SPEAKERS
Professor Gráinne ConoleProfessor of Learning Innovation and Director of the Institute of Learning Innovation, University of Leicester
09.25
Gráinne Conole is Professor of learning innovation at the University of Leicester. Her research interests include the use, integration and evaluation of Information and Communication Technologies and e-learning and the impact of technologies on organisational change. She regularly blogs on www.e4innovation.com. She has successfully secured funding from the EU, HEFCE, ESRC, JISC and commercial sponsors). She was awarded an HEA National Teaching Fellowship in 2012. She has published and presented over 1000 conference proceedings, workshops and articles, including the use and evaluation of learning technologies. She has recently published a Springer book entitled 'Designing for learning in an open world.'
Back to top of page
Dr Peter Chatterton Back to top of page
Consultant, Leadership Foundation for Higher Education, Changing the Learning Landscape Programme. Consultant and Critical Friend, JISC
09.30
Peter Chatterton is a consultant and academic whose work spans higher and further education, Government and industry. He has worked with an extensive range of universities in the UK and Eastern Europe on programmes of innovation and change, using technology-enhanced learning for educational transformation, in roles such as expert advisor, critical friend, researcher and project evaluator. He also works with key UK Governmental education agencies such as HEFCE, HEFCW, JISC, Becta, LSIS, QAA, Higher Education Academy and the Leadership Foundation for Higher Education and is currently a consultant on the LFHE Changing the Learning Landscape programme. He has also helped set-up and run a range of education-employer partnerships such as the Automotive College and a joint-venture between the British Library and Cable & Wireless and consults to a wide range of SMEs on business innovation. He recently undertook a research project for a Government Taskforce focused on UK educational technology export markets. He also acted as Expert Advisor on Becta's CAPITAL research/vision project, supporting the development of a world class vision for capital investment programmes (Department for Innovation, Universities and Skills - Building Schools for the Future programme). He is currently supporting the development of a national network of students as change agents as well as supporting cohorts of universities in Scotland in designing work-based learning programmes, which includes working with the QAA (Scotland) to develop a framework and toolkit for designing flexible curricula. Full details of his experience can be found on his web-site www.daedalus-e-world.com
Presentation: The future of higher education: employability and skills
In the current economic climate and with the challenge of a new funding system, perceptions amongst young people of the role and value of higher education are changing. Colleges and universities must balance pressures to provide students not only with the skills necessary for academic success, but also for finding employment in a market saturated with other graduates.
Following suggestions made in the Higher Education White Paper, how can learning institutions produce employable graduates regardless of subject of study or discipline?
Back to top of page
Gill White Presentation: The future of higher education: employability and skills
In the current economic climate and with the challenge of a new funding system, perceptions amongst young people of the role and value of higher education are changing. Colleges and universities must balance pressures to provide students not only with the skills necessary for academic success, but also for finding employment in a market saturated with other graduates.
Following suggestions made in the Higher Education White Paper, how can learning institutions produce employable graduates regardless of subject of study or discipline?
Back to top of page
Capability and Career Development Director, Chartered Institute of Personnel and Development
09.50
Gill White joined CIPD in July 2012 as Head of CIPD Training. Recently appointed to the role of Capability and Career Development Director, she has fundamental responsibility for driving the development and delivery of CPD solutions. Prior to this Gill boasts a successful career in a range of learning and development managerial roles within the private sector.
Gill holds the highly prestigious Chartered Director status, one of only 1,000 in the UK. Awarded by the Institute of Directors, this privilege is testament to Gill's abilities in the areas of strategic perception, decision-making, analysis and use of information, communication and interaction with others and achievement of results.
The study and application of positive psychology hold strong interest for Gill.
Presentation: Creating a culture of continuous learning and development
Learning is often perceived as a series of 'one shot' activities for neatly specified ends (exams or tests), and many only expect to be able to learn within traditional academic or classroom-based settings.
How can a culture of personal and professional development and learning be embedded in all organisations on a continuous basis? In what ways can a culture of continuity complement and enhance traditional learning paradigms?
Back to top of page
Professor Shaaron Ainsworth Gill holds the highly prestigious Chartered Director status, one of only 1,000 in the UK. Awarded by the Institute of Directors, this privilege is testament to Gill's abilities in the areas of strategic perception, decision-making, analysis and use of information, communication and interaction with others and achievement of results.
The study and application of positive psychology hold strong interest for Gill.
Presentation: Creating a culture of continuous learning and development
Learning is often perceived as a series of 'one shot' activities for neatly specified ends (exams or tests), and many only expect to be able to learn within traditional academic or classroom-based settings.
How can a culture of personal and professional development and learning be embedded in all organisations on a continuous basis? In what ways can a culture of continuity complement and enhance traditional learning paradigms?
