Digital Posters

Session A

DP_001: Who Needs a Laboratory when You Can Build Your Own?
Presenting Author: Ari Kiviniemi; University of Jyvaskyla

When students cannot be present, it is hard to learn practical skills. How could one learn to practice in laboratory, if s/he cannot even visit one? Novel learning designs are required.

What if your kitchen or garage could act as a home laboratory, and substances you use for cooking and cleaning would act as reagents? New undergraduate course with various home laboratory experiments were created to offer lab experience to distance students. Tasks were submitted to Moodle (trust-based) for teacher’s feedback.

Qualitative analysis of data (after-course feedback, submitted visual documents and control questions) from 5 courses confirm successful learning patterns.

DP_002: Tired of Workshops? Try 10-minute (or Less!) Power Sessions to Engage Faculty Efficiently
Presenting Author: Sandi Connelly; Rochester Institute of Technology

An instructional designer, a technical advisor, and an online faculty leader walk into a room … a bad joke or a new way to approach faculty outreach? You decide! The healthcare field has been known for quick delivery of professional development pieces for decades, but higher education faculty development has lagged significantly in this arena. We have implemented “Power Sessions” for faculty in which the core information and actionable items are delivered in 5-7 minutes. Lively discussion always follows … and much learning occurs! We will present pieces of this work and link out to session recordings and materials.

DP_003: Using VideoAnt to Promote Success in Student Learning and Reflection
Presenting Author: Mary Jetter & Elena Stetsenko; University of Minnesota

VideoAnt is an interactive video annotation interface. This free tool allows for innovative approaches to using videos to augment student learning and reflection. Videos are linked to the interface and instructors and students are able to engage in a virtual conversation via the annotations. McCallagh and Douherty (2018) found that the vast majority of users in their study reported that VideoAnt enhanced their learning. The presenters will show the uses of VideoAnt in their courses and faculty development programs as well as how others have used VideoAnt to engage students in order to achieve their course outcomes.

DP_004: Revolutionise Your Learning Design Workshops With An App Wheel
Presenting Author: Mark Glynn; DCU

We have all been there – at the learning or curriculum design workshop that generates lots of good ideas that frequently fail to be implemented. The ‘ABC to VLE App Wheel’ has been developed to help address that problem by supporting educators in transforming ideas and pedagogies into reality. Using screenshots and minimal text, this digital poster will illustrate how this H5P-based tool can be used to access practical guidance on potential educational technologies. It will also describe how this openly available tool, developed as part of an Erasmus+ funded project, can be readily adapted by other institutions as needed.

DP_005: Showcasing Professional Learning in ePortfolios
Presenting Author: Fiona O’Riordan; DCU

Professional lifelong learning is a core part of academics practice today; with national attention coming from the development of the Professional Development Framework (PDF), international benchmarking through programmes such as the AdvanceHE Fellowships, and local focus from institutional strategies such as the DCU Academic Development and Promotion Framework. The Teaching Enhancement Unit in DCU has developed a resource informed by these three frameworks, aimed at supporting academics showcase their professional learning through a structured ePortfolio. This poster will share the resource, demonstrate how it was developed, and how it integrates all three frameworks into a six-categorization structure with guided prompts.

DP_006: Experiential Learning Infused in Community Services Programs Through Continuing Education
Presenting Author: Dalia Hanna; Ryerson University

The Chang School of Continuing Education at Ryerson University, Toronto, Canada, encourages and supports experiential learning that fosters student success and employability. Experiential learning opportunities develop professional skills, promote lifelong learning, and enhance students’ self-understanding through personal reflection. Practical experiences outside of the classroom encourage professional connections and networking, which can increase students’ career prospects. In this poster, we will list the online project-based experiential opportunities from selected certificate courses in the Community Services program area, how these opportunities allow students to apply in-class theory to real-world contexts, the impact on enrollment data and the number of community partnerships developed.

DP_007: EPICA ePortfolio: Sustainable Innovation in sub-Saharan Countries
Presenting Author: Andrea Contino; Documenta Sl


We introduce the EPICA ePortfolio developed by MyDocumenta, a Spanish innovative SME, within the H2020 – EPICA Project, a strategic African-European Alliance aimed at the co-design of an innovative and scalable ePortfolio ecosystem to increase the quality and visibility of skills.

