and refers to the use of both physical hardware/software based on educational theory.

Simply put if you want to know what/how to use tech in education to help enhance learning (whether with students or sharing best practice with staff) or ways to create interactive learning materials with educational theory to explain why we use them, then ask a member of the TEL or E-learning team. As a rule we’re based in both learning theories, innovation and the latest technology. If you need to know how to get your computer fixed as something is broken with it or it’s not working, or you need a recommendation or solution for hardware/software ask I.T professionals.

Summed up I.T is not TEL, but TEL involves aspects of I.T.

NB – Please bare in mind this is an overly simplistic view of the differences and it is slightly more complicated than this. Anyone working in these areas trains for years in their subjects and has different/specific skill sets and shouldn’t be considered in anyway less or more tech savvy or knowledgable than any others.



Rolling out ‘MyOutTheBox’

I have worked on an unfunded project called ‘MyOutTheBox’ with Dale Munday from our Teacher Training team here at the college.

In this project we wanted a different way to make information available to staff in an interactive manner without having to be logged into a college networked computer or limited through desktop/laptop use. We wanted something that could be accessed by anyone, through any device. After a talk about what was wanted we chose to use the Blippar Augmented Reality online software and app.

So the brief was to share best practice and ideas between staff (and potentially) students. At the college we have CPD days in which teaching staff can share best practice between themselves. This can be done via specific sessions or through a casual workshop known as a ‘Teach Meet’ this is where teachers can share best practice with each other. For this project Dale recorded the Teach Meet sessions and then uploaded them to YouTube. Once this was done I created a poster for the A.R and used the Blippar Hub online tool to layer the A.R on top of this, linking to the videos and adding extra information to the poster via the computerised/augmented layer. When this was tested, approved and ready to go we rolled it out across college.

Some key points found in rolling out ‘MyOutTheBox’ :

External Marketing: Use social media in conjunction with the A.R. We’ve used twitter, leading to networking with others using A.R, seen how others have implemented it and reached an audience within the college we may not have reached before due to tutors being on social media.

Internal Marketing – Cannot stress this enough, it’s all well and good to spend time and effort on creating an amazing learning resource, but with any edtech like A.R you have to tell people about it. Whether this is through internal emails to let everyone know it’s gone live, CPD sessions to show people how to use it, putting information about it on any digital signage you have around the college, simply telling people about it via word of mouth or any/all of these options you need to advertise it to everyone. Sometimes blanket coverage works best to catch a wider audience, more is more in the initial stages.

Remember a CTA – A call to action (CTA) is needed to ensure that passersby, students and staff are aware that the poster/place is linked to Augmented Reality. This is so that it’s clear what to do and how to do it. A simple visual instruction like a instructional info graphic/image works best. Put it on the poster/place to highlight that it’s somewhere A.R is used. We based this off of Blippar’s guidance and created a Myerscough specific CTA. Here is the image we used below:

thumbnail_Step 1 and 2 My out the box

Have advocates – This links to internal marketing, get as many people on board as possible to encourage others to use (and even develop) the use of the new edtech. Luckily we have Dale and a few others who have seen the use of A.R in education and how they can use it or get their students to use it to enhance learning. There is a poster outside of the Teacher Training office which is a ‘MyOutTheBox’ A.R poster were teachers and students going into/past the office can see videos on new edtech used around the college and staff encourage students to create A.R based posters for their H.E dissertations and research projects.

 Setting clear roles  – If someone wants an A.R poster created, don’t tiptoe around the issue, if they don’t have the skills get it done then ask someone who does (obviously as really nicely as possible and accredit them – here it’s the e-learning team) Set out what you’re going to do. An example is Person A will collect/record the info, Person B will put said info together and sort out the A.R. These roles need to be clear from the start, otherwise time could be wasted.

Set clear expectations – Treat it like any project and set clear expectations, dates and goals. What did they want from the A.R? What extra info do you/they need? What kind of Multimedia do they want?  Who’s the audience? When does it need to be done for? With these clear expectations.

Communication – keep everyone involved up-to-date with how things are progressing, what needs to be done and where you are with expectations.

Overall it’s been an effective resource, there a few people using it both staff and students. However as we haven’t concentrated much effort into marketing it internally it’s not taken off as early or as rapidly as we would have liked. However in the new academic year I’m working on another A.R poster to add to the collection, I’m hoping with a push on internal marketing and gaining a few more advocates we can make this a campus wide learning resource.

Here’s to hoping!

~ Laura



Now is the Summer of Our New Content?

With the implementation of the college’s new LMS (Canvas) our minds turned to content for it.

