The Association for Learning Technology (ALT) represents individual and organisational Members from all sectors and parts of the UK. Our Membership includes practitioners, researchers and policy makers with an interest in Learning Technology. Our community grows more diverse as Learning Technology has become recognised as a fundamental part of learning, teaching and assessment.
Our charitable objective is "to advance education through increasing, exploring and disseminating knowledge in the field of Learning Technology for the benefit of the general public". We have led professionalisation in Learning Technology since 1993.
At a recent Inside Government event, FELTAG 2017: Embracing Digital Technology in Further Education, I followed speakers including Bob Harrison, one of the original FELTAG members like me, and William Cutler, Head of EdTech and Digital Skills Co-ordination, Department for Education, giving a keynote, and mine was on workforce development to maximise Learning Technology impact. I approached my topic in in three ways: first, I set out what questions we need to ask about skills and capabilities, second, I explored how and open online course can support workforce development and third I showcased how ALT’s accreditation scheme, CMALT, can help increase intelligent use of Learning Technology.
As chief executive of ALT one of the questions I think about most is how we work in learning, teaching and assessment, what skills we need to do our jobs well and how we develop and recognise those skills. ALT’s work is usually focused on a specific group of professionals, those with Learning Technology as part of their role. But as Learning Technology becomes a bigger part of what institutions do, more and more roles develop a Learning Technology component and more expertise is needed. The results of ALT’s Annual Survey, for example, highlights a trend for more senior roles with a focus on Learning Technology as well as an overall increase.
Digital skills are essential in today’s workplace, as there are few jobs that don’t require these skills, yet employers report a shortage of digital skills. It is therefore vital for teachers to expand the digital skills of their learners.
On Tuesday 10 November I had the opportunity to give oral evidence to the Commons Select Committee for their digital economy inquiry. ALT had already submitted written evidence representing our members, and this opportunity to speak to MPs about skills and professional development in a digital economy was a rare chance to have our voice heard.
August is usually the month where everyone is on holiday. For us, it's the busiest time of year. So if you are keen to browse and think ahead of what this year's Annual Conference of the Association for Learning Technology has in store, here is a personal preview.
Learning Technology is not generally in the headlines when it comes to politics. At least not explicitly. However, there are many reasons why learners, providers and employers would benefit from learning technology having a place in the early thinking of Sajid Javid, Nicky Morgan and Nick Boles. Here's why:
In a recent post by Stephen Downes, MOOC pioneer and a proponent of connectivist learning (see for example his keynote speech at the 2013 ALT Annual Conference), I came across a discussion of different skills and values, professional literacies, that have been shaped by digital technology and the internet.
We face a lot of uncertainty at present. At times when funding cuts, reform, a General Election and other factors put additional pressure on all providers, the first instinct is often to focus inwards.
At the Bett show we heard from two Ministers, who each shared their vision for the future of technology in education. In my work for the Association I have been involved in Education Technology Action Group (ETAG), as well as the Further Education Learning Technology Action Group (FELTAG), and I listened with interest to find out which ideas and recommendations would be included in their speeches.
You are now being logged in using your Facebook credentials