SoTEL 2018

SoTEL programme 2018

You can access the entire SoTEL 2018 programme with links to the abstract here.

Trendsetters for SoTEL 2018 and their talk (embedded video)

Professor Peter Scott

As Pro Vice-Chancellor (Education) at UTS Professor Peter Scott is responsible for the Postgraduate.Futures strategy and transforming the digital experience of our students.

Before joining UTS, he was the Director of the Knowledge Media Institute at the UK’s Open University – the world’s leading distance learning institution and was at the forefront of research and development in disciplines that intersect to improve learning with technology. In his distant past, Peter taught Psychology at the University of Sheffield, UK, and has textbooks in both Psych and Cognitive Science.

He believes technology is a critical part of the learning mix for the 21st century university, but only one part of that mix. He envisages a new way of working where we fit people, places and learning designs together with technology into UTS life.


Claire Amos

Claire is one of the three foundation Deputy Principals at Hobsonville Point Secondary School. Before Hobsonville, Claire has held leadership roles at Epsom Girls Grammar School, Auckland Girls Grammar School, Takapuna Grammar School and Rangitoto College (where she also attended as a student). As well as her in-school role she also enjoys working with educational groups at a national level, Claire is a member of the Education Council of Aotearoa, NZ; an advisory board member for Network for Learning (N4L) and a board member of NetSafeNZ.

She also enjoys blogging, conference speaking and working with agencies such as the New Zealand Qualifications Authority and the Ministry of Education 21st Century Learning Reference Group with a focus on enabling future-focused change and supporting teachers and students in blended learning environments. Beyond education, Claire loves spending time with her family, hanging out with her dogs and doing yoga.

Claire is passionate about her family, education, design and tattoos, living by the mantra – “you can never be overdressed or overeducated”.


John Clayton

Professor John Clayton is currently the Mark Laws Endowed Chair in Tokorau, the indigenous innovation institute, at Te Whare Wananga o Awanuiarangi. John has extensive knowledge of identifying, deploying, using and evaluating learning technologies in both educational and workplace environments.

He was the project leader of the Open Source Courseware Initiative, Open Source Learning Object Repository Project and the Utilisation of Evidence to Inform Clinical Practice project. He has led New Zealand Ministry of Education research funded projects investigating The Role of e-Learning in Building Workforce Capability to Meet Regional National Industry Needs, E-Learning Activities in Aotearoa / New Zealand Industry Training Organisations, and the ICT PD Cluster Programme Research Review Project. He has facilitated a number of professional development opportunities in teaching and learning using digital technologies in Saudi Arabia, Indonesia, Thailand, Japan and the Peoples Republic of China.

Johns current research interests include micro-credentials and motivation, situated cognition and the ranga framework and learning cycle, smart-evidence frameworks and the personalisation of learning, the impact e-learning technologies on indigenous learner achievement and the evaluation of educational environments using perceptual measures.

Matt Bower

Associate Professor Matt Bower is a learning technology researcher and teacher educator in the Department of Educational Studies at Macquarie University. His work concentrates on how contemporary technologies can be used to enhance learning outcomes and experiences. Matt has over seventy research publications relating to learning design, teacher education and technology-enhanced learning. He has delivered numerous international keynote presentations relating to the innovative use of learning technologies, and is nationally awarded for his passionate and scholarly approach to developing teacher technology-enhanced learning design capabilities.