This college has a lot of online courses so we use a lot of different e-learning materials at the college currently, and over the last few years these have progressed and developed into items which work well as interactive learning packages. A main thing for this year has been moving the materials of the first year students onto Canvas.

So naturally we had to test the old learning materials out for the new system….

This turned into a trip down the rabbit hole – some items worked but only if used in a specific way, others acted like a blanket response but were temperamental and others worked on the computer and browser options of the LMS but not in the app versions of the apps… not going to lie it was a slight nightmare purely from a presentation aspect.

(Note – We’ve reported back to Canvas and they’re currently working on their systems to improve. They’re brilliant at taking on ideas and have an amazing community in which to get support, the system itself is also brilliant.)

However we found a solution……H5P!!

H5P is the answer, after testing (currently the college and members of the e-learning team have been working on a funded project using H5P for instructional videos) and having a look through all the options and the interactive materials available we found that it can be used as an embedded file on a content page or simply link to it through the external link tool. Presentation and functionality wise it is helping us solve a lot of issues and even develop how we view and use multimedia interactive learning materials.

Realistically we won’t be able to fully explore the potential of these learning material in relation to Canvas, LMS analytics etc till midway through next year, potentially even at the end – around the start of the new academic year 2017/2018.

However we look forward to the time we can fully get stuck in and we’ll keep searching for the latest and most up-to-date learning material creation suites possible. To make it easier for the tutors to do their job and create a blended-learning environment for their students.

~ Laura


Reflection on implementing a VLE/LMS

We can officially say we’re moving to Canvas!

While this was a fantastic move on our part, choosing this LMS over another VLE/LMS works for us – see here for our journey of decision, it has come with challenges (as you would have with any VLE move)

There will always be teething issues with any VLE/LMS move, so a few things to keep in mind before you start the move:

  • Make sure your systems are sorted in the background – they all need to talk to each other and you have a cohesive system network, this will help in the initial run up, integration, automation and general running of Canvas.
  • Make sure your information is up-to-date: Cannot stress this enough, when moving systems and automating systems your core information about courses and tutors needs to be as up-to-date as possible.
  • Have a reliable someone from Management Information Systems – we’re lucky that we have a really great team here which we work with, but if that wasn’t the case the implementation would have been extremely difficult to automate.
  • Already have a game plan set – may seem like an obvious one, but it’s something to think about. What structure do you want in relation to how information is presented in the LMS? How are you structuring the sub-accounts?
  • In the immortal words of ‘The Hitchhikers Guide To The Galaxy’ – Don’t Panic! – If something goes wrong, it can be fixed. Just remember that there’s a test site (for Canvas anyway) and just save all your files to your computer first and then upload them.

However always keep in mind that the short-term hard work and stress pays off in the long-term, and no matter which way you cut it you’ll always get that moving over to a different VLE.

We are working on the background systems (we’re getting there) and the long-term benefits (analytics, format, structure, interface, ease of use etc) are going to outweigh the next few months while we get our act together.

Bring on Canvas!!!

~ Laura


A.R in Education – case and point?

This year has been publicised to be the year of Virtual Reality (V.R) in education, and we fully agree with that with the amount of V.R headsets being released and the development of educational apps.  However this has led to education technology leaving Augmented Reality on the side line.

This may have been a bit of a premature detour from A.R to V.R.


Case and point – Pokemon Go!

I have to admit I got the app myself, so may be slightly biased – I’ve been ridiculously lucky so far and it’s somewhat addictive, walking to hatch eggs and find Pokemon it takes me back to my childhood….but back on point and most importantly (well from an edtech perspective) it’s all Augmented Reality (A.R). It’s mainstream Augmented Reality that people have taken to, there are very limited instructions with the game and are in fact more intuitive and based on a social aspect of users sharing information with each other through social media to learn what to do and how to do it.

So why is this important to education and education technology?

Not only is the game Augmented Reality based, but it’s a worldwide tech that has been greatly accepted by various people on various devices without question. There are a few teething issues, which you would get with any new technology, but it proves that with the right amount of funding (time and money)  and drive creating a worldwide interactive Augmented Reality (A.R) educational application is possible.

The benefits of A.R in education are boiled down to the following:

  • Social Learning – the lack of instructions with Pokemon Go! Have led to users collaborating with each other to learn how to play. This can be applied to most courses of learning.
  • Interactive lessons – makes any lesson practical, learning theoretical physics you can use
  • Portable learning Materials – Depending how the AR works (GPS, 3D mapping, Marker based, Projection based etc)
  • Versatility – you can view the embedded information through any device, whether that’s wearable tech which is the current trend (think smart watches and Google Glasses)  or your smart phone. It can also be used for any subject from science to art.


