• The annual reality check on the state of digital corporate learning and coaching
• Speexx Exchange is a hybrid event: Network with industry peers in person and online
• Be inspired by leading keynote speakers, HR and L&D leaders, hands-on workshops and many best practice cases from large organizations
• Our promise: We won´t push product - the floor is all yours.

Andy Clegg

Interim Head of Academic Development, University of Portsmouth, United Kingdom

Andy utilises over 30 years of Higher Education (HE) and industry experience to bring currency, legitimacy, and credibility to the student experience. As a Senior Fellow and National Teaching Fellow, Andy has a demonstrable track record of leading strategic change and delivering real enhancement to learning and teaching through innovative approaches to curriculum design and crafting creative solutions to contemporary agendas and ‘wicked’ problems across the HE sector. Andy delivers high quality pedagogic enhancement in partnership with students, staff and employers through the provision of transformative Continuing Professional Development (CPD) aligned to the UK Professional Standards Framework (UKPSF) and the mentoring of staff to support inspirational learning and teaching. Drawing on specialisms in curriculum design, student engagement, education for sustainable development, work-based learning, statistical literacy, technology enhanced learning and the strategic design and delivery of active blended learning.

Andy is an advocate for play and creativity in HE and is a certificated facilitator of the Lego Serious Play® (LSP) Methodology. He uses this approach to craft more playful, tactile, auditory, and visual approaches to learning, drawing on the real-time use of LSP and the power of metaphor and storytelling as a ‘complexity killer’ to engage students in learning and teaching.

Andy has been described as ‘one of the most innovative and enterprising academics working in the field of employer engagement’ and has nationally championed the employability agenda. As an early adopter of employability pedagogies, his record of industry engagement and leadership has served to strengthen sector credibility with employers. Allowing him to unlock and map pedagogic opportunities with industry partners to make student learning ‘real’ through applied and action-based approaches to learning and teaching which, underpinned by an invaluable industry context, stimulates and inspires learning and enhances student employability. As Professional Development Lead at the University of Portsmouth, responsible for the University’s accredited provision, Andy champions the UKPSF and staff engagement with Fellowship. He believes in a relational and curatorial approach to mentoring and works to create inclusive cultures where staff have the opportunity to engage with emergent pedagogies, thus enhancing their confidence, self-efficacy and pedagogic competencies within safe, aspirational spaces for engagement, collaboration, self-discovery and personal reflection.

Andy is currently leading on enABLe, the University of Portsmouth's approach to supporting a team-based approach to learning design. Andy was instrumental in helping to shape and develop the overall enABLe initiative, designing the activities within the enABLe toolkit. As Master enABLEr, Andy works with the facilitation teams across the University and is currently developing a methodology to track the impacty of enABLe.

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Maria Hutchinson

Senior Lecturer in Learning Design, University of Portsmouth, United Kingdom

Maria is a Senior Lecturer in Learning Design leading on the Learning Design activities through creative, team- and evidence-based approaches to Learning Design and pedagogic innovation. Maria provides a reference point for the entire Learning Design team, both centrally and in the faculties, across modes of study, and leads on capacity building initiatives in Learning Design, such as the training and development of new enable facilitators. As a Senior Fellow of the Higher Education Academy, Maria supports staff development through the design, development and delivery of new credit-bearing L7 professional development modules such as ‘Teach Well: Principles to Practice’.

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This pre-conference workshop focuses on the enABLe initiative, which supports team-based learning design in Higher Education. Participants will explore the enABLe toolkit, gain experience in collaborative learning design, engage in hands-on activities and develop detailed storyboards for new course development.

Key takeaways include understanding active blended learning principles, increased knowledge of team-based approaches, and how enABLe can inform policy and practice.

Agenda

10:30-10:45: Welcome and Scene Setting
This introductory session will introduce participants to enABLe and the overall aims of the workshop. 

10:45 -13:30
enABLe #1: Creating Shared a Vision and Values
Participants will use the values card exercise to identify their shared values that will underpin intended course development. This will be used to create an overall vision for the intended course including a short Twitter strapline.

enABLe #2: Getting Started with Course Design
Using the enABLe toolkit resources, participants will focus on developing the overall design architecture for a new online course. Using the enABLe course creator, participants will be asked to consider the following elements: course rationale, course learning outcomes, learning and teaching strategy, and assessment and feedback strategy. 

