Best Trend-Setter Award is for an individual who has led the way, and been very active in transforming the teaching and learning ecosystem in any level of education. Judges will be looking for demonstrable evidence in relation to:

• Content- Expressing a unique point of view in relation to teaching & learning
• Design
• Creative
• Using multimedia elements (Video, animation, audio)
• Interactive/ Dynamic
• User-friendly
• Attractive features
• Useful function/ added application
• Useful additional information for users
• Impact to the communities
• Added Value
• Useful function/ added application
• Useful additional information for users
• Link to related websites

This award recognises the e-Learning facilitator who has produced exceptional results within an organisation (self / client) as a direct result of the bespoke learning technologies / methods / contents that they have developed. The award seeks individuals that have a positive contribution (knowledge sharing, skills, publication etc.) to an organisation (self / client) backed up by solid services and project management records. The individual must demonstrate that they have made positive steps in exceeding clients’ expectations and that these are backed up by testimonial and other supporting evidence. Both quantitative and qualitative evidence will be taken into account.

This award will be presented to an individual who has made an outstanding contribution to the success of the learning technologies industry either through their illustrious career or from achieving a significant positive change. Individuals must demonstrate that they have made significant contributions to the industry backed by testimonials and other supporting evidence. Both quantitative and qualitative evidence will be taken into account.

A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting and delivery of electronic educational technology (also called e-learning) courses or training programs. This award seeks to recognise a self-developed LMS that has the potential to revolutionise the way learning is designed, delivered, supported, enhanced or managed. Judges will be looking for demonstrable evidence of ways in which:

• The self-developed LMS enhances the way that learning can be designed, delivered, supported, enhanced or managed.
• The self-developed LMS has brought benefits to end users.
• The self-developed LMS differs from its predecessors and/or competitors.
• Technical evaluation for Integration: can be accessed or used by various type of user in the same institution. (Administration, educators, students)
• Flexible: able to integrate with latest technologies features
• Cost structure: the money spent on developing and running is substantial
• Return of investment (ROI): ROI measurement on the impact of learning
• User friendly: System features and layout are easy to use or understand.
• Learner-centred features: The system must focus on learners in terms of learner’s capabilities, goals, and involvement.
• Administrative component: Administrator can access student’s data such as their enrolment status, grades, payment, and other information
• Product: Product should be multi-functional and match the system that already exists in the user’s company.
• Shareable Content Object Reference Model (SCORM): System must able to stand with SCORM standard – system able to work in a variety of settings
• Technical support: technical support is provided to minimise service interruptions
• Systems that have already delivered benefits to end users will have a greater chance of success than those that are in development or only just launched. Judges will also be looking for demonstrable evidence of ways in which:
• The use of the LMS enhances the way that learning can be designed, delivered, supported, enhanced or managed.
• The use of the LMS has brought benefits to end users
• Technical evaluation for Integration: can be accessed or used by various types of users in the same institution. (Administration, educators, students)
• Flexible: able to integrate with latest technologies features
• Cost structure: the money spent on developing and running is substantial
• Return of investment (ROI): ROI measurement on the impact of learning
• User friendly: System features and layout are easy to use or understand.
• Learner-centred features: The LMS must focus on learners in terms of learner’s capabilities, goals, and involvement.
• Administrative component: Administrator can access student’s data such as their enrolment status, grades, payment, and other information
• Product: Product should be multi-function and match the system that already exists in the user’s company.
• Shareable Content Object Reference Model (SCORM): System must able to stand with SCORM standard – system able to work in variety of settings
• Technical support: technical support is provided to minimise service interruptions
• The use of the LMS that have already delivered benefits to end users will have a greater chance of success than those that are in development or only just launched.
• Supporting evidence from end users is required. Comments from single learners and end users will carry less weight than broader surveys or research. Comments from leading commentators in the field will also carry some weight. Supporting evidence from end users is required. Comments from single learners and end users will carry less weight than broader surveys or research. Comments from leading commentators in the field will also carry some weight.

This award recognises teams from a school which has achieved a positive change within their organisation using learning technologies as a performance development tool. The team may have implemented a new programme or used many different ways to ensure that the adoption and take up of new tools has made a demonstrative and highly effective impact on the organisation and how it performs against its objectives. The team may have produced a new technique that saves time and money in achieving performance change using learning technologies. Teams must demonstrate that they have made positive contributions and that these are backed up by testimonial and other supporting evidence. Both quantitative and qualitative evidence will be taken into account.

