Workshop leaders

Bernard Goldbach

Professor, Technological University of the Shannon, Ireland

Frances O'Donnell

Instructional Designer, ATLANTIC TECHNOLOGICAL UNIVERSITY

Frances O Donnell is an experienced instructional designer at Atlantic Technological University with a strong background in digital technology and online learning. Among other qualifications, Frances holds a Masters in Applied Practice (Education), a Professional Diploma in Innovation, Creativity and Leadership, and a Higher Diploma in Interaction Design (UX). She has conducted research in educational change, collaborative teaching, innovative learning environments, and AI in academic assignments. Frances is a regular contributor to TeachNetIreland, where she shares tips for utilising educational technology. She frequently questions conventional approaches to educational technology to foster creativity and enhance learning engagement.

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During this hands-on workshop, participants will use both their personal laptops and their mobile phones to complete guided demonstrations of several services that use large language models to modify or originate materials used in teaching settings and collateral used by businesses. At specific intervals, participants see use cases in which AI-enhanced workflows can be applied. This is an intense training programme requiring participants to produce and evaluate content suitable for reuse in education and business settings. The facilitators of this training programme have upskilled students in university computer labs and during corporate training events. 

Agenda:

• 15 min: Introduction/Welcome
• 90 min: Session 1: AI for Personal Knowledge Management
• 30 min: Coffee Break
• 60 min: Session 2: Personal Digital Transformation
• 60 min: Lunch Break
• 50 min: Session 3 - Part 1: Insights and Knowledge Management
• 30 min: Coffee Break
• 50 min: Session 3 - Part 2: Insights and Knowledge Management
• Wrap Up with afternoon coffee break

Outcomes:

• Operate a smartphone's camera, search function, and audio capture.
• Find and save items from an online web page.
• Use a laptop that allows domains ending in .ai and .io suffixes.
• Demonstrate basic English language proficiency as the session will be conducted in English.

Audience:

Project Managers, Workshop Leaders,  Chief Learning Officers, Director of Studies, Educational Technology Experts, Curriculum Developers, Digital Learning Specialists, E-Learning Developers, Training Specialists, Education Consultants, Academic Affairs Administrators, Head of Enterprise Learning, Manager of Competence and Performance, Learning Architects, Instructional Technology Coordinators, Education Policy Advisors, Digital Transformation Strategists

Chaired by international speaker, author and L&D facilitator Laura Overton, this annual hands-on workshop has earned a reputation as the must-attend an annual fixture at OEB. This year’s edition will delve into the evolving landscape of work, addressing key trends such as digital transformation, remote work, and the integration of AI into all aspects of work. A variety of top-tier industry experts and thought leaders will share insights on emerging technologies, workforce agility, and strategies for fostering a culture of continuous learning and development. Attendees will gain practical knowledge on navigating future challenges and leveraging innovations to enhance productivity and employee engagement, positioning their organizations for success in a rapidly changing global economy.

Outcomes:

• Gain insights into the evolving landscape of work, focusing on digital transformation, remote work, and the integration of AI.
• Learn from top-tier industry experts and thought leaders about emerging technologies and workforce agility.
• Explore strategies for fostering a culture of continuous learning and development within organizations.
• Acquire practical knowledge and tools to navigate future challenges and leverage innovations effectively.
• Enhance productivity and employee engagement by implementing insights from the workshop.
• Position organizations for success in a rapidly changing global economy through strategic planning and adaptation.

Workshop leader

Courtney Teague

Deputy Director, Digital Promise Global, United States of America

Dr. Courtney L. Teague is the Deputy Director of Internal Professional Learning & Coaching for the Digital Equity team at Digital Promise. She collaborates across school districts, external partners, and Digital Promise to help craft a synchronized approach to defining instructional strategy and instructional tech coaching, mentoring, professional learning, and efficiency. Before Digital Promise, she served as a technology training integration specialist, special education teacher, and digital learning system administrator on assignment at McKinsey & Company. Dr. Courtney is the author of “The Uncommon Coach” and “How to Win Students and Inspire Them.” As a member of the Forbes Council, her writings appear on Forbes.com. Dr. Courtney’s current research focuses on coaching, diversity, digital equity and inclusion, powerful instructional technology use, and leadership development.