13:30-14:30 Lunch

14:30-16:30
enABLE #3: Storyboarding Course Design
With the course creator in place, the participants will then produce a detailed storyboard to map out the overall course and modular structure, and the related learning and teaching approaches, and assessment strategy for each module.

enABLe#4: Creating Context – Activity Creator
Using the context creator and activity / e-tivity planning resources, participants will have the opportunity to practically create a series of tasks that could be integrated into the planned module. This session provides an opportunity to reflect on the asynchronous/synchronous nature of task generation, and the incorporation of appropriate technologies. 

Summary and Close 

Audience

This workshop will be of value to educators, curriculum developers, instructional designers, faculty development professionals, and administrators seeking to enhance their teaching practices. 

Whether a beginner looking for foundational insights or an advanced practitioner aiming to refine their approach, this workshop caters to all levels of expertise. Participants will be immersed in actionable strategies to create engaging learning experiences and enhance student engagement.

Join us to unlock the power of collaborative learning and elevate your educational impact!

Vivian van Laarhoven

Expert audiovisual learning technologies, University College Leuven Limburg (UCLL), Belgium

Vivian is a Belgium based expert in audiovisual learning technologies. She currently works at the University College Leuven Limburg and advises staff and lecturers about different types of media in education. Her main interests are: educational videos, podcasting and extended reality. Although her official job title is 'expert in audiovisual learning technologies', she prefers to call herself an enthusiastic experimentalist of new media.

Ready to embark on a journey into the world of microvideos? Join us for an enlightening workshop - "Unlocking Microvideo Magic: Lessons from TikTok." Unveil the secrets of integrating TikToks and vlogs into your educational institution and classes, tailored for the tech-savvy Generation Z.

Meet Generation Z:

• Digital Natives Defined: Decode the traits that define Generation Z.
• Smartphone-Driven Culture: Understand their innate connection to smartphones.
• TikTok and Vlogs: Unearth the allure of these media forms.
• Quality without Compromise: Discover strategies to bring microvideos into classrooms seamlessly.

Workshop Highlights:

• Exploring Microvideos: Debunking the TikTok phenomenon.
• The Generation Z Connection: Bridging the gap with tech-savvy students.
• Creative & Didactic Insights: Unleashing the creative process while focusing on educational value.
• Action in Motion: Transform your knowledge into a microvideo creation.

Unleash the power of microvideos in education - without sacrificing quality. Immerse yourself in this workshop to explore the potential, bridge generational gaps, and walk away ready to integrate microvideos into your classes with confidence.

Glenda Morgan

Market Analyst, Phil Hill & Associates, Unknown

Glenda Morgan is an industry analyst covering all aspects of EdTech but especially learning management systems, online learning strategy, Online Program Management services and academic integrity products and practices. She works with the consulting, research and advisory firm Phil Hill and Associates but prior to that spent over eight years with Gartner, the global research and advisory firm. At Gartner she worked on the education hype cycle and annual top trends and technologies in higher education. Before that, Glenda had an extensive career supporting academic technology at a number of US universities, most recently the University of Illinois. She holds a PhD from the University of Minnesota.

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As the demand for online and hybrid programmes rises, higher education institutions grapple with the choice: build in-house capabilities or engage third-party providers.

Unpack the benefits and potential pitfalls of partnering with external Online Programme Managers (OPMs) in this workshop. Delve into market insights, identify engagement preferences, and discover contract strategies with the workshop leader's guidance.

Gain a comprehensive grasp of the global third-party landscape, optimal engagement timing, and crafting mutually beneficial partnerships.

Richard Powers

Project Coordinator & Instructional Designer, University of Stuttgart (Professional School of Education), Germany

A well-known and recognized e-Learning expert, Prof. Emer. Richard Powers is currently a Professor, Trainer and Learning Designer with the Professional School of Education Stuttgart Ludwigsburg in Germany, where he designs blended learning courses to develop competences in digitalization and diversity for pre-service teachers across five universities. He is one of three German eTwinning Ambassadors training other teacher trainers in Germany.

He teaches Universal Design for Learning (UDL), Project-Based Learning with eTwinning & Erasmus+ for Interculturality, and Digital Accessibility. Prof. Powers won the 2022 Teaching Award for Excellence at Stuttgart University, receiving Euro 10.000 for his research and future projects.

Remotely, Professor Powers develops, implements and evaluates UDL and synchronous "online-live" training programs for 4,000 faculty at City Colleges of Chicago.

He routinely teaches and trains faculty in Stuttgart and Chicago how to teach online with Moodle, ILIAS and Brightspace in webinars via Webex and Zoom

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This pre-conference workshop covers the Universal Design for Learning (UDL) framework developed by CAST.org, one of the most important, quick-to-implement frameworks showing the importance of removing learning barriers as lessons and courses are designed. Moving the emphasis from the teacher to the learner's ability to assess, learners identify their learning needs and expectations for their learning journeys.

