uLearn20 Sponsors, Partners, Exhibitors Guidelines

Sponsor, partner & exhibitor information

Pohewatia te āpōpō | Reimagine tomorrow

Sponsors, Partners, Exhibitors Guidelines

Sponsor, Partner & Exhibitor Information 7-8 October 2020 core-ed.org/uLearn20online 1

Kia ora Thank you for your interest in being part of uLearn20, this year being delivered online!

We’re also flipping our sponsor, partner and exhibitor experience, and a dedicated team is working in a contemporary online platform, developing this new space for you.

The new platform allows you to maximise exposure and engagement before, during and after the conference, to an expected audience of over 1000+ educators. Page 5 outlines the opportunities available to showcase your products, concepts or skills, depending on your level of commitment.

Features of uLearn20’s exhibitor space include: • On demand and live opportunities • Ability to upload resources, including video and documents • Delegates can save your resources • Ability to communicate directly with your audience • A dedicated breakout session • Live chat during your breakout session • Exhibitors and delegates have access to the platform until the end of the year!

Further information can be found on page 7, with specifications and file formats detailed on page 9.

Along with regular mention and notes directing delegates to the exhibitor space, we’ll encourage them to visit your virtual space, via a competition to win prizes.

We’d love to see you feature at uLearn20, and wanted to highlight that all sponsors, partners and exhibitors are entitled to submit abstracts for inclusion in the programme.

See page 6 for more information. Please note submissions are due 21 August, feel free to contact us if you have any queries.

Manaakitanga is key to the success of uLearn and at the forefront of everything we do as a company. Our products, services and events support all ākonga in the education sector, across English, Māori and Pasifika contexts and environments. Our work is underpinned

by CORE’s values, Tātai Aho Rau, and honours our commitment to Te Tiriti o Waitangi.

Ngā mihi nui, CORE Education

Pohewatia te ako | Reimagine success

Pohewatia te angitu | Reimagine learning

2

Timetable Sponsor, partner and exhibitor sessions are largely programmed in Breakout 2.

In some cases, depending on the nature of the session, it may run at another time.

Tasters will run in Breakouts 2 and 5.

DAY 1 - Wednesday 7 October

8.45am

Conference opens

Live

Keynote - Janelle Riki-Waaka

Live and on demand

10.00am

BREAK | Key messaging | MC

Live

10.15am

Activators

On demand

10.30am

Facilitated discussion with Activator panel

Live

10.50am

Pathway choice begins

11.00am

Breakout 1

11.30am

BREAK | Key messaging | MC

9.15am

11.45am 12.15pm

Deep Dive with Activators

Breakout 2 (includes Tasters)

Live Live

Live

LUNCH

1.00pm

Keynote - Dr Lucy Hone

Live and on demand

1.45pm

BREAK | Key messaging | MC

Live

2.00pm

Breakout 3

Live

3.00pm

BREAK | Key messaging | MC

Live

3.15pm

Ten Trends Connect

Live

4.15pm

CLOSE DAY 1

3

DAY 2 - Thursday 8 October

9.00am

Breakout 4

Live

10.00am

BREAK | Key messaging | MC

Live

10.15am

Keynote - Dr Pedro Noguera

Live and on demand

BREAK | Key messaging | MC

Live

11.00am

11.15am

Breakout 5 (includes Tasters)

Live

12.15pm

LUNCH

12.45pm

Activators

On demand

1.00pm

Facilitated discussion with Activator panel

Live

1.20pm

BREAK | Key messaging | MC

Live

1.30pm

Breakout 6

2.00pm

BREAK | Key messaging | MC

Live

2.30pm

Keynote - Professor Peter O’Connor

Live and on demand

Conference closes

Live

3.30pm

Deep Dive with Activators

Live

4

Benefits Depending on the level of support you are offering, sponsors, partners and exhibitors have the opportunity to be included in the programme. This enables you to build rich engagement, participate in the event for your own professional learning, and receive exposure in digital and social spaces. If you’d like to know more please contact us.