Now think about the educational benefit to having A.R, and expand it to a global scale.

With the recent break through of Pokemon Go! maybe the idea of global A.R in education isn’t too far away?

~ Laura


NB – For a more in depth look into A.R there are the two links below:

Types of AR

5 reasons for Augmented Reality

To Augmented Reality and Beyond!





To Augmented Reality and Beyond!

So what is it?

As A.R and V.R become closer to being globally accessible through the common market place there seems to be confusion between what A.R and V.R actually are. To make it as easy as possible to understand when we refer to either, I’m going off the following views of A.R and V.R:

Augmented Reality (A.R): is the layering of computer-generated sensory input such as audio, video, images or GPS information on the view of the real-world.

Virtual Reality (V.R): is a fully computer-simulated environment, real or imagined, and simulates a user’s physical presence in there in a way that allows the user to interact with it. This can be done through  video, audio, images and smells.


Like the Throw Back Thursday (or #TBT) of yester year A.R seems to have kick-started in 2012 and been left in 2015. There’ll always be trends in education, don’t get me wrong, but sometimes you have to look at the practicality and uses of said trends. In this case, A.R has been left in the past as V.R has progressed to the mainstream, mainly due to the gaming industries current evolution, this was evident at BETT and Digifest this year.

However it seems that A.R has been massively overlooked.

There’re plenty of uses of A.R in education,  from interactive posters to induction orientations. There are a few bits of research which can relate back to the use of  A.R, here are a few links:

Collaborative A.R  , Metacognitive Learning over the real world via A.R  ,  Student knowledge and A.R , dynamic environment through A.R  & A.R supporting different learning styles

With the launch of A.R companies wanting to break into education such as Blippar, Aurasma and Layar being the main ones, it seems like A.R is being overlooked in favour of V.R.

Here at Myerscough we are currently working on a project between our education department and our e-learning department to further the influence of A.R in the college as a plausible way of getting more information without overloading and creating a more dynamic environment. We’re doing this through a “My Out The Box” incentive which combines the posters and A.R to create information rich posters, which can be scanned by students and staff to get multimedia information. We’re using the Blippar app to help nail the A.R side of the poster. We’ve chosen Blippar as the app due to the educational account  that they offer. After having a look over the different apps available Blippar was found to have more interactions, which could hold more information and there was the ability to add varied media such as video, websites, photobooths etc. This and the ease of use made Blippar the clear winner. So far we only have a few posters out but we are looking forward to fully rolling out this project.

We’re looking forward to using Augmented Reality to go beyond…!



plickers vs kahoot

Plickers vs Kahoot

These are both widely used within the College, as they’re both great assessment quiz tools, but as with every bit of TEL and educational technology there are the right times and places to implement tech.

So to use, or not to use: that is the question….

Kahoot and Plickers are both great in their own way for many different reasons. In this we’re going to sum up key strengths and ways to use them based on what we’ve learned here.


  • Great for preliminary starter quizzes in class sessions.
  • Creates an engaging atmosphere through competition, either by the students being in competition wit each other or themselves (there is now a ghost mode which allows for personal best times)
  • Great for BYOD schemes or if there is a bank of tablet devices or laptops for the calss which they can use.
  • Gives statistics on the answers at the end of the session, which can also be accessed at a later date.



  • On the flip side of Kahoot being great for preliminary quizzes, Plickers is great for an end of session assessment review. As it is a student response system students can change their answers, this allows for a true reflection of what they know rather than simply answering as fast as possible.
  • Tutor can see who answered which question, as well as giving statistics for each question, this allows
  • Keeps students engaged as they have to think about which way the shapes to answer the questions are poised.
  • Doesn’t need every student to have a device, just the tutor.
  • Though this may seem like an odd thing to say, as it is not as flashy as Kahoot in it’s appearance, Plickers can be seen as more academic and appropriate for F.E and H.E learners due to cultural expectations.
  • Gives statistics on the answers at the end of the session, which can also be accessed at a later date.


Overall start a lesson with Kahoot and end it with Plickers. Always keep in mind when it would be appropriate, don’t overuse these apps as they can lead to disengaged students, the same with any overuse of a teaching delivery method can. Think about when you need the formative assessment of student knowledge. For example, using Plickers at the end of a module to give a true indication of which topics need revision for exams or using Kahoot to make a topic, which can be seen as quite dry, a bit livelier and more engaging.

Vary which apps you use and keep an eye out for new ones, after all there’s always plenty more technology out there to enhance learning!



