Friday, 15 December 2023

Triggered values

A small thought note.  I saw the the following Tweets and many other similar ones by the same individual author, and it provoked some deep reflection on the honesty of what life and work means to me.  Whilst limiting government and policy talk.

"I watched a video where Elon mention a quote by Marcus Licinius Crassus. That a man could only consider himself truly rich when his annual income could raise and maintain a Roman legion. A legion is between 4000-5000 soldiers." 25 August 2023

"...Usually, it is the people who understand that money is a proxy for value that are the most trustworthy. The more money you make the more value you have generated for society." 27 August 2023

"The goal is to retire. Retirement is getting to a level of wealth where you can choose what to do with your day without time or financial restrictions. Retirement, or the wealth needed for it, is based on what you want to do with your day. Do you even know?" 28 August 2023 

So many questions to raise, and I get the motivation and productivity principles.  Firstly, usually such statements come from a rich person where wealth is of upmost importance on their agenda and status.  Many present their financial status and what monetary value they bring and spend before any other attribute.  When to me it is the quality of the person that comes first.  I wonder how these types of people react when someone attempts to succeed them through their own 'advice'?  It breeds unnecessary competition and rivalry.

Emotional and relational value doesn't leave societal impact?  People with spiritual passion shouldn't be seen as none impactful.  Spiritual healing and life coaching for example.  Seems pretty incredulous to me.

Or have I got all this wrong in my head?  To me these statements are down right dangerous, and again, come from the already rich, allegedly powerful and probably privileged backgrounds.  This displays greedy and militant leadership in the style of Elon Musk.  I confidently and unapologetically say that I am unable to work under someone that is leading with those values.  We are in a climate where we must be vocal and and challenge such values.  It depends on where you work and what position you hold, or where you want to work and the position you want to hold, that gets people the wealth they are looking for.  It's easy to spout out motivation and productivity principles from people already at the 'top', when in fact they may not have adhered to their own advice but been served it on a plate, or been far too easy to influence others.  Anyway, all of this encourages more greed and capitalism in people, which will ultimately lead to more characters like the rich and corrupted.  Whilst empathy for the planet and personal wellbeing is being depleted.  We should educate people to be rich in life experience and wholeness/happiness and leaving a positive imprint, not just to be rich and superior to others through fakeness and consumerism.  I also believe that being abundant in money doesn't bring you happiness, but the meaningful things you spend it on or choose not to spend it on, and whom with.  As often celebrities say it is very lonely at the top - not a good sell to me.  To me, obtaining richness in life can be achieved by deeply making connects with others and the natural world, travelling and seeing other cultures and lifestyles, and immersing yourself in them.  A benefit when I see such things it makes me react like this, grounding and confirming my values and principles - so that's my positive spin on this reaction.  I'm not in favor of money chasing and doing the whole rat race thing, but we all subscribe to it somewhat.  Especially when you feel you know what you might be 'worth' according to organisation's pay scales.  However, it is important to have regular and adequate income given today's ever increasing cost of living, which is mostly due to greedy people and businesses.  For me, I am interested in and committed to personal and professional growth, and being successful in making a positive and impactful difference in the work I do.  And if that results in a bit of incremental progression, I think that's healthy, as it's natural to me not forced.  We all need to enjoy life as it goes, it should not be about take and greed.  But yes this is how our country works and pretty much the whole world.  All about financial gain and status.  You could spend most of your life chasing a job that you may not get, then die the next day.  It could be quite the waste to discount other aspects of your life in favor of only chasing money.  But I get that rapid personal/business succession may lead to rapid innovations.  Though surely everyone racing and fighting each other for the above, will push quality of business/service, economy and healthcare further down?  Well, quality criteria in general is usually critical until it isn't I.e. it matters until it suddenly doesn't matter.  For example, when a product, service or students are at completion stage and incomplete quality criteria is harder to achieve, then a conscious decision is often made to pass to avoid delays or further challenges.

