Progressing online asynchronous learning

I saw the question below a while ago on a call for blog posts to spark ideas for types of content to publish.  Inspired by this question, I thought I'd attempt to answer it and pull in a couple related pieces of work I am doing in this space.

"How do you structure an asynchronous learning session for your subject?"

Firstly, online asynchronous learning design is one of my specialist areas identified in my SCMALT and demonstrated further work through my SFHEA.  Also, in December 2021 I delivered a session ‘Creating and improving asynchronous learning opportunities’.

In brief, to get started on developing asynchronous learning, I prefer to have an initial conversation with Subject Matter Experts, in my context lecturers.  To explore what the learning objectives/outcomes are, what ideas they have they'd like to achieve, and then to discuss and recommend possible digital solutions, or no digital in some cases.

The following theories are what I often use to underpin conversations and inform the design of asynchronous online activities, to structure the material and present in an appropriate scaffolded format to encourage effective active engagement.

• Forms of activity - Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004) 'Mapping pedagogy and tools for effective learning design', Computers and Education, vol. 43, nos.1–2, pp.17–33.
• Synchronous online, synchronous offline, asynchronous online or asynchronous offline - Cornock, M (2020) Blended Hybrid Online Digital Dual Delivery Learning and Teaching – Will Students Get Lost in the Design? [online] Available at: https://mattcornock.co.uk/technology-enhanced-learning/blended-hybrid-online-digital-dual-delivery-learning-and-teaching-will-students-get-lost-in-the-design
• Learning types - Laurillard, D (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. London: Routledge.
• Etivities invitation - Salmon, G (2013) E- Tivities: The Key to Active Online Learning. 2nd ed. Routledge.
• Five-Stage Model - Salmon, G (2011) E- Moderating: The Key to Online Teaching and Learning. 3rd ed. New York: Routledge.
• I have come to learn these other types of scaffolding to support online instruction, which I am in the process of developing my understanding and application of: procedural scaffolding; conceptual scaffolding; strategic scaffolding; metacognitive scaffolding. Jumaat, Nurul & Tasir, Zaidatun. (2014). Instructional Scaffolding in Online Learning Environment: A Meta-analysis. Proceedings of the IEEE.74-77.10.1109/LaTiCE.2014.22.

If there are interactive learning objects to be created as part of this type of learning experience.  Drawing on other literature such as instructional design for what I call 'wrap around instruction' and multimedia literature to support visual design production.  However, if the content is more complex and needs to be analysed at course/module level, then I would lean more towards a full learning design framework such as Laurillard's ABC framework, Salmon's Carpe Diem to be more effective to develop the bigger picture/vision.

A successful example

My objective for developing online asynchronous learning is well embedded into my Digital Learning Strategy.  To increase and improve the quality of our online asynchronous learning (and formative assessment) opportunities.  The following project presented an ideal opportunity to scale up this stream of work.  Which I viewed as ideal for a first iteration to create an exemplar us and lecturers to build on and develop through other modules.  I decided to start with exemplars as my approach is not auditing and beating people with a stick kind, but supportive and encouraging.  I find this a better way to engage people and model best practices.  I tend to focus on those that are interested and want to work with me and innovate in their practices.  Those that need more support are not forgotten, as I believe they will eventually be inspired or supported by their peers to explore further.  Which is effectively sustained in the longer term and doesn't drain our two-person team resource.  And in the end this work did just that, spreading like wildfire across the department through showcasing of it - and this is just the start of more work on this objective.

A bit of background context.  In February 2024, two Senior Lecturers from nursing reached out to discuss and explore opportunities on how they could make a two hour in-person lecture for engaging.  I arranged an initial meeting on 29 February to discuss and understand the situation and what is required, and for the Digital Curriculum Team to inspire content redesign and digital practices via NOW learning room web pages and H5P objects, as well as other possible digital tools.  The main reasons   for this lecture redesign is as follows, which one of the lecturers took lead on as they were keen to make significant improvement to this learning delivery and because they have passion for digital innovation.

Senior Lecturer - "The main reasons for adapting the Learning Strategies content was to make it more accessible to the students and also a more appropriate format for learning about learning.  I wanted to move it from a 2 hour lecture where I felt was a bit contradictory, if we are teaching people about learning strategies it should be more engaging and accessible.

Module specifications for Introduction to Nursing stated that there would be blended learning activities on the NOW learning room and that the Learning Strategies aligned more with that than with a lecture format - especially since the Introduction to Nursing module had no NOW learning room activities previous to this!"

In the meeting we confirmed the following where we would meet on 4 April 2024 to discuss progress and further actions.

1. Senior Lecturers to curate learning strategies content, to then start to translate into a kind of storyboard to map out the theoretical content and structure, and identify appropriate H5P content types.  The Microsoft PowerPoint provided the storyboard with the confirmed content.
2. Use of Padlet as a online social collaborative activity and/or students to produce an educational resource and then annotate with a justification of underpinning learning theories.  Potential for students to evaluate/reflect on this whole online learning experience and how it met their own preferred learning needs e.g. what learning types are present and how it effective it was to them as a mixture.
3. Use of Salmon’s E-tivity invitation framework to underpin the structure of this activity.
4. Consideration for communication strategy as some students won’t be used of this way of learning online – effective scaffolding.
5. Consideration for online learning principles.
6. Decide and agree milestones and next steps leading to the goal of launching for September 2024.

Some feedback on the outcomes of this:

Senior Lecturer - "I want the learning strategies session to be quite comprehensive, and because we are using more and more learning technology now I think this would be a really important/useful thing to include in the content for sure!"

Me - "...what I talked through yesterday regarding the asynch approach, does it sound suitable/appropriate for you?"

Senior Lecturer - "It honestly sounds really good!  And definitely what we need in the module!!"

My colleague and I went away and analysed the Microsoft PowerPoint material and during this process I developed a 'Asynchronous learning specification and action plan'.  Highlighting what content and interactive activities are going on which designated web pages.  With the following milestones:

• Set up NOW Unit and web page structure – by mid-May
• Write draft activity instructions and redevelop/Build all content including H5P parts – by end of June
• Including any required collaboration with Senior Lecturers
• Digital Curriculum Team mid-review/reality check
• Communicate mock-up of the structure and content, with opportunity to give feedback, early July
• Review/reality check whole content – by early August 

This provided a structure and action plan for redesigning the lecturer material into a timebound and sequenced online asynchronous activity.  I took lead on developing the scaffold and structure of the whole activity and writing interactive activities using the existing content, proactively redesigning the material from wat was quite passive to more interactive.  My colleague created the learning room web pages based on my outlined structure and created the identified H5P activities, and prettied up the web pages using styling and attributes (icons) and a progress bar to make it more readable and visually engaging.

Time passed and we met our milestones and had a final review on 11 July 2024.  What we produced was a unit of learning that had sub web pages of scaffolded online learning material including formative assessment H5P activities and opportunities for students to share responses to support knowledge development.  Minor changes were made and a short video from one of the Senior Lecturers was produced to introduce the series of activities, the benefits, required engagement and links to the main module were explained.  We concluded by transferring the content to the live learning room and inducted the new Lecturer implementing this, on how they should introduce and facilitate it.  Students are yet to complete this and therefore no feedback obtained yet.

