Call for Papers #CfP #AI #mLearning #MOOC in conferences #UNESCO @FedericaUniNa

January has started and three important calls for papers are coming up, all related to conferences. The three conferences are: eMOOCs2019 (on MOOCs), Mobile Learning week at UNESCO (focus on AI for development and mobile learning, and eLearning Africa (this year in Cote d'Ivoir), listed per deadline of the CfP.

Mobile learning week UNESCO (Paris, France): focus on AI for sustainable development

Call for proposals deadline: 11 January 2019
UNESCO Global AI Conference: Monday 4 March 2019
Policy Forum and Workshops: Tuesday 5 March 2019
Symposium: Wednesday 6 & Thursday 7 March 2019
Strategy labs & International Women’s Day: Friday 8 March 2019

Exhibits: Monday 4 to Friday 8 March 2019

More information: https://en.unesco.org/mlw/2019

UNESCO, in partnership with its confirmed partners – the International Telecommunication Union and the Profuturo Foundation – will convene a special edition of Mobile Learning Week (MLW) from 4 to 8 March 2019, at the UNESCO Headquarters building in Paris (France). The five-day event, under the theme ‘Artificial Intelligence for Sustainable development’ will start with the ‘Global Conference - Principles for AI: Towards a humanistic approach?’, followed by a one-day Policy Forum and Workshops, a two-day International Symposium and a half-day of Strategy Labs. On 8 March, towards the close of MLW, participants will be invited to join the celebration of International Women’s Day, particularly a debate on Women in AI to be held in UNESCO Headquarters. During the entire week, exhibitions and demonstrations of innovative AI applications for education and more than 20 workshops will be organized by international partners and all programme sectors of UNESCO.

eMOOCs 2019 in Napels, Italy

Deadline CfP: 14 January 2019.
Conference date:  May 20 – 22, 2019
More information: https://emoocs2019.eu/call-for-papers/overview/
Description
The Higher Education landscape is changing. As the information economy progresses, demand for a more highly, and differently, qualified workforce and citizens increases, and HE Institutions face the challenge of training, reskilling and upskilling people throughout their lives, rather than providing a one-time in-depth education. The corporate and NGO sectors are themselves exploring the benefits of a more qualified online approach to training, and are entering the education market in collaboration with HE Institutions, but also autonomously or via new certifying agencies. Technology is the other significant player in this fast-changing scenario. It allows for new, data-driven ways of measuring learning outcomes, new forms of curriculum definition and compilation, and alternative forms of recruitment strategy via people analytics.

At the MOOC crossroads where the three converge, we ask ourselves whether university degrees are still the major currency in the job market, or whether a broader portfolio of qualifications and micro-credentials may be emerging as an alternative. What implications does this have for educational practice? What policy decisions are required? And as online access eliminates geographical barriers to learning, but the growing MOOC market is increasingly dominated by the big American platforms, what strategic policy do European HE Institutions wish to adopt in terms of branding, language and culture?

The EMOOCs 2019 MOOC stakeholders summit comprises the consolidated format of Research and Experience, Policy and Business tracks, as well as interactive workshops. Original contributions that share knowledge and carry forward the debate around MOOCs are very welcome.

eLearning AFrica - Abidjan - Cote d'Ivoir

Deadline CfP: February 22, 2019.
Conference date: October 23 - 25, 2019
More information: https://www.elearning-africa.com/programme_cfp.php
Description
The 14^th edition of eLearning Africa, the International Conference & Exhibition on ICT for Education, Training & Skills Development, which will take place in Abidjan, Côte d'Ivoire from October 23 - 25, 2019 and is co-hosted by the Government of Côte d'Ivoire. 

A unique event, Africa’s largest conference and exhibition on technology supported learning, training and skills development, eLearning Africa is a network of leading experts, professionals and investors, committed to the future of education & training in Africa.