I do feel this anxiety that you have to keep doing work and earning and spreading yourself thin, just in case of job security, government changes, pensions etc.  Yes some of it is natural career ambitions but I feel deep down it is due to the capitalistic impressions from the government and media spinning that all these negative societal changes must require such things from me.  I feel much of professional life comes down to how people influence and shape 'the conversation and data' they want it to be; lack of actual truth.  And how convincing and persuasive language is relied heavily too much on without evidence and true facts.  Resisting capitalistic tendencies is very challenging indeed, perhaps the radical rest movement is the way?  I like the outlook that it's not about what and how much you have got and how you look at it.  Overall, I think our human instincts and survival skills and have evolved to not fall behind in the idealism of capitalism.  Meaning if you are not rich or aiming to be rich, you'll be left behind/die.  Which is nothing new really, but has got worse.  And perhaps what provokes my strong sense of ensuring financial stability.

Yes I wanted to make something of myself and have a good salary, as I mentioned in my blog post 'What working class means to me'.  I am guided by the principle that as long as you can do what you like to do in life, it doesn't matter how much you get.  Complemented by other sayings that, 'it doesn't matter how much you earn, but how much you spend' and 'we all come to this earth plane with nothing, and we leave with nothing, and then at some point we must learn the act of letting go'.  But I know my spiritual boundaries and know being consumed by richness is something I am not and will not be driven by.  And because of my working class back ground I have a strong instinct to provide security and financial stability.  Both when I was single and living alone to being married.  Which links to my personal saying by not living beyond my means.  Yes I did strive for more, but it was both personal and professional goals and ensuring stability through a decent salary.  It's ok to change your lifestyle after getting a promotion, but it worked excellently for me (so far) by not jumping on that bandwagon; no upsizing to downsize later etc.  And enjoy work progression in mean time.  That's what my aim is and was, natural progression with no desire to get straight to the pseudo pinnacle.  Like Gary said, I can be successful and still be working class.  In personal life I haven't changed the way I live.  I'm still the original Barnsley me at the core.  However, it does feel like the world is driven by the man to get you to spend all the time (always offers (when they might not be), a marketing narrative of why I supposedly need something or to panic purchase), even if the products are good and enrich your life as well as the wider economy.  Again I am glad that I know when my needs are met and when I need to get things, rather than keep playing to businesses needs.


Forever to me means me, my husband, my cats, my home, comfort, health, and my family and friends.  Whilst I understand some are solo in life, that should be some sort of vision or hope.  We need more love and feel-good vibes in the world.  Though nowadays, I think you have to make that an inner and close circle thing.

I've had to put on hold some other personal pursuits as I am still establishing and shaping my full-time role and team.  And this deserves a fair bit of my time as I have longed for this role and invested in my professional development for it.  Once I have got it all to a settled state then I can relax those efforts to concentrate back on some personal endeavours.

I know I still need to set some boundaries and learn to say no to things, in the effort to avoid burnout - as its my dream job.  I will naturally work hard in my full-time work as I am passionate about what I do and personal and professional development.  But there's my own personal wellbeing, husband, cats, family and friends to balance too.  And I still want to develop my abilities to be some sort of spiritual enquirer, and look at integrating Movement Medicine into my lifestyle.  But allocate space and time to the other aspect of me; "...healing and developing and utilising my abilities in vulnerability, empathy and intuition..."  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.  Maybe the world will benefit more from my healing side...  We need more healers in the world, not leaders - there's too many of them and a lot potentially false.  To help minimise burnout, I have finally took the decision to step down from some volunteering opportunities such as the Early-career learning technologists group and the PebblePad learning technologists check-in group - that I was caretaking.  Including ending my formal external work in Further Education, through my final NCFE contracted pieces of work in March and May 2024.  And delivering a masterclass for Level 5 Digital Learning Designer apprentices in January 2024, along with reviewing Ann Gravells and Gavin Lumsden's technology chapter in their forthcoming book due Summer 2024, to support the new Diploma in Teaching (FE and Skills) qualification.  I've finally let go of doing those additional side things.  I am specialising in healthcare Higher Education after all and want to narrow down and share all of that widely.  I am in the role I have longed to be in, I can fully get my head down in it and in the context of healthcare HE.

I feel I am at a place of just enjoying being comfortable with everything around me, and being positively quiet.  A good place to be, but not be too complacent as change is always afoot.

Thursday, 30 November 2023

Solo to team

I commenced my Digital Curriculum Manager role on 6 March 2023, then in late Spring I became a two-person team.  Enabling me to progress with my wider strategic work in our healthcare higher education digital curriculum.