Back to top of page
Co-author of the Decoding Learning report and Professor of Learning Sciences, School of Education, University of Nottingham
10.10
Dr Shaaron Ainsworth is a Professor of Learning Sciences in the School of Education, University of Nottingham. She has degrees in Psychology, Artificial Intelligence and Cognitive Science.
Shaaron's work typically focuses on the roles of multiple and visual representations in learning complex topics and on the design and evaluation of technology enhanced learning (e.g. multimedia, educational games, mobile learning, computer-supported collaborative learning (CSCL)). This research has been supported by the British Council, ESRC, EPSRC, and Nesta (UK), Sixth Framework Programme (EU) and Office of Naval Research & National Science Foundation (USA). She has published over 100 papers and chapters on these topics. She is Assistant Director of the University of Nottingham's Learning Sciences Research Institute, a joint venture between the Schools of Psychology, Education and Computer Sciences. She teaches and supervises PhD students for all three schools.
Presentation: Decoding learning: the proof, promise and potential of digital education
With the worldwide investment in digital technologies for learning reaching billions of pounds every year, what is the evidence that they have helped to improve learners' experiences and the standards they achieve?
Nesta recently commissioned the London Knowledge Lab and the Learning Sciences Research Institute to explore this very issue; to analyse how technology has been used within education systems both at home and abroad, and to pinpoint evidence of what works and why. What more can decision-makers, educational institutions, teachers and the technology industry do to ensure the fullest use of technology for innovative practice?
Back to top of page
Rupert Colbourne Shaaron's work typically focuses on the roles of multiple and visual representations in learning complex topics and on the design and evaluation of technology enhanced learning (e.g. multimedia, educational games, mobile learning, computer-supported collaborative learning (CSCL)). This research has been supported by the British Council, ESRC, EPSRC, and Nesta (UK), Sixth Framework Programme (EU) and Office of Naval Research & National Science Foundation (USA). She has published over 100 papers and chapters on these topics. She is Assistant Director of the University of Nottingham's Learning Sciences Research Institute, a joint venture between the Schools of Psychology, Education and Computer Sciences. She teaches and supervises PhD students for all three schools.
Presentation: Decoding learning: the proof, promise and potential of digital education
With the worldwide investment in digital technologies for learning reaching billions of pounds every year, what is the evidence that they have helped to improve learners' experiences and the standards they achieve?
Nesta recently commissioned the London Knowledge Lab and the Learning Sciences Research Institute to explore this very issue; to analyse how technology has been used within education systems both at home and abroad, and to pinpoint evidence of what works and why. What more can decision-makers, educational institutions, teachers and the technology industry do to ensure the fullest use of technology for innovative practice?
Back to top of page
Chief Technology Officer, Good e-Learning
10.30
Rupert is the Head of Software Development at Orbus Software - a global technology company specialising in market-leading software solutions for Enterprise Architecture, Business Process Analysis and IT Asset Management across many vertical sectors.
He has driven a variety of successful software projects within an Agile environment and specialises in: Project & Strategic Planning, Management Reporting, Software Development Lifecycle, Agile (scrum), Insightful Resourcing, Team Building, Business Process, Enterprise Architecture, Business Intelligence, Data Integration, SAAS, User Experience, and Educational Systems.
Orbus Software were named as Gartner's 'Cool Vendor' for the Enterprise Architecture Magic Quadrant.
Rupert also acts as an external consultant and at present is a consulting Chief Technology Officer for Good e-Learning where he is providing standards and governance advice on technical and architecture initiatives thus overseeing the design and implementation of the Good e-Learning Online Academy.
His technical skills include: .NET Framework, C#, WPF, Silverlight, SQL Server, ERwin Data Modeler, iServer Enterprise Architect, SharePoint, Visio, PowerView, Performance Point Services, Azure, Articulate.
Presentation: Assessing the benefits of e-learning for more effective personnel development
With so many styles, approaches and technologies now thrown into the mix, it has become increasingly difficult to define exactly what e-learning is. How should you choose the correct tools in order to facilitate the best learning outcomes? What are the key drivers behind individuals and organisations that are focusing us towards e-learning? How can you benefit from e-learning?
Back to top of page
Tom Parker He has driven a variety of successful software projects within an Agile environment and specialises in: Project & Strategic Planning, Management Reporting, Software Development Lifecycle, Agile (scrum), Insightful Resourcing, Team Building, Business Process, Enterprise Architecture, Business Intelligence, Data Integration, SAAS, User Experience, and Educational Systems.
Orbus Software were named as Gartner's 'Cool Vendor' for the Enterprise Architecture Magic Quadrant.
Rupert also acts as an external consultant and at present is a consulting Chief Technology Officer for Good e-Learning where he is providing standards and governance advice on technical and architecture initiatives thus overseeing the design and implementation of the Good e-Learning Online Academy.