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This interactive and thought-provoking workshop will explore the transformative potential of AI literacy and emerging technologies within the framework of digital equity. Participants will engage in hands-on activities and collaborative discussions, culminating in the development of actionable strategies to promote digital equity in their educational settings.

Agenda:

•    15 min: Introduction/Welcome
•    45 min: Part 1: Understanding the Digital Equity Framework
•    45 min: Part 2: AI Literacy and Emerging Technologies
•    30 min: Coffee Break
•    60 min: Part 3: Hands-On Activities
•    45 min: Part 4: Collaborative Roadmap Creation
•    15 min: Part 5: Actionable Takeaways
•    10 min: Wrap-up

Outcomes:

•    Understand Digital Promise’s Digital Equity Framework: Gain a deep understanding of the five key domains of the Digital Equity Framework and their importance in promoting inclusive and equitable learning environments.
•    Explore AI Literacy and Emerging Technologies: Examine the role of AI literacy and emerging technologies in bridging digital divides and enhancing learning outcomes.
•    Develop Practical Skills: Engage in hands-on activities to develop skills and strategies for integrating AI literacy and emerging technologies in education.
•    Create Actionable Takeaways: Collaborate to create a personalised roadmap for implementing digital equity initiatives in participants' own contexts.

Audience:

Educators,  Administrators,  Professional Development Providers, Policy Makers, Tech Coaches .

It is designed for participants with basic internet navigation skills, a basic understanding of generative artificial intelligence and basic use of Chat GPT.

Workshop leader

Paul den Hertog

Consultant, SURF

Paul is a sailor, designer and senior consultant for lifelong learning and flexible education at SURF, with over 20 years of experience in Higher Education innovation. As a designer, he works on creative interventions that support HEIs in their digital transformation. As a consultant and project manager he is working actively on the combination of Micro-credentials and the European Digital Identity Wallet, which will allow all Europeans to access and share their educational credentials in a privacy-friendly manner.

Speakers

Laura Widger

Assistant Head of Department (Education), South East Technological University, Ireland

Neill Wylie

Learning Technologist, South East Technological University (SETU)

Kerstin Schoerg

Head of digital teaching and learning, SFU, Austria

Join our interactive workshop to explore the Maturity Model for European Micro-Credentials, developed by the European Digital Education Hub (EDEH). This model supports senior managers in European Higher Education Institutions in implementing the EU Council Recommendation on Micro-credentials. Participants will review the latest academic insights on business developments, marketing, technology, and quality assurance, and engage in a multidisciplinary discussion to develop an implementation strategy. The workshop aims to provide a comprehensive understanding of the institution's current status and future directions, guiding strategic resource and technology investments. The use of the maturity model will enhance internal communication and facilitate long-term planning for institutional change.

Agenda:

• 30 min: Welcome/Introduction in the Maturity Model for Micro-Credentials
• 60 min: Assessment and Socratic Dialogue
• 30 min: Coffee Break
• 30 min: Revision of the First Results
• 45 min: Reflection and Wrap-up

Outcomes:

• Gain practical insights into the effective implementation of Micro-credentials within their institution.
• Acquire tools and strategies to strengthen the integration and utilization of Micro-credentials.
• Develop a deeper understanding of the benefits and challenges associated with Micro-credentials in educational settings.
• Explore case studies and examples of successful Micro-credentials implementation.
• Collaborate with peers to discuss best practices and innovative approaches in Micro-credentials adoption.

Audience:

Quality Assurance IT management, programme developers, general management in Higher Education

Workshop leaders

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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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.

Join us for an intensive and collaborative workshop to acquire or revise proven pedagogical principles and models designed for the future. Engage with researched and impactful scholarly frameworks, practical foresight for uncertain educational contexts, and opportunities for inclusive and successful transformations in teaching and learning. The workshop includes the 5-stage learning and teaching model, e-tivities, Carpe Diem learning design, and innovation and implementation frameworks, presented by the original researcher. Participants will receive checklists and handouts for ongoing use.