Me - "Our Digital Curriculum Team is growing and I am looking to appoint a proactive and seasoned #learningtechnologist. It is an exciting time to join us, and you will have the opportunity to shape our approach to digital #healthcare #HigherEd. https://vacancies.ntu.ac.uk/Job/JobDetail?JobId=12316. Closes 8th May."

When I shared the vacancy for the first and second recruitment rounds.  It was really warming to receive such comments from the education community.

First round: 

Second round:

I successfully recruited to the post, Digital Curriculum Support and Developer, on the second round between July- August 2023.  However in the near future, through continued department and curriculum growth, I'll need to recruit for another full-time person.  Though I will be certainly be making use of our internship scheme again.  

Only recently have I been able to fully get hands on with my newish leadership and management role.  I maintained two jobs; part of my new one and still doing my previous one, until my new colleague was finally in place in October 2023.  Creating a team culture and dynamic, and establishing our team purpose and profile, while induction a new member is challenging to balance.  The recent course leader consultation will help progress things further, once outcomes are analysed and reported by my new colleague.  As there is a few activities linked to that, both in priming our team and future digital developments.  My vision is building up, but it will take time and I need to be patient with that.  As a two-person team, including Godson Uma.  Therefore I have produced the brief document below of our team purpose and responsibilities.  In the effort to help articulate and clarify to colleagues on what we do and who deals with what etc, as well as what we offer as individuals.  Encouraging staff to familiarise themselves with this and use in any staff inductions.

Success to us is defined by the delivery;  quality requirements of the agreed outcomes, cost(s) and time if included, along with staff, student and stakeholder satisfaction.  Our abilities to interpret and specify requirements, through our dynamic and flexible ways of collaborating to ensure high-quality, innovative and satisfying digital learning experiences, that enhance and progress our healthcare higher education curriculum.  We base our successes on outputs, social and perceptive change in collaboration and digital practices.





I received the following comments on the document.

  • Anne Felton, Head of Department - "Thanks for producing this, I think it’ll be really helpful. It would be great to get it on Sharepoint as part of the induction too."
  • Jo Rutt, Principal Lecturer - "Thank you for this - it outlines the roles well".

EDIT:  In November 2024 I produced the short video below 'So, what are the Digital Curriculum Team?', as part of my strategy and the first in a series, to profile the Digital Curriculum Team in all its guises.  Many of our academic staff haven't worked with learning technologists before or know how to work with them.  Despite knowing what we do.  How can they best engage with us as: innovators, mediators, translators, problem solvers, creators, curators and shapers.


EDIT:  As part of our online asynchronous learning exemplars space launch, which we facilitated in-person on 4 June 2025.  I suggested that our planned second video, 'What does the Digital Curriculum Team do?', should sit within this space, along with the first above in the introducing the team section.  The video and animated graphics were produced by my colleague Godson Uma, Digital Curriculum Support and Developer.


As part of the team set up there have been other changes to support our dynamics, which I'll most likely share in future blog posts.  Below is one I produced to outline who attends what meetings, whilst illustrating the presence we have across the department.






I will update on the team development and activities, and reflect on the team development and my leadership and management in a future blog post.  But linking on from the latter, I attended the following on 5 September 2023.

ALT Annual Conference 2023

The first day keynote that I attended in-person, "Things cannot be made simple" delivered by Anne-Marie Scott.  Her emotive story that was underpinned by leadership was highly relevant.  It left me with lots of thoughts and inspiration on how I can develop and shape my leadership as I transition from solo to a small team.  Anne-Marie discusses what she thinks is the core of her leadership practice between 1:00:24-1:05:52.

I resonated and was inspired by a few of the following points:

  • Lead by developing others - create conditions so that others can do their best work.
  • Pick the priorities that move the needle - if there's limited means and resources where can we move the needle most.
  • People will always hold you up for not prioritising the things they need the most.  Accept people will have strong opinions about your choices and decisions. Success it not about pleasing everybody.
  • Gather up the work as a team, make lists, and enable teams to contribute to my lists.
  • Make explicit links to peoples work to the bigger picture.
  • Leave a bit of space for the unexpected.
  • It's ok to have the answers, but enabling teams to connect with others internally and externally for them.
  • Ensuring there is space to act in the uncertainty.