The EPICA ePortfolio allows a systematic approach to competency recognition and accreditation, helping:

  • UNIVERSITIES AND COLLEGES to improve teaching methods and respond to the demand for highly skilled workers.
  • STUDENTS AND WORKERS to obtain more visible, transferable skills, acquired in formal and informal education.
  • EMPLOYERS AND BUSINESSES to identify the most suitable candidates for jobs.
DP_008: Fáilte ar Líne – Irish language learning goes massive
Presenting Author: Mairéad Nic Giolla Mhichíl; DCU


This poster reports on the progress of Fáilte ar Líne (Welcome Online), a digital project developed by Dublin City University providing Massive Open Online Courses (MOOCs) to learners around the world. This project, funded by the Department of Culture, Heritage and The Gaeltacht, under the Twenty Year Strategy for the Irish language with support from the Irish National Lottery, has been successful, with over 50,000 registered in just 18 months. Key lessons and insights are presented, in addition to contextual information regarding the types of learners, their core motivations and the importance of participation to learners is also presented.

Session B

DP_009: Transforming the Student Experience: A Team-Based Approach to Learning Design
Presenting Author: Noeleen O’Keeffe; DCU

This poster will explore a team-based approach to the design of Philosophy modules on a Humanities programme for online distance learners. Drawing on the expertise of academics in the field of Philosophy and online learning experts, these modules were designed using an active, participatory and collaborative learning approach. This poster will detail how the team effectively and efficiently developed the modules following instructional design best practices and maintaining standards of excellence in teaching and learning. The poster will also address the strengths and challenges of this shared approach, the lessons learned and the strategy for ongoing review and improvement.

DP_011: The Perfect Bite: EduBits for Digital Micro-Credentialing
Presenting Author: Claire Goode; Otago Polytechnic

The EduBits initiative, launched in July 2017 by Otago Polytechnic, New Zealand, awards alternative digital credentials. EduBits recognise skills and knowledge already acquired. Through a ‘show what you know’ approach, you can earn digital badges to share with potential employers.

EduBits were one of three options in the NZ Qualifications Authority’s pilot to evaluate micro-credentials, and are now recognised on the NZ Qualifications Framework.

EduBits are “small enough to be manageable, big enough to be meaningful”. With an extensive range available, we are quickly building connections across business and industry, with many employers seeking to validate their staff training.

DP_012: eLearning Unlocked: Organisations Doing It For Themselves
Presenting Author: Ryan McInnes; The Learning Rooms

This poster presents an innovative approach to the design and development of in-company eLearning.

Organisations lacking expertise in delivering digital learning resources can struggle to produce high quality, consistent eLearning that is cost effective and time efficient.

The Getting Started with eLearning package empowers organisations to write, build and deliver professional, interactive and engaging digital courses. The customisable package includes Instructional Design and Articulate Storyline workshops, branded Storyline templates including 150 custom slides and ongoing support. Storyline authoring times are reduced by up to 75%.

In changing times, this robust solution allows organisations to kick start their digital content journey.

DP_013: Doing it Digitally: One University’s Approach
Presenting Author: Elaine Beirne; DCU

Innovation in teaching and learning is central to the provision of online and distance courses. The Ideas Lab in the National Institute for Digital Learning (NIDL) is one response to cultivating and realising such digital innovation at a third-level institution. Based on the principles of design-thinking, rapid-prototyping and learner-centeredness, the unit is tasked with bringing new learning ideas into fruition. This digital paper charts the evolution of the Ideas Lab, from its genesis to its current remit and outlines the future plans of the unit, as an example of a university-wide approach to the delivery of new online learning models.

DP_014: Students as Malleable Beings: Transforming the Way We Teach How to Embrace Transformation in the Digital Age
Presenting Author: Costanza Casullo; Trinity College Dublin

An important competence for living and working in new times is the ability to acquire new skills quickly and efficiently.

Although according to various predictions some technologies are here to stay, a significant degree of uncertainty surrounds their endurance.

An emphasis should be placed on teaching children how to acquire new competences rather than just the skillset itself.

The digital poster consists in interactive resources.