Agenda:

• Introduction/Welcome
• Golden Egg 1: 5 Stage Model
• Golden Egg 2: E-tivities
• 30 min: Coffee Break
• Golden Egg 3: Carpe Diem Learning Design
• Golden Egg 4: Quadrants of Learning Innovation
• Wrap-up

Outcomes:

• Confidence in immediately deploying seminal concepts 
• Ability to start further ‘down the line’ when exploring ways of learning & teaching
• Understanding the role of using well researched frameworks to own context, goals and learners' needs
• Immediately improving your own and others learning and teaching with digital technologies 
• Saving research and time whilst improving quality 

Audience:

Academics, lecturers, learning professionals L & D professionals Online teachers, tutors, e-moderators, and networking leads Learning designers and learning technologists 

Workshop leaders

Margreeth Themmen

Project Leader, NHL Stenden University, 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. She is projectleader of developing a Centre for Teaching and Learning.

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.

Join us for a dynamic workshop where we introduce the Blended Learning Design Game, a fun and effective tool for designing robust blended learning programs. This game helps educational teams prototype curriculum designs by starting with a learning outcome and working backward to connect various teaching and learning activities across different modalities, such as online, on-site, workplace, and independent study. Participants will create blended design prototypes that include diverse learning activities, their resulting products, and various assessment methods. Our approach combines principles of blended learning, design thinking, and Diana Laurillard’s Conversational Framework.

Agenda:

• Welcome/ Introduction to Blended Learning Design
• Round 1 of explanation and practicing
• Round 2 of explanation and practicing
• 30 min: Coffee Break
• Round 3 of explanation and practicing
• Round 4 of explanation and practicing
• Wrap-up

Outcomes:

• Gain a better understanding of blended learning.
• Explore a wide range of teaching, learning, and assessment methods.
• Learn to design blended learning programs independently or collaboratively in groups.

Audience:

Educational consultants, learning designers, teachers

Workshop leader

Suzanne L'Amoureux

Consulant, Option 7 Partners, United States of America

.

Based on more than a decade of experience in creating and running online degrees, we have created an interactive, old fashioned card game about online higher ed. Participants will take on a degree of their choice with a budget and a timeline. You'll make choices about your program and launch, competing with and against other programs while experiences policies and things beyond your control. While the focus is on online learning, lessons of the game are applicable to all kinds of strategic decisions that are made supporting learning. 

Agenda:

• 30 min: Introduction and Baseline
• 15 min: "Setting the Table"
• 60 min: The Game
• 30 min: Coffee Break
• 20 min: Debrief
• Wrap Up

Outcomes:

• Gain increased knowledge of creating, launching, and operating online programs.
• Understand potential challenges and successes in online program management.
• Recognize factors beyond control in program planning.
• Experience an engaging and enjoyable learning environment.

Audience:

Managers, Directors, Learning Technologists, Instructional Designers,  Provosts, Deans, Vice Chancellor of Online Learning, Presidents

Workshop leader

Joitske Hulsebosch

Consultant Innovative learning with technology, Ennuonline, Netherlands

Joitske Hulsebosch is owner at Ennuonline company in the Netherlands. Ennuonline has 15 years of experience in innovative learning with tech. She wrote 3 books and is fervent blogger on ennuonline.com. Ennuonline offers courses on learning & AI and tailor-made advice for organisations. She has a background in the development sector (worked in Kenya, Ghana, Ethiopia, Mali and Chile). Her clients are hence often internationally- oriented organizations like the Ministry of Defense, Wageningen University and the AIDSfonds.

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Speakers

Steven van Luipen

Owner , Van Luipen Advies

Steven van Luipen is an independent consultant. He facilitates professional learning networks, learning activities and programs, mostly technology supported, online or blended.

Steven works primarily in the public domain. His approach is practice oriented. He is an expert in sharing knowledge within and across organizations about present-day themes, such as the increasing importance of technology and data.