This approach worked well as it utilises existing content, not requiring the lecturer to create new content, and bundles up other resources in a web page that might otherwise have been uploaded as 'static files' - which is still commonplace and much variety is still desired.  Though using web pages is generally more accessible for students as they access NOW via their mobile devices and renders nice, plus web pages have unique URLs to signpost students to.  My colleague leads the redesign and production of the associated digital learning activities and resources, whilst I guided the online asynchronous learning design scaffold and wider digital and academic strategic leadership aspects.  My colleague and I have been showcasing this as an exemplar throughout the department, of which it spurred on other similar projects such as the following.  It just needed the first project to be developed to provide the example to then iterate on. 

• Senior Lecturer in nursing - redesigning PDF-based workbooks into a series of online asynchronous activities.
• Senior Lecturer in paramedicine - redesigning of external speaker content in the above format.
• Senior Lecturer in paramedicine - redesign of apprenticeship bridging module as per above, with their Lecturer colleague requesting the web page templates to redesign some of their content.
• Senior Lecturer nursing- asynchronous learning materials to support achieving clinical proficiencies.

I know that many of our other lecturers have already took the challenge of making a similar type of approach.  However, there is much scaffolding and essential instruction that is still required.  When showcasing this exemplar to wider lecturers they are very impressed by it, therefore they have not seen this type of approach before.  Even those that are from the same team as those already taking a similar type of approach.  As I oversee digital practices across the department, this tells me that sharing digital practice is not as common as I thought.  So that will be something I will try to facilitate in our management committee meetings and showcase aspects in our department newsletter.

The success of this collaboration also led to an invitation to the PG Cert Clinical Education committee meetings to improve the online teaching and learning experience to address recent student feedback of wanting more interactivity in their online teaching sessions.

I provided the following quote for the Senior Lecturer's Senior Fellowship application:

"[Senior Lecturer's] passion for digital innovation and commitment to improving learning delivery has resulted in a game-changing digital practice in the department.  She has been a key enabler and influencer in co-creating this exemplar online asynchronous learning design, that has inspired 5 other lecturers to uptake this approach to redesign their static teaching and learning material.  Of which contributes to a strategic objective in our department's Digital Learning Strategy to increase this type of learning design.  A personal benefit to this collaboration is that it has strengthened our working relationship and inspired further collaborations we are both excited to work on."

With all of this occurring, I set myself a new appraisal objective, below that aligns to the Digital Learning Strategy objectives in continuing this work for this forthcoming year.

• Utilising the exemplar model developed last year, continue to promote the affordances online asynchronous learning to increase uptake in course and module content.  To better deliver self-directed learning, meet wider learning needs of students and offer variety in content and delivery modality.  Developing more examples to implement, evaluate and gradually scale up.
• Implement and evaluate the learning strategies material with students and module leads.
• Develop further exemplars through the PG Certificate in Clinical Education committee feedback.
• Develop change in lecturer perception of online teaching via Teams, by exploring the exemplar approach above and with current, new and future digital technologies. Aligning these tools and methods with our learning objectives and curriculum. Fostering a culture of innovation, encouraging course teams to continuously learn and experiment.
• Identify how this can be achieved and modelled as good practice within course teams. I.e. as I do currently working with or developing ‘champions’, updating in new governance structure, discussing with Deputy Head to help promote, sharing via professional development café etc.
• Links to Digital Curriculum Support and Developer appraisal outcomes on modelling H5P healthcare exemplars. I.e. the work with learning disabilities and paramedic apprenticeship content.
• Links to outcomes of a H5P content type creation report on our department.
• Plan and distribute a second digital curriculum questionnaire for June/July 2025. To determine how far changes have gone – have we moved massively since last report.

What's on the menu?

Whilst the Digital Curriculum Team (my colleague and I) deliver various bits and pieces of Continuing Professional Development (CPD)-type sessions.  I have finally put together a ‘menu’ that illustrates and details what we are actually able to offer (with the opportunity to request other things).  Which are

centered around our curriculum context and the project-based nature of our team.  Hopefully the document below clearly explains the aims and how to best engage with this.  These sessions will be incrementally developed and announced as we progress through the year, depending on attendee needs and our own staff resource.  A couple of them have already been distributed, such as the staple 'Virtual Reality wall introduction (or refresher)' and the new 'How to create an online immersive learning experience' - which I am finalising and excited to deliver this with my colleague.  I'll update this document as new sessions are developed and feedback is collected.

Bolstering my academic practice

My qualifications and direct teaching, assessing, assessment and lead internal verification experience have taken me far in my learning technologist career, and have supported me well in internal and external educational developments and projects.  However, I wouldn't define myself as a typical teacher/lecturer, even though we all are to some extent.  I am not desiring the spotlight at the front.  I am more aligned to curriculum design/development, assessing and quality assurance.  Though I will give my due and say that I am a great and personable facilitator in enabling people to feel included and safe, and empowering them to contribute and share.

As it currently stands, my knowledge, skills and scholarly activity related to teaching, learning and assessment processes are demonstrated and evidenced through the following qualifications.

• Level 5 Diploma in Teaching in the Lifelong Learning Sector (2014) 
• Level 3 Certificate in Assessing Vocational Achievement (2014)
• Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (2015)
• Technology Enhanced Learning MSc (pass with merit, 2016)
• Innovative Teaching in Higher Education (2023)

Additional to the above qualifications, I have sustained and deepened my learning, teaching and assessment knowledge by researching and disseminating my digital practice in my published pragmatic and accessible book; ‘Digital Learning, Teaching and Assessment for HE and FE Practitioners’ (2022).  As well as publishing other written anecdotal and research-based pieces, contributing to other’s publications, my own frequent reflecting here and my day-to-day engagement with academics and relevant academic healthcare literature in my current role.  Moreover, I have maintained my direct teaching, curriculum design/development, assessment and quality assurance experience throughout the following roles:

• Course tutor, assessor and internal verifier – Level 3 and 4 Diploma in Digital Learning Design (2014-2016) 
• Course tutor and assessor – Level 4 Certificate in Technology in Learning Delivery (2013-2014)
• Course tutor and assessor – Level 4 Award for Technology Enabled Educators (2016)
• External Quality Assurer – including various qualification development and scrutineer work (2019-2021)
• Assessment Associate (2023-2024)
• Guest teaching in HE:
• Nottingham Trent University:
• ‘Developing Digital Capabilities for Nurses and Healthcare Staff’ (2023-present) - delivering frequent sessions to multiple nursing and healthcare CPD courses on the importance of digital literacies and how it relates to healthcare professions.  With an invitation to complete a self-assessment to identify their development gaps and a starting point for their digital capabilities journey.
• ‘Planning and facilitating digital innovation - Snippets of practice’ (2022) – delivered guest teaching to two cohorts of healthcare students studying towards their BSc Leading and Innovating.  The topic focused on my pragmatic situated examples of initiating, planning and facilitating digital innovation in an educational context.  Whilst highlighting helpful processes and frameworks to support students develop their own digital innovation interventions in their contexts.
• ‘Learning approaches to inform Learning and Development opportunities’ (2019-2020) – delivered guest teaching to two cohorts of students studying towards their Postgraduate Diploma in Human Resource Management.  The topic focused on current digital technologies, learning design processes and a range of frameworks to support and implement digital learning interventions in their organisations.
• 5 peer observations of candidates undertaking their Postgraduate Certificate Academic Practice (PGCAP) at Nottingham Trent University (2019)
• LDN Apprenticeships:
• 'Frameworks for your digital learning design toolkit – inaugural masterclass for Level 5 Digital Learning Design apprentices' (2024)

Full external curriculum development and consultancy are located here, and my presentations, guest speaking and guest teaching are located here.

Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE)

This is a programme and qualification often offered in universities to new or existing lecturers to develop their academic practice, obtain a teaching qualification and educate on the university's way of teaching.  The apprenticeship version is particularly aimed at those with fewer than 3 years teaching experience, and do not have Advance HE Fellowship recognition or a UK teaching qualification.  At NTU some lecturers may have contractual obligations to achieve this as part of their academic contract.  I had pondered over teaching philosophies back in 2019 'Facilitating my teaching philosophy'.  Later developing plans to undertake the PGCLTHE ('Revisiting the teacher role' section, 2022) to upgrade and bolster my knowledge and practice in higher education teaching, as my teacher qualifications were undertaken during my time working in Further Education.  At the end of October, for my 7 year NTU anniversary, I will have been in HE longer than I have FE.  But to also join up all my academic threads since being in HE, as I feel it has been somewhat a disjointed experience.  Therefore getting involved in these academic topics, activities taught content and being part of an academic community will support this.  And to some extent, validate what I do know and excel in.  Even though it is very clear that I am naturally already doing this as part of my current role.  Meaning I have not had to consider alternatives or undertake extra work to make up for it - I'm actively doing all the assessed requirements.  However, there's also ambitions to deepen my pedagogical understanding, application and develop my teaching skills, and to further support and develop my academic leadership, credibility, criticality and scholarship aspects of my role.  Huge emphasis on credibility to better 'trusted' and perceived by academics.  As well as improving the scholarly articulation of my pedagogical approaches to underpin, inform design, evaluate and inspire innovation in our digital pedagogy practice.  Which is embedded within the Digital Curriculum Team remit and throughout the IHAP Digital Learning Strategy.  Of which is broadly achieved by engaging academics through curriculum redesign/enhancement-based conversations, work outputs (designs, processes and practice) and undertaking research.

Following completion of NTU’s 5-week short course ‘Innovative Teaching in Higher Education’ in March 2023.  It was previously agreed that I could do PGCLTHE after my colleague had settled for a February 2024 start.  However, as I stated at the bottom of that blog post I had a chat with Academic Practice Team at the end of 2023 and eventually we decided because I have SFHEA it might not be worth it.  So I began conversations with the course team to obtain the content I was interested in, but didn't end up receiving it.  I found I kept circling back to my learning objective for the content and I identified that the process is important to me and my role, therefore pursued it again.  I didn't need to do this qualification as I have exceeded what will be covered and have already achieved SFHEA.  But I wanted to.  I guess another sub-driver was that it is a beneficial free qualification to hold that wouldn't be too hard for me to achieve; creating myself more work than it might be worth.  So I looked for a September 2024 start.  Today I attended the joint induction first session.  I'm glad to be among a great cohort of existing and inspiring lecturers.  No doubt I'll be reflecting on my journey and capturing ideas throughout this course as I progress through it.  I have already been inspired by discussions from lecturers on revisiting what it means to teach and be a teacher/lecturer.  The live synchronous sessions and asynchronous content will be of most value to me as mentioned earlier, as I am naturally doing the practical aspects in my role.  Whilst not to sound egotistic, for once in my HE career I felt sufficiently experienced in academic practice amongst the audience.  I enrolled with my just-about 7 years experience and holding SFHEA.  But the PGCLTHE, non-apprenticeship pathway which is what I chose, is for those with a little more expertise.  I also found it warming that I get access to a course mentor in academic practice and also a consistent mentor from my department.  This was largely absent previously with my earlier teaching qualifications, and SFHEA.

This is also a good time to remind myself of the reality of my educational beginnings to what I am about to undertake.  A similar feeling to I had when I started my MSc where I felt I somewhat belong, but I have every right to be here, because I worked and chose to be.  A huge achievement and commitment to my lifelong learning.

NTU's description:

"The Postgraduate Certificate in Learning and Teaching in HE (PGCLTHE) course combines learning from best practice within the University, across the sector, and from literature to enable you to:

• develop leadership approaches in learning and teaching and disseminate innovative and sound practice within your Schools, the wider institution and externally
• share in and contribute to the learning and teaching community of practice at NTU."

The 60 masters’ level credits course entails the following modules and assessments:

• Module 1 – Learning and Teaching, Reimagined, 20 credits
• Module 1 Formative assessment 1 - Your Teaching philosophy.  1000 words written description of your teaching philosophy.
• Module 1 Formative assessment 2 - Teaching Observations.  1 x 5 minute post-observation reflective video.
• Module 1 Formative assessment 3 - Inclusive practice.  A narrated PowerPoint presentation on how to make your teaching more inclusive.
• Module 1  Formative Assessment 4 - 3-minute video tour of the NOW learning room.
• Module 1 Formative assessment 5 - Video submission (up to 55 minutes) of a selection of your teaching (up to 4 classroom-based sessions) accompanied by a session plan and a short (up to 5 minutes) critically reflective video about your choice of recorded content.  The only planned and submitted recordings were a final seminar (as part of a digital capabilities strategic initiative, and used as my observation assignment), a webinar and a H5P Retreat workshop-come group discussion.
• Module 2 – Enhancing Academic Practice, 40 credits
• Module 2 Formative Assessment 1 - Review of two research papers.  1200 words long.
• Module 2 Formative assessment 2 - Research Poster.  Prepare a poster identifying your intended research focus.  Accompanied by a short audio or video presentation of your poster.
• Module 2 Summative assessment 3 - Written portfolio (3000-word reflective journal with relevant supporting evidence).
• Module 2 Summative assessment 4 - Practice Professional Conversation.

Below are the monthly synchronous in-person sessions, minus the apprenticeship aspects for me.  Complemented by online asynchronous learning material.

• Session 1 – 25/09/2024 Induction.  Higher Education: Context and Values.
• Session 2 – 23/10/2024 Reflective practice techniques.  Methods for applying reflective practice.
• Session 3 – 13/11/2024 Academic writing vs. reflective writing.
• Session 4 – 04/12/2024 Introduction to teaching philosophies, the assessment, links to own practice.  What is learning?
• Session 5 – 22/01/2025 Formulating your own teaching philosophy.  Review of teaching block and application to assessments.
• Session 6 – 26/02/2025 Planning your teaching – Writing learning outcomes and structuring your sessions.
• Session 7 – 19/03/2025 Session design – Writing a session plan using the Advance HE template.
• Session 8 – 16/04/2025 Teaching Practice Block – Recap & consolidation. Reflection: Revisiting and completing the skills scan.
• Session 9 – 14/05/2025 Working with students with additional needs.  (Disability Services Team Input).  How pedagogic research can impact student motivation, participation and outcomes.
• Session 10 – 02/07/2025 Mentoring: Types & techniques. Mentoring students: Challenges and opportunities.
• Session 11 – 13/08/2025 Curriculum planning – Co-creating learning.  Students as partners in curriculum design.  Students as partners in research.  Small-scale research: Action research.
• Session 12 – 17/09/2025 Assessment in Higher Education.  Assessment strategies and Types of assessment (AfL, AaL, AoL). Assessment design and validity.  Chat GPT and reimagining assessment in HE.
• Session 13 – 08/10/2025 The importance of feedback.  What makes feedback effective?  How to structure your feedback.  Methods of giving feedback (written, audio and video feedback).  Designing a research poster.
• Session 14 – 19/11/2025 Communicating ideas.  Presenting your work at national and international conferences.
• Session 15 – 07/01/2026 Next steps.  Developing your practice beyond the APA/PGCLTHE course.

P.S.  It has been good to create a little tradition for myself when making my way into the city for the monthly live synchronous sessions - a saffron milk cake from Heavenly Desserts!  My absolute favourite.  Always the little things in life hey.

