This is the output from the BURNT activity held at ASCILITE in Queensland in December  Feel free to use it.  These were the instructions given to participants at the conference

'This is your opportunity to get out of your system your experiences of success and failure and what you think about the role of technology in higher education. Put your stake in the ground early, but be prepared to move on.  Have a discussion in a small group. Introduce yourself.  Say hi. Then explore your own and the others views and experiences on success and failure and its role in supporting and making ‘good’ (digital) teaching and learning.'




Victories! On the pink one, write down all reasons why educational technology projects you have been involved with, worked on, were a part of worked.  What made them a success?

On the yellow one, write down what made other projects, initiatives, pilots fail to ignite or take-off.  What made them work in the first pilot and became one-off experiences?

On the green one, put down all your hopes and dreams for educational technology projects.  What do you hope will happen when a  project works 

What went right!

What went wrong!


  1. Engagement with student in future planning & roadmaps.
  2. Pedagogy – first adoption of LMS & educational technologies.
  3. Using the workshop function of Moodle.
  4. Running workshops for academics that introduce them to the types of online resources that can be created to use in their online teaching. May leave excited with a way to move forward.
  5. Shared language & operations b/w educators & IT.
  6. A digital education strategy 10 years after everyone else (and by this time everyone else has subsumed their digital ed. strategy into their ed. strategy).
  7. E-exams as an assessment change tool. (Change academics ? around assessment).
  8. Using technology for 3-dimensional problems. To integrate learning before the application (going to the field)
  9. Creation of a site that hosts teaching theories for new staff that help them with their teaching delivery. Quality teaching.
  10. Introducing an online marking tool. Piloted at Faculty and taken up by Central.
  11. Mooc and Micto Masters on the Edx platform. 100,000 + digital learners.
  12. Integration of live case learning into assessment through investment in a social media command centre.
  13. Successful collaborative partnerships with IT.
  14. Flipped learning pedagogy.
  15. Academics sharing their experiences with others.
  16. Transforming attitudes & practice in Law School.
  17. Getting the conversation started.
  18. Personal approaches. 1-1.
  19. Every time we create a learning experience centred around the learner: personalised, flexible, anywhere, anytime, connected… They love it, we love it.
  20. Clickbait approach to acad. development. Introducing supervised online examination. Lobbying for more resources.
  21. Contributing to the rewriting of the IP policy of the University to enable the creation of OER by employees.
  22. Weekly virtual classrooms for off campus students.
  23. Using Moodle workshop for double blind peer feedback for summative assessment.
  24. Developing activities that teach/demonstrate concepts through doing rather than passively listening/reading.
  25. Online course design adopted in on campus version of same course.
  26. A well-resourced project team to enable success of project to create fully-online resources of excellent quality.
  27. Introducing Aust’s first digital advertising unit.
  28. Encouraging the use of technology tool through taking the time to learn about the tool – being proactive learning.
  29. Students engaging in real time activities doing research online and implementing deep thinking to engage in conversation using apps on laptops in the class.
  30. Workshops undertaken to understand the perceptions of people within the institution, in relation to the success & challenges of technology enhanced learning.
  31. Integrating polling system as part of assessment.
  32. Including integrated question within pre-class online booklets & showing analytics in class to start discussion on weekly topic.
  33. Successes – people use it, like it, embrace it
  34. Students – video
  35. A catch box
  36. Good attendance & implementation of flipped classroom workshop for staff.
  37. Lecture capture generally – doesn’t require huge change, now it’s everywhere.
  38. Creation of online game for library literacy.
  39. Online MST to large cohort in class of 60/not lecture. Minimal paper given, no crashes, all smooth, immediate feedback, satisfied students.
  40. Successful development/design of online courses (moved on from lectures online etc.).
  41. Building well used resources such as videos & infographics.
  42. Working one to one to redevelop a unit to increase student engagement.
  43. Successful flipped learning designs.
  44. Building on local expertise in school. Practice.
  45. Setting up a good environment for peer review.
  46. Working one-on-one with a young, keen, open-minded lecturer to intro a blended approach. Resulted in a student comment “This is the best course in this program”.
  47. Working with a senior lecturer who struggled with the ? of blending, whose students recited badly & who still said, “I think this is a much better way for student to learn”
  48. Moving a school towards a blended model of curriculum delivery (over 3 yrs).
  49. Beginning LX research & steps towards co-design with students.
  50. Video feedback on written work highlighting text as I go.
  51. Move to fully online delivery.
  1. Getting open education resources on strategic & policy agendas, snr mangt don’t get building longer term & sharing practices.
  2. Poor handwriting at meetings.
  3. Multiple sources of truth.
  4. Piecemeal blended/online learning across programs (inconsistent quality & models).
  5. Talking with uncooperative academic for too long.
  6. SMEs, as in academic staff not willing to use digital resources that have been developed specifically for them because they do not want to engage in technology.
  7. Unsuccessful collaboration with ghost partners in IT.
  8. Lots of works in integrating Poll everywhere for assessments.
  9. Low response rate due to that the activity was not compulsory.
  10. Having a large cohort of students didn’t really work – technology difficulties.
  11. Lack of skills, knowledge & motivation from staff.
  12. Administrative roadblocks.
  13. Tied to time-based metrics for learning (‘teaching’ periods).
  14. Colleagues designing long text-heavy pages for independent access.