What I learned about ‘The Power of Digital’

In a #TBT moment I realised it’s been a month since I volunteered to go to Digifest 2016, so in the style of reflective practice I thought I’d revisit my notes and do a retrospective write up about the day. Digifest is a 2 day technology in teaching and learning showcase run by JISC held in the International Convention Centre in Birmingham, it was called ‘The Power of Digitial’ and lived up to it’s name.

There was a lot of workshops, stalls and sessions going on throughout both days. So it may be worth noting that I only attended the second day (Thursday 3rd March) and this was my Agenda:

09:00 – 10:00 –  The power of digital for teaching and learning

10:00 – 10:30 – Break

10:30 – 11:15 – #HullDtn: a collaborative approach to digital pedagogies

11:45 – 12:30 – Designing and developing great courses together (sponsor session from Pearson)

12:30 – 13:30 – Lunch

13:30 – 14:30 – Having a nosey around at the stalls, meeting new professionals (and some I already knew)

14:45 – 15:45 – Leveraging the digital: capability, capacity and change in HE and FE

My teaching colleague went on the Wednesday and got a few different key ideas from the sessions they attended. For more information on what was on offer on both days, you can find out here.

So in a quick summary style, the key points I took away from Digifest were:

  • The need and use for analytics as a teacher and an educational e-learning professional
  • The importance of Play
  • Networking and open sharing is important
  • Virtual Reality is the way forward in education

Now I know a lot of these seem almost common sense, but believe me, when it’s a relatively new area where previously research has been scarce it’s refreshing to go to a conference with like-minded people. In this case there was research all around you to support the theories it’s easier to safely, and reliably, share and build on the ideas. Like all good research in education it’s always stressed that reputable, valid and reliable sources are key so being somewhere enriched with multiple case studies, research groups and living ongoing cases made information flow freely throughout the day.

09:00 – 10:00: ‘The power of digital for teaching and learning’

This session had a few varied speakers and brought up multiple issues such as learning analytics and play in education.

Now I will admit I only came into the back half of the talk about learning analytics, but the conclusions and atmosphere from the crowd seemed to be positive. The lead on this talk was Ian Dolphin, who is about open source and academia. He suggested that learning analytics are a digital key to students success and the way in which they’re analysed and used is massively important to help advance and develop learning. But there needs to be smart ways in which to do this otherwise we’re simply overwhelming ourselves with data.

The main part I got from the morning session was about the importance of play throughout education, specifically H.E. This mainly may be because I was there for the full talk, the ‘Wondering While Wandering’ session by Chrissi Nerantzi. The research suggested that using play, as a hands-on method of teaching, in H.E encouraged independent learners and engaged them with their subject more than those who were taught via the ‘traditional static’ method, supporting the blended learning pedagogy. There were a few significant points about how to implement play in H.E effectively and the issues that can be faced with introducing play into an academic environment. The main issues were cultural and how there might be negative perceptions of using play in F.E & H.E. This is because it is not a static view of learning and instead can be seen as childish or less academic both by educational peers (other teachers/researchers) and students.  However to combat this notion clear learning objectives must be given, with an evidence based approached used for reflective practice. Chrissi also suggested giving teachers a safe space to try out new innovative teaching ideas, such as a ‘learning laboratory’ without the fear of judgement, assessment and peer observation, but where they can reflect on themselves through recording the lessons to see what worked and what didn’t.

This method of hands-on play teaching lead to a discussion about how it would be viable to use this for educational technology, to help create digitally competent individuals who are ready for the digital working world due to a safe environment to initially learn and/or teach in. The idea of a safe space for the teachers to play, lead to students having more opportunities to use technology and become digitally literate through guided learning in lessons, as the idea of the digital native is not necessarily true. The assumption that people of certain generations take to technology more than others may be true but the fact is that there are still people out there who come from different socio-economic and cultural backgrounds and so may not have the opportunity to play with tech outside of education. Not only that but without context of application on technology the full use outside of simply tech for leisure may be lost. There needs to be understanding as to the reasons why tutors use specific tech for certain things, for example Twitter being used as a medium for CPD. Though this idea of ‘the death of the digital native’ was looked into in depth by Donna Lanclos in a different session, which unfortunately I couldn’t attend.

Moving on to the next part….

10:00 – 11:15: #HullDtn: a collaborative approach to digital pedagogies

It was all about networks, everywhere you looked and everyone I talked to outside of the sessions were all about collaborative working with other e-learning professionals at other institutes.