EDIT:  February 2025.  When I worked in Further Education, from 2010 to 2016.  From my experience of achieving my Level 3 Award in preparing to teach, and Level 4 Certificate and Level 5 Diploma in Teaching in the Lifelong Learning Sector.  The latter was 120 credits, over two years from 2012 to 2014.  These suite of qualifications builds upon the knowledge and skills gained from each one, which to me is a great way of covering a wide range of topics and deepening understanding and abilities over time.  However, focused on the Level 5, I must say I did a lot more assessed work towards that, especially summative assessments on learning and reflective practice theories and assessment approaches.  Mind, it had it's equal share of preparing the formative material for the summative assessments.  No negative judgement on the quality and delivery of the PGCLTHE, as there are many things I have experienced on this that I had not during DTLLS, and some things are planned much better.  I also recognise that students are already in teaching roles, and there is a significant amount of online asynchronous content to engage with, in addition to monthly in-person synchronous sessions, and ongoing mentoring.  The apprenticeship version of the qualification may also require apprentices to complete additional things, but the course formative and summative assessments are the same.  There might be an aspect that I am not as important as an apprentice, due to different funding and regulation purposes.  Perhaps I am also well-experienced with the contents of the qualification, before enrolment, that I don't see it as a lot?  Also, how does this compare to say PGCE and Cert Ed etc type qualifications?  I know teaching hours and observations are quite significant on those.  On the DTLLS I completed 5 core/mandatory units and 4 optional units (below).  Again, this was at Level 5 and there was deep work on all assignments, especially on a range of learning theories.  Attending weekly sessions, not monthly.  I also completed 77 hours 45 minutes of teaching practice and a number of those hours were observed practice.  I'm not angry by this, as I benefited enormously in developing and applying my knowledge and practice and has served me well throughout my career to date.  As like this course enables, I acquired more knowledge and developed essential teaching delivery skills as mentioned above through mandatory teaching hours and practice.  As well as evaluating learning theories through written assignments.  Basically the more I did the more I got from it.  I do appreciate the pragmatic aspect of producing outputs than just reading and writing - suits my learning preferences.  Potentially controversial, I hope that this qualification, whoever offers it in Higher Education, is not an attempt to keep industry experts come-new lecturers happy by minimising qualification workload.  Meaning they might have been employed more for their expertise than their teaching abilities.  However, it does have personal benefits to me in not being too complicated to complete.  But the current question that sits with me is, why does FE have to do more than HE, especially when my former teaching qualification level is lower?  Could this part of the conflict of the HE is better than FE dialogue?  A simple answer could be that HE is more focused on critical thinking and application and using and building on literature.  But does that alone make you an effective teacher/lecturer?  Of which is complex and needs lots of skill to facilitate.  I recognised this is a work-based qualification, however teaching delivery, facilitation and learner and classroom management takes time to build up the practical skills (confidence and competence), with the support of ongoing mentoring/coaching.  From my earlier experience, I personally feel that new teachers/lecturers need to develop more theoretical understanding and practice before becoming a fully fledged teacher/lecturer, especially if on such high salary.  Dare I say some teaching I have seen in HE is very much what I have observed in my time in FE, but just with slightly older students.  Meaning most teaching is via the same pedagogy and techniques, but with a different audience and environment.  I also think there needs to be some emphasis on course and module design and skills development on teaching delivery and facilitation - evidence of more session delivery, observed and independent, micro teaching upwards and designing learning activities and resources.  My colleague for example who has developing experience in teaching and designing learning, would be interested in this, will need sufficient knowledge and skills of learning activity design.  This is not present but critical reviewing of the learning philosophies with some examples.  It's not enough in my opinion to only just evaluate such things.  Luckily I developed these skills from my DTLLS, but if I was fresh from the industry I would need specific workshops and sessions on developing these skills to do competently.  Yes this can be learned on the job, as it is work-based, but some classroom time on skills development is also crucial.  Learning on the job can be good, but it doesn't necessarily mean it results in good things.

Core/mandatory units:

• Continuing personal and professional development
• Curriculum development for inclusive practice
• Wider professional practice
• Enabling learning through assessment
• Applying theories and principles for planning and enabling learning

Optional units:

• Developing, using and organising resources within the lifelong learning sector
• Evaluating learning programmes (Level 4)
• Identify the learning needs of organisations (Level 4)
• Delivering employability skills

Sadly I experienced an event of what I interpret as role type/contractual discrimination by a senior academic.  It was witnessed by a course tutor in a course-related meeting in December 2024, and by their words and definition "belittled".  They took care to check up on me straight afterwards separately, which I really appreciated.  This also confirms the tutor recognised the difference in how I was treated and represented by another academic.  Supporting the part reason why I am doing PGCLTHE – bolstering and improved credibility.  I didn't feel particularly offended at the time until the tutor called me afterwards and it became clear what had occurred.  I find it expected behaviour based on my lived experiences so it might become somewhat the norm, which I know doesn't make it right, but I’m glad it was recognised by another academic.  I did plan on speaking to the said mentor to highlight and address the issue.  But I couldn’t find the right moment and time had passed.

EDIT:  8 October 2025 - for a final PGCert Café social event.  The café is about informally sharing practice between us on any topic we wanted.  I received a little book from the lead course tutor that details what the café is and the sessions we all delivered as a group, with quotes and spaces for us to take notes.  I went onto sharing:

"Thank you again for the little book, it really is such a unique appreciation that I have never seen in such form.  A fantastic way to celebrate and acknowledge contributions to your initiative.  I’ll treasure this."

EDIT:  December 2025.  I identify as introvert, however throughout the in-person sessions, I do get involved in conversations and group activities.  I am not anti-social, despite what the label instils.  I often had to be encouraged to join other tables and groups as I was on my own sometimes.  Annoying at times as I was often the first in the room and others chose to join other tables and established peer groups/cliques - I don't think I have an intimidating vibe!  And it was me that had to move at times, grr.  Though some tutors were ok with me being solo as I could complete the required work individually.  However, I realise that many academics in the group naturally bonded more.  However, I did a lot of initiating conversations with those at my table, and sometimes it was difficult, and I didn't have to do that but I did, which I'll assume might have gone unseen.

Achieving your Diploma in Teaching

In January 2024, I saw that Ann Gravells had come out of early retirement to take up the opportunity of producing a new book, in collaboration with Gavin Lumsden.  Given that I am a long-term fan/inspiration/adviser and have previously reviewed previous learning technology chapters of hers; 'Principles and Practices of Teaching and Training (2017)' and 'Principles and Practices of Assessment (4th edition, 2021)'.  I reached out to Ann to see if she wanted my expertise and input again.  She was delighted I had as she was thinking of contacting me, but was hesitant to ask for my services once more.  Throughout January I had the privilege to review, comment and contribute to Chapter 6 'Embracing digital and online technologies'.  I approached this in my critical commentary throughout the text as per previous occasions.  Giving Ann the freedom to take or leave as she wishes.

Ann - "You made some really valid points and I've taken them all on board - thank you!"

On 21 August 2024, she published 'Achieving your Diploma in Teaching (FE & Skills): Putting theory into practice for the qualification or apprenticeship'.  An absolute honour to support her once again.  I'm sure this book will be a huge seller as her previous ones continue to be.  I recommend her text to anyone new to the teaching profession, primarily in FE, but I still find her a great starting point in a HE context.