Read more about the eLearning Africa 2019 theme, The Keys to the Future: Learnability and Employability, and become involved in shaping the conference agenda by proposing a topic, talk or session here.
Register today to profit from our Early Bird Rate

About eLearning Africa
Founded in 2005, eLearning Africa is the leading pan-African conference and exhibition on ICT for Education, Training & Skills Development. The three day event offers participants the opportunity to develop multinational and cross-industry contacts and partnerships, as well as to enhance their knowledge and skills.
Over 13 consecutive years, eLearning Africa has hosted 17,278 participants from 100+ different countries around the world, with over 80% coming from the African continent. More than 3,530 speakers have addressed the conference about every aspect of technology supported learning, training and skills development.

Call for proposals: 8 conferences and workshop #CfP #elearning #mlearning

This is a Call for Papers delight! It seems that an array of inspiring conferences is open for proposals, workshops, doctoral consortium options. Listed below are one workshop on Artificial Intelligence and Ethics, six academic conferences (mLearn conference in Chicago, , the ECTEL conference in Leeds, UK, the Australian International Education Conference (AIEC) in Sydney, Australia, IAU global university partnerships, Kuala Lumpur, Malaysia, EdMedia in Amsterdam, Netherlands, the Alt-C conference in Manchester, UK) and two grand elearning conferences (mixing academia, policy and corporate): DevLearn in Las Vegas, USA and Online Educa Berlin (OEB) in Berlin Germany.

mLearn2018 – International Mobile Learning conference

Where: Concordia University, Chicago, USA

When: 11 – 14 November 2018

Deadline for proposals: 30 April 2018

More info: http://iamlearn.org/mlearn/

Call for papers: http://iamlearn.org/mlearn/call-for-papers/

General theme and description

Mobilized Learning: Pedagogical and Technological Innovation for Teaching & Learning

mLearn is the leading international conference on mobile and contextual learning and attracts participants annually from more than 60 countries. mLearn 2018 provides a forum for researchers, policy makers, professionals and educators from higher education, school education and vocational education, government departments, industries and international organisations as well as IT developers and solutions providers to share knowledge, research and practices and debate critical issues pertaining to sustainable futures for mobilized learning.

EC-TEL – European Conference on Technology Enhanced Learning

Where: University of Leeds, UK

When: 3 – 6 September 2018

Deadline for abstracts: 15 April 2018 (with statement of Open Science!)

More info: http://www.ec-tel.eu/index.php?id=805

Call for papers: http://www.ec-tel.eu/index.php?id=791

General theme and description

‘Lifelong technology enhanced learning: Dealing with the complexity of 21st century challenges’.

We live in an increasingly digital and globalized world that offers great opportunities for information sharing and the generation of new knowledge. This reality has enabled us to move forward rapidly as a society in many respects, but has also led us to complex, diverse and interdisciplinary challenges that affect all areas of knowledge such as health, demographic change and wellbeing; food security and bio-economy; secure and clean energy; smart and green energy; or climate action and environment - to name just a few that are emphasized by the European Union.

Australian International Education Conference (AIEC)

Where: Sydney Conference Centre, Sydney, Australia

When: 9 – 12 October 2018

Deadline for proposals:9 – 12 October 2018

More info: http://www.ec-tel.eu/index.php?id=805

Call for papers: http://aiec.idp.com/call-for-proposals

General theme and description

The theme is 'empowering a new generation' and the program will feature world leading experts, unique social events and an exhibition, all hosted in and around the new Sydney Convention Centre, ICC Sydney.

With over 1300 attendees, AIEC 2018 will once again be the leading event on the international education calendar in Australia.

Higher Ed Partnerships for Social impact - IAU International Conference

Where: Kuala Lumpur, Malaysia

When: 13 – 15 Nobember 2018

Deadline for proposals: 3 April 2018

More info: https://iau-aiu.net/IAU-Global-events

Call for cases: https://etouches-appfiles.s3.amazonaws.com/html_file_uploads/359a2a74df239ceb38058b89d2a040c5_Callforcasestudies.pdf?response-content-disposition=inline%3Bfilename%3D%22casestudies2018%22&response-content-type=application%2Fpdf&AWSAccessKeyId=AKIAJC6CRYNXDRDHQCUQ&Expires=1519126805&Signature=z%2F34LHX4LaVnayZo7CpkoKNo3TY%3D

General theme and description

The conference will address the theme ‘Higher education partnerships for societal impact’.
IAU believes that higher education institutions (HEIs) play an important role in the development of societies. Higher education institutions engage with society in a variety of ways. Partnerships with civil society, the private sector, the local authorities and decision-makers or between HEIs take on numerous forms and shapes. IAU invites its Members, the global higher education communities, and their partners to reflect on and discuss their mandate and social responsibility, while presenting different forms of partnerships adopted around the world and for what societal impact. The conference will also be a venue to discuss the challenges and obstacles related to this mission.