It includes explainer videos focusing on practical techniques to develop the ability to acquire new skills, and examples of successful professionals that capitalised on their capability to adapt to a changing job market.

DP_015: Computational Thinking (CT): A Report of Pedagogical Practices for Teacher Training.
Presenting Author: Humberto Rabelo & Danieli Silva De Souza Rabelo; Ufrn – Federal University of Rio Grande Do Norte


This is an account of experience, of the use of CT in the discipline of “Science and art of literacy”, taught at Federal University of Rio Grande do Norte. Fifty teachers of basic education were considered, which will be multipliers in their schools. In the context, there were four moments: presentation of the Fundamentals of CT; demonstration of lesson plans and activities; meetings to plan and create unplugged activities; practice of online CT activities, with immersion in computer programming codes. The experience aroused interest CT in teachers of public schools, seeking to disseminate Computing Thinking as newan interdisciplinary science.

DP_016: Enhancing Digital Teaching and Learning in Irish Universities
Presenting Author: Sharon Flynn; Irish Universities Association

The Irish Universities Association (IUA), the representative body for Ireland’s seven universities, is leading an ambitious project to mainstream digital in teaching and learning activities in Irish Universities, by addressing the professional development of all who teach or support teaching and learning. It recognises the valuable work already carried out in the universities to enhance digital skills of staff, and aims to build on this through a coordinated and collaborative approach. In this presentation we will share early results from a pilot, due to start in September 2019, taking place across the seven participating institutions.

Session C

DP_017: How to Add Value with MOOCs in Blended Learning Environments?
Presenting Author: Katie Goeman; KU Leuven

This contribution addresses the research question ‘How to add value to learner experiences by implementing MOOCs in blended business education?’. The study applied a mixed-method approach, incorporating a literature review and a qualitative focus group interview. Previous peer-reviewed studies were systematically assessed and cross-examined on the findings of a focus group with undergraduate students. A SWOT analysis technique has been used to interpret and analyze the results. While literature indicates that MOOCs are considered as being promising and powerful pedagogical tools, yet, students esteem MOOCs a support tool in blended learning environments.

DP_018: Open Badges in Collaborative Research Training: Recognising Cross-Institutional Faculty
Presenting Author: Gael Parent; Clinical Research Development Ireland (CRDI)

Clinical Research Development Ireland (CRDI) coordinates expertise across partner academic institutions to develop and deliver resources for research training, including short courses available for those with an interest in biomedical research, including graduate students, post-doctoral researchers, academic, clinical and industry staff.

In order to formally recognise instructor contributions, in addition to participants, CRDI is committed to develop Open Badges, connected and verifiable credentials represented in portable image files shareable across the web.

Here we describe the steps – from development to award and use by the recipients – in incorporating Open Badges into the collaborative CRDI learning landscape.

DP_019: A Leap of Faith or Safe-Play? Driving Flexibility and Digital Transformation of Teaching at a Finnish Language Centre
Presenting Author: Marjut Männistö & Tony Nyström; University of Vaasa

Digitalization is a prominent theme in the strategic government program in Finland. The Finnish higher education institutions have given digitalization a significant role in their current strategies, based on the vision of making full use of the possibilities offered by online and blended learning. In our presentation we discuss the identified (x-)factors and outcomes of digital teaching in our institution. Our frame of reference includes mandatory and optional LSP-based language studies in HE. Based on the impact of networking and collaboration within national key projects, our aim is to discuss how multimodal implementations drive flexibility and digital transformation.

DP_021: Digital as Assessment Game-Changer: Expanding Access and Flexibility for Pupils with Special Educational Needs
Presenting Author: Tish Balfe & Anna Logan; DCU

Accurate measurement of educational progress is vital for classroom planning but assessment of pupils with special educational needs poses significant challenges for teachers in terms of motivating their learners to engage with traditional paper-based assessments. Using the open-source content creation tool H5P, we developed a digital tool to enhance learner motivation and engagement in the assessment of receptive and expressive vocabulary knowledge. Drawing on survey and focus group data, this digital poster will present findings informing the next stage of development to expand flexibility and accessibility. The digital format will allow delegates to interact with the assessment and offer feedback.

