Online asynchronous learning framework

Further to this area of development which derives from my strategic H5P work and continued online asynchronous learning.  For this year I centered one of my appraisal objectives on the following:

• Develop an IHAP-specific online asynchronous learning standards and requirements framework and guidelines.  To ensure quality, pedagogical requirements and compliance of the digital learning design of online asynchronous learning experiences, with a specific focus on addressing the design quality of H5P objects, and ensuring that all online asynchronous learning content is fully established in and across modules and are consistent and coherent in their design.
• Leading and working with bioscience lecturers and the standards and requirements framework and guidelines, establish expectations and what a complete module looks like with online asynchronous learning material and activities.  Addressing; what does an hour’s worth of online asynchronous content look like that is not overwhelming.

Below is the final document I produced and there are two projects underway that will test this process.  Also below is feedback back that I received during it's development.  Which I appreciated to make it as clear and effective as it can be.  I often find with things like this that I have to do the broader thinking and detail first which is the main challenge, and next is to present it in a palatable and accessible way.  So I appreciated the feedback to help balance detail and readability through a bit of fine tuning.

Digital Curriculum Support and Developer - "This reads really well and has been thoughtfully put together. I have added a couple of recommendations and noted one or two minor typos, but overall, thank you for developing this Dan, as it helps to lend structure and more credibility to the asynchronous work."

Head of Department - "Thank you for the work on this and for sending it through...It would be good to have a chat through. I think the detail is really valuable, particularly for the team to refer to when they are starting asynchronous learning but a short 1 -2 page summary of key points would be helpful for people to get things started. We can look at which aspects might be included in this."

Deputy Head of Department - "Firstly, thank you for putting this together. Asynchronous learning is a valuable educational tool, and we are eager to further develop it within the Department due to its many benefits. I’ve provided some commentary on the document itself for your consideration, and also attached a checklist for staff, which may be a more ‘busy academic-friendly’ way to present your written text."

A related and insightful webinar 'The power of Asynchronous learning' was delivered on 15 January 2026 by the Centre for Online and Distance Education (CODE).

Research poster - Evaluating the Use and Functionality of a Digital Capabilities Tool in a Cohort of Student Nursing Associates

This is my output of a formative assessment for my Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE).  Following my inclusive practice in July, review of 2 research papers (book chapters in my case) in May, teaching observation in April and teaching philosophy in January.

This poster derives from work of the IHAP Digital Capabilities Working Group that I co-lead; 'Developing digital capabilities in healthcare higher education'.  It was efficient of my time to use an active current project rather than create a new one to satisfy the needs of the course.  This is a joint, currently ongoing, project with other senior lecturers, however for the purposes of the assessment it has to be only me, hence the reflection at the bottom.  Once assessed and when the group presents and showcases this work, I can reinstate their names and update and use this poster collectively.  I/we can also use the audio presentation of this work that I had to submit alongside it.

I received the following overall feedback.

"Thank you for this submission, Daniel. It was great to read your research poster.

Strengths

• The poster has a good flow to it, particularly the Aims and Methodology section, making it clear and easy to read.
• You incorporated and built on research well in this poster. The inclusion of research shows how you are able to use subject and pedagogic research which support the development of advanced practice and integrate subject and pedagogic research to enhance teaching and support changes of practice.
• Within the ‘Reflection’ section you make clear how you are going to manage your own CPD and share your ideas with peers.

Areas for development

• Although you have identified a problem, highlighted in the ‘Project’ section, you have not made explicit why neglecting current and transferable digital practices is a problem or how this relates to higher education. The research needs to be contextualised in an HE setting more obviously.  [I argue that the importance in 'Introduction/background' clarifies this at the required summary poster-level, and is clearly situated in healthcare Higher Education]
• It would have been great to see a multimodality approach to this poster. The key themes you have included could have some small images attached to them instead of being further text.
• It would have been great if you included a specific research question to evidence that you are able to develop research questions and hypotheses prior to undertaking research. It would also have anchored your poster and made explicit what you were setting out to do."  [The collaborative group did not decide on a question/s but aims, but I'll take this feedback if I am individually required to for future research]

Immersive and XR learning - a report

The TILT® Virtual Reality and Immersive Learning practice and scholarship group, that I founded and chaired, has now concluded - group closure communication and achievements is at the bottom of that blog post.  For our second group output of the last academic year, me and my colleague collaborated on the report below, to determine the scale of immersive and Extended Reality (XR) learning across NTU.  Which supports a reason why this group was established.  I am particularly proud of this as it concludes me chairing the TILT group (two years) and it features my department in it.  I created the report itself, wrote sections 1, subsequent section openings and 2.1 and 2.2.  My colleague co-author wrote 2.3 and 2.4, then we came together to write the conclusion and recommendations – the majority provided by myself.  I then did a final edit before publishing and disseminating.

Chris Pritchard, Senior Lecturer - "Awesome work Dan!"

Rosemary Pearce, Learning Development Manager - "nice- can I pop that into the Immersive Technologies channel in the new Teams site for reference?"..."Thanks - I need to get up to speed, this looks so handy!"