Call for case studies

Several breakout sessions will show-case examples of partnerships from around the world between higher education institutions and different partners (civil society, the private sector, local authorities etc.). If your institution is pursuing partnerships for societal impact and you wish to show-case your experience during the conference, please send a short description of the partnership and its purpose to IAU.

EdMedia

Where: Amsterdam, Netherlands

When: 25 – 29 June 2018

Deadline for proposals: 9 April 2018

More info: http://www.aace.org/conf/edmedia/about/

Call for papers: http://www.aace.org/conf/edmedia/call/

General theme and description

Innovation and Education

EdMedia + Innovate Learning, the premier international conference in the field since 1987, spans all disciplines and levels of education attracting researchers and practitioners in the field from 70+ countries.

This annual conference offers a forum for the discussion and exchange of research, development, and applications on all topics related to Innovation and Education.

EdMedia + Innovate Learning is an international conference organized by the Association for the Advancement of Computing in Education (AACE)

Alt-C

Where: Manchester, UK

When: 11 – 13 September 2018

Deadline for proposals: 8 March 2018

More info: https://altc.alt.ac.uk/2018/

Call for papers: https://altc.alt.ac.uk/2018/call-for-proposals/

General theme and description

Will you be a part of it?

For ALT’s 25th Annual Conference we will bring together different critical perspectives in Learning Technology from across our community that will examine the challenges ahead and question the shape of things to come. Will you be a part of it? This is your invitation to make your contribution to our 25th year as the UK’s leading professional body in Learning Technology

Workshop Ethics for Artificial Intelligence

Where: University College London, UK

When: 30 June 2018

Deadline for proposals: 30 April 2018

More info: https://aiedethics.wordpress.com/organisers/

Call for abstracts (sending via email): https://aiedethics.wordpress.com/join-us-get-involved/

General theme and description

Ethics in AIED

The field of AIED raises far-reaching ethical questions with important implications for students and educators. However, most AIED research, development, and deployment have taken place in what is essentially a moral vacuum (for example, what happens if a child is subjected to a biased set of algorithms that impact negatively and incorrectly on their school progress?).

OEB – Online Educa Berlin

Where: Berlin, Germany

When: 5 – 7 December 2018

Deadline for proposals: 30 April 2018

More info: https://oeb.global/

Call for papers: https://oeb.global/programme#submit-a-proposal

General theme and description:
Learning to Love Learning!
OEB, incorporating Learning Technologies Germany, is the global, cross-sector conference on technology supported learning and training. Shape the agenda of the 24th edition of OEB by proposing a topic, talk or session under the overall theme “Learning to Love Learning”: Technology is changing society. The way we live and the jobs we do will never be the same again. In twenty years, the world of work will be unlike anything we have ever known. The development of artificial intelligence will allow machines to replace workers in many industries on an unprecedented scale. Humankind will face some fundamental, existential questions. Why are we here? What are we doing? How are we different from the machines? Education will shape our response to the immense challenge of this new age. But education and training will have to change too. So will the nature of employment. Learning will no longer be a brief phase in life. It will become a central part of our existence. In an era of constant and increasing change, we will discover a new appreciation of learning and an understanding of its place in the future. We will learn to love learning. At its 100+ sessions and at the exhibition, the conference will bring you to the forefront of learning and technology developments, give you new insights on opportunities and challenges that are changing the world of learning, show you the latest best practice from leading organisations and allow you to meet, discuss and network with more than 2,000+ international learning professionals from the workplace learning, education and public service sectors.