Participants will have a chance to work together to see how innovative technological tools steer this process as education becomes more flexible, personalised, equitable and inclusive. They will learn about UDL's global movement and have the opportunity to network and share experiences with UDL.

Saul Carliner

Professor, Concordia University, Canada

Saul Carliner is a Professor and Chair of the Department of Education at Concordia University in Montreal, where his research focuses on the design of instructional and informational materials for the workplace, the management of groups that produce them, and related issues of policy.

Also an industry consultant, Carliner has provided strategic advice, and conducted workshops and evaluations for organisations like Alltel Wireless, Boston Scientific, PwC, ST Microelectronics, and several government agencies. He is the author of the best-selling Training Design Basics, award-winning Informal Learning Basics, and co-author of Career Anxiety: Guidance Through Tough Times, The e-Learning Handbook, and An Overview of Training and Development.

He is past President of the Canadian Network for Innovation in Education, a Fellow of the Institute for Performance and Learning, past editor of the IEEE Transactions on Professional Communication, and a Fellow and past international president of the Society for Technical Communication.

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How does designing a collection of instructional programmes (a curriculum) differ from designing an individual one? Which competencies do learning and development professionals need to design curricula? How do these competencies differ from those needed to design individual programmes?

In this pre-conference workshop, participants experientially explore the answers to these questions. Specifically, participants engage in a process of working through these issues and, in the process, explore the distinctions between curriculum and programme design, while exploring such concepts as learning architecture, learning experience design, information architecture, information design, media selection, format selection, and strategic thinking.

Use the knowledge gained and competencies identified in this workshop to devise approaches to curriculum and programme design within your own organisation!

Agenda

• 10:00-10:45: Interactive activities to clarify the designing curricula competency
• 10:45-11:15: Discussion of key issues and presentation of evidence from the literature regarding curriculum design in several contexts
• 11:15-11:45: Coffee break
• 11:45-13:00: Participants will be invited to consider how to integrate this material into their own organisations

Patrick van Aalst

Educational consultant, NHL Stenden, Netherlands

Patrick van Aalst (Mped) has worked at a university of applied science for the past 13 years; first teaching interaction design in a multimedia design bachelor’s program, later as an educational innovation trainer and consultant. He has a master’s degree in pedagogy and specialized in educational innovation and design thinking.

Margreeth Themmen

consultant, NHL Stenden, Netherlands

Margreeth Themmen (MEd) has worked for 25 years in different roles in higher education, the last 10 years as an educational developer and consultant for faculty at NHL Stenden University. Her goal is to create highly qualified education.

She has a master’s degree in educational renewal and innovation and the last 10 years she has her focus on Blended Learning.

This workshop is created to help teams (re)design their curricula through “The Blended Learning Design Game”, an effective and fun way for faculty to rapidly prototype designs for blended learning programs.

Using a given learning outcome as a starting point, you will work backwards to connect teaching and learning activities in different modalities (such as online, on-site, workplace, independent study).

The blended design prototype includes a wide range of learning activities, their resulting products, and many methods to assess the students’ learning, their products and process. This methodology is based on principles of blended learning, design thinking and on Diana Lourillards’ Conversational Framework (2002).

Learning Outcomes

• Gain a better understanding of blended learning
• Explore a wide range of teaching, learning, and assessment methods
• Design blended learning programs by yourself or in groups.

Audience

Educational Consultants, Learning Designers, Teachers.

If you want to design strong and holistic blended learning programs by quickly visualising learning paths, co-creating and fast prototyping, this workshop is for you!

Rod Angood

Managing & Visual Director, Education Alchemists Ltd, United Kingdom

Rod Angood, BA, MBA. is MD & Principal Visioning Director at Educational Alchemists (UK). Previously he held senior roles as Executive Director of Information Technology & Information Systems at two UK universities. His first career was as a Royal Naval Officer in the Submarine Service. He brings extensive experience of leadership development, strategy & organisation.

Rod is now an established Graphic Artist providing ‘Artist in Residence’ services to Carpe Diem & Futuring workshops, supporting keynote speeches with real time artistic images,and educators with pictures & diagrams that explore concepts, ideas & models.

This practical workshop will present delegates with examples of images constructed to represent futures and will engage delegates in the use of images, symbols and icons

From this exploration, a range of visualisation techniques and tools will emerge. Delegates will then have the opportunity to construct & create visual representations of their own using these techniques and tools, ready to influence their digital transformations back at work.