Lisa J. Scott on Twitter bulleted some key points:

"- thank colleagues
- celebrate wins
- build resilience
- embrace diversity
- teams of teams (matrix working)
- working together
- leadership as practice of care
- no need for heroes
- people are the real infrastructure of our universities
"

Continued:

"- accept complexity
- nothing is pre-determined
- space to speak and be heard
- find visions for future
- imagine multiple futures
- reduce fear factor
- pick priorities
- where can we have most impact
- prioritise time to quantify impact
- adjacent possible
- small wins
"

I also resonated with fellow ALT community member John Brindle, Learning Design Manager, when introducing myself to him.  He is relatively new to his role.  We both discussed our inclusive approaches in bringing people into our conversations.  Rather than going off and doing something and presenting this to people.  Creating a joined up collaborative approach.

EDIT:  In May 2024, a lecturer responded to an email I sent about developing further Makaton H5P Speak the Word content types.  Following the one I co-created with the lecturer for the International Nurses Day 2024.

Farai Pfende, Senior Lecturer in Learning Disabilities Nursing - "Thank you so much for your encouragement.  It is really lovely to have our own digital support team.  I hope to find time for some really good student stuff."

Department Away day 5 July 2024, as part of an Appreciation Wall activity via Padlet:

"You guys are literally the place where we can go and re-imagine our practice.  Thank you for accommodating and responding to questions, ideas, problems.  You guys have the patience of saints 😅  How I wish we had more time to make magic happen 🪄 Sincerely, Farai"

On 3 September 2025, I communicated the following email to the department.  Hyperlinks redacted but left underlined.

"What do we actually do?

Hello,

As we head into another new academic year, it’s a good time to acknowledge that digital curriculum has had department presence for 4 years, and coming up to 2 years as a two-person team – I know, goes quick! Therefore it is timely that we remind you of firstly who we are (not that some of you will forget 😉) and what is the Digital Curriculum Team – includes the following topics, ultimately answering what do we actually do?

  • So, what are the Digital Curriculum Team? (1 minute)
  • The role of the Digital Curriculum Team (2 minutes 19 seconds)
  • What makes up the Digital Curriculum Team (interactive graphic)

It is our hope to demystify assumptions to avoid us being designated the common 'techie' label, that we only exist to support the less digitally enabled and telling others how to press buttons. We understand educational design and delivery; we’re not just technology enthusiasts.

Just like NHS learning technology teams, you have access to a unique curriculum-specific resource, please utilise us to ensure that our curricula is current and competitive otherwise we risk of being outdated and left behind.

We are typically project-based and develop meaningful and innovative projects to enhance your student learning experience and elevate your teaching, as many of you have experienced from us. I encourage you to re-familiarise yourself with our team remit (purpose), conversational induction checklist, our department meeting presence, support and CPD we offer and the IHAP Digital Learning Strategy – detailing our trajectory including opportunities to collaborate. Though this is a working document as we wait for the department plan which this will realign to. Godson has also provided detail on the online asynchronous H5P projects he is working on. Of which the outputs and exemplars can be accessed, copied and adapted from our Digital Curriculum NOW learning room. However, our work is not limited to online interactive asynchronous learning designs using H5P. But supporting you, students and practice assessors/educators with PebblePad, enhancing workflows and creating instructional resources using it. As well as integrating and developing high and low fidelity immersive and Virtual Reality experiences into our curriculum and in simulations using our curriculum-specific framework. Supporting you to apply audio and visual, and offering a wider variety of online learning activities using other existing digital tools such as Padlet, Vevox, Microsoft Office products etc.

On this note, to better utilise our expertise to enhance your courses and modules, please reach out on how we can advise, consult and collaborate with you on digital pedagogy. Moving from peripheral to partners and collaborators. How do you know you are selecting and developing appropriate digital modalities? How effective are these with your students and courses/modules? Regarding digital transformation and pedagogy, how do you know you are moving from Substitution, Augmentation, Modification and Redefinition? Let's have a convo and find out… Maybe digital is not needed at all in some situations. My own 15 ½ years’ experience and research says learning technologists work best with educational ideas and challenges to be solved. I and Godson look forward to developing unique digital learning experiences and projects with you."