His aim is to help his customers get a better understanding of shared issues, agree on lasting solutions and ultimately improve their performance.

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Ite Smit

Director, WerkLeer

Ite led the Business School at a social housing organization in the Netherlands for over ten years. She was responsible for learning initiatives that spanned from personal craftsmanship to organizational development. Additionally, Ite workeds as an independent advisor for the Dutch Government, focusing on Digital Learning Environments and digital skills. Currently, she is enhancing her own skills in coding to create generative art.

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Explore the transformative potential of generative AI in boosting creativity and innovation in learning. This workshop covers the development of generative AI, showcasing practical examples of its application in education and professional growth. Participants will engage in hands-on activities using AI for text, images, and sound, gaining practical tools and innovative strategies to enhance teaching and learning. Join us to broaden your perspectives and accelerate innovation with AI-driven creativity.

Agenda:

•    15 min: Introduction/Welcome
•    45 min: Part 1: Embracing Creativity in the AI Age
•    30 min: Coffee Break
•    75 min: Part 2: Hands-on Sessions: AI Tools for creative learning 
•    15 min: Part 3: Reflective Discussion and Ethical Considerations
•    15 min: Conclusions and Wrap-up

Outcomes:

• Gain a comprehensive understanding of the significance of creativity in an AI-dominated world.
• Learn how to utilize AI tools for creative assignments, such as those designed for digital art, music composition, and storytelling.
• Obtain ideas for integrating AI tools into lessons and courses to enhance learner engagement and improve learning outcomes.
• Explore new creative possibilities enabled by generative AI and reflect on their implications for learning methodologies.

Audience:

Workshop leader

Jeanne Law

Professor of English & Director of First-Year Writing Program, Kennesaw State University, United States of America

Jeanne Law is a Professor of English. Her research includes multimodal languaging and generative AI technologies for writers. She is co-author of The Writer’s Loop: A Guide to College Writing and a founding author for Multimodal Mondays blog series. She has authored chapters on information literacy in several edited collections. Her work is also regularly featured in public media, including The Chronicle of Higher Education. She has authored seven Coursera courses on gen-AI use, featuring her Rhetorical Prompt Engineering Framework. Jeanne is a mentor for AAC&U’s AI Pedagogy Institute and has chapters on gen-AI accepted by Computers & Composition and Routlege. She has presented for multiple audiences on the ethical use of gen-AI.

Speakers

Tamara Powell

English Professor, Kennesaw State University

Dr. Tamara Powell is a professor of English at Kennesaw State University (KSU) in the Atlanta metro area in Georgia in the US. Her research interests include African American literature and open educational resources. She co-authored Open Technical Communication (https://alg.manifoldapp.org/projects/open-technical-communication), and it won the 2022 OE Global Award for Excellence in the Open Reuse/Remix/Adaptation category (https://awards.oeglobal.org/awards/2022/open-reuse-remix-adaptation/ope…).

Tamara began teaching online in 2001 and has been hooked on this exciting and versatile medium ever since. Every semester, she tries new techniques to increase student engagement and successful completion of classes.

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 in Nice, France.

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Didwi de Bruin

Education Advisor, Rotterdam Mainport Institute, Netherlands

Brayden Milam

Programme Manager , Kennesaw State University, United States of America

Join educational experts from Rotterdam Mainport Institute and Kennesaw State University for an engaging Prompt-A-Thon! Participants will explore interdisciplinary research on generative AI usage by over 2,000 students and learn a tested framework for ethical prompting. The workshop includes an interactive practicum where you will create AI-infused, ethical outputs suitable as open education resources (OER). You will also learn to interpret and apply various OER licenses and the five R's of openness—retain, reuse, revise, remix, redistribute—to customize your own L&D documents.

