• Responding to students’ views which indicate that most want a blend of in-person and online teaching
• Capitalising on investment in digital transformation in higher education while bringing back the advantages of in-person experiences
• The impact of the move to digital teaching and learning on reducing attainment gaps
• Designing online assessments with real-world and workplace scenarios and tasks and reducing assessment anxiety
• Expanding access to academic and student support services through using digital platforms

• How can blended learning be elevated to being the most effective approach in education?
• Six simple steps to harness theories such as Bloom’s Taxonomy, Threshold Concepts and the Parallel Curriculum to consolidate the blended learning experience?

The modern student needs to be met on terms that will facilitate his/her interest and motivation to study in ways different to previous generations. The advances/changes to teaching and course delivery during the pandemic have helped demonstrate how this can be done well but also how there is room for improvement. Richard Adewale and Lindsay Butterworth, Senior Academic Consultants for McGraw Hill will explore how and why the landscape in learning design and course delivery is evolving, looking at examples where they have been able to support our partners in making real change – enabling more effective teaching and learning while driving higher student engagement and more inclusive assessment.

Come together and join other delegates as we discuss key themes within the topic of Blended Learning.

• Ensuring that learners are still able to make progress with their learning when a teacher is not available or cannot help
• Using artificial intelligence (AI) to answer a human’s questions, guide and assist in problem-solving
• Using human dialogue analysis or human behaviour recognition to develop chatbots
• Investigating how chatbots can be used in online classes to help learners
• Using learning design to bridge the gap between the techniques behind chatbots and human learning mechanisms

• Over the last few years, the Virtual Landscapes Project has created screen-based virtual reality landscapes to enhance the training geoscience students receive in preparing for fieldwork and to provide accessible parallel provision for students unable to partake directly in fieldwork.
• These ‘landscapes’ and block models are a free resource and used by geoscientists round the world (particularly during the pandemic).
• We are now addressing the issues of legacy and what this means for the long term future of the resources.

*programme subject to change without notice