Learning Outcomes

• A different approach to designing for imagined futures.
• Appreciating the power of the felt pen.
• Representing learning futures with imagery.
• Saving words by using images.

Agenda

• 10:30-10:45 Visual stories, introductions
• 10:45-11:00 The anatomy of rich pictures, examples
• 11:00-11:15 Key futures ideas, working up
• 11:15-11:45 Coffee Break
• 11:45-13:00 Futures scenarios, developing
• 13:00-13:30 Applications, sharing, discussions

Audience

Learning Technologists, Course and Module Planners, Shapers and Designers, Educators. 
It is ideal for intermediate experience but also suitable for beginners and experienced.

Suitable for all disciplines and levels. No drawing skills needed.

Jeanne Law

Professor of English & Director of Composition, Kennesaw State University, United States of America

I am a Professor of English and the Director of Composition at Kennesaw State University in the Atlanta Metro in the U.S. I earned my Ph.D in rhetoric and composition from Georgia State University, specializing in post-process composition theory and digital rhetorics. My research finds further loci in diverse sub-fields of language study, including AI-informed digital literacies, human and civil rights rhetorics, historiography, socio-linguistics. I also conduct empirical research with undergraduate student-scholars, interrogating the intersections of theory and practice as they evidence themselves in open educational resources.

Tamara Powell

Director, KSU RCHSS Office of Digital Education, Kennesaw State University, United States of America

Dr. Tamara Powell is the Director of the Office of Digital Education for the Radow College of Humanities and Social Sciences at Kennesaw State University (KSU). Her research interests include student success, particularly for underserved groups.

Tamara began teaching online in 2001 and has been hooked on this exciting and versatile medium ever since. Currently, her work involves hybrid/blended and online course quality assurance, digital material accessibility, and open educational resources.

She has won several honors and awards, including Best Paper Award for “Student Success Innovations vs. Faculty Workload Concerns: How to Find a Balance for Success” at The Thirteenth International Conference on Mobile, Hybrid, and On-line Learning eLmL 2021. July 18022, 2021. Nice, France.

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Brayden Milam

Program Coordinator, Kennesaw State University, United States of America

The OER team from Kennesaw State University will host this pre-conference workshop to discuss and assess possible uses of both predictive and generative AI in college writing courses. The team has developed seven open educational resource offerings, including the Open Technical Communication textbook, and has significant student success information and data to share. 

Participants will learn about the effectiveness of OERs in improving learning outcomes. They will interact with the presenters and share their ideas regarding pain points in OER collaboration and AI in the OER creation process. They will also leave with urls to all the OERs created by the team and their own OER ready for personal use.

Gilly Salmon

CEO, Education Alchemists. Ltd, United Kingdom

Professor Salmon is the founder and CEO of Education Alchemists Ltd - formed around her life's work including Carpe Diem learning design, pedagogical transformation, online education, technology-enhanced teaching, the 5 stage model, e-tivities, and Education 4.0. Until recently Professor of Learning Transformation and pro-vice-chancellor at universities in the UK and Australia, she is now based in London with all workshops offered fully digitally and worldwide. She is a well-known keynote speaker and workshop leader. Her books E-moderating and E-tivities are considered seminal texts

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E-tivities are a proven and effective framework for enabling active and participative learning experiences. They are a well-researched and widely-applied approach that can be effectively implemented in blended, hybrid, or fully digital settings. E-tivities can be used with any technology and are designed to focus on the learners, enabling them to contribute, provide feedback, rework, interpret, and combine knowledge in a collaborative manner.

In this pre-conference workshop, you will have the opportunity to:

• Learn from the original researcher and author of the e-tivities framework.
• Design your own e-tivities for immediate use in your teaching or training.
• Receive feedback and support from colleagues and peers.

By participating in this workshop, you will be inspired and confident to apply and build upon your e-tivities knowledge and skills, from creating a single intervention to designing entire courses that actively engage your learners and enhance their learning outcomes.

Ildiko Mazar

European Digital Credentials for Learning Implementation Support, NTT Data, Spain

During her 25 years of professional practice in the field of open education and e-learning Ildiko has observed and engaged in policy dialogues, professional academic collaborations, and practice exchange, actively contributing to the modernisation of European Higher Education and education technology in general. Utilising her experience, expertise and transversal skills, she contributed to the conception, management and successful implementation of 50+ edtech projects. For the past 5 years she has been focusing mostly on the development and uptake of innovative solutions in the fields of competence development and (micro-)credentialing. Since 2019 she has been supporting the European Commission in deploying the European Learning Model and European Digital Credentials for Learning.