DevLearn

Where: Las Vegas, USA

When: 24 – 26 October 2018

Deadline for proposals: 9 March 2018

More info: https://www.elearningguild.com/devlearn/content/5230/devlearn-2018-conference--expo--home/

Call for papers: https://www.elearningguild.com/devlearn/content/5227/devlearn-2018-conference--expo--call-for-speakers

General theme and description

Developing Learning

DevLearn Conference & Expo, North America’s leading event focused on learning technologies, is where the entire industry gathers to share and learn about innovative thinking and emerging technologies, explore the possibilities they present, and define how they can drive innovation within our industry … our organizations … and our learning. It is the place where you can meet with industry thought leaders, share strategies with colleagues, discover best practices, and learn about the hottest topics and ideas for learning. Join the community of industry pioneers that is defining the future of training and performance!

Free webinar: language learning apps and MOOCs for refugees

This one hour free webinar focuses on language learning apps and some used within MOOCs for refugees. The idea is to increase social inclusion and enhance employability for new arrivals. However, the language learning apps can also be an addition to other formal learning (e.g. for students who recently came to live in a new country and are attending regular school but who can use personalised language support, anyone moving to another country where they need to learn another language (ex-pats, immigrants), to anyone simply interested in keeping up to date with a language they have learned (e.g. my French needs refreshing).

Free webinar link and registration information:
https://moonliteproject.eu/events/webinars/language-learning-apps-moocs-for-refugees/


When: Wednesday 25 October, 15.00-16.00 CEST (Central European Summer Time, to know when the webinar takes place in your timezone you can look at Time Zone Converter here: https://www.timeanddate.com/worldclock/converter-classic.html )
Where: Online via Adobe Connect (so check the link to the webinar once it is sent to you).
You need to register for this free webinar (link here), this means you need to add your firstname, name and organisation (if you are not linked to an organisation, simply put 'virtual network' or similar).  

The link to the webinar room will be sent to all registered participants one day before the event.

Speakers:
Agnes Kukulska-Hulme: mobile language learner by excellence, The Open University, UK
Timothy Read: computer languages and systems (also set up first MOOCs in Spain), UNED, Spain
Alastair Creelman: elearning specialist, Linnaeus University, Sweden.

What to expect
The question being considered in this webinar is whether such resources represent an effective learning approach for refugees given their changing geographical, sociocultural and technological circumstances?
An important part of social inclusion is having the foreign language skills necessary for day to day life. ICT, including mobile apps and open online courses, forms an important part of the way in which languages are learnt in our modern society. The improvement in communication networks and online tools, accessible from a range of mobile devices and desktop computers, facilitate activities developed to improve the four basic language competences (written and oral comprehension and production). Furthermore, the wide availability of free language learning apps can help to supplement the online learning experience, especially when network access is limited.


The webinar is organised by the Erasmus+ project MOONLITE in cooperation with EDEN (European Distance and E-learning Network), NVL Distans (Nordic Network for Adult Education) and the Swedish Network for IT in Higher Education (ITHU). The Moonlite project focuses on MOOCs for social inclusion and employability.

Liveblog #Educon17 @Kinshuk1 Enhancing learning through adaptivity and personalization in ubiquitous environments

Kinshuk (http://www.kinshuk.info ) was streamed in live from Austin, Texas. Lately he is also increasingly engagement with industry on EdTech (yes, the bridge between university and industry is tightening).

The learning environment is expanding outside of the classroom environment, so how can we incorporate learning in all these environments. Some opportunities (free)

• Series in springer collection in EdTech (look up book guidelines for this series: I think it is http://www.springer.com/series/11777 ), any new advancements are welcomed.
•  Journal which is completely open access called ‘smart learning environments’ (Inge, look this up: http://www.springer.com/computer/journal/40561 ) , focus on improved learning environments, and bringing these traditional environments and transforming them into online learning environments.
• International association of smart learning environments http://www.iaslo.net they look for evidence-based research on the subject.

Current trends in learning

·        Inclusive education,

·        Focus on individual strengths and needs

·        Various learning scenarios – in clsass and outdoor environments

·        Relevance of the learning scenarios with learners living and working environments

·        Authentic learning with physical as well as digital resources

Result: better learning experience due to authentic learning, and ubiquitous access to learning. So learning is now more easily fitted to real life of the learner. Learning needs to be relevant to the learner, but as a teacher you need to become aware of how to capture the attention outside of the classroom.