Sponsor - Kete 1 $12,000

Sponsor - Kete 2 $5,000

Education Partner (negotiated)

Exhibitor $1,000

Exhibitor card in the online platform









Resource items loaded online (videos, pdf, weblinks, reading, blogs etc)

Up to 12 items

Up to 6 items

Up to 6 items

Up to 3 items

Up to 3 workshops or presentations Up to 3 tasters

1 workshop or presentation Up to 2 tasters

Up to 2 workshops or presentations Up to 2 tasters

1 taster









Sponsor video

















High profile

















Benefit

Inclusion in the scheduled uLearn programme* Logo recognition in front of the entire live audience MC acknowledgement during event uLearn sponsor slide (logo shown at least 4 times during uLearn20) Profile in online conference platform Logo in uLearn emails to delegates Logo on uLearn web pages (11,000+ users in 2019) Article/case study on uLearn sponsor web page (supplied by sponsor, approved by CORE)

High profile



On the home page & the sponsor page



With click through to company website







On the sponsor page

On the sponsor page

On the exhibitor page







uLearn Twitter

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





Facebook (posts within event listing)









LinkedIn









uLearn20 registrations

 6

 2

 2

1

*An abstract must be submitted, refer to the sponsor or exhibitor web pages for more information.

5

Submit your abstract When you registered you will have received a link to submit your abstract. Please use this link, as it is unique to sponsors, partners and exhibitors.

All presentations must be planned in the context of teaching and learning. Capitalise on the opportunity to spend quality time with delegates by asking for their feedback, engage in meaningful conversations and offer practical solutions.

Before you make your abstract submission please read about: • Breakout formats • Conference themes and focus questions • Abstract criteria This information can be found on the uLearn20 Call for abstracts webpage.

Your abstracts will be reviewed to ensure they fit within the conference themes and intention. Once accepted, you will be notified of the placement with the programme.

Submissions close 21 August.

6

Exhibition space Your exhibition space is known as a ‘Learning Experience’ within the platform. Our Learning Experience team will help you customise your space, so you are able to deliver the resources and collateral you want delegates to access.

About uLearn20 exhibition space • Your logo features as a tile on the main page of uLearn20.

• Delegates can view and click on your tile at any time.

• They can also add your tile to their customised stream, My Plan.

• Whenever a delegate accesses your tile their name will appear on your bespoke dashboard.

• You can access activity data via your personal dashboard.

• Resources and collateral can be added to your space, as individual tiles, which lead into one (or more) learning objects.

• Live discussion can occur within each learning object.

Visual examples The following is an example of an exhibitor space.

TECHNOLOGY

CULTURAL

RETROSPECTIVE TEN TRENDS 2020

ECONOMIC

Ten Trends 2020 Retrospective

STRUCTURAL

PROCESS

Ten Trends

2020

Ten Trends 2020

44

4

Ten Trends

Introduction Zealand

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The Aote context

PROCESS

For the past 15 years the team at CORE Education have enjoyed pooling their expertise and understanding to identify the trends and influences that we anticipate recognise15 growing impact on learners and have a willto past it’s important over the in Aotearoa New Zealand into the Ten Trends in societyeducation in our socialand CORE’s as future. about educationthat are continuing identified as thinking seen in we’ve When for us has been to promote informed we’ve Our intention the changesof the things important is current the changesto consider discussion to it. It of our within the education community so the impact Also, years. contexts, and as responses this builds profession, a operates as it that, or society picture peoplewe are equipped with political this change, of the young and understandings to make broaderthe knowledge of aware of the that our drivers to be fully system, and the future wise choices and decisions in our places of educators education that shape learning, as we look ahead. and futureit’s these things of. as within, to be a part do we need to make informed Not onlyyears 15 about how we may adopt or will grow decisions the past embrace some of these things, we must seen in consider the impact of these trends on the we’ve work we do as educators. This includes how Changes s and programmes we design the curriculum Qualification to ensure our young people are Zealand learning of New n of AL equipped with the knowledge and skills to administratio STRUCTUR in their own lives, and make similar decisions takes on - Planning NZQA their futures. into environments • 2010 (NZQF). learning Framework vative s (ILEs) As we thought about on modern/inno environment we might what replaced • Focus learning to Council, name innovative on in our 15th focus Teachers’ changed s) ent of year of the trends, it in 2013, • Disestablishm Council revised responsibilitie seemed appropriate (with