Here's some feedback I left on her book on Amazon, 26 September 2024, 'Essential text for your teaching toolkit'

"⭐⭐⭐⭐⭐ Essential text for your teaching toolkit. For those studying the qualification or apprenticeship this text supports.  This is an excellent companion book that you'll find helpful during and post-completion of your learning.  Ann and Gavin's wealth of expertise and gifted accessible language, along with supporting examples, activities and tips make it a comprehensive and rich resource.  As a long-term reader of Ann's text books, I recommend this to get warmly acquainted and up to speed with grounding basics on this topic."

LinkedIn invite:

• Erika Gerner-Pleiner - "Hello.  I am reading a book [Achieving your Diploma in Teaching (FE & Skills)] you have contributed to.  Thank you :)"

Voice

I realise how powerful having a voice is when using it, verbal and non-verbal, and it being heard.  However, from a young age I have seemed to struggle with using my voice verbally to express my views, opinions and even myself, but I often leaned into more the quiet and reserved.  I might want to speak but often it is often about how to articulate it, which links to my reflective, introvert and 'slow learner' qualities - though it doesn't help not having an extensive vocabulary either.  But there are also other reasons that affect this, such as whom I am with and how comfortable I am around them, trust, the number of people, location, the topic being discussed, lack of thinking on your feet skill and when and where I am actually able and sometimes enabled to contribute.  However, this contrasts with my nature when I speak openly and honestly like my blog writing.  So I do use my voice, but I guess it's more in synchronous verbal moments I need to work on.

On 6 January 2024 I had my chakras aligned and cleansed by my friend Lorna Taylor.  Whilst I have been aware and interested in this holistic therapy for years, this was my first experience, as part of another therapy I had at the same time.  One of the chakra points is the throat.  Despite feeling a growing confidence in being vocal in the last few months.  The morning after I felt a difference in my voice and the days ahead, especially in being more open and vocal.  Like a new surge of energy.  I felt a strong presence of power, ownership and responsibility of my voice.  Which I have never had before.  A shift in being more vocal, verbalising my thoughts and views, even if saying I am uncomfortable with something and steering away from people pleasing-type comments, and to some extent actions; the power of saying no to opportunities and challenges (battles).  There is a significant change here.  So at this point I knew my throat chakra had been cleansed and it worked.  A strange but fulfilling feeling.  However, this also follows the commitment and responsibility I made of my voice from my shamanic experience in 'Hold the man'.  Though a lot of this could be argued that I am now becoming more mature and adult and knowing how to use my voice better, as well as developing my leadership language in my full-time work.  I guess it comes with age as they say.  Perhaps it's a mixture of maturity and level of confidence I have grown into.  And maybe the hidden trauma of being talked over, undermined and people speaking for me without permission.  But I do feel more vocal, and more willing to be vocal on my opinions, views and issues where I haven't done so before.  I've even started to make my body language even more deliberate and visible, which I feel was open and accessible anyway, but now more noticeable.

But the challenge now is to manage and control it, not letting the emotion take over the way I deliver my voice and that might be interpreted as rude.  Not defaulting to 'I'm old enough to say what I want and how I want', a bit like our elders ha.  However I am conscious of not wanting to appear arrogant.  I want to remain true and authentic to me and that adheres to my values.  But that depends on the topic and audience that I am with!  I could draw some loose inspiration from John Farnham's song 'You're The Voice'; "You're the voice, try and understand it.  Make a noise and make it clear."

I have become aware recently I need to channel my organic vulnerability, as some blog posts may convey a slightly different picture of me, which I wouldn't want to confuse people of my character.  When really I am being brave in parking my modesty/self-deprecation and championing myself.  Which is very rare for me to do and is often uncomfortable to express to people, but I will find it more comfortable to write it than say it verbally.  Professionally, this may be interpreted that I'm seeking importance, when I'm not, more so ensuring value.  I suffer deeply from imposter syndrome (truly, not as a modesty guard - I made a edit at the bottom on this) and by my biography; "All of this provides reasons of why I work and present myself in this way via my blog site, that derive from my poor educational and geographical beginnings/upbringings.  With a dash of workplace adversity.  However, I need to be very mindful of my tone, honesty (freedom of speech) and being weary of not becoming a victim archetype.  As an advocate of lifelong learning, this is yet another critical moment of learning.  I repeat, my blog is my own space about me, for me and to reflect, record and develop my personal development, thinking, articulation and promote my memory ('Slow learner?', 'Why openness is good', 'How to create an authentic blog', 'Pragmatism, criticality and d**ks', '10 years of blogging').  What I write I would say in-person and most likely in the same way.  I'm very open and honest, and as I've said some where before I'd rather be held up for my honesty than lying.  Yes some of my writing is framed, but the majority is not - just my open introspective and reflective style - my audience is me to for me to process my thoughts.  So it will of course sound self-indulging, which of course it is but for my own use and articulation as identified in my purpose to the left.

I am thankful of these situations that enable me to reflect and develop.  Though it does bring back the feelings I had in 'Pragmatism, criticality and d**ks'.  Revisiting my first blog post where I said "Because my full-time role is a learning technologist, you would think it's given that I have a blog and many other technologies to use and promote for myself.  But I am different, I don't and won't write in a egotistic way and be consumed by commercialism like other educators.  My posts are all positive, not negative. I am simply expressing and sharing my thoughts and journey with you (and hoping I am not alone in this lovely challenging career), and my reflective self.  I aim to express. Not to impress."  Reflecting on this and bearing in mind I have grown and developed exponentially since then, and I changed the focus to write for me not others.  It reminds me of my original intention of my writing, to express not impress.  And I can see a fair bit of my writing has become very matter of fact, which is a bit of personality, however I guess this is a side effect of working in higher education and obtaining accreditations.  Always looking for evidence of impact and perhaps I have let that professional aspect consume my focus slightly as of late.  So this is a hard reminder to take myself back to my glory days of my earlier writing.

EDIT.  Relating to my imposter syndrome.  While on the outside it looks like I'm doing lots of great things, and I talk strongly about them via my blogging.  On the inside there is presence of intrinsic struggles of self-belief.  And in general it is not often I talk good things about myself, I'm very modest.  I'm typically overlooked, educationally written-off and underestimated.  I resonate with the early days of the character Penelope Featherington in Bridgeton.  A moment of realisation came when in my appraisal on 15 July 2024 with my Head (line manager) when discussing an incoming IT system.  I talked about my views of the implementation rollout, communication and change management.  And somewhere in her response she said I am "very experienced" in this.  I was taken aback as I have never used this word to describe myself (possibly in application forms?!).  And boom, I realised that yes, well I am actually.  I do know my stuff and ways, despite any criticism from others.  It's just unfortunate that I had to hear it from someone else rather than listening to myself.  In September 2024, an external colleague also stated that a head position would be next role.  So my strategic work and ways must be recognisable outside the university.

Finding my joys

Now I have the full-time role and career is at a comfortable and stable place, I am now able to give focus and divide my time to other priorities of my life that are not just full-time work-related.  Something I previously and deeply shared at the bottom of a blog post back in November 2021 - it's took a while but I am now at that place.  Further reinforced by what I said in my blog post 'Triggered values' and 'What working class means to me':

"I know I still need to set some boundaries and learn to say no to things, in the effort to avoid burnout...It will come when I am ready to quieten/narrow down and when I let my full-time job just be - but I want to enjoy that too...To help minimise burnout, I have finally took the decision to step down from some volunteering opportunities...I've finally let go of doing those additional side things."

"I am wrestling with the thought of setting boundaries and learning to say no work-related things.  To avoid burnout and give space for other personal interests and developments to flourish.  Which gives me a sense of relief that I can just be, and have any nagging goals and chasing capitalistic tendencies.  I need to remember that I am rich with my life and experience - it's not always about financial and ego status."