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In this pre-conference workshop, participants will gain access to, and learn how to use, the open and freely available suite of online credentialing tools and services provided by the European Commission.

In May 2023, the European Commission introduced the groundbreaking European Learning Model (ELM) - the single standard for documenting learning achievements. Join us on this transformative journey as we guide you through the intricacies of the European Digital Credentials for Learning infrastructure, a suite of cutting-edge EU tools and services built on the foundation of ELM.

During this hands-on session, equipped with just your laptop and an Online Credential Builder account, you will learn how to create compelling and data-rich credentials that are verifiable, tamper-evident, and multilingual.

Bring your own micro-credential or work with our specially designed sample credential, and let our workshop moderator lead you through each step of the process.

By joining this session, you will:

• Learn how to create credential templates, and build and issue data-rich digital credentials that showcase learners’ achievements effectively.
• Explore the versatility of the European Learning Model, understanding how it can support various credentialing use cases, from non-formal short learning to formal degree programmes.
• Harness the power of European Digital Credentials for Learning (EDC) in promoting employability and enabling continuous professional development.

Dimitra Mousa

Project manager, Innovative Didactics, Utrecht University (EWUU Alliance), Netherlands

Dimitra works as a project manager for the team of Innovative Didactic Concepts of the EWUU Alliance, of 4 Dutch Universities and as a project leader for challenge-based education in the University of Utrecht. Her role lies in developing and designing innovative education, specifically Challenge Based Learning (CBL), and supporting academic staff on learning how to do this. Support is offered via training courses (online/offline), with on-demand consultations, and with interactive tools.

Dimitra has a background in Biology and Behavioral Research. She has studied Behavioral Biology and cognitive Neuroscience, which she then combined with Science and Business Management. In the end of her studies, she got involved with entrepreneurial education and challenge-based learning, which she continued during her professional career. In the past 4 years she has been working at the University of Utrecht, the EWUU Alliance and the European Alliance of CHARM-EU.

Ádám Tóth

Education Development Officer, UTRECHT UNIVERSITY, Netherlands

Ádám Tóth, who graduated as a geophysicist (MSc) and a hydrogeologist (PhD), works as an education innovator and a lecturer at Utrecht University, the Netherlands. Ádám is part of the Innovative Didactic Concepts team of the Alliance of Eindhoven University of Technology, Wageningen University & Research, Utrecht University and University Medical Centre Utrecht (abbreviated as EWUU). His role includes supporting teachers in developing innovative education and, specifically, Challenge Based Learning (CBL) educational programmes and courses. Ádám is also involved in the education practice of the CHARM-EU European University Alliance and its Global Challenges for Sustainability MSc programme.

Lianne de Jong

Projectmanager, Eindhoven University of Technology

In the context of emerging transdisciplinarity and collaborative learning in higher education, innovative didactical concepts such as challenge-based learning (CBL) have been continuously evolving to equip future professionals for unprecedented challenges.

This workshop presents an opportunity to explore a new interactive online tool specifically designed for developing and designing courses based on challenge-based learning. Within the framework of an alliance comprising four Dutch university institutes, we will delve into the utilisation of this tool.

The tool serves as an open-access platform that familiarises users with the vision of CBL, the fundamental elements of educational design, the roles and actors involved in this form of education, as well as best practices. By using this tool, users have the freedom and flexibility to design, organise, or engage in a CBL challenge from the perspective of various visitor roles. These roles encompass teachers, content experts, competency trainers, policy officers, non-academic stakeholders, and coaches collaborating to facilitate a course.

Tailored to the specific role of each user, the tool adapts its utilisation and information provision accordingly. This ensures that the tool provides a personalised and responsive experience, catering to the unique requirements and objectives associated with each role. By leveraging competence-based learning, experiential and immersive learning, student-centered learning, social and collaborative learning, and intercultural learning, the tool fosters an enriched educational experience that empowers users to navigate and excel in the realm of challenge-based learning.

The workshop will be structured as a cohesive learning experience, starting with an introduction to the tool and its purpose, features, and use. Participants will then engage in hands-on activities using modelling as an instructional strategy to become familiar with the tool and explore its functionalities. To encourage active participation, participants will be divided into teams, each assigned specific roles in challenge-based learning education. These teams will tackle pedagogical scenarios or questions related to their assigned roles using the online tool. At the end of the workshop, a plenary session will bring all teams together to present their findings and share their experiences with the tool.

Throughout the workshop, facilitators will provide support and guidance to the teams, ensuring a smooth learning process. By the end of the workshop, participants will have explored a wide range of resources and connections provided by the tool, enriching their knowledge and understanding on challenge based learning.

