{"id":1240,"date":"2021-10-18T09:00:52","date_gmt":"2021-10-18T08:00:52","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/?p=1240"},"modified":"2021-10-21T17:06:12","modified_gmt":"2021-10-21T16:06:12","slug":"conference-to-practice-more-takeaways-from-alt-c","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/learning-design\/?p=1240","title":{"rendered":"Conference to practice: more takeaways from ALT-C"},"content":{"rendered":"

ALT-C was intense. It featured\u00a0<\/span><\/span>more than 100\u00a0<\/span><\/span>session<\/span>s, many of which\u00a0<\/span>called for some deep thinking and reflectio<\/span>n<\/span>.\u00a0<\/span><\/span>Some time has now passed since the ALT-C conference, so we thought it would be good to reflect on what stood out for us. Here, Mark, Olivia and Shawndra share their highlights.<\/p>\n

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Collaborative learning<\/h6>\n

Mark says:<\/strong> The collaborative aspect of ALT-C was something I was really looking forward to. As learning designers at the Open University, we work with module teams and a range of support teams to create an enhanced learning experience. It’s through sharing ideas, bringing expertise to discussions, and finding and testing innovation through listening to the student voice that we create learning. Therefore, I’m always happy to see an event where educators can share knowledge of practice and support each other.<\/p>\n

Hearing and acting on the student voice<\/h6>\n

For me, one of the areas that was important was the focus on student voice and how institutions can use this to enhance and design the learner journey. Are surveys enough to get the feedback we need, and can we find active ways for learners to help design learning?<\/p>\n

The idea of students as partners is a good one and bringing them into the design process can create a sense of belonging and a personalised journey. But how de we do that? It was clear during the presentations from other institutions that students had been consulted when making changes to learning or to feedback on new ways of working.<\/p>\n

Some presenters also alluded to the idea that students would be finding information and creating content to personalise their experience of a course. This would then be shared with others and influence future conversations.<\/p>\n

Embedding inclusivity<\/h6>\n

Talks on inclusivity also pointed to working directly with students to create viable alternatives to activities that might cause anxiety, or to help students with a disability. Setting up a supportive and creative learning community can also enable students to pose questions, find their own answers and relate these to their own context. These are all good ways to enable learners to have a say in their learning experience and to help shape it. And this is so important because we know that bringing learners into their studies in this way can help them become engaged and succeed.<\/p>\n

The way in which we can include learners to help shape what we do as educators is becoming more important and reflecting on this and sharing practice will continue to benefit the experiences our learners have.<\/p>\n

Practical guidance<\/h6>\n

Olivia says:<\/strong> Lockdown has done terrible things to my\u00a0memory\u00a0so I was pleased that many of the sessions I\u2019d chosen were\u00a0collaborative.\u00a0This greatly increases my chances of remembering information and \u2013 just as importantly\u00a0for\u00a0an event with so many experts on hand \u2013 applying it.\u00a0Our\u00a0<\/span>research<\/span><\/a>\u00a0and our students tell us that collaboration enhances learning and, as a student myself, studying and working remotely in lockdown, I can add my voice to that of others. Collaboration helps.<\/span>\u00a0<\/span><\/p>\n

Even better, several of the sessions I attended provided resources to take away and use, further\u00a0helping\u00a0me recall\u00a0and apply what I\u2019d\u00a0learnt.<\/span>\u00a0<\/span><\/p>\n

Tools to apply\u00a0<\/strong><\/h6>\n

One of my ALTC highlights was Miranda\u00a0Melcher\u2019s\u00a0<\/span>pre-conference workshop\u00a0on making teaching more inclusive for neurodiverse students<\/span><\/a>. I\u2019m neurodiverse myself\u00a0but this was the first time I have encountered a dedicated session \u2013 and dedicated resources \u2013 on helping me feel included.<\/span>\u00a0<\/span><\/p>\n

The session outlined Miranda\u2019s research into neurodiverse students\u2019 needs and the toolkit<\/a> she\u2019s created based on this. The toolkit\u00a0focuses on practical tips that people in a wide range of roles can apply. The tips are based on three\u00a0simple\u00a0principles:<\/span>\u00a0<\/span><\/p>\n