This means the teachers must become aware of the new teaching/learning opportunities.

Vision

Learning is happening everywhere, at any time, and is highly contextualised.

Seamless integration of learning into every aspect of life with implies immersive, always on learning that happens so naturally and in such small chunks that no conscious effort in needed by actively learning while engaged in education.

We need to make learning as meaningful as possible. The goal of the learning needs to be put across to all the learners, and the learning needs to be made visible (e.g. Hattie)… but all of this is highly demanding for the teacher. Every student is doing different things, so how can the teacher know that her learners are learning? That is why we are looking for much more data, much more information, and the assessments is also coming out of the classrooms and out of the formal, classic design of assignments and assessments.

Smart learning analytics is used to discover what type of learning data is coming in. Discover, analyze and make sense of student, instruction and environmental data from multiple sources to identify learning traces in order to facilitate instructional support in authentic learning environments. This also opens a new type of teaching, namely coaching, give guidance, personalise the feedback given the learner data or the learner information that is viewed and analysed by the teacher. For example, a  flower bed with a placard on what the flowers are, but on the top right there is a QR code with additional information on the flowers, but embedded in its full cycle, use and systematic botanical information. So this means that the information is delivered in an adaptive way (as complex as the learner wants to view it), and open to all. The learning system provides you authentic information within a contextual reality, and with the option to zoom in on additional information. (look at iSpot as additional learning scenario).

Information can now come from different sources: mobiles, environment, internet, people, …. It is like learning traces, a small learning impression that can tell us that learning is actually happening. For instance, looking at paintings in a museum, one painting captures the learners attention, and some things are different to other paintings. The learner might learn something a week later, and gets more information on it, and now a story can be shared by the learner to people that are outside of the classroom. This actual fact proofs that learning has happened.

But a system needs to be in place to proof or visualise the actual learning that is happening.

Remark on data: the learners need to be made aware that their data might be used, for privacy and policy issues.

How can we design instructional support that will make this type of smart learning happen and make it measurable.

Discover

Past record and real-time observation of: learner’s capabilities, preferences and competencies, learenr’s location, learner’s technological use, technologies surrounding the learner, changes keep happening in the learner’s situational context. So knowing the past, does not mean that what is happening today is a meaningful difference to the previous actions, as the contexts of today constantly change.

Miller was pioneering (5 elements of information memorisation).

And although the tech can provide the teachers with lots of additional data, the actual learning experience needs to take into account the changing environment and connected conditions of this environments.

Human-machine learning has an effect on the actual learning process.

Is the learner trying to find new information, is that new information screened critically…

We do have lots of mechanisms that we use to see what the learners are going through and how the learning occurs.

Informal learning happens everywhere, across the potential learning environments, and is there a record of the learning somewhere? Small learning can happen anywhere, but how can we identify it and use it as evidence of learning.

Making sense: learning traces

A learning trace comprises of a network of observed study activities that lead to a measurable cchunk of learning.

Learning traces are sensed ad supply data to learning analytics, where data is typically big, un/semi structured, seemingly unrelated, not quite truthful, and fits multiple models and theories.

What kind of learning, which models can be used to map learning traces to try to understand that learning is actually happening. Learning traces are also important to understand personalised learning, differentiated learning that is happening across the population in all its variety.

Why learning traces are important

Different students can adopt different learning approaches for the same learning activity

Ex,, why a pointed object penetrates better than a blunt object?

A visual-oriented learner may choose to use different approach than an sensoratory learner.

Learner awareness

Personalisation of learning experience through dynamic learner modeling: performance, meta-cognitive skills, cognitive skills, learning styles, affective state, physiological symptoms (eg. The learner is doing something in the lab, and suddenly heart rate will increase, why? What kind of concept is the learners using, are there comparable situations of learning where this occurred?). All of this are tools that can make teachers more informed, enabling more informed decisions on learning.

Technological awareness

Personalization of learning experience through the identification of technological functionality.