Jayne Brown, Professor of Health Care Professions - "Hi Dan,
What a great start to the year and wonderful publication of the skills of the team!  If I was a teacher I would be excited at the thought, but I’m still not sure what sort of things I might do.  Do you have some examples you could show of what can be produced to inspire us dinosaurs."

Me - "Hello Jayne, 

Usually this requires a conversation in the style of coaching/mentoring to find out what are the problems, challenges and ambitions one might have.  From thereon examples can be sourced and support and co-collaborated on.  Otherwise lots of examples can be sourced but none maybe applicable to people’s contexts and needs. 

Is this for you, or was it just a general question of what we as a team could do? 

There are online healthcare learning examples (link in main email below) that provide inspiration of how lecturers can elevate that type of delivery." 

Jayne - "Just a general thing Dan I know you do a great job 😊"

EDIT:  October 2025.  Point 4 of Huw Davies post below supports my partnership and collaboration points above:

"4. Treat your learning designer as a partner in your online learning development journey. Unless you have a degree in digital learning design, they are exponentially more qualified than you to advise on what learning activity best suits the outcomes you are trying to achieve. Get to know them, talk to them regularly and build a relationship of trust."

EDIT:  December 2025.  Farai Pfende - "...we always value your team feedback and input."

Tuesday, 31 October 2023

TILT® Virtual Reality and Immersive Learning practice and scholarship group

As I arrived in the department in August 2021, decisions were already made around the installation of our Virtual Reality (VR) walls.  I have little details to share on the earlier discussions on the new-build requirements.  But the headline reasons of having in-built VR walls were to enable students to access, experience and prepare for a variety of situations and scenarios, in a safe environment before dealing with them in the real-world.  However, I am new in working with such intensive suites.

Integration wasn’t really that impactful, hence why I adopted the kit upon my arrival.  I approach the digital curriculum integration through a scaffolded induction of the kit to enable positive adoption with academics, and student involvement.  Full details in my blog post 'Virtual Reality wall', and additional information about the VR suites in my presentation 'Enabling positive Virtual Reality and immersive learning adoption: a journey of integrating VR walls'.  My newer role is focused on the academic leadership of such technology in the healthcare context, and I will be making headway with immersive pedagogy.  Details of this in my blog post 'Exploring a pedagogical rationale for VR and immersive learning' and 'What is Immersive Learning and VR?'.  We don’t require headsets for such immersive experience, mostly non-interactive VR, but we have plans to purchase some for exploratory VR experiences.  This is centered around a pilot with Oxford Medical Simulations - details in 'Trialling VR scenarios in the curriculum'.

These VR suites are new to me, and many of our academics and technicians who have varying degrees of digital capabilities using learning technologies.  As well as keeping informed and updated on healthcare matters via lecturers, technicians and students that I work with on a daily basis, and the NHS and Higher Education England communications circulated by my Head.  Therefore, I need to develop and update my expertise in VR and immersive learning.  As well as looking to use this group to help scale up our VR and immersive experiences.  Moreover, I am not aware anyone in department has an active interest in such specialism, and the care of it, and I see this firmly sitting within my role to further our approaches.

I established a small informal bi-monthly VR and immersive learning working group in July 2022, replacing and repurposing an existing reoccurring catch up with a learning designer from the central Flexible Learning team.  Later inviting a couple more learning designers from the central learning design team.  To co-collaborate on developing our understanding and practice in this area and to disseminate our outcomes with the wider university.  On 9 March 2023 I decided to submit a proposal to scope the possibility of converting this into a NTU Trent Institute for Learning and Teaching (TILT®) practice and scholarship group.  To widen membership and better support practice and scholarship and the universities strategic ambitions.  This was approved and I became the chair of it.  Enabling me to spearhead this specialism and utilising this space for members to develop their knowledge and practice.  Utilising my previous co-chair experience of the TILT Flexible and Online Learning Group in 2020.  EDIT:  In September 2024 I recruited a co-chair to collaborate, support and share the responsibility and workload to improve our collective input and outputs.  Another driving force in the creation of this group is that VR and immersive learning technical and scholarly practice is not well-supported at NTU and is a complex field.  By way of building community and support, it aims to;

"Virtual Reality (VR) (including Extended Reality (XR) and Immersive Learning is a growing specialist area across HE.  Therefore, this practice and scholarship special interest group aims to explore the potential, current practices and review related literature to develop expertise and support."  NTU TILT

I guess my 5 year aims of the group are to support this core aim.  We have a lot of technological equipment and facilities, but often with little or no support for end users to develop long-term plans.