The workshop structure combines theoretical knowledge, practical activities, collaboration, and sharing, creating an engaging and interactive learning environment.

Audience

The workshop aims to benefit a wide range of professionals in the field of higher education, including but not limited to higher education professionals, educational designers, teachers, government officials, non-academic institutions, and members of university alliances. Audience level of understanding: Intermediate level, being aware of what CBL is.

John Heijligers

Web lecture director, Eindhoven University of Technology , Netherlands

John Heijligers directs online courses and trains instructors from around the world on techniques that help engage their online learners. "I work with instructors from all over the world. I always enjoy seeing how a little guidance, coaching and practice, can help them bring their confidence and passion from the classroom into the studio. Learning these techniques can help instructors become better and more effective teachers online." John is an experienced teacher with a demonstrated history of working in the education management industry. Skilled in directing MOOCS and training instructors perform in MOOCS, Management, Performing Arts, Musical Theatre, and Improvisation. Strong professional with a Bachelor focused in teaching at the Academy for Drama (Academie voor Drama)

Martijn Klabbers

Education Innovator, Eindhoven University of Technology, Netherlands

Martijn Klabbers is an education innovator at Eindhoven University. He is engaged in improving education by applying innovation methods to course development. Innovation involves story telling, gamification, and scalable solutions with the aim: Better quality with less effort.
He received an MSc. in Computer Science from the Technical University Delft in 1995. After his graduation he became a researcher at the Technical University of Eindhoven (TU/e) and active in the representative bodies for researchers. Next, he started as a software developer at NIPO Software, a software department of a market research company, and subsequently became project leader and product manager, responsible for the data collection suite used by 200 customers worldwide. At the TU/e, he is a project manager and project developer of international projects at EdIn, the Education Innovation team of the department of Mathematics and Computer Science. Additionally, he has a seat in the university council of the TU/e. He has started the successful EIT Digital Master Programme in Data Science and developed a double degree master program in Embedded Systems at Coursera.

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This pre-conference workshop focuses on creating educational videos that engage learners and align with the objectives of blended learning. The expert facilitators will provide clear instructions on how to structure content and use interactive elements to maximise learner participation.

Participants will gain practical skills to produce high-quality video content that enhances the learning experience and improves student outcomes. Moreover, the workshop introduces a novel initiative: reinvigorating discussions on on-camera knowledge-sharing, extending beyond the studio. Participants are encouraged to carry these insights back to their institutions, reigniting online teaching dialogues and nurturing digital pedagogical advancements.

Chalvonna Smith Teachey

Director, Career Services, George Washington University - School of Engineering & Applied Science, United States of America

Chalvonna Smith Teachey is the Director of the W. Scott Amy Career Services Center at the George Washington University, where she leads institutional strategy for tomorrow’s engineering & applied science workforce.

In addition to shaping the academic-to-industry talent pipeline, Smith Teachey advocates for critical technical education, citing a gap between the theoretical and present-day application of career readiness competencies. By leveraging her intercultural facilitation experience, Smith Teachey highlights the need for a holistic and inclusive approach to career readiness.

Smith Teachey is personally and professionally committed to challenging algorithmic bias, a leading cause of social inequality. Her doctoral research focuses on algorithmic inequality and its relationship to the Future of Knowledge, Learning, and Work. Before earning a Master’s in Homeland Security Management, Smith Teachey studied Ethics and Rhetoric.

Outside of research, Smith Teachey enjoys experiencing new cultures, traveling, good bourbon, and adventures with her husband and dog Gruffalo.

Jessica Palermo

Senior Career Counselor, George Washington University's W. Scott Amy Career Services Center, United States of America

Jessica Palermo is an experienced professional in higher education, dedicated to the field of learning and development. As a Certified Career Counselor and an accomplished professional, Jessica has navigated various roles, continuously seeking opportunities for growth. Through her different experiences, she brings a wealth of knowledge to the table.

Currently, Jessica is the Senior Career Counselor at George Washington University's W. Scott Amy Career Services Center, where she empowers individuals to achieve their professional goals. In this position, she assumes the pivotal role of overseeing the center's learning and development strategy. Jessica has an array of qualifications, including a Master of Science in Counseling, a Master of Arts in International Peace and Conflict Resolution, and a Bachelor's degree in Psychology.

Jessica is passionate about reducing the skills gap in academia today, bridging the gap between theory and practical application. By leveraging her expertise in counseling, career readiness, international relations, and higher education, she advocates for a future where both hard and soft skills are mutually embraced.

