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© David Hopkins, 2015 Some rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical or photocopying, recording, or otherwise for commercial purposes without the prior permission of the publisher. This book is licensed under a Creative Commons BY-NC-SA 4.0 AttributionNonCommercial-ShareAlike 4.0 International License.

Artwork & cover design: Claire Riley, [email protected] Further details on how Creative Commons license works on copyrighted materials has been written by Andrés Guadamuz: Publishing a commercial book with creative Commons:


REVIEWS FOR THE REALLY USEFUL #EDTECHBOOK Steve Wheeler, Associate Professor of Learning Technology, Plymouth University:

“The Really Useful #EdTechBook does exactly what it promises on its cover. It draws together a useful, diverse, eclectic set of visions and commentaries that together provide the reader with a lucid and comprehensive vista of educational technology. It traces the history of learning technology, catalogues the present state of play, and envisages the future. David Hopkins has done extremely well to gather this band of authors together, because they represent a vast amount of experience. Many have been at the forefront of development and innovation in their respective fields – in Further and Higher Education, and corporate training. The mix of academic, practical and theoretical offerings is a useful recipe book for any aspiring learning technologist.” Maren Deepwell, Chief Executive, Association for Learning Technology (ALT):

"The Really Useful #EdTechBook is an insightful and thought-provoking read for anyone with an interest in the role of technology for learning, teaching and assessment today. Decision makers will find it a useful resource to gain a deeper understanding of the key issues involved. It does more than bring together a collection of interesting accounts from across Further and Higher Education, it demonstrates why open collaboration and knowledge exchange are key characteristics of those who successfully meet the challenges learning technology poses in a rapidly evolving landscape. You don’t have to be a Learning Technologist to read this book, but you might wish you had more of their expertise at your side when you’re finished."



Chrissi Nerantzi, Principal Lecturer in Academic CPD, Centre for Excellence in Learning and Teaching, Manchester Metropolitan University:

"A very insightful and extensive collection of authentic accounts by practitioners who identify themselves as Learning Technologists in a variety of educational settings. This reminds us of the fast pace of change in this relatively new profession, the variety of roles and responsibilities as well as the passion of these individuals for supporting change, innovation and transformation in the digital age. Challenges and opportunities linked to professional identity, engagement and positioning are discussed.” “As an Academic Developer in Higher Education, the book made me reflect on our professional relationship with Learning Technologists. Sue Beckingham in her chapter talks about the hybrid or blended professional for example, a mix between Learning Technologists and Academic Developer and the need to work together. David Walker and Sheila MacNeill take it one step further and raise an important question about the future of Learning Technologists: “Is there something fundamental that distinguishes Learning Technologists from educational developers? Do we still need both roles?” This question, I feel, could form the basis for further collaborative exploration between Learning Technologists, Academic Developers and the wider academic community Neil Withnell, Associate Head Academic Enhancement, Un