Below is a poster I created to promote the group.


As I lead and progress this group, I hope to further refine our scholarship philosophy.

The group is particularly useful to those that design and/or support immersive learning.  The group contains 34 members, excluding TILT administrators/coordinators and chair.  The group first met on 7th September 2023.  It includes a diverse range of roles and this is proving to be a successful and valuable group.  Frequency and other roles are yet to be determined once group outputs are confirmed at the second meeting on 22nd November 2023.  Regarding active and passive members.  My stance is that some members may want to just be silent engagers e.g. passively keeping up to date with topics - we all do this and it is fine.  Active members should only matter depending on what outputs/projects are agreed, and who does what etc, of which might not be for everyone.

Role, department and school representation, again excluding TILT administrators/coordinators and chair, numbers denote individuals:


I'll update this blog post as the group develops through my leadership.

Meeting agenda and summary:

  • Meeting 1 agenda, 7th September 2023
    • Welcome and aims of the group
    • Member introductions (your role, reasons for joining, VR and immersive learning experience, and/or any requirements/challenges from your department
    • Review and discussion of Terms of reference
    • Group logistics (format, frequency, contributing, Teams space etc), growing membership
    • What would we like the focus of the group to be?  Discuss potential outputs
    • Topics for future meetings and/or guest speakers and/or ideas for work for the group 
    • Short presentations introducing the current VR and immersive learning landscape across the sector, and what's happening at NTU
      • REALM – A VR project for the School of Social Sciences.  Bjorn Le Roux and David Roach, Flexible Learning Team, Nottingham Trent University
      • Use of VR walls in the Institute of Health and Allied Professions.  Daniel Scott-Purdy, Institute of Health and Allied Professions, Nottingham Trent University
    • Lot's of interest, energy, opportunities and potential group focus ideas and outputs were discussed - to be confirmed in the next meeting on 22nd November
    • Katalin Butt-Bethlendy - "Thanks again for setting up the group - it is a such an exciting and promising field!"
    • AOB as standard throughout all meetings
  • Meeting 2 agenda, 22nd November 2023
    • Pre-meeting preparation – review the group’s suggested outputs from meeting 1
    • Group welcome
    • Discuss and agree the suggested group output; development of a Thrive learning pathway
    • Short presentations:
      • David Jeckells, Learning & Teaching Technology Manager – widening access to creating H5P virtual tours (15 mins)
      • Pamela Henderson, Senior Lecturer – sharing digital escape rooms idea (15 mins)
    • Confirmed main output for this academic year to be the development of a Thrive learning pathway, and ways we can begin to flesh this out and divide roles
  • Meeting 3 agenda, 25 January 2024
    • Confirm the Thrive content pathway outline (circulated ahead of the meeting), and confirm role(s), contribution and required presence at sub-groups
  • Meeting 4 agenda, 20 March 2024
    • Member update on device management and streamlining some of the headset onboarding allowing single sign-on.
    • Reviewed draft Thrive content pathway outline
    • TILT VRIL presence at NTU TILT Annual Learning and Teaching Conference
    • Member question - a session to focus on practically developing and incorporating VR in the classroom  and assessment activities too
  • Meeting 5 agenda, 20 June 2024
    • Review Thrive content pathway outline and decide next steps
      • Pre-meeting task – review the Thrive learning pathway content
      • Identified gaps: Availability of technology, Technical set up requirements and Practical ideas solutions.  Need to decide whether to fill or postpone to a later date.
    • Take stock, evaluate and look ahead for next year
  • Meeting 6 agenda, 20 November 2024
    • New co-chair and re-focus of the group and structure and discussion of outputs for this academic year
    • Make a decision on Thrive pathway content; make changes or just promote lightly and move on
    • Review an Immersive learning design process/framework
    • Possible development of a VRIL policy development/manifesto
    • Research on what makes VR walls successful
    • Presentation opportunities
    • External visits
    • Possible annual event
    • MS form to collect some information for the next funding applications
  • Meeting 7 agenda, 2 April 2025
    • Tour of NTU's new Design and Digital Arts building immersive facilities
  • Meeting 8, agenda, 31 July 2025
    • Second group output – progress and outcomes (5 minutes)
      • Development of a report to determine scale of immersive learning and VR across NTU.  Links to development of a VRIL policy development/manifesto.
      • Group involvement.
    • IHAP developments (10 mins)
      • School Showcase
      • NHS webinar
      • Tech Teaser – VR immersive wall suite
      • Bodyswaps healthcare grant outcome and Meta Quest exploration
      • Night club scene development
      • Maudsley (ADBE) VR immersive suite visit
      • Social work developments
      • Law and Employability visit
    • Presentation (15 mins)
      • Godson Uma – current immersive learning works and filming projects
      • H5P Virtual Tours (Dignity, Blossomwood, paramedicine kits)
      • Soundscape (audio) development
      • HoloLens exploration
    • Open invitation for others to share.
      • Possibly:
        • Criminology (Elliot Doornbos & Joe Hale - 360 Shrewsbury Prison Tour)
        • Policing (Gary Markham)
        • School of Social Sciences (David J and Sarah B)
        • Art and Design colleagues who presented at NTU’s ATLC
    • Autumn hands-on exploration (3 mins)
      • The in-person exploration/play drop-in and showcase of available immersive technologies and tools, prototypes etc.  Was deferred to Autumn and Bjorn and David Roach have confirmed they can support this.
    • AOB
      • Recruiting a new co-chair
  • Meeting 9, agenda, 26 November 2025
    • Group closed on 29 September 2025 - at the bottom is the communication sent to members.