In this AI driven world, graduates and job seekers will fall within a foreseeable skills gap. The rapid adoption of AI has pulled education’s attention away from the importance of ‘human skills’, specifically career competencies considered ‘soft skills' e.g. critical thinking, communication, diversity & inclusion, and self-development.

With career educators’ knowledge of career competencies, employability, and market trends, they are a crucial piece to bridging the skills gap.

In this interactive workshop, participants will use career readiness frameworks and social-emotional learning concepts to identify opportunities to advocate for the ‘human skill’ of critical reflection within their respective industries.

Learning Outcomes

• Learn about the pervasiveness of artificial intelligence and its potential impact on the Future of Learning and Work from a Higher Education perspective.
• Develop a new framework for understanding Human Skills versus Automated Skills through a series of interactive exercises and breakout groups.
• How to advocate for the integration of autonomous and human skills using theoretical and practical frameworks (e.g socio-emotional learning).

Audiences

Educators, Workforce Development, Talent Development, Learning & Development, Diversity, Equity, and Inclusion, Technical Ethics

Distance Learning Providers today are processing large amounts of learners’ data to optimise their services and provide the best possible support. An important impact on the learning environments of the future is expected from learning analytic tools. 

This Pre-Conference Workshop will provide insights into an ongoing learning analytics project by the German Federal Institute for Vocational Education and Training (BIBB) and showcase best practices from project partners. The workshop will delve into two key aspects: the potential of utilising AI for data analysis and the endeavour to enhance completion rates.

Agenda

• 14:00 Welcome and Introduction
  European Association for Distance Learning (EADL)
  Bundesverband der Fernstudienanbieter E.V.
  Bundesinstitut für Berufsbildung (BIBB)
• 14:15 Project Presentation - Assessing and Furthering the Role of Learning Analytics in Vocational Distance Learning
  Dr. Oliver Nahm, Bundesinstitut für Berufsbildung (BIBB)
  Rainer Paetsch, Institut für Lernsysteme GmbH, Germany
• 15:00 Improving completion rates for marginalised learners
  Esther Chesterman, CEO National Extension College, UK
• 15:45 Panel discussion
  Dr. Oliver Nahm, Esther Chesterman and Ellen Gunning (Irish Academy of Public Relations)
  Moderator: John Trasler (President EADL)
• 16:30 End

Callum Clark

CTO, Wildfire, United Kingdom

When he’s not training for his next Taekwon-Do match, Callum spends his time working on WildFire, an AI driven learning content creation system. He has a background in Natural Language Processing and has a degree in Data Science and Knowledge Engineering for Maastricht University in the Netherlands. Callum is also a member of the ITF England Taekwon-Do Team, where he currently preparing to compete in the upcoming European Championships.

Donald Clark

eLearning Expert and Strategist, Plan B Learning, United Kingdom

Donald Clark is a Learning Tech Entrepreneur, CEO, Investor, Author, Podcaster, Blogger and Speaker. He was CEO and one of the original founders of Epic Group plc, which established itself as the leading company in the UK online learning market, floated on the Stock Market in 1996 and sold in 2005. He has been involved at all levels of investment – angel, VC, growth, PE and IPO. As well as being the CEO of Wildfire, an AI learning company, he also invests in, and advises, EdTech companies.
An investor and board member of learning companies Cogbooks (sold in 2021 to Cambridge University) and Learning Pool (sold 2021 for $200 million), he was also on the Boards of City & Guilds, Learn Direct, University for Industry and the Brighton Dome and Festival. Wildfire delivers AI products and consultancy. He has published 3 books, on ‘AI for Learning’, ‘Learning Experience Design’ and ‘Learning Technology’. His fourth book on Learning in the Metaverse has just been commissioned.
Donald has over 37 years experience in online learning, video, games, simulations, semantic, adaptive, chatbot, social media, mobile learning, virtual reality, AI and Metaverse projects. He has designed, delivered and advised on online learning for many global, public and private organisations. An evangelist for the use of technology in learning, he has won many awards, including the first ‘Outstanding Achievement in E-learning Award’ and ‘Best AIM Stock Market Company’, ‘Most Innovative Online Product’, ‘Best Online Learning Project and ‘JISC EdTech Award’.
An award winning speaker at national and international conferences, he has delivered keynotes in the UK, Europe, US, Africa, Australia, Middle and Far East.
His podcast series ‘Great Minds on Learning’ and 200+ articles on learning theorists are all online…… also a regular blogger (15 years+) on learning technology.
Books
AI for learning (2020) https://amzn.to/3HmAcIN
Learning Experience Design (2021) https://amzn.to/3zDMdYk
Learning Technologies (to be published Jan 2023)
Metaverse and learning (to be published late 2023)
Blogs
Series on 200 learning theorists, from the Greeks to the Geeks https://bit.ly/3OdrPBs
Podcasts
Great Minds in Learning
GREEKS https://bit.ly/3HpowVy
ENLIGHTENMENT http://bit.ly/3oy80ec
BEHAVIOURISTS http://bit.ly/3iUnINE
COGNITIVISTS http://bit.ly/3oUxOBK
PRACTICE http://bit.ly/3aAK5mk
INSTRUCTIONALISTS http://bit.ly/3FEdYk8
MORALISTS http://bit.ly/3qgdQC8
SOCIAL https://bit.ly/3MTLGEw
ASSESSORS bit.ly/3IX2A3C
AFFECTIVE https://bit.ly/3HsDDhe
INFORMAL https://bit.ly/3zym8Km
WORKFLOW https://bit.ly/3xU4Q9n
ONLINE LEARNING https://bit.ly/3Qn1Vgw