by Education Council back. So to look 2017 Teaching Actdeveloped this we’ve Amendment(COLs) and in 2018 year’s trends as a (Update) of Learning Education (CoOLs). ‘retrospective’ look • The CommunitiesLearning at the introduces of Online - things we’ve clusters over the identified Communities Ako and Ako | | Kāhuipast 15 years and of Kāhui of Learning • Formation reflected on the areas Zealand Communities they have, or impactnew in New with introducing Education had on our haven’t, histories, and NZwork in education. of NZ Curriculum, • Review Technologies of Digitallocalised curriculum Coordinators Support focus on of Learning • Appointment in schools.

trends As we’ve often emphasised, these are TECHNOLOGY - not predictions! We’re interested in taking notice of the patterns we see emerging, and identifying the tipping point events that may CULTURAL That’s the thing about occur along the way. the future - it’s very unpredictable, but if we RETROSPECTI are monitoring the trends, then we can at TEN TRENDSVE least be prepared for what may lie ahead.

STRUCTURAL

2020 And haven’t we learned that this year? Who would have predicted a global shutdown as the result of the COVID-19 pandemic? As a part of the global response, learning centres ECONOMIC across every continent have been closed, PROCESS with learners and teachers required to work from home. With the structures that have defined us, and our usual ways of working less accessible, we have had to find new ways of engaging with our learners - whether in a learning environment at home or elsewhere.

Ten Tre nds 20 Retrospe 20 ctive All of this has brought into clear focus the five key themes that are at the heart of our Ten Trends framework. This year we’ve focused

2020

Ten Trends 2020

7

5

PROCESS

the and learning pattern involves of • Data major ways places our The seconddata on the operate. In and open of content impact and educators we have monitored here has smart years A key driver Wide learning with user-generated over theseof a is resources. of the World data-driven from important in data Why trendsthis theme educationemergence it, the breaking interest levels, emergence of who theeducational perspective an at all an increasing been the and with understanding- an idea web, and by educatorsan evidenceWeb (WWW), wledge of But, what if the conditions for which these traditional is a collection pursue process As digital business terms, In engagement as we we do. down of information/kno view of education processes were originally established have that tasks structured activities the related, to what or us to gather, particularly (content) owns the underpinned approachoutcome. changed? Could our persistence with such put, Simplylarge produce the of knowledge baseda specific have enabled that has how increasingly do processes actually inhibit our ability to has changed as the waytowe may be understood process transmission technologies of content WWW as the approaches and manage change, or worse, negatively impact the understand that is to hereour Important things. past. The act in terms store that in the of data, this have evolved.field think and and use. With outcomes we’re seeking to achieve for our reflect our will inevitably we do things the way amounts unknown way we traditionalof value fromidentity, and sharing to the the trends of clients - the learners? culturetoand language, a previouslydata-driven we gain authoring, a challenge the emergence and has led through use be considered must section that in thisThis analytics, streamlined has comecopyright and community It is becoming increasingly important that what learning lenses. theseof The more original much of views of Commons organisations examine their organisational of the in organisations. assessment freedom the Creative also underpinned very processes and assess whether they remain historically are with institutions the authorship Educationalhas greater realdata open recognises allows for happeningfrom enrolment fit for purpose or need to adapt to new Everything of process-driven. use. The has but has been in schools, including creator, distribution and movement emergence conditions, especially as the environment is in to teaching to the approaches to curriculum, of (OER) and the a way of giving practices terms as data capture learning a constant state of change. resources to how we ling and learning, this thinking. time reporting educationas a result of more timely pass how students assessment and at the is just the throughmicro-credentia to smaller,also looked Consider the following examples: emerged then through school to graduation, of resources We’ve is processrecognition as a specialist in terms emerged since with science by of these is characterised becoming driven. Each • Our management of how learners progress Open-ness What has achievements. of data we are our the process things are learning, through their time in schools. howdevelopments that determines the beginning. view of how the whole of emergence and machine and create provide order, and explored done. Such processes across and providing For decades the primary approach taken is a broader ownership that weefficiencyfield intelligence done in a everythingofisdata and ensure human- here has been to allocate learners to more transparentlearner artificial means amounts current Greater process systemstimely andfed consistent in the by hugemanner. that system. in this of the classes based on age, and have them insights domain can’t achieve up many the participation customised open progress through the system, year by been to approaches and that have have had based setting, year, with their age-based cohort. their and with and processes or learning same time-frame.