Agenda:
• 35 min: Introduction and Presentation of Data
• 10 min: Large Group Organisation for Prompt-A Thon
• 5 min: Ice Breakers
• 35 min: Learning the Rhetorical Prompting Framework and Ethical Output Qualifiers
• 30 min: Coffee Break
• 70 min: Guided Prompt-A-Thon
• 20 min: Table Reports, Ethical Outputs, Challenges, Successes

Outcomes:
• Enhanced Understanding: Gain a comprehensive understanding of how ethical generative AI collaboration can revolutionize content creation.
• Practical Skills: Acquire practical skills in infusing generative AI into teaching, learning, and communication practices.
• STEAM Education Insights: Explore benefits and strategies for integrating Arts and Humanities with STEM disciplines using a rhetoric-based prompt engineering framework.
• Networking Opportunities: Connect with educators, researchers, and practitioners from across Europe and the U.S.
• Professional Development: Participate in an interactive workshop with deliverables and best practices sharing.
• Earn a Kennesaw State University digital badge and certificate of completion for professional development.

Audience: 
Educators, writers, L&D specialists

Workshop leader

Vesa Paajanen

Senior Lecturer, University of Eastern Finland, Finland

Vesa Paajanen is a senior lecturer in animal physiology. In current position as a facilitator of online and blended learning at University of Eastern Finland he is using 50% of the working load on teaching higher education and rest time helping his colleagues to turn their teaching online and to develop pedagogically useful online learning environments. In higher education his is focused in Flipped Classroom & learning analytics to support each student in a personal way.

Speakers

Kati Kasanen

Senior Lecturer, University of Eastern Finland

Kati’s responsibilities as a senior lecturer primarily revolve around teaching and guidance, with a particular focus on initial guidance and planning for university studies throughout the entire academic journey. Kati actively contributes to pedagogical development in her daily teaching practice and is a member of the UEF’s “Excellent Teaching Practitioner” network. Additionally, from 2021 to 2024, Kati dedicates 50% of her time to facilitating online pedagogy.

In terms of research, Kati’s interests intersect with the concept of ability. She specializes in evaluating educational practices and conducts socio-psychological and educational policy analyses related to abilities, including entrepreneurial abilities, within the context of education. Drawing from her prior work experience, Kati recognizes the importance of the ability concept, particularly in school and educational psychology. Recently, she has also explored multidisciplinary approaches in research and teaching across different faculties. Her facilitator role has sparked an interest in distance learning and related issues, such as exam practices and trust. Also, Kati and the facilitator team studies their own work and its impact. Let's meet and discuss these matters together!

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Sanni Pirttilä

University teacher, University of Eastern Finland, Finland

Sanni Pirttilä works at the University of Eastern Finland as a university teacher in the Deparment of Geographical and Historical Studies, and also she serves as a Facilitator for Online and Blended Pedagogy in the Faculty of Social Sciences and Business Studies.

Piia Siitonen

University teacher, University of Eastern Finland,, Finland

This half-day pre-session workshop addresses the challenges and opportunities in transitioning to digital learning environments in higher education. Drawing from the University of Eastern Finland's experience, where peer-support facilitators have been instrumental in promoting online and blended learning, the workshop will showcase effective practices to encourage digital adoption. Participants will engage in round-table discussions to share experiences and explore solutions to support teachers hesitant about digital pedagogy. The session aims to equip educators with strategies to enhance teaching resilience and adaptability, ensuring equitable and accessible learning opportunities.

Agenda:

• Introduction/Welcome
• Part 1: Presentation on Experiences
• 30 min: Coffee Break
• Part 2: Comparison of Support Practices
• Part 3: Session to compare the practices of support used in different institutes
• Wrap-up

Outcomes:

• Learn how peer-support can assist teachers in higher education to effectively integrate digital technology.
• Share models of pedagogical support and discuss potential pitfalls related to their implementation.
• Understand the challenges faced by teachers in higher education who struggle to adopt digital teaching methods and acquire tools to mitigate these obstacles in online and blended learning environments.

Audience:

Practitioning teachers, department and faculty level leadership, employers developing support for online teaching at the institutional level. 