I am now pondering what actually brings me joy.  As I feel sometimes don't know what that means to me anymore.  Things that just make me happy and blissful.  I have a professional purpose, but when that's over I find myself a bit lost.  I don't seem to have much personal purpose - which I know I do but full-time work consumes me.  However I've always struggled with a hobby or the ability to commit to one.  As I feel it needs to have meaning and long-term use - has to be related to a career or earning money, or having the feeling that I have to lead (just because I can/people please, might be no real need) which ends up making it a work-like endeavour.  It doesn't and shouldn't have to be about   The sense of commitment feels like it may add additional pressure (I must do...) when I want to feel more free and spontaneous.  But that could be a negative view from me.  I usually am self motivated, especially throughout my career but when it comes to things outside my comfort zone like practical creativity things.  I need to be with other like minded interested people to work and share experience with, and be led my someone, for motivation.  There's lots out there to Do It Yourself but again self motivated and can do with a break from leading myself.  I like having plans and going out to see people.  But on most Saturdays I spend most of the day working out what I want to do with my day or doing nothing - which is equally great as I feel I take a lot longer to decompress from a busy week and work mindset.  Which is why a four day week might be beneficial.  The weekends are usually over very quickly.  I wondered when I'd get these feelings as I have lots of good experiences and achievements.  But sometimes I feel somewhat depressed.

I think a lot of this anxiety is a result of me stepping back from extra work stuff (beyond my full-time job), that I mentioned way back here, and now that space is becoming more available.  I am feeling a bit like a fish out of water.  Most of my life I have been career and professional development driven.  Now that focus has changed and now going back into a state of self-discovery and playfulness in a sense.  Doings for me not to excel my career, but I have conflict over the balance of that as I want both.  My career has been a goal and passion which is deep rooted in my being.  So reducing this will take time and come with the anxiety and withdrawals.  I often have to say to myself this is best day ever, last day that I'm alive, a gift to be alive here today, bringing myself to the now etc to jolt myself into a state of energetic appreciation and motivation.  There is a consideration for burnout and digital overload that might make me feel like this too.

So in an effort to rediscover some basic joys in my life, and do more for me, inspired by a external colleague Sarah Copeland's 50 by 50 structure in PebblePad.  I wanted to start thinking about some goals and challenges myself in general.  But could see them as early development for my own 50 by 50 by way of stimulating personal hobbies which I have listed below - which is an active developing list.  As a grounding starter, I have come to realisation that I don't need a lot to make me happy (I don't live beyond my means anyway).  My cats, garden, friends and family, all regular stuff.  All small things, which is good I think.  As I often ponder if my happiness should be bigger, if that at all makes sense.

Wellbeing and health

• Continue my local ad hoc 5k runs
• Develop a daily/weekly routine for Movement Medicine and yoga

Family and friends

• Train or coach journey with mum/dad somewhere

Culture

• A focus on more wilderness travels than cities and towns.

Passions

• Animal related - volunteer at a cats protection/adoption
• Garden related - visit national gardens
• Natural history:
• I really liked taking the photos of squirrels and birds today.  Maybe revisiting my Neighbourhood Nature course material and recording sightings on iSpot again

Ambitions/challenges

• Sunrise and stargazing on a mountain in Peak District
• Wild swimming, day and night
• Tough mudder and support a charity
• Off-roading
• Long bike ride

PebblePad university-wide implementation

As mentioned at the end of Achieving SFHEA and SCMALT, I am now very much in the refinement stage of developing my Principal Fellowship material.  With the aim of submitting for February 2025.  I've a lot of strategic examples to use, which was a challenge to narrow these down.  In that process I had realised I have never documented my strategic work on implementing the university-wide application of PebblePad.  However, as I have already selected my three examples for my case studies, I thought I'd write the draft piece below to recall my role and contribution in this and publish here along with my previous PebblePad work.  Therefore this will remain an outtake, unless I change my view and use it as a base should I want to replace one of my current case studies.

Case study: Supporting the strategic implementation of PebblePad for university-wide application

Upon starting my Digital Practice Adviser role in October 2017 and throughout 2018, I was immediately involved in supporting  a one-year university-wide pilot to full scale implementation of PebblePad, an ePortfolio platform.  To develop and support the strategic response, of the remit to explore a new digital technology that would enable wider opportunities to support formative, summative and synoptic assessment as well as Continuing Professional Development and Degree Apprenticeships.

I led the institutional implementation of PebblePad and staff pedagogical support (Scott, 2020b) and contributed to generating feedback and to support the justification of purchasing a new technological system, and creating and embedding of an appropriate support infrastructure.    With the overall aim to ensure that the system is understood, used effectively with staff and students for the intended purpose and has ongoing effective pedagogical and technical support.  Agreed at a senior level, this involved working with identified pilot academic staff groups such as Nottingham Business School (NBS) and Art and Design.  I later conducted stakeholder analysis of current/previous and super PebblePad users, to bring people together to share practice as part of a steering group.  It was at this point I earned membership to the PebblePad Operations Group that consisted of membership of business owner colleagues (Library) and product owner (Digital Technologies).  I went onto reviewing, commenting recommendations and collaborating on key documentation such as '18-19 Service Overview', 'Benefits for Academic Staff ', 'PebblePad Communication Plan' identifying key stakeholders, main areas to be communicated using Responsible, Accountable, Consulted, Informed (RACI) analysis, methods of communication and responsibilities for communication tasks, and enquiries workflows.  I made significant contributions to how PebblePad would support summative assessment, and was acknowledged as an author to the 'Summative Assessment Guidelines using PebblePad (July 2018)'.  Later continuing my consultation and input on the 'Business Continuity Plan December 2019', and I went on to writing and publishing the 'PebblePad Operational Plan 2019-20', a 4-page strategy led by me detailing aims, mission, factors for success, strategy for accomplishing each success factor and actions.  Later transferred into the IHAP Digital Learning Strategy.  Providing further vision and direction on the utility of PebblePad from my own knowledge and insights.  As with H5P, I remain a key advisor of our PebblePad business account through my long-term advocacy of the system.

Product Manager - "...Dan having good expert knowledge of PebblePad..."

The Library are the business owner, and I facilitated the agreement for them to handle technical issues and provide student support.  I predominantly led on the design of staff pedagogical support utilising evidence-based frameworks such as 'Introducing PebblePad to students with the 5 Stage Model - December 2017' and 'Pedagogical support for PebblePad: a map of learning and teaching approaches in using PebblePad - April 2019' (Scott, 2019c).  Both used and well-evaluated by academic staff.  I was later asked to do an ad hoc presentation on both of these at the PebblePad Super User Academy in May 2019 (Scott, 2019d).

Sarah Chesney - "I recommend following @_Daniel_Scott - he shared his version of Salmon's 5 stage model applied to #eportfolio & #pebblepad @PebblePad super user academy today - really useful & I'll reshare when he publishes a copy for wider distribution. Big Thx"

I designed and delivered a range of introductory and advanced PebblePad workshops on the system, learning design, assessment and CPD, including a self-service central pedagogical and technical guidance repository learning room.  I also co-designed and co-delivered a bespoke workshop for the East Midlands Ambulance Service partnership in August 2018.  Later offering a PebblePad breakfast 28th March 2019 with my colleague, a librarian and a technician.  A main output from the activity was to collate ideas and good practice and to help us inform future staff development opportunities, the direction and structure these could take.  There were four tables with four individual themes, each facilitated by one of us.