The move towards more personalised educator the learners, in education of the with learning approaches, the recognition that years has • Collaborationbiggest change whānau. share these recent development in learning isn’t necessarily the seen in collaborative Perhaps parents/family/ to based on age and the benefits of whānauthat we’ve settings emphasis given well as learners. based/multi-age groupings, are all as been the for teachers realisation that reasons for considering alternatives to or rely practices, this is the more likely adaptations of the current system. will their Underpinning future to share in the success of humans and to actively • Our recording of and reporting on progress ability solutionsand achievement. on the and knowledge, us. to co-construct expertise This is a good example of where processes that confront focus work together issues as a key have been changing. Traditionally schools complex in our to the of collaboration have been required to report on progress be seen areas, Evidence level can other theme and achievement twice a year. This Ako and in at a system of Kāhui expectation has, for many, established of trends coverage the emergence of early childhood internal processes associated with the including engagement timing of assessments to ensure that data and kura. community schools centres,

Ten Tre Retrosnds 2020 pective

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Title ????

2020 - A year in review

Video

Articles

Flyers

1/2 XP

0/4 XP

0/4 XP

0/4 XP

View All

Discussion forum

1/2 XP

Here’s an example of an exhibitor space, it’s treated as a Learning Experience, which contains one or more Levels (the tiles on the right). Levels are where you share your individual or grouped resources and collateral.

The large tile on the left contains a blurb about your organisation. It also features a Leaderboard, which records the number of learning experiences via XP (Experience Points). XP shown are exclusive to your space.

So you, and delegates, can easily track which levels have been accessed.

7

TECHNOLOGY

CULTURAL

RETROSPECTIVE TEN TRENDS 2020

ECONOMIC

Title ????

STRUCTURAL

Ten Trends 2020 Retrospective

PROCESS

View All

This is an example of the Learning Objects associated within a level. You can share individual or groups of resources and collateral.

Once a delegate clicks on a learning object they are in your shared resource. This space features a Content Pane and a Discussion Pane (optional).

8

Pohewatia te āpōpō | Reimagine tomorrow

Welcome to CORE uLearn20 Virtual Education Conference

Submit your online resources My Plan

View All

BRE AKO UT

LIVE

STREAM

1

9.00am

10.15am

10.15am 9.00am

LIVE STREAM

KEYNOTE 1

BREAKOUT 1

BREAKOUT 1

Continuous live video stream

Janelle Riki-Waaka - Reimagine Sucess

????

????

Welcome to COMPLETED 30/07/2020

Now Welcome is the time to send us resources to upload and display under your company/ organisation’s online tile.

Pohewatianamed te āpōpō | Reimagine tomorrow View All

?

LIVE STREAM

!

Required design files to set up your exhibition space: Continuous live video stream Make the most of uLearn20 Help desk The following files are need to set up your exhibition space (please refer to the below designed examples): LIVE STREAM

ON DEMAND

Welcome to CORE uLearn20 Virtual Education Conference

CONTACT US

COMPLETED 30/07/2020

My Plan

View All

• Banner (1920 x 300) Sponsors and Partners

View All

LIVE

BRE AKO UT

STREAM

TECHNOLOGY

Continuous live video stream COMPLETED 30/07/2020 EDUCATION PARTNER

Welcome DAY 1

BREAKOUT 1

BREAKOUT 1

Janelle Riki-Waaka - Reimagine Sucess

????