Workshop leader

Richard Powers

Online Operations & Learning Designer for Virtual Exchange, 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 University of Stuttgart in Germany, where he teaches blended learning courses to develop competences in digitalization and diversity for pre-service teachers across five universities. He is an EU eTwinning Ambassador for 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. His DAAD and eTwinning/Erasmus+ virtual exchange & blended mobility classes involve student teachers from Germany, Turkey, the Ukraine, North Macedonia, France, Spain, Italy, Romania, Bulgaria and Nepal.

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Join this dynamic and interactive 3-hour workshop to explore CAST.org's revised Universal Design for Learning (UDL) framework. The new UDL framework emphasizes cultural and learner variability, replacing traditional "checkpoints" with "prompts" to address biases and distractions, enhancing learner engagement and fostering lifelong learning attitudes. The workshop will delve into the principles of Engagement, Representation, and Action & Expression, promoting empathy, play, and joy in lesson design to create inclusive educational environments. Participants will engage in collaborative activities and personal reflection to understand the history and transformative potential of UDL in today's multicultural, digitalized, and neurodiverse classrooms.

Agenda:

• 15 min: Welcome
• 40 min: Part 1: Introduction to UDL and Principle of Representation 3.0
• 55 min: Part 2: Engaging Students through UDL 3.0
• 30 min: Coffee Break
• 45 min: Part 3: Action & Expression in Practice
• 10 min: Wrap-up amd Ways to Stay Connected

Outcomes:

• Describe the purpose and intent of Universal Design for Learning (UDL).
• Explain how UDL shifts traditional pedagogic models from both learner's and instructor's perspectives.
• Demonstrate how UDL 3.0 advances equity, inclusion, sense of belonging, and addresses neurodiversity compared to earlier versions.
• Revise current lessons and curriculum using UDL principles and generative AI.
• Reflect on integrating play and joy into learning experiences to enhance engagement and enjoyment.
• Engage in meaningful exchanges with international colleagues to explore current trends and challenges in educational design.

Audience:

Curriculum or Training Development Managers, Specialists; Higher Education Deans, Instructional/Learning Designers 

Workshop leader

Jens Greefe

Director of Studies, EADL European Association for Distance Learning, Germany

Jens Greefe is the Director of Studies at the ILS in Hamburg, Germanys biggest distance learning provider, educating app. 70.000 students in more than 300 distance courses. He is responsible for the development and the organization of the course programs and for the quality management of the ILS
He holds a diploma in Economics and is chairman of the Research & Development Committee of EADL since 2014. From 2012 until 2020 Jens Greefe was Vice president of the german association for distance learning “Bundesverband der Fernstudienanbieter” formerly named “Forum Distance Learning”.
Since 2021 he is member of the Global Advisory Board of the OEB Online Educa Berlin
Since 2022 Jens Greefe is member of the board of "Bundesverband der Fernstudienanbieter".

Speakers

Michael Härtel

Head of Division 2.5, Teaching and Learning in VET, Training Personnel, BIBB, the Federal Institute for Vocational Education and Training, Germany

Anna Cristin Lewalder

Third member, BIBB, Germany

Tony Horsfield

Executive Director, European Association of Distance Learning, United Kingdom

Tony has considerable experience as a senior manager, consultant, writer, executive coach and trainer, leading major projects for organisations in the UK and overseas. Tony is also a director of Elearn Limited, has been a trustee of the Lifelong Learning Foundation, and held senior positions in The Open College, Pearson Publishing, FT Management and Worldwide Learning.
In addition to engineering qualifications, Tony has a MA in management; and is a Johnson Medallist, Fellow of the Chartered Institute of Training and Development, Fellow of the Chartered Management Institute, Member of the Institute of Consulting.

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Karin Siebert

Projektmanagerin, Bundesverband der Fernstudienanbieter E.V.

As a graduate ecotrophologist with a focus on education, Karin Siebert has a passion for education. She began her career as a specialist teacher and later ran medical vocational schools. She switched to distance learning in 2013 and assumed responsibility for the development of educational products, approvals and the success of educational offerings. As a pedagogical consultant, she took care of the creation and maintenance of learning locations and carried out the approval procedures for educational products. Since 2023, she has been working for the Federal Association of Distance Learning Providers e.V., where she contributes her pedagogical, strategic and quality assurance skills.