The Learning & Development Podcast with David James https://bit.ly/3zzCGSd
Reimagining Education with James Manion bit.ly/32D2LSf
AI, Data, and Optimism with Leading Learning https://bit.ly/3tEyQUa
AI is the New UI with John Helmer apple.co/3qF8oas
Enhancing learning experiences using AI with Learning Science bit.ly/3FJGdNR
The History of Learning and the Learning of History apple.co/3sMjXQ2

Videos
Don't lecture me! bit.ly/3HmLOtT
TEDx Talk More pedagogic change in 10 years than last 1000 years bit.ly/3quRxqU

AI, especially Generative AI is perhaps the most important technology of our age. It changes the very nature of work and therefore will change what we learn, why we learn and how we learn.

People are feeling both excited and fearful over AI for learning. This workshop will help you apply new AI technology for learning in your organisation and alleviate any fears or concerns you may have.

The workshop focuses on using and implementing AI for workplace learning, covering types of usable AI, practical uses, security and ethical issues.

Learning Outcomes:

• Understand the different species of AI for learning.
• Widen your knowledge of applications in AI for workplace learning.
• Go back with the knowledge to implement an AI strategy.

Audience:

Everyone's a beginner with generative AI, so we welcome...
HR/L&D decision makers, Trainers, Learning designers... the curious!

Note that our focus is on workplace learning, not education.

Henk Massink

Senior Lecturer Civil Engineering, Ambassador of Blended Learning (ICTO coach), Avans University of Applied Sciences, Netherlands

As a Senior Lecturer in Civil Engineering for nearly 20 years, my expertise lies in water-related subjects, particularly water management and fluid dynamics. I have a profound interest in integrating ICT into education, which led me to take on the role of ICTO coach at my academy. At Avans, we emphasize blended learning approaches, and I firmly believe that leveraging 3D and VR technologies can offer significant advantages in education, especially within the built environment field. Consequently, I have embarked on the development of a 3D / VR learning environment using Unreal Engine 5.

Sander Peters

Game Developer, AVANS HOGESCHOOL, Netherlands

Sander Peters graduated as a game designer in 2021. He has worked on multiple VR educational environments. For example, at Enversed studios he worked on BHVR, a virtual fire and clearance training. Now, he works at Avans applied university, where he is developing a virtual world for waterway fluid dynamics education.

This pre-conference workshop introduces participants to an online multiplayer 3D VR learning environment initially designed for Civil Engineering students, with plans for its future application across other subjects.

Within this environment, students create avatars and collaborate in groups to complete assignments, with their progress stored in a database accessible to instructors. This interactive 3D world enables students to directly experience the consequences of their actions and calculations, while the multiplayer feature promotes collaboration and teamwork.

Throughout the workshop, attendees will have the opportunity to fully engage with educational content within a 3D VR setting. This hands-on experience offers a direct understanding of the advantages and potential of immersive learning. Participants will actively partake in interactive tasks, simulations, and visualisations, gaining insights into how a 3D VR environment can foster greater engagement compared to conventional methods.

Furthermore, participants will directly observe how interaction with 3D VR technology and collaborative learning spaces nurtures essential skills, including teamwork, problem-solving, critical thinking, and adaptability to new technologies

The overall workshop agenda includes

• Introduction to the project
• Immersion in the learning environment (creating avatars)
• Completion of assignments in 3D/VR
• Discussion about potential applications of the learning environment.

Audience

The workshop's target audience encompasses anyone interested in utilising 3D VR for educational purposes.