????

Ten Trends 2020 Retrospective

KETE 2 SPONSOR

CULTURAL

MinistryRETROSPECTIVE of Education TEN TRENDS

STRUCTURAL

Ingram Micro Adobe

2020

View All

ECONOMIC

KETE 2 SPONSOR

KETE 2 SPONSOR

KETE 2 SPONSOR

Kia Takatū ā-Matihiko Digital Readiness

Inspiring the Future Aotearoa by Tertiary Education Commission

KiwiBots

PROCESS

View All

LIVE STREAM

Ten Trends

ASSIGNED

LIVE STREAM

10.15am 9.00am

KEYNOTE 1

KETE 1 SPONSOR

Clevertouch brought to you by ASI

9.00am

10.15am

LIVE STREAM

1

2020

ON DEMAND

Ten Trends 2020

44

Introduction land New Zea earoa The Aott contex

For the past 15 years the team at CORE Education have enjoyed pooling their expertise and understanding to identify the trends and influences that we anticipate recognise15 growing impact on learners and have a willto past it’s important over the in Aotearoa New Zealand into the Ten Trends in societyeducation in our socialand CORE’s as future. about educationthat are continuing identified as thinking seen in we’ve When for us has been to promote informed we’ve Our intention the changesof the things important is current the changesto consider discussion to it. It of our within the education community so the impact Also, years. contexts, and as responses this builds profession, a operates as it that, or society picture peoplewe are equipped with political this change, of the young and understandings to make broaderthe knowledge of aware of the that our drivers to be fully system, and the future wise choices and decisions in our places of educators education that shape learning, as we look ahead. and futureit’s these things of. as within, to be a part do we need to make informed Not onlyyears 15 about how we may adopt or will grow decisions the past embrace some of these things, we must seen in consider the impact of these trends on the es we’ve work we do as educators. This includes how Chang ons programmes and we design the curriculum Qualificati to ensure our young people are Zealand learning of New tion of URAL equipped with the knowledge and skills to administra STRUCT in their own lives, and decisions make similar takes on - Planning nts - NZQA futures. their into 2010 environme • k (NZQF). learning Framewor novative nts (ILEs) As we thought about on modern/in environme we might what replaced • Focus learning to Council, name innovative on in our 15th focus of Teachers’ changed lities) hment the trends, it year of in 2013, Council revised responsibi • Disestablis seemed appropriate (with

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• Review Technolog ors of Digitallocalised curriculum Coordinat Support focus on nt of Learning • Appointme in schools.

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4

trends As we’ve often emphasised, these are TECHNOLO GY - not predictions! We’re interested in taking notice of the patterns we see emerging, and identifying the tipping point events that may CULTURAL That’s the thing about occur along the way. the future - it’s very unpredictable, but if we RETROSPE are monitoring the trends, then we can at CTIVE STRUCTURA TEN TRENDS L least be prepared for what may lie ahead.

2020 And haven’t we learned that this year? Who would have predicted a global shutdown as the result of the COVID-19 pandemic? As a part of the global response, learning centres ECONOMIC across every continent have been closed, PROCESS with learners and teachers required to work from home. With the structures that have defined us, and our usual ways of working less accessible, we have had to find new ways of engaging with our learners - whether in a learning environment at home or elsewhere.

BRE AKO UT

!