Identifying various device functionality

Dynamically optimize the content to suit the functionality

Display capability, audio and video capability…

Location awareness

Personalisation through location modelling

Location base optimal grouping (grouping ad hoc based on mobile location)

Location based adaptation of learning content

Real-life physical objects

Public databases of POIs

QR codes

Wifi and Bluetooth access point identification

Active and passive RFIDs

Surrounding awareness

Learning based on all the surrounding data, context-aware knowledge structures

Identifying specific context-aware knowledge structure among different domains,

Identify learning objectives of real interest to the learner

Propose learning activities to the learner

Lead the learner around the learning environment

Skills and knowledge level detection: competency level, confidence level (evidence-based confidence). For instance using dashboard to get an idea of learning progress,… and what type of skills are affected.

Teachers need to feel that it does not affect their workload, they become more open to these new options.

Question from my end on making learning visible: do you have examples of feedback from the learner that make the actual learning visible.  You mention on how learners learn, but it seems you are more viewing it from a teacher viewpoint, awareness in the learner.
Answer: analytics are coming from a variety of sources and at Austin, Texas, we also work with Codex and MI-dash see the learner progress over time, SCRL which uses self-evaluation, learning initiative design… 

#Mobile #assessment based on self-determination theory of motivation #educon17

Talk given at Educon in Athens, Greece by Stavros Nikou, really interesting mobile learning addition in the area of vocational and learning assessment. Mobile devices in assessment: offer and support new learning pedagogies and new ways of assessment: collaborative and personalised assessments.

Motivation of the framework is aiming to address: following the self-determination theory (http://selfdeterminationtheory.org/theory/) : intrinsic and extrinsic motivation. Intrinsic motivation works from insight of the person, and because it is enjoyable. Extrinsic is build upon reward or punishment. What they try to do is get more intrinsic motivation ignited, as it leads to better understanding and better performance.

There are 3 elements in the theory: autonomy, competence, relatedness all of this impacts the self-determination. This study try to use these three elements to increase intrinsic motivation.

Mobile-based assessment motivational framework: the framework is still in a preliminary phase, but of interest. Autonomy: personalised and adaptive guidance, grouping questions into different difficulty levels (adaptive to learner), location specific – context-aware.

Competence: provide emotional and cognitive feedback that is immediate. Drive students to engage in authentic learning activities, appropriate guidance to support learners.

Preliminary evaluation of the proposed framework: paper based and mobile based assessments used prior and after intervention to test out the framework. Using an experimental design, assessments after each week of formal training, two assessments in total for both groups. ANCOVA data analysis used.

Results: significant difference of autonomy, and competence, and relatedness. The framework will be expanded with additional mobile learning features, and framework will be used with different students. Future research wants to enhance the framework.

The mobile assessment had a social media collaborative element in it, and it also made use of more feedback options due to the technical possibilities that the mLearning option had.

http://conta.uom.gr

2 Free & useful #TELearning in Higher Ed reports #elearning #education

These two reports give a status of TELearning in 2016: one analysing the Technology Enhanced Learning for Higher Education in the UK (233 pages, with appendixes starting at page 78) and case studies of Technology Enhanced Learning (48 pages, with nice examples). I give a brief summary below.

The reports were produced by UCISA (Oxford univesity based network) representing many major UK universities and higher education colleges and it states to have a growing membership among further education colleges, other educational institutions and commercial organisations interested in information systems and technology in UK education.

The used definition of TELearning is: "Any online facility or system that directly supports learning and teaching. This may include a formal VLE (virtual learning environment), e-assessment or e-portfolio software, or lecture capture system, mobile app or collaborative tool that supports student learning. This includes any system that has been developed in-house, as well as commercial or open source tools."

Both reports provide an interesting (though UK-oriented) read. Here is a short overview of what you can find in them:

The report focusing on the TELearning for HE in UK (based on the TELearning survey), I have put the main conclusions next to the main chapters:

Top 5 challenges facing institutions: Staff Development is the most commonly cited challenge, Electronic Management of Assessment, lecture capture/recording continues to move up, technical infrastructure, legal/policy issues.