John Trasler

President, EADL, United Kingdom

Oliver Nahm

Scientific Officer, Federal Institute for Vocational Education and Training - Bundesinstitut für berufliche Bildung (BIBB), Germany

Oliver Nahm leads the project “Learning Analytics – Distance Learning” at the Federal Institute for Vocational Education and Training (BIBB), which aims to assess the importance of Learning Analytics for vocational distance learning courses, as well as further its implementation.

He has worked as a teacher and trainer for many years, designing and teaching courses both on- and offline. His focus is on a holistic and flexible approach to education, utilizing data, while keeping the focus on the human element.

Roy de Vries

Learning Innovator, aNewSpring

Roy de Vries works as Learning Innovator at aNewSpring, a learning platform for training providers. He is passionate about creating meaningful and engaging learning experiences, with a focus on using technology and innovative methodologies to help learners and organizations improve their learning experiences. In his current role he shares his insights and expertise with like-minded learning pioneers, who are looking to improve their training. Roy holds an MSc in Educational Sciences and has experience as an instructional designer. He has developed online and blended learning programs and spoke at several international conferences.

Julia Kleeberger

Managing director, mycelia gGmbH, Germany

Julia Kleeberger (Dr.) is a dedicated social entrepreneur with expertise in hybrid and participatory learning formats and a focus on driving impact in the education sector with entrepreneurial dedication.

She manages Form21 GmbH and the learning experience institute, mycelia.education. As a shareholder of the non-profit company Junge Tüftler:innen, which operates TüftelLabs, edu-makerspaces across several locations in Germany, she also supports the team in empowering young people to acquire essential future skills for active participation in a digital society.

Derk-Jan Nijman

Associate lector (professor) Lifelong Learning and Development, Saxion University of Applied Sciences, Netherlands

Derk-Jan studied Work and Organizational Psychology (Msc), and obtained his Phd with a study on the relationship between the work environment and transfer of corporate training. His current research concerns practices to stimulate and facilitate lifelong learning within the context of working, learning and innovating. He is a father of two and lives in Nijmegen, the Netherlands.

Distance Learning Providers today are processing large amounts of participants' data to optimize their services and give/provide the best possible aid/support to their learners. It is expected that learning analytic tools will have an important impact on the learning environments of the future. This workshop will give you some insights in a running learning analytics project of the German Federal Institute for Vocational Education and Training (BIBB) and show some attempts to improve learning outcomes through personalisation. The chances to use AI to analyse data and the attempt to improve completion rates are two main aspects to be discussed in the workshop. The third issue is the rising importance of micro-credentials and open educational badges. 

Agenda:

• 15 min: Introduction/Welcome
• 45 min: Project Presentation - Assessing and Furthering the Role of Learning Analytics in Vocational Distance Learning with special reference to certain AI tools
• 30 min: Coffee Break
• 60 min: Research Study Presentation: Using Adaptive Learning to Decrease Study Time by 30+%
• 60 min: Presentation on Micro Credentials and Open Educational Badges
• 5 min: Wrap-up

Outcomes:

• Gaining information about learning analytic methods and tools 
• Receiving knowledge of personalised learning environments
• Gaining information about micro credentials and open education badges 
• Expanding networks and supporting the sharing of knowledge in Distance Education

Audience:

Adult learning professionals, HR-specialists 

Workshop leader

Bryan Alexander

Futurist, Researcher, Writer & Teacher, Georgetown University, United States of America

Bryan Alexander is an internationally known futurist, researcher, writer, speaker, consultant, and teacher, working in the field of how technology transforms education.

He completed his English language and literature PhD at the University of Michigan in 1997, with a dissertation on doppelgangers in Romantic-era fiction and poetry.

Then Bryan taught literature, writing, multimedia, and information technology studies at Centenary College of Louisiana. There he also pioneered multi-campus interdisciplinary classes, while organizing an information literacy initiative.

