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Cash prizes offered for mobile technologies case studies

16 May 2013

The UCISA Digital Skills and Development Group's Academic Support Group (ASG) is collecting case studies demonstrating best practice in the use of mobile technologies to enhance teaching, learning and assessment.

iPad with app icons spelling out 'The future is mobile'

The group is particularly looking for case studies which go beyond the provision of mobile access to existing technologies and clearly demonstrate the advantage of using mobile technologies for the learning experience, for example by enhancing classroom interaction or use of mobile devices in the field or on placements.

Successful case studies will be published as part of a ‘best practice’ guide and authors will be invited to present their case studies at a workshop in January 2014.

A prize of £500 will be awarded to the institution offering the best case study, with two runners-up prizes of £250.

Case studies must indicate the resources (including time) required, the sustainability of the activity and show how any problems or issues were avoided or overcome. You need to demonstrate the evidence of the impact and identify any future developments.

If you would like to put forward a case study, please submit an expression of interest in the form of an abstract (300-500 words) that contains a brief description of what was done and the impact on the learning experience.

Expressions of interest should be sent to Julie Voce, Chair of the ASG, at by Friday 31 May 2013.

The group will then review the abstracts and select those that they feel would make useful case studies. Those selected will be advised before the end of June 2011 and asked to submit a full case study (either written or using multimedia) by September 2011.

Please note that this is separate from UCL's own teaching and learning case studies collection. If you are engaged in work that you feel could be of interest to others around the university, please contact Ele Cooper, Teaching and Learning Portal Editor:

Page last modified on 16 may 13 12:15

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