This award recognises teams from a school that has achieved a positive change within their organisation using learning technologies as a performance development tool. The team may have implemented a new programme or used many different ways to ensure that the adoption and take up of new tools has made a demonstrative and highly effective impact on the organisation and how it performs against its objectives. The team may have produced a new technique that saves time and money in achieving performance change using learning technologies. Teams must demonstrate that they have made positive contributions and that these are backed up by testimonial and other supporting evidence. Both quantitative and qualitative evidence will be taken into account.

This award seeks to recognise creative excellence across the board, in terms of content, use of technology, and matching design to user and organisational needs, has led to a lasting, measurable and positive impact. The project may consist of a single intervention or a broader implementation of learning technologies. The target population may include employees, students, private individuals and other groups. The term ‘learning technologies’ can also be interpreted widely to include all forms of online content, and may incorporate such things as synchronous learning, use of social media, or mobile technologies. Judges will be looking for demonstrable evidence that:

• The project has been aligned to a clearly identified performance need.
• There is demonstrable evidence of an innovative and creative use of technology in information delivery and assessment method.
• Creative use of pedagogy or teaching strategy to support effective learning in e-Learning environment.
• There is demonstrable evidence of a successful creative implementation strategy, including alignment with organisational goals, engagement with key stakeholders, marketing, support and evaluation.
• The project has made an impact in terms of individual and organisational performance. The submission must include a summary of the analysis explaining how the creative solution in using learning technologies link to the learning need. Supporting evidence from learners and other stakeholders is required. Comments from single learners and stakeholders will carry less weight than broader surveys or research.

A mobile app is a computer program designed to run on mobile devices such as smartphones and tablet computers. This category seeks to recognise those projects that make innovative and effective use of mobile app to reach audiences achieve goals or deliver efficiency that were previously unobtainable. Judges will be looking for demonstrable evidence that:

• There was a clear rationale for the use of mobile app to meet the requirement.
• The design takes account of the particular characteristics of the app in question and the environments in which they would be used.
• The use of mobile app for learning or performance support has helped in reaching new audiences and/or achieving learning more efficiently.
• The use of mobile technologies is structured in a creative, interactive and innovative ways to engage user and support meaningful learning.
• The reaction of learners to the offering has been positive.
• The use of the mobile app has been effective in meeting organisational needs. The mobile app offering could be primarily content-orientated, but could also provide facilities for collaboration with tutors, fellow learners or other relevant people. Supporting evidence from learners and other stakeholders is required. Comments from single learners and stakeholders will carry less weight than broader surveys or research.

A massive open online course (MOOC) is an online course aimed at unlimited participation and open access via the web. This award seeks to recognise the development and use of MOOC which have made excellent use of online media and tools to facilitate learning. The award is particularly focused on the MOOC that employ a range of methods and media over many weeks or months of part-time study, typically leading to a formal qualification. Judges will be looking for demonstrable evidence that:

• A sound case has been made for the use of MOOC to meet the requirement.
• Appropriate choices have been made with regard to the use of media and techniques.
• The content of the MOOC has been aligned to a clearly identified learning need.
• Support has been effectively provided to learners by tutors and facilitators.
• Collaboration between learners has been effectively encouraged and facilitated.
• The use of online tools and techniques has achieved the required results in terms of learner satisfaction, take-up and pass rates. The submission must show how the use of MOOC has improved the distance learning programme in question or effectively replaced other methods and media. Reasons may be economic, logistical, practical or related to enhancing the learning experience. Supporting evidence from learners is required. Comments from single learners will carry less weight than broader surveys or research.

This award seeks to recognise open contents (PDF, files, PowerPoint, videos) that play a key role in the support of specific learning aims. We will recognise innovative uses of the video techniques, as well as the extent to which they lead to greater engagement, enjoyment and motivation, and provide a more effective learning experience than more traditional approaches. Judges will be looking for demonstrable evidence that:

• There was a clear rationale for the use of specific format as an approach to meet the requirement.
• Innovative use has been made of OER.
• The use of the OER has been effectively aligned with learning objectives and outcomes.
• The OER have contributed to learner engagement, enjoyment and motivation.
• The use of the OER has successfully contributed to learning.
• The reaction of learners to the approach has been positive and highly interactive.
• The use of the OER has delivered value for money, particularly in comparison with alternative methods.
• The use of the OER has made an impact in terms of individual and organisational performance. There are many ways in which excellence may be judged: the views of stakeholders, the recognition of peers and professional colleagues and the responses of learners. The judges will use all of these criteria as appropriate to judge excellence. Supporting evidence from learners and other stakeholders is required. Comments from single learners and stakeholders will carry less weight than broader surveys or research.