Ten Trends

PROCESS

1

CONTACT US

2020

Ten Trends 2020

7

5

PROCESS

the and learning pattern involves of • Data major ways places our The seconddata on the operate. In and open of impact and educators we have monitored here has ted content smart years A key driver Wide learning with user-genera over theseof a is resources. of the World data-driven from important in data Why trendsthis theme educationemergence it, the breaking interest levels, emergence theeducational perspective at all an ng of who an increasing been the and with understandi - an idea web, and t by educatorsan evidenceWeb (WWW), of But, what if the conditions for which these traditional is a collection pursue process As digital business terms, In engagemen knowledge as we of education we do. down of information/ processes were originally established have that tasks structured activities the view related, to what or us to gather, particularly (content) owns the underpinned approachoutcome. enabled changed? Could our persistence with such put, Simplylarge produce the of knowledge baseda specific s have that has how increasingly do processes actually inhibit our ability to has changed as the waytowe may be understood process transmission technologie of content WWW as the approaches and manage change, or worse, negatively impact the understand that is to hereour Important things. past. The act in terms store that in the of data, this have evolved.field think and and use. With outcomes we’re seeking to achieve for our reflect our will inevitably we do things the way amounts unknown way we traditionalof value fromidentity, and sharing to the the trends of clients - the learners? culturetoand language, a previouslydata-driven we gain authoring, a challenge the emergence and has led through use be considered must section that in thisThis analytics, streamlined has comecopyright and community It is becoming increasingly important that what learning s. The more lenses. theseof original much of views of Commons organisations examine their organisational of the in organisation assessment freedom the Creative also underpinned very processes and assess whether they remain historically are with institutions the authorship Educational greater realdata has happening open recognises allows for fit for purpose or need to adapt to new Everything from enrolment of process-driven. use. The has but has been in schools, including creator, distribution and movement emergence conditions, especially as the environment is in to teaching to the approaches to curriculum, of (OER) and the a way of giving practices terms as data learning a constant state of change. resources to how we capture and learning, this thinking. time reporting ntialing more timely the educationas a result of how students pass assessment and at is just the throughmicro-crede to smaller,also looked Consider the following examples: emerged is processof resourcessince then through recognition school to graduation, We’ve terms as a specialist in emerged becoming driven. Each of these ts. ts with • Our management of how learners progress is characterised Open-ness What has achievemen of data science by we are our the process things are learning, through their time in schools. howdevelopmen that determines the beginning. view of how the whole of emergence and machine and create provide order, and explored done. Such processes across and providing For decades the primary approach taken is a broader ownership that weefficiencyfield intelligence done in a everythingofisdata and ensure human- here has been to allocate learners to more transparentlearner artificial means amounts current Greater process systemstimely andfed consistent in the by hugemanner. that system. classes based on age, and have them n in this many of the insights can’t achieve the domain participatio customised open up progress through the system, year by been to approaches and that have have had based setting, year, with their age-based cohort. their and with and processes or learning same time-frame.

The move towards more personalised educator the learners, n in education of the with learning approaches, the recognition that years has • Collaboratio biggest change share these ily/whānau. recent e the seen in collaborativdevelopment in learning isn’t necessarily Perhaps parents/fam to based on age and the benefits of whānauthat we’ve settings emphasis given well as learners. based/multi-age groupings, are all as been the for teachers realisation that relyreasons for considering alternatives to or practices, g this is the more likely will their adaptations of the current system.

Underpinnin future to share in the success of humans and to actively • Our recording of and reporting on progress ability on the t solutionsand achievement. and knowledge, us. to co-construc expertise that confront This is a good example of where processes work together issues n as a key focus have been changing. Traditionally schools complex in our to the of collaboratio have been required to report on progress be seen areas, Evidence level can other theme and achievement twice a year. This Ako and in at a system of Kāhui expectation has, for many, established of trends coverage the emergencet of early childhood processes associated with the internal including engagemen timing of assessments to ensure that data and kura. community schools centres,

Continuous live video stream Make the most of uLearn20 Help desk • Logo (300 x 300) on a white or transparent background.

Stacked logos will fit better.

