INSPIRING
KNOWLEDGEABLE
ANALYTICAL
LOGICAL
CREATIVE
REFLECTIVE
SOCIAL
Albert Einstein
Utilised innovative AI generation tools to design and deliver the highly innovative “Exploring Entrepreneurial Thinking” module.
Earned a postgraduate degree from the Open University, enhancing theoretical and practical expertise in digital pedagogy and learning technologies.
Identified and resolved critical issues during the MyPlace platform rollover, collaborated with central teams to implement improvements, and consistently resolved the highest number of complex support tickets.
Led the increasingly important deployment and configuration of SEB across the Business School computer labs, collaborating with IT to ensure secure and reliable online assessments.
Maintained proactive partnerships with university teams including Library Services, Inspire, Educational Enhancement, and the Science Faculty to support strategic learning initiatives.
Promoted and implemented the Business School Standard Template across departments to improve consistency and usability of MyPlace for staff and students.
Designed and presented online induction sessions for all new Business School students, enhancing the visibility and accessibility of the Digital Learning Team.
Provided expert guidance on plagiarism investigations and supported students in using Turnitin for self-evaluation, reinforcing the Business School’s commitment to academic honesty.
Directed and supported students in the “Business Studies with Enable Scotland” programme, contributing to the university’s strategic goal of inclusive education.
Successfully assumed key responsibilities during the transition period without a Digital Learning Manager, ensuring continuity and stability within the Digital Learning Team.
“Imagine walking through the ruins of Pompeii without leaving your desk or simulating international business negotiations in a risk-free virtual environment.” For quite a few years now this vision – or a similar version of it – has been the poster child of educational innovation. Virtual reality...
When Massive Open Online Courses (MOOCs) first emerged in the early 2010s, this new online phenomenon was heralded as a powerful revolutionary force in higher education. Promising free, global access to previously elite university content, MOOCs were seen as a democratising tool that could disrupt...
As an experienced learning technologist working within a UK university, I’ve viewed first-hand the transformative potential of digital education. Yet, as we continue to expand our use of blended and online learning, one principle must remain at the heart of our efforts: inclusion. Developing a...
An interesting development that I have witnessed in UK higher education over the previous decade is the rise of blended learning – an approach that integrates face-to-face teaching with online digital components – that is fast becoming the prevailing model across UK universities. This key shift...
Having extensive experience working as a learning technologist in the UK higher education sector, I have witnessed many technological shifts, e.g. from the rise of virtual learning environments to the rise (and fall) of Moocs. However, the rapid emergence of generative AI tools represents a...
As a learning technologist working at a UK university, I have come to appreciate that the most important and transformative educational experiences that students have are not those where students passively absorb information via rote learning but are those where the learners actively engage with...
Start with an easy Strathclyde quiz to get on your way.
Progress to the tougher ‘medium’ Strathclyde quiz.
A tricky quiz for those who know about Strathclyde!
Start with this fun ‘easy’ Glasgow quiz to get you on your way.
Progress to the more challenging ‘medium’ Glasgow quiz.
A difficult Glasgow quiz for those who are confident about the city!
Start with this fun ‘easy’ Scotland quiz to get you on your way.
Progress to the more challenging ‘medium’ Scotland quiz.
A difficult quiz for those who are confident about the country!
Assess the overall emotional evaluation of your own worth
How much do you believe that you can reach the goals that you have?
Assess your post-intentional, goal-pursuit self-regulation.
Using new technology and new pedagogy with part-time MBA distance learning students.
Understanding the principles informing and directing the Assessment for Learning Process.
A demonstration of the importance of communication skills in working in a large, complex institution.
Diverse examples of the use of a range of relevant technologies to support teaching and learning.
Understanding online students through an innovative online Socialisation & Induction Week.
Developing sound pedagogical approaches to online learning across different faculties.
Supporting the innovative use of new technology to enable a comprehensive teaching strategy.
The ethical and legal considerations that influence the strategically important TLTO role.
Deploying the use of Learning Analytics (micro data) to enhance induction class participation.
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