There was an amazing positive, innovative atmosphere to the day where collaboration and talking ideas out with other professionals was the norm. This was only supported in the #HullDtn: a collaborative approach to digital pedagogies session. Colleges in the Midlands and Southern part of England, specialised and otherwise, worked in a network together to provide technology enhanced learning support across the board. This initiative has lead to shared best practices and advancement of the use of technology within the different institutions, creating a support network for each e-learning team to feed back into and gain something from. The idea of different networks, or one large network to help each other in best practices of technology enhanced learning is appealing as it allows for case studies to be shared, best practice to be shared, ideas about technology to flow and develop further than they could have done in perhaps a single institution.


11:45 – 12:30: Designing and developing great courses together (sponsor session from Pearson)

This was an informative workshop about the concepts between course design and how to implement go through and develop courses effectively. Obviously as it was a sponsored session there was a little bit of a sales pitch however it was only small and didn’t detract at all from the overall workshop. The session lead to some amazing points about how to design a course, pictured below:


It made me think about how we design courses at the college and that we already adhere to most, if not all, the steps. The most interesting thing we have to consider here is that with us moving over to a new VLE the need to keep these points fresh in our mind is integral into making the new VLE a VLE rather than a traditional CMS repository where tutors dump files.


13:30 – 14:30: Having a nosey around at the stalls, meeting new professionals (and some I already knew)

You may have noticed that there was about an hour where I had a look around the stalls. What came from this wandering was the noticeable advancement of virtual reality, robotics, sharing platfroms and making technology mainstream. There was a robot called Neo, assistive tech such as exam readers, lots of virtual reality headsets anything from Google Cardboard to the Occulus Rift but there was also a BB8 sphero, which of course I had to have a play with!

What surprised me was the advancement of the technology for the mainstream, usually considered toys, and what this meant for cultural shifts of technology in education. It made me realise technology has previously either seen to be as either a toy or strictly for scientists….but there is a culture shift that has occurred in the change of attitude towards it. It can now be both for leisure and work, again I refer to Twitter for CPD or following your favourite celebrities or virtual reality headsets, which are being sold commercially, being used for orientation or viewing different worlds – think class trips without the long journeys, health and safety forms etc.

There was also a massive market for Virtual Reality and while unsurprising, this year seems to be about making virtual reality commercial, the idea that it’d be presented for education was interesting. As a general rule for new technology it is sold within education more towards the coding, software and hardware core IT skill sets. So mainly for tutors and  students on IT courses. However at Digifest the presentation of the VR headsets was presented more for this is what it can do, if you can find a way to apply it then go for it. This refreshing approach made it easier to look at the uses of VR at a more objective level, encouraging questions like is this applicable? How could we use it for our institution?…..surprisingly as a land-based college the answers to these questions were yes and in lots of different ways. The idea of VR is to make everything more interactive and as a provider of more practical based studies this really lends itself to our courses. We’re currently working on a project for Augmented Reality and are now looking into different ways we can make our own VR content as it seems like Virtual Reality is another way forward in education  that would suit our needs.

I also bumped into other e-learning professionals, some I knew and others who I networked with, at that point it was nice to see a familiar face and meet new people!

14:45 – 15:45: ‘Leveraging the digital: capability, capacity and change in HE and FE’

The final session I attended brought up an amazing toolkit being developed by JISC to help analyse and develop institutes digital capabilities. There isn’t enough time to go through what the whole project is but you can look for it on the JISC site.
There was emphasis on the term ‘digital capability’ and what this meant. It was not, as a few people understood, to be how capable someone was to use the technology but how open someone would be to using the technology. The overall meaning from the session was that it didn’t mean you had to know everything about technology and how to use it but you were willing to learn and there was a want to learn about the new technology. This linked in with the idea of the death of the digital native idea, where it wasn’t dependent on what generation you are as to how digitally capable you are but rather how open minded you are to learning new technology.

The overall view lead to the need for a toolkit to help measure digital capability. JISC have developed a toolkit used to analyse your institutes’ performance against other colleges, or between faculties within your institution. The whole scheme seemed positive, with the case studies already suggesting that this helped institutes to reconsider how to present and filter technology training throughout their cores to develop the overall digital capability to a higher level than previously done. It can also be done anonymously so that institutes don’t feel like they are in competition with each other but can still see the UK average for digital capability.

Overall thoughts?

Digifest turned out to be a useful conference as a college as it demonstrated ongoing case studies useful to implementation of e-learning, great ideas for design of courses, innovative ideas to how technology is advancing inside and outside of education and last but not least amazing networking opportunities which as a college we are currently undertaking to share best practices and technology use ideas.

I look forward to going to Digifest next year and the opportunities it will bring!

~ Laura