DP_022: Partnerships That Perform: Improving Campus OER Collaborations through Human Performance Technology
Presenting Author: Kathy Essmiller; Oklahoma State University

This poster will describe optimization of campus-wide partnerships resulting from the application of Human Performance Technology (HPT) to a midwestern United States Academic Library Open Educational Resources (OER) programme. The poster will briefly define OER, share key characteristics of HPT and include a description of the gap analysis. Description of the gap analysis will include existing OER campus partnership elements as contrasted with desired OER campus partnership elements. The poster will describe and evaluate interventions designed and implemented as informed by the HPT. Viewers will gain insight into the application of HPT to improvement of partnerships on their own campuses.

DP_023: Professional Learning to Promote Academic Integrity
Presenting Author: Fiona O’Riordan & Mark Glynn; DCU

DCU TEU is working on an Erasmus+ project with partner institutions in Ilia State University, University of Roehampton, Uppsala Universitet and Universitaet Wien. It is aimed at enhancing teaching, learning and assessment processes informed by the principles of academic integrity. TEU contribution to the project is the development of an assessment toolkit with a suite of resources and case studies. This digital poster will describe the assessment toolkit, including how it was developed and validated. It will also share how technology offers professional learning glocal solutions to help lecturers mitigate the global challenge of designing assessment to promote academic integrity.

DP_024: Digiculture – Defining and developing skills for a 21st century cultural sector
Presenting Author: Mairéad Nic Giolla Mhichíl, DCU


This poster highlights the ongoing work of the Digiculture Project, an ERASMUS+KA204 funded enterprise which aims at creating a sustainable and efficient educational program and to enhance the skills of adult learners within the (creative industries) (CI) sector. The project brings together leading universities from Italy, Germany, Romania, Denmark, Ireland and the United Kingdom. Initial survey results are presented (n=148), including a wealth of data regarding the perspectives of respondents. The results are contextualise the wider work of the project, and a roadmap is presented for further progress in designing pedagogically-appropriate, stakeholder-valued tools to reduce digital skills gaps.

Session D

DP_020: How to Ensure That Your Online Course is Inclusive: Listen to What Students with Disabilities Have to Say
Presenting Author: Djenana Jalovcic; Western Norway University of Applied Sciences

In a phenomenological study, students with disabilities in online university programs reported the key elements of their experience: having access, working harder, being supported, being connected, and becoming. They described the following barriers: processes of accessing accommodations, inconsistencies in providing accommodations, responsiveness of the system to students’ inquiries, over-reliance on a single mode or an activity in the design of courses, and a lack of awareness of disability, accommodations, rights and obligations among instructors. Knowing themselves and flexibility were facilitators that helped students with disabilities learn in the online environment. This study has implications for multiple stakeholders.

DP_025: Boosting Educators´ Digital Competences
Presenting Author: Päivi Kananen & Virpi Uotinen; University of Jyväskylä

Digital Competence of Educators (DigCompEdu, 2017) recommendations were used as a joint framework of four EADTU member universities in developing a new flexible and scalable online programme. Online programme combines six competence areas of DigCompEdu and responds to educators’ need of a set of digital competences specific to their profession. E-SLP project funded by Erasmus+ KA3 is the context of our collaboration. The project pilots new innovative short learning programmes (SLP) targeted to adult learner. SLPs are based on study modules (EQF levels 4 – 8) potentially addable to a larger formal degree.

DP_026: Research Trends in Educational Technology: A View from the “International Journal of Educational Technology in Higher Education”
Presenting Author: Josep M Duart & Elsa Corominas; Universitat Oberta De Catalunya (UOC)

The study analyses the research trends in Educational Technology based on 130 articles published by the “International Journal of Educational Technology in Higher Education” during the last three years (2016-2018). We analyzed the published articles from three perspectives: research topics; research methodology; and academic impact based on citations and social networks presence.

The “International Journal of Educational Technology in Higher Education” is a reference journal in the field, indexed in SSCI and Scopus, published by SpringerNature and co-edited by the Universitat Oberta of Catalonia, Universidad de los Andes (Colombia), the Dublin City University (Ireland) and the Vytautas Magnus University (Lithuania).