His technical skills include: .NET Framework, C#, WPF, Silverlight, SQL Server, ERwin Data Modeler, iServer Enterprise Architect, SharePoint, Visio, PowerView, Performance Point Services, Azure, Articulate.
Presentation: Assessing the benefits of e-learning for more effective personnel development
With so many styles, approaches and technologies now thrown into the mix, it has become increasingly difficult to define exactly what e-learning is. How should you choose the correct tools in order to facilitate the best learning outcomes? What are the key drivers behind individuals and organisations that are focusing us towards e-learning? How can you benefit from e-learning?
Back to top of page
Managing Director, PC Werth
15.35
Tom Parker is Managing Director at PC Werth, a UK leader in Education Communication for over 20 years.
Tom will present a case study from Craven College in Skipton, where the head of e-learning trialled Juno lecture capture system, to maximise value from the College's VLE.
With 3 young children, Tom sees education as THE differentiator in today's world – and that delivering this difference is harder than ever. He gets frustrated when trying to help with his kids' homework without seeing their lessons and also when teaching professionals try to say that no-one has a problem hearing them in lectures.
Tom hopes delegates go away understanding that lecture capture with systems like Juno has enormous potential and benefits - and that the only way to find out how good it can be in your establishment is to organise a trial.
Presentation: Juno at Craven College: how flipped learning introduces a Swiss Army approach to learning
Lecture capture, flipped learning and virtual learning bring many benefits to schools and colleges. However - like many concepts – they are often perceived as being daunting or at risk of introducing too much change for successful implementation. PC Werth's presentation dispels this myth by examining one college's story trialling the Juno lecture capture system.
Back to top of page
Jamie Arrowsmith Tom will present a case study from Craven College in Skipton, where the head of e-learning trialled Juno lecture capture system, to maximise value from the College's VLE.
With 3 young children, Tom sees education as THE differentiator in today's world – and that delivering this difference is harder than ever. He gets frustrated when trying to help with his kids' homework without seeing their lessons and also when teaching professionals try to say that no-one has a problem hearing them in lectures.
Tom hopes delegates go away understanding that lecture capture with systems like Juno has enormous potential and benefits - and that the only way to find out how good it can be in your establishment is to organise a trial.
Presentation: Juno at Craven College: how flipped learning introduces a Swiss Army approach to learning
Lecture capture, flipped learning and virtual learning bring many benefits to schools and colleges. However - like many concepts – they are often perceived as being daunting or at risk of introducing too much change for successful implementation. PC Werth's presentation dispels this myth by examining one college's story trialling the Juno lecture capture system.
Back to top of page
Policy Researcher, Universities UK
15.50
Jamie has worked as Policy Researcher at Universities UK since October 2010. In this time he has played a central role in developing the UUK report on Efficiency and effectiveness in higher education (2011), working closely with Professor Ian Diamond and supporting the work of the Efficiency and Modernisation Task Group. He is now helping to lead the development of Procurement UK and is closely involved with the Efficiency Exchange, key projects which have emerged from the recommendations in the Diamond review.
Prior to this, Jamie worked as a Research Associate at Manchester Metropolitan University. He undertook research in a number of areas, including teacher education and training; widening participation; on the impact of third sector organisations in local communities; and evaluated improvement initiatives in Primary and Secondary school settings.
Presentation: Innovation, efficiency and value for money: contemporary challenges for higher education
Contemporary transformations in higher education and wider society are driving increased pressure for learning institutions to demonstrate efficiency, effectiveness and value for money.
How can the power of these changes be harnessed to fuel innovation in learning provision? Where can we look to others for examples of current good practice, and how do we identify areas in our own settings where new approaches are necessary?
Back to top of page
Dr Julia Moore OBE Prior to this, Jamie worked as a Research Associate at Manchester Metropolitan University. He undertook research in a number of areas, including teacher education and training; widening participation; on the impact of third sector organisations in local communities; and evaluated improvement initiatives in Primary and Secondary school settings.
Presentation: Innovation, efficiency and value for money: contemporary challenges for higher education
Contemporary transformations in higher education and wider society are driving increased pressure for learning institutions to demonstrate efficiency, effectiveness and value for money.
How can the power of these changes be harnessed to fuel innovation in learning provision? Where can we look to others for examples of current good practice, and how do we identify areas in our own settings where new approaches are necessary?
Back to top of page
National Director, e-Learning for Healthcare, Health Education England
16.05
Julia Moore is a Consultant Anaesthetist at Wirral University Teaching Hospital. She joined the Department of Health as half-time Senior Medical Officer in 1999. In 2004, she led the development and delivery of R-ITI, the award-winning radiology e-learning project. R-ITI's successes enabled Julia to drive further national investment and stimulated an ongoing national commitment to e-learning, which has developed into the Technology Enhanced Learning programme.