  15. Juggling technology & pedagogy, (e.g. online forum for students to use live but you forget to open up the access and don’t understand why they cannot access it).
  16. Kick back from students when moving to blended/tech enhanced learning.
  17. Under-funding T&L technology initiatives so they are not able to succeed.
  18. Under resourced projects – fail, fail, fail.
  19. Padlet during lecture time went viral on non-lecture related content.
  20. Implementing recorded lectures with the aim of freeing up seats (good tech, dubious aims).
  21. Thinking academics can update hard coded links each semester. They want minimal effort, repeatable instances of their courses.
  22. Online role play to mimic in-class activity.
  23. Conversion of postgrad course to fully online.
  24. Part-time staff not investing in training.
  25. When technology leads to work intensification rather than supporting staff time.
  26. Looking at pedagogical approaches to assessment & feedback with academics and realising this approach was about a year too early.
  27. University outsourcing production staff so that technology initiatives are slow and expensive.
  28. Having accountability for digital programs with no direct line management authority.
  29. Struggled to support an academic to create a fully online course – his first. He wasn’t interested or willing to shift mind set on teaching practice and was convinced the way he always runs f2f workshops would work online.  Weeks of frustration later and we parted ways.  The project ended.  Some people just aren’t ready.
  30. Working with people who have no interest in change.
  31. Academics & technology
  32. On requesting a lecturer to define his learning objectives for me, he couldn’t do that, but he wanted some particularly (expensive!) equipment to do X. The conversation past that point did not go well!
  33. An animated flowchart that went for over an hour – students were BORED!
  34. Teaching online and face to face students at the same time!
  35. Interactive life streaming
  36. Getting students doing working
  37. No one uses – no uptake.
  38. Misconceptions about what good pedagogical design is.
  39. Interactive lectures in the sciences → we (designers) focussed on the interactive tech, they (lecturers), focussed on the lecture part.
  40. Regularly reinvent the same wheels across the Uni.
  41. Low attendance prof dev workshop L
  42. Usability is a disaster.
  43. Putting efforts into new technologies… that never get used.
  44. Peer review of teaching initiative
  45. Educational video national cop
  46. Attempting to emulate SME expertise with absent academic colleagues
  47. The first stage of online marking. Weak process, multiple tools.  Disagreed with using it but it was pushed from a political standpoint.  Almost derailed moving to online marking.
  48. Systems NOT talking to each other.
  49. Doing it all yourself.
  50. Implementing learning object repository.
  51. No central support for MOOCs.
  1. I hope learner analytics will become part of how we do evidence based practice, instead of being a solution in search of a problem.
  2. Creating deeply disturbing, monstrous yet beautiful learning experiences over a complete course narrative.
  3. The Uni’s Education Committee decided to get engaged with technology.
  4. Support practices in L&T that shift agency to students and those that teach them, not to the controlling & integrated ed-tech systems.
  5. Universities understand and promote openness in education.
  6. Democratised personalised untethered learning.
  7. People learn from their course design mistakes.
  8. Digital is not an add-on. It is underpinning everything we do.
  9. That pedagogy will come first! That my institution will join the 20th century, (21 is far too hard).
  10. Everything is digital. Integrated not add on.
  11. Accountability – if change is requested/mandated knowing support will be enacted.
  12. Universities employ enough graphic design/multi media professionals to create online resources that academics can use in their online teaching.
  13. Time to develop properly. VR/AR embedded in teaching.
  14. Senior executives understand the foundations of learning and teaching.
  15. < attrition rates for online students – how?
  16. That all academics wake up one day and love teaching.
  17. Technology is used to support quality pedagogy through the process of facilitating student-centred, personalised feedback enabled learning experiences. All the good stuff!
  18. A learning technologist (or 10) in every division/faculty of the university.
  19. That learning & teaching artefacts are well organised and curated.
  20. Better facilitation of integration & uptake of technology for educators.
  21. One direction.
  22. Bottomless budget.
  23. Students to work without being linked to marks. Break down silos.    Uniform.  Continuous engagement to get project done.
  24. Students have experiential outcomes.
  25. Smooth UX/LX for students including technology in overall experience.
  26. Seamless pedagogy → technology
  27. Technology as tool responses the needs of educational environment rather than the tech tool dictating the learning design & limiting the learning journey.
  28. Successful collaboration with IT and faculties.
  29. Students not noticing they are using the tech.
  30. Designing beautiful, intuitive learning, creating flow. “Good design is obvious, great design is invisible”.
  31. Having rewards is putting efforts to improve courses, rather than only getting promoted by publishing papers.
  32. Design of courses, programs and learning from the start. Design principles applied before tech.
  33. Open source education will becoming increasingly accessible and available while still be aesthetically pleasing and providing a quality experience.
  34. Automated marking of short answer Qs for internship preparation workshops.
  35. More evaluation & iterative continuous improvement.
  36. Students will be able to direct their own learning using a diverse range of platforms, while still being single sign on.
  37. Professional development for all, regardless of faculty buy-in.
  38. More co-design with students.
  39. Institutional support for “outside the box” technology implementation.
  40. Find an app that will allow tracking of participation in real-time.
  41. Finding a way to improve response rate (may be through an assessment).
  42. Implementation in final exam and not relying on MCQs. Open-ended q’s – automatic marking.
  43. Staff trying new technologies and getting institutional support.
  44. Connected, seamless data with ONE point of truth.
  45. Strong connections BETWEEN Uni’s.