From 2002 to 2014 Bryan worked with the National Institute for Technology in Liberal Education (NITLE), a non-profit working to help small colleges and universities best integrate digital technologies. With NITLE he held several roles, including co-director of a regional education and technology center, director of emerging technologies, and senior fellow. Over those years Bryan helped develop and support the nonprofit, grew peer networks, consulted, and conducted a sustained research agenda.

In 2013 Bryan launched a business, Bryan Alexander Consulting, LLC. Through BAC he consults throughout higher education in the United States and abroad. Bryan also speaks widely and publishes frequently, with articles appearing in venues including The Atlantic Monthly, Inside Higher Ed. He has been interviewed by and featured in the Washington Post, MSNBC, US News and World Report, National Public Radio, the Chronicle of Higher Education, the National Association of College and University Business Officers, Pew Research, Campus Technology, and the Connected Learning Alliance.

He recently finished Academia Next: The Futures of Higher Education for Johns Hopkins University Press (forthcoming fall 2019). His two most recent books are Gearing Up For Learning Beyond K-12 and The New Digital Storytelling (second edition) .

What does climate change mean for educational technology? In this workshop we explore the many impacts global warming has on technologies for learning, and the ways educational and training enterprises can respond within short, medium, and long term horizons.  We develop a strategic view of ed tech in this context, starting with the deep choice between expanding educational technology to improve our climate knowledge and reduce other emission sources, or to shrink educational technology to draw down its CO2 impact.  We conclude on another strategic theme, exploring the implications of this choice for training and post-secondary education organisations.

Agenda:

• 60 min: Introduction of Participants and Program. Overview of How Climate Change Can Impact Training and Educational Institutions.
• 60 min: Focus on Ed Tech: Its Carbon Footprint, Its Role in Supporting Other Structures.
• 45 min: The Strategic Choice: Either Expand Ed Tech or Reduce It Due to Climate Change.
• 30 min: Coffee Break
• 60 min: Cases from Emerging Technology: XR, Generative AI.
• 60 min: Strategic Directions for Organizations
• Wrap Up

Outcomes:

• Understand the impacts of climate change on educational technology and training institutions.
• Explore strategies for enhancing educational technology to improve climate knowledge and reduce emissions, or alternatively, strategies for minimizing its carbon footprint.
• Gain insights into the strategic implications of these choices for training and post-secondary education organizations.
• Discuss case studies involving emerging technologies like XR (Extended Reality) and Generative AI in the context of climate change.
• Develop strategic directions for organizations to navigate the intersection of educational technology and climate change.

Audience:

A balanced audience, universities and businesses (plus governments and NGOs)

Workshop leader

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.

Links

Twitter

Discover the enABLe initiative from the University of Portsmouth, designed to enhance learning design in Higher Education through a team-based approach. Aligned with Active Blended Learning (ABL) principles, enABLe provides a structured framework for teams to collaborate on creating engaging learning activities, courses, and modules. Participants will delve into the enABLe toolkit through hands-on activities, gaining practical experience in collaborative learning design and developing detailed storyboards for new course development. This workshop aims to deepen understanding of ABL principles, underscore the value of team-based learning design approaches, and showcase how initiatives like enABLe can influence institutional policies and practices.

Agenda:

•    15 min: Introduction/Welcome
•    60 min: enABLe #1: Creating Shared a Vision and Values
•    30 min: Coffee Break
•    45 min: enABLe #2: Getting Started with Course Design
•    45 min: enABLE #3: Distinguishing Features
•    enABLE #4: Planning Actioning
•    Wrap-up

Outcomes:

• Gain insight into the enABLe initiative and its application in team-based learning design.
• Understand the principles and benefits of active blended learning in higher education.
• Acquire hands-on experience in using the enABLe toolkit to facilitate effective learning design.
• Collaborate with peers to develop practical skills in creating student-centered online learning experiences.
• Increase knowledge of how team-based approaches can enhance institutional capability in learning design.
• Reflect on the potential impact of initiatives like enABLe on policy and practice at participants' institutions. 

Audience:
Academics, Learning Designers, Professional Development in Higher Education, Workbased Learning, Training providers