DP_027: Fáilte go FutureLearn: Transforming Access, Changing Futures
Presenting Author: Felicity Parsisson; Futurelearn

FutureLearn’s vision is to build a global community, where everyone learns together and enjoys access to the education they need to transform their lives. Hence, we’re basing our poster around the conference question ‘how can online education contribute to better futures?’

We will draw on our research into courses, learner behaviour and educator experiences to present short stories on how FutureLearn:

  • Enables global educational access
  • Facilitates workplace advancement
  • Equips learners with understanding of healthcare and wellbeing
  • Incorporates research-led course design
  • Promotes crossover from online to traditional pedagogy

Together, these vignettes demonstrate how online education and FutureLearn transforms lives and societies.

DP_028: International Consulting/Travel in Online Learning
Presenting Author: Holly Tapper; Saint Mary’s University

Saint Mary’s online MBA program brands itself as “anything but typical.” Unlike most online executive-level programs, we focus on student development culminating in an international cultural experience or service project with a domestic non-profit.

At the end of their MBA, students apply their knowledge through service to a larger community. Students choosing an international project travel to one of five European cities. They participate in cultural lectures and activities, and evaluate three businesses – selecting one on which to focus their strategic planning efforts. Students choosing a domestic project select a non-profit and complete a comprehensive strategic plan.

DP_029: Transforming Learning Portfolio Practice: The Critical Folio Thinking Framework
Presenting Author: Orna Farrell; DCU

This digital poster will describe the Critical Folio Thinking framework for learning portfolio practice. Critical Folio Thinking emphasizes four key components of learning portfolio practice: the learning process, critical thinking skills, reflection and discipline context, see figure 1 below (Farrell & Seery, 2018; Farrell, 2019). Learning portfolios focus on the developmental process of learning, enabling students to reflect on how, why and what they learned, enabling students to develop reflective judgement (Zubizaretta, 2009). Effective learning portfolio practice is grounded in a discipline, with an incremental design which focuses on the process of learning through the medium of reflective writing.

DP_030: Progressive Instructional Conversation Template: Facilitating Online Knowledge-Building Discourse
Presenting Author: Bohdana Allman; Brigham Young University

Quality teacher professional development is critical for improving 21st-century education and transforming lives and societies. Effective teacher professional development is participatory in nature, situated, discourse-based, collaborative, and problem-oriented. However, current online learning approaches fall short of effectively implementing such practices. Careful attention to underlying pedagogy and purposeful use of collaborative technologies make designing online participatory learning experiences increasingly possible with a potential of transforming online education. This poster describes a pedagogy-based template that guided design of participatory online teacher professional development courses. Progressive instructional conversation template elements and their role in facilitating knowledge-building discourse online will be presented and discussed.

DP_031: Technology Enhanced Learning Primary School STEM Education Case Study: Improving Learner Motivation, Learner Satisfaction and Knowledge Acquisition
Presenting Author: Mohammed Amine Togou; DCU

This poster presents the main findings of a primary school case study, Earth Course, carried out as part of the European Horizon 2020 NEWTON Project, which is focused on innovative TEL solutions in STEM education. Earth Course was carried out in two single gender primary schools, one girls only and one boys only, presenting TEL educational content on four topics: Astronomy, Physics, Biosphere and Geosphere. Two 5th class student groups participated in each school, one group employing the NEWTON-based lessons as introduction to a topic and the other group as a revision tool. The findings of its assessment are presented.

Session E

DP_032: Avoiding Awkward: Delivering Difficult Topics through Animation
Presenting Author: Mark Carty; The Learning Rooms

This poster examines the effectiveness of animation as a driver of learner success in an online bullying and harassment course which blends interactive eLearning content and animated scenarios.

Scenario based eLearning on difficult topics requires multimedia material that presents real life situations in a way that allows the user to be objective rather than emotive in their decision making. The poster takes the positional stance that animation is an effective and efficient method for setting the scene and developing emotive scenarios.

The course runs for the first time Q2 2019. Qualitative analysis of the first cohort will be presented.