Factors encouraging the development of TELearning: Enhancing the quality of learning and teaching, meeting student expectations, improving student satisfaction are most common driver for institutional TEL provision. Availability of TEL support staff, encourages the development of TEL, feedback from students, availability and access to tools, school/departmental senior management support. In terms of barriers for TELearning: lack of time, development & consolidating, culture continues to be a key barrier, with Departmental\school culture, and Institutional culture, internal funding, and lack of internal sources of funding to support development.

Strategic questions to ask when considering or implementing TELearning: with Teaching, Learning and Assessment consolidating, the rise of the Student learning experience/student engagement strategy, corporate strategy and library and Learning Resources.

TELearning currently in use: main institutional VLE remains Blackboard and Moodle.
Moodle remains the most commonly used platform across the sector, but rising alternative systems such as Canvas by Instructure, and new platforms eg. Joule by Moodlerooms. SharePoint has rapidly declined. An increase in the number of institutions using open learning platforms such as FutureLearn and Blackboard’s Open Education system. Evaluation activity in reviewing VLE provision: conducting reviews over the last two years. TEL services such as lecture capture is the second most commonly reviewed service by all over the last two years.

Support for TELearning tools: e-submission tools are the most common centrally supported
software, ahead of text matching tools such as Turnitin, SafeAssign and Urkund. Formative and summative e-assessment tools both feature in the Top 5, along with asynchronous communication
tools. Adoption of document sharing tools across the sector and the steady rise in the use of lecture
capture tools. Podcasting tools continue to decline in popularity and the new response items electronic exams and learning analytics appear not to be well established at all as institutional services, with only a handful of institutions currently supporting services in these areas.
Social networking, document sharing and blog tools are the common non-centrally supported tools. TEL tools are being used to support module delivery. Blended learning delivery based on the provision of supplementary learning resources remains the most common use of TEL. Only a small number of institutions actually require students to engage in active learning online across all of their programmes of study. Increasing institutional engagement in the delivery of fully online courses, with over half of 2016 respondents now involved. Growing adoption of MOOC platforms by institutions, but less than half of respondents are pursuing open course delivery.
Little change in the range of online services that higher education institutions are optimising for access by mobile devices. Access to course announcements, email services and course materials and learning resources remain the three leading services optimised for mobile devices. Library services, are being optimised. Optimising lecture recordings at the same level as 2014. The most common ways in which institutions are promoting the use of mobile devices are through the establishment of a bring your own device (BYOD) policy and by loaning out devices to staff and students. Funding for mobile learning projects has reduced in scale.
Outsourcing of institutional services grows: student email, e-Portfolio systems, VLEs and staff email. The type of outsourcing model is dependent on the platform being outsourced: Software as a Service (SaaS) cloud-based model for email services, and to use an institutionally managed, externally hosted model for TEL related tools, such as e-Portfolios and the VLE for blended and fully online courses.
National conferences/seminars and internal staff development all remain as key development activities. Increase in the promotion of accreditation activities, in particular for HEA and CMALT
accreditation.
Electronic Management of Assessment (EMA) making the most demand on TEL support teams. Lecture capture and Mobile technologies as well. The demand from Learning Analytics and from distance learning/fully online courses continues to increase. A new entry which might be expected to make more demands in the future is Accessibility; in particular, demands made by changes to the Disabled Students’ Allowance in the English higher education sector.

A number of appendixes: full data, a longitudinal analysis of TELearning over the past years (going back to 2001), questions that were used for the longitudinal analysis.

The report focusing on the case studies from TELearning:
These case studies are a companion to the earlier report mentioned above. The idea is that the case studies enable to probe themes in the data and shed light on TEL trends through the eyes of representative institutions, offering context to the findings of the overall report.
In each of the case studies, the institutions provide answers to the following TELearning sections: used TELearning strategy, TEL drivers, TEL provision, TEL governance and structures, TEL-specific policies, Competition and Markets Authority (CMA) strategy, Teaching Excellence Framework, Distance Learning and Open Learning, and Future challenges. The diversity of institutes interviewed give a good perspective of the TEL landscape within Higher Education in the UK.