In 2007, Julia established the Department of Health's e-Learning for Healthcare programme (www.e-lfh.org.uk). e-LfH drives high-quality patient care by working in partnership with the NHS and UK professional bodies to develop nationally quality assured, curriculum-based, free e-learning to support healthcare training across the UK. Winning many national and international awards, and with around 7,000 e-learning sessions, e-LfH has already delivered over two million hours of learning across its 64 programmes. In April 2013, e-LfH became part of Health Education England.
On behalf of the Department of Health, Julia also established and chairs the Community Interest Company, eIntegrity, to make e-LfH e-learning available outside the NHS.
Presentation: Innovation in training
With 1.3 million on payroll, the NHS is the third largest employer in the world. Traditional face-to-face training paradigms lead to varied support across such a vast organisation and can place huge pressure on time and finances for learners and trainers to attend local, regional or national teaching sessions.
In response to these problems, e-learning for healthcare was developed in collaboration with the Department of Health with great success, earning several national and international learning awards. What can other public sector organisations learn from this huge example of innovative training provision? What have been the highs and lows of this project, and in what direction will it develop in the future?
Back to top of page
Rajay Naik In 2007, Julia established the Department of Health's e-Learning for Healthcare programme (www.e-lfh.org.uk). e-LfH drives high-quality patient care by working in partnership with the NHS and UK professional bodies to develop nationally quality assured, curriculum-based, free e-learning to support healthcare training across the UK. Winning many national and international awards, and with around 7,000 e-learning sessions, e-LfH has already delivered over two million hours of learning across its 64 programmes. In April 2013, e-LfH became part of Health Education England.
On behalf of the Department of Health, Julia also established and chairs the Community Interest Company, eIntegrity, to make e-LfH e-learning available outside the NHS.
Presentation: Innovation in training
With 1.3 million on payroll, the NHS is the third largest employer in the world. Traditional face-to-face training paradigms lead to varied support across such a vast organisation and can place huge pressure on time and finances for learners and trainers to attend local, regional or national teaching sessions.
In response to these problems, e-learning for healthcare was developed in collaboration with the Department of Health with great success, earning several national and international learning awards. What can other public sector organisations learn from this huge example of innovative training provision? What have been the highs and lows of this project, and in what direction will it develop in the future?
Back to top of page
Director of Government and External Affairs, The Open University
16.20
Rajay Naik is Director of Government and External Affairs at The Open University – the UK's largest university – and Chairman of UK Programmes at the Big Lottery Fund – the largest funder of charities in the UK. Rajay is also a Commissioner at the Department of Health; a Member of the National Careers Council, and Associate Director at Coventry City Football Club. Rajay was one of five panel members on Lord Browne's Review of Higher Education.
Previously, Rajay held senior roles in local and central government at Coventry City Council and the Cabinet Office, and in the voluntary sector at the Royal Society of Arts. He is a former Chairman of the British Youth Council, Trustee of the National Youth Agency and the Changemakers Foundation and Council Member of the Learning and Skills Council. Rajay holds undergraduate and postgraduate degrees from The University of Warwick.
Presentation: Creating and curating successful online learning communities
Massive Open Online Courses (MOOCs) have grown exponentially in popularity in recent years, fuelled by the challenge of higher education funding reforms, and pressures on a range of institutions to provide flexible, personalised, excellent value learning and training experiences. In a move that Universities Minister David Willetts said could "revolutionise conventional models of formal education", a partnership of UK universities is launching an online project to bring access to higher education courses via computers, tablets and smartphones.
How can effective online learning communities be built and maintained? How can learners be encouraged and empowered to use these resources often and well? What can public sector bodies stand to learn from the higher education model in developing online training environments?
Back to top of page
Previously, Rajay held senior roles in local and central government at Coventry City Council and the Cabinet Office, and in the voluntary sector at the Royal Society of Arts. He is a former Chairman of the British Youth Council, Trustee of the National Youth Agency and the Changemakers Foundation and Council Member of the Learning and Skills Council. Rajay holds undergraduate and postgraduate degrees from The University of Warwick.
Presentation: Creating and curating successful online learning communities
Massive Open Online Courses (MOOCs) have grown exponentially in popularity in recent years, fuelled by the challenge of higher education funding reforms, and pressures on a range of institutions to provide flexible, personalised, excellent value learning and training experiences. In a move that Universities Minister David Willetts said could "revolutionise conventional models of formal education", a partnership of UK universities is launching an online project to bring access to higher education courses via computers, tablets and smartphones.
How can effective online learning communities be built and maintained? How can learners be encouraged and empowered to use these resources often and well? What can public sector bodies stand to learn from the higher education model in developing online training environments?
Back to top of page