DP_033: Studying the Effects and Impacts of Educational Innovations in Engineering Education
Presenting Author: Alvaro Galvis; University of Los Andes

The School of Engineering and the Center for Technology-based Educational Innovations at University of Los Andes, Bogotá, Colombia, have been very active designing, field testing and learning from reengineering engineering education courses. “Big-ideas” and “facilitation from the side” approaches have been applied to course redesign and in-service faculty development. Innovation teams have created technology-enhanced flexible active-learning environments for students to understand key engineering concepts and to demonstrate both disciplinary and soft skills. This poster will share ideas, methods and the initial results from related effects and impact studies.

DP_034: Strength in Numbers: A Co-teaching Pilot in Online Humanities Modules
Presenting Author: James Brunton & Orna Farrell; DCU

The DCU Connected Humanities team, in Dublin City University, has been delivering off-campus learning for over thirty years. Programmes are delivered through digital self-study resources, synchronous online teaching, and in discussion forums facilitated by a part-time adjunct faculty member working with groups of approximately 30 students. A co-operative teaching provision pilot was undertaken whereby ten adjunct staff members (in teams of two) in five modules shared synchronous teaching, facilitation of discussion forums, marking assessments, and providing feedback. This learning design innovation promotes enhanced student success through increased staff social presence and encouraging better engagement in synchronous sessions and discussion forums.

DP_035: DigCompEdu ULPGC: Online Master in Digital Competences for Educators
Presenting Author: Jesús B. Alonso-Hernández; University of Las Palmas de Canaria

The University of Las Palmas de Gran Canaria will offer from the 2019-20 course an online master in Digital Competences for Educators (DigCompEdu ULPGC), developing the European Framework DigCompEdu.

The educational model of the Master is focused on different roles: creators of teaching material, lectures, and evaluators. Experts of recognized prestige will develop teaching materials, lectures will be experts in providing online teaching and external evaluators will proceed to certify the student’s learning results.

Methodologies such as Active Learning, Flipped Classroom, Gamification or Mobile Learning and technologies such as Learning Analytics or Digital Assessment to Accredit Learning will be applied.

DP_036: Making the Invisible Visible: Women with Depression in Online Learning
Presenting Author: Tracy Orr; Athabasca University

This study explored how women in online learning contexts experienced and recovered from depression. Eleven women distance learners who suffered from depression during their online studies were interviewed. Interviews were analyzed used Giorgi’s (2009) descriptive phenomenological method. Seven invariant constituents of the experience were identified: the development of depression; the impact of depression on learning; peers in online learning; role overload; self-identity; and personal agency. Recommendations including increased opportunities for peer interaction in online courses as best pedagogical practice and as essential for students with depression are made.

DP_037: Digital Diversity and Inclusion – DCU, Building the Leading Platform for Measurable Diversity and Inclusion Solutions
Presenting Author: Sandra Healy; DCU

arpWISE, a DCU Invent start-up, is a data-driven digital platform delivering highly customised, interactive, diversity and inclusion software and learning content that is grounded in behavioral science. The content and user engagement is specifically designed to maximize knowledge about diversity and transfer that learning into behavioural and attitude change. Our software will equip organisations with the tools and analytics to identify, address and measure progress in building inclusive cultures.

We create inclusive workplaces by building employees understanding of diversity and inclusion. We take a data-driven approach drawing on behavioural science research, paving the way to AI in the workplace.

DP_038: Fostering Inclusion by Recognizing and Responding to Student Emotions as a Strategy to Help Build Rapport in the Online Classroom
Presenting Author: Lisa Poirier; Athabasca University

Students bring much to the online learning experience, including both negative and positive emotions. Negative emotions can have an adverse effect on student performance, productivity and can contribute to attrition rates. Rapport building is a vital first step in building healthy inclusive relationships. Positive rapport can help alleviate negative emotions and subsequently create inclusive, healthy, online communities of inquiry, where students feel safe and can thrive. What does rapport look like in the online digital world and how can we create it? This poster will examine available literature in rapport building in online learning as well as expose gaps.

DP_039: Social Work for Everyone
Presenting Author: Sharif Haider; Open University


My research on widening participation in social work education indicated that although social workers work towards social justice, social work profession do not represent the community they serve in England. This poster will demonstrate how a distance learning university worked with employers to promote and increase participation from underrepresented groups in social work training. It will not only illustrate how the university worked in partnership with employers but also what and how they developed online resources to support both employers and potential students to increase higher education participation rates.