Throughout this process, I co-built and co-facilitated the NTU PebblePad user community.  This was supported by a community of practice through the online group Microsoft Yammer that I created.  Later evolving to a Teams group in 2021.  A TILT group was also formed as a way to share practice and inform future initiatives and direction.  Around the pandemic time this fell quiet, however in 2022 I initiated discussions to reboot this.  To be recognised and invited to chair it via a previous chair and Learning and Teaching Manager, and the Product Owner in Digital Technologies.  However, I had to decline due to committing to my own TILT group previously mentioned.

By April 2018, through dissemination of pilot information I collected through questionnaires and discussions, it was clear that PebblePad was the preferred tool to support NTU’s innovative learning and teaching ambitions and it was announced that NTU would move from pilot to service.  From September 2018 onwards, PebblePad has been rolled out institution-wide, offering a self-service option for all NTU staff and students to access via the Virtual Learning Environment.

On the 12th December 2018, I co-delivered the following webinar for the Association for Learning Technology Winter Conference 2018 ; ‘PebblePad - pedagogy, positives and pitfalls: A DIY approach to creating Workbooks’ (Scott, 2018).  I shared our strategic vision and journey and included an overview of three case studies focusing on NTU colleagues who created three very different PebblePad Workbooks for their students.  I explained what worked well, what didn’t and what could be improved as a result of positive experimentation.

Overall, I made a strong strategic contribution and influence to ensuring effective system integration and developing appropriate pedagogical, technical and community infrastructure and support.  To support and enhance the experience of ePortfolio-using students. PebblePad was implemented to support and improve the student experience.  I have remained a key practitioner, stakeholder and advisor of PebblePad, up to my present role.  Therefore, adhering and fulfilling strategic objectives.

Adrian Clark, Learning and Teaching Librarian – "I had the pleasure of working with Dan Scott for several years at Nottingham Trent University.  Dan and I principally worked together on the implementation and roll out of an eportfolio solution that the university procured to support degree apprenticeships.  Dan is a natural collaborator and worked with me on a staff training program.  Dan’s initiative and sensitivity to the needs of the teaching community was evident in his setting up and curation of a staff training and communication channel: designing and delivering bespoke training to faculty both online and in person, as well as being instrumental in a launch and feedback event for the eportfolio system.  Throughout, Dan was not only an incredible colleague to work with but a consummate professional.

Teaching colleagues at NTU mentioned how informative and insightful they found the sessions.  In terms of Dan’s contribution, many attendees cited how he made the new system feel like something that was already a part of what they do rather than another thing they had to think about.  In terms of uptake we saw up to 500 new accounts created in the platform with little impact on support.  Dan went in to consult with various academic departments around the specific e-pedagogies related to their curricula, and Dan played a crucial role in not only the delivery of apprenticeships at NTU; but, digital transformation as a whole."

Principal Lecturer, Nottingham Business School – "…I just wanted to drop you a line to say that – about three years late – I have watched the video performances that you and [Learning and Teaching Librarian] did on The Idiots’ Guide To PebblePad.  They certainly benefited this idiot and I wished I had looked at them when you first did them.

It has made my job of setting up this year's PebblePads so much easier..."

Following my promotion to the role of Digital Curriculum Support and Developer in IHAP (2021), I took initiative and created a IHAP Region to own and better manage and support our specific digital curriculum.  Supported through the creation of a digital curriculum design and quality assurance process (Scott, 2022b) for PebblePad workbook design and design of VLE online learning materials in the VLE.  That promotes effective digital, academic and learning design practices.  The comment below reflects my strategic approach of this.

Senior Lecturer, Student Nursing Associates Course Lead - "The use of PebblePad and support offered at the institute (IHAP) is more advanced than what is obtainable in contemporary institutions."

Senior Lecturer, Continuous Professional Development Course Lead - "Delivering the student inductions together with the digital curriculum team works very well in supporting students on the CPD course."

At the end of 2020 my colleague who co-supported PebblePad left.  I invited my then team to support PebblePad with me.  I didn't receive any uptake which was disappointing as this is important to the success of the system and is at least a two-person job to adequately cover.  Further to this, changing priorities in Organisational Development were evolving to a traditional Learning and Development department.  Therefore it was decided to discontinue our support for PebblePad and pushed back to the Library as the business owner  I progressed on from my central role in August 2021 and into my current department.

It became clear that PebblePad had no central staff support other than the self-service central learning room, and limited one to one support from a key Learning and Teaching librarian.  Therefore, staff development, pedagogical support and community building has not been maintained.  This notable absence has negatively impacted on the system's organisational maturity implementation and the start of a critical decline in staff support and eventually contributed to downscale the system.  At present, this is still the case resulting in little or no staff support infrastructure - a fragmented experience to say the least, however it highlights the significance of my role and contribution in the implementation and shows that this is still required.  I know this to be true from our Operational Group discussions and I am still identified as a key advisor and receive occasional emails from staff across the university asking for support.  In Summer 2021 I agreed to collaborate with a key Learning and Teaching librarian to co-deliver two recorded sessions on introducing PebblePad and ATLAS.  And to further collaborate on the contextualisation PebblePad resources to be less generic.

I remain a member of the PebblePad Operations Group and a key advisor and stakeholder on decisions related to the success and licence maintenance of the system, as well as contributing objectives to the overall roadmap led by the Product Manager.  I also find that I often nudge to have account meetings to align with PebblePad system updates and upgrades, and inviting other key stakeholders.  To help mitigate exceeding our license users, which I suggested, circa 2022/2023 that PebblePad now needs to become curriculum specialist, and not widely accessible to all, and wider considerations of the systems maturity in the university.  Eventually this led to a PebblePad renewal review, which was initially due to commence in 2022, but started to gain momentum in January 2023 when I was contacted by a Digital Academic Practice Trainer for context of what we use PebblePad for and what we need from it to be an effective tool in supporting our curriculum.  However, it stalled, perhaps due to the imminent implementation of the apprenticeship end-to-end system Aptem that is used to capture all apprenticeship completion data.  The PebblePad renewal review gained traction in early 2024, perhaps with a hidden objective to replace it with Aptem.  Which would be a huge risk to our student experience and regional NHS placement partnerships we have, alongside other regional universities that consistently use PebblePad.  To support this work, in October 2024, I was contacted by a Digital Technologies Business Analyst for two meetings 1) provide an introductory overview session of the system or how it works and its uses. 2) me and my Head to discuss our department uses and requirements to help build understanding of the School’s perspective.  Aptem does not currently have the functionality to serve our non-apprenticeship curriculum requirements for external assessors to very students proficiencies and timesheets.  Aptem also brings more workload for academics than it does for PebblePad, which the apprenticeship team have acknowledged.  The PebblePad review concluded in February 2025 and was published ‘Investigation - PebblePad Review’.  Findings and the figures demonstrate below how PebblePad is integral to IHAP curriculum delivery, 1,700+ PebblePad-using students and highlight our curriculum as an area of growth in its use, as well as being the second biggest student-user of PebblePad across NTU.

PebblePad was therefore confirmed to be supported by a three-year renewal, making it stable university-wide.  Achieved through my membership of the Operations Group, I advocated and sustained PebblePad and represent IHAP’s curriculum needs.  I contributed strongly by championing our department curriculum-specific application and high risks if it was to be removed.  The Flexible Learning Team within Centre for Academic Development and Quality have declared interest in business ownership from the Library.  After previously declining as they feel it is now apparently in a better state, but has yet to be confirmed.  It is of upmost importance for stakeholders like myself to maintain integrity of PebblePad to ensure positive and successful student and partner experience.