9.00am

10.15am 9.00am

10.15am

Files can be supplied as .png or .jpg COMPLETED 30/07/2020 LIVE: OPENING

LIVE: KEYNOTE 1

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Sponsors and Partners

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DAY 2

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2020 - A year in review

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Flyers

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0/4 XP

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0/4 XP

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BRE AKO UT

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KETE 1 SPONSOR

KETE 2 SPONSOR

KETE 2 SPONSOR

KETE 2 SPONSOR

KETE 2 SPONSOR

Clevertouch brought to you by ASI

Ministry of Education

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10.15am

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10.15am

1

9.00am

10.15am

LIVE: OPENING

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Janelle Riki-Waaka - Reimagine Sucess

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EXHIBITOR

EXHIBITOR

EXHIBITOR

EXHIBITOR

EXHIBITOR

EXHIBITOR

CORE Education Tātai Aho Rau

GAMEFROOT

Hewlett-Packard

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Sorted in Schools

DAY 2

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Pre event

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BRE AKO UT

10.15am 9.00am

10.15am

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EDUCATION PARTNER

DAY 1

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9

Accepted file types for your resources and collateral: The following file types are supported: • .ppt .pptx PowerPoints should be converted to PDF • .pdf • .jpg • .png or a link to: • a video on Vimeo or YouTube • a podcast on an audio streaming service • a reading, blog, or website.

The left-hand content pane displays media in many common formats including Zoom, Video, PDF, Storyline, and SCORM. Please note, if a format is not supported it can still be linked.

Please send design, resource and collateral files to ulearncontent@core-ed.ac.nz If you have a format other than those listed, please contact us with your query.

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Other information Social media We encourage sponsors, partners and exhibitors to get involved in uLearn20 conversations on social media. Follow @ulearnnz on Twitter - when you tweet, tag this handle and use the event hashtags #ulearn20 #pohewatiateāpōpō #reimaginetomorrow #coreeducation.

Key dates Abstracts close:

Friday 28 August.

Breakout programme visible online:

Early September

Send your content:

Thursday 15 September

Sponsor and Exhibitor tiles visible online:

Late September

Guided online tour:

Last week in September

Key contacts For technical, file or content questions, email: ulearncontent@core-ed.ac.nz For sponsor, partner and exhibitor enquiries, contact: becky.hare@core-ed.ac.nz 021 930367 Terms and Conditions Please refer to the specific Terms and Conditions you will have received as a sponsor, partner or exhibitor. If you cannot locate these or have a query please contact becky.hare@core-ed.ac.nz.

Pohewatia te ako | Reimagine success

Pohewatia te angitu | Reimagine learning

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FAQs uLearn exhibition space build When will I get to see my exhibition space?

Late September Can changes be made?

We will be able to make small changes for you up until 2 October.

When do we get access to our exhibition space?

We are making a video and planning an online tour for our sponsors, partners and exhibitors. Following this you will have access to your exhibition space.

Getting engagement with your online space How will customers know to come to our space?

Our MC will direct participants to explore the sponsor, partner and exhibitor spaces. We will also run competitions, encouraging delegates to visit sponsor, partner and exhibitor spaces.

Can we run competitions to encourage higher engagement?

Absolutely! Let us know what you are planning on running and we can use this information in our live stream.

Making the most of the exhibition space How can we capture leads?

Make a form or competition to add to your tile and ask delegates to fill it out. You could run a uLearn20 deal, and perhaps extend the offer to the whole school, whÄ nau or community.

When can I have conversations with delegates?

Live, in your breakout sessions, or through the discussion panel next to your resources and collateral (learning objects).

How often should we be in there to connect with people during the conference?

Set some times that you will be online and let people know in your blurb. Over the designated breaks and lunch period people will have time to browse. We will point people to the sponsor, partner and exhibitor space during these times each day (refer to timetable on pages 3 and 4) How will I know when people engage in my site?

You can choose to receive email notifications when people ask questions.

Breakout sessions How many breakout sessions are there in each time slot?

There are approximately 8-12 sessions in each breakout timeslot. (*Please note: The Call for abstracts is still open at the time this was written, so numbers may change).

See you online at uLearn20!

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