In April 2025, I reached out to the TILT PebblePad group chair to ask of it's status and if it would convene.  As it had gone quiet pre to the above changes.  The chair is awaiting a response on the matter.  In June 2025, I recommended to the Product Owner that as support is covered in the PebblePad curriculum specialist areas.  Business ownership is key to testing and evaluating system updates for potential risks and impacts to users before they are released to everyone.  Which can be achieved through the regrouping of the Operations Group, which again I pressed for in September 2025.  It resulted in an Operations and maintenance meeting later that month, to discuss PebblePad matters and why recent upgrades have not been rolled out.  Most importantly, I agreed with the PebblePad Head of Customer Success Management EMEA to collaborate on a customer success plan for IHAP, that I will discuss with my Head of Department, that will be reviewed each year up until the current contract expires.  As of October 2025, this is in development.  This secures our curriculum-specific requirements in this period.  Identifies early warning triggers and issues.  And if a worse case scenario comes then as a department we have enough time to develop and source new solutions.  Our Digital Curriculum Team went onto being key stakeholders in testing new beta functionality; upgraded progress tracker and AI Workbook creator.  I also contributed knowledge on rolling out the new version of ATLAS, and advising on lecturer change impact on the new NOW content experience that rolled out at a similar time.  Evidencing how I've been sustaining the implementation to this stage and facilitating key stakeholders.  PebblePad ownership is being considered amongst the curriculum specialist group.

Reference List

Scott, D (2018) PebblePad - pedagogy, positives and pitfalls: A DIY approach to creating Workbooks [Online]. Available from: https://danielscott86.blogspot.com/2018/12/pebblepad-pedagogy-positives-and-pitfalls.html [Accessed 18 February 2024].

Scott, D (2019c) A quartette of PebblePad conceptual developments [Online]. Available from: https://danielscott86.blogspot.com/2019/05/a-quartette-of-pebblepad-conceptual-developments.html [Accessed 18 February 2024].

Scott, D (2019d) PebblePad Super User Academy May 2019 [Online]. Available from: https://danielscott86.blogspot.com/2019/05/pebblepad-super-user-academy-may-2019.html [Accessed 18 February 2024].

Scott, D (2020) PebblePad Review [Online]. Available from: https://danielscott86.blogspot.com/2020/06/pebblepad-review.html [Accessed 18 February 2024].

Scott, D (2022a) Digital curriculum - engaging colleagues in the process [Online]. Available from: https://danielscott86.blogspot.com/2022/08/digital-curriculum-engaging-colleagues-in-the-process.html [Accessed 18 February 2024].

Vice-Chancellor’s Award for Excellence in Technical Practice 2024

Following a string of celebrations in our department recently, such as two lecturers winning Award for Outstanding Teaching Staff - School of Social Sciences.  To which I said to Anne Felton Head of Department, "Great news, it’s great to hear about all these celebrations coming in.  The department is developing and maturing in a great direction!"  With that in mind, I was hoping that I had won the Vice-Chancellor’s Award for Excellence in Technical Practice 2024.  But unfortunately not this time.

Panel - "On behalf of the panel for the Vice-Chancellor’s Excellence Award, thank you for your submission to this year’s Awards.  We have carefully reviewed all the nominations which have been of an exceptionally high standard. 

While the panel felt that your nomination had much to recommend it, on this occasion it is not being put forward for an award.  Although your submission is not receiving a formal accolade this year, this does not take away your achievements, nor the effort and impact of your work. 

Thank you again for participating in the Vice-Chancellor’s Excellence Awards which are an important way for us to recognise the importance and impact of NTU’s work.  I hope it has been a positive experience and will not discourage you from your endeavours going forward."

This single award recognises and celebrates endeavours that demonstrate excellence in the delivery of technical practice and the impact of this.  Nominations are assessed against three criteria: excellence, engagement and impact.  NTU - "Successful applicants will be able to evidence a consistent, yet upward trajectory of excellence in technical practice."  I am a dedicated and committed learning technologist bringing about digital transformation in a supportive and encouraging way that creates and promotes an excellence culture.  Winning this would have provided more evidence to further justify that I am doing exactly that.  It would have endorsed my high quality learning technologist abilities that puts a spotlight on my proactivity, perpetual enthusiasm and energy and impactful outcomes.  And this is not just limited to this stream of work, but how I work my role across the department.  Whilst I didn't win it this time round, what brings me real joy and satisfaction is connecting and collaborating with my lecturers and clinical skills technicians, in the effort to make a positive difference in the use of educational technologies.  Fully embracing what is means to be a learning technologist.  Reinforced by my strapline on my profiles; "Making a local difference to UK healthcare HE by leading, enabling and improving our digital learning experiences."  I'll be sure to try again next year and/or maybe in another excellence category.  I am disappointed on the outcome, but I am proud of myself for attempting this though.  I know how much proactive hard work I put in and the positive impact I am making, and that's enough for me knowing I do this.  I'm not just talking about things, I am doing them and making progress.  Next time I need to ensure that I am more clearer and specific of the evidence of my individual contribution and leadership in this work.

I made the self-nomination November 2023 for my overall work in adopting, integrating and supporting the technical and pedagogical practice of our Virtual Reality walls in our department.  Including establishing the TILT® Virtual Reality and Immersive Learning practice and scholarship group and hosting visits to internal and external colleagues showcasing our VR suites.  None of this was in place previously, and therefore needed such interest, care, passion and diligence from someone like me to lead on.  A reason I made a self-nomination is that I wanted my work and IHAP to be more widely recognised internally and externally to the university; the efforts being made in our healthcare HE context.  With the hope to further build my working relationships, credibility and trust with my lecturers and clinical skills technicians staff.  I am deeply passionate about the department and my role within it.  But I like to think it is all for positive outcomes for whom I work with - though I would prefer more of the WE than I, moving forwards.  However, I do find that staff contracted as professional services, like myself, often have to make such self-nominated efforts themselves.  It would have also been good to add another nice accolade alongside my others.  Moreover, this is a great thing for me to do in addition to the appraisal process - another way to celebrate and evidence my work and development.  Which I'll naturally do as I personally think this is exceptional, despite it may have informally contributed to my promotion.  I went above and beyond my originally intended role.  I'll always find other ways to celebrate my work.  This might read as bitter, but it's genuinely not, it's passionate and committed hard work.

Nomination materials consisted of a 500 word statement written by the nominee or nominator that describes how the nominations meets the award criterion.  Along with a up-to-date CV.  It was a challenge to squeeze all this in around 500 words.  Luckily I can expand on this in my Principal Fellowship application.  Below is what I submitted, ambitiously adding appendices to further support my submission.

Since making my self-nomination, the team project that is mentioned in my submission went onto being shortlisted for the Student Nursing Times Awards 2024, Teaching Innovation of the Year.  It was an honour to be involved in help enable this.  My role in this was enabling the pedagogical and technical success of it.  It is essential that the pedagogy, hardware and digital content is considered at the outset, and in a collaborative way.  There's much more to come in this space.  Again, we are still a young department and early in our journey and there is much more progress and innovation to be made here.  More on my immersive learning and VR work documented below:

• Virtual Reality wall
• Exploring a pedagogical rationale for VR and immersive learning
• Enabling positive Virtual Reality and immersive learning adoption: a journey of integrating VR walls
• TILT Virtual Reality and Immersive Learning practice and scholarship group
• What is Immersive Learning and VR?
• Assessing the current position of the IHAP VR walls