EDIT:

In November 2023:

Me - "Hello Edward, Sharon and Jane, [University Executive Team]
 
I attended your live VC Q&A on 21 November 2023.  Towards the end, you answered an audience question regarding NTU’s unique selling point.  You had a brief discussion about immersive technology at your recent away day; what have NTU got that we could make more of etc, and what we could do as a university in this space to showcase etc.
 
I’d like to take the opportunity to make you aware of the brand-new TILT Virtual Reality and Immersive Learning practice and scholarship group – we first met in September.  I established and chair this group by way of building community to address the lack of support available.  It aims to explore the potential, current practices and review related literature to develop expertise and support.
 
As you continue to explore our immersive technology offer, this group can help you find out what is available and what great work is being done across NTU.  As the chair of the group, I’d be happy to take and coordinate any questions and collect other information as required."

Jane McNeil, Pro Vice-Chancellor - "Thank you for reaching out and for taking the initiative to set up a TILT group.  This is exactly what we hope TILT will achieve - supporting colleagues like you to create opportunities for exploration and innovation.  It’s great news that you are leading this.  I’d be very interested to hear about the work.  Shall we meet up to discuss?"

Me - "Thank you Jane, yes that would be great.  The group is very much in its early development stages having met twice now, but has clear outputs.  Let me know your availability and we can discuss in further detail."

Michael Greenwell, Senior Lecturer – "Thanks Dan, appreciate your time and work."

Shishir Malde, Principal Lecturer - "...I do think what you are leading is immense, and I wish you continued success."

Group closure, 29 September 2025

Me:

"Hello,

In response to my previous email. No one has come forward with interest in taking up a co-chair role. With my own department commitments growing I am unable to continue to develop and nurture the group as a solo chair. The co-chair sharing of the responsibility and workload is essential for maintaining membership engagement and interactivity. Of which has largely been absent in the last academic year. As well as addressing a decline in engagement and attendance of the wider group’s membership. Therefore, I bring this TILT group to a natural close.

Thank you to all members attendance and contributions to the group over the last two years. It is much appreciated and helped spread the value and work of immersive learning and VR across the university. It has enabled and supported this specialist area to have presence and focus for discussion. I think the group has been ahead of time and served it’s initial intentions well, the report (second output of last academic year) that myself and David have concluded supports this. I like also to think I have created a specialist legacy space for this area of work, should it be resurrected in the future, there will be something to build on.

I remain open and collaborative on all thing immersive learning and VR. So please do keep in touch. I hope you have found this group useful over the last two years, even if you have silently engaged without attending.

I will keep the Team space open, but note that I will not manage this, but I will continue to share resources and literature as I have been.

Whilst it has been a challenge to maintain membership engagement and collaboration, as a group we have achieved the following. If I have missed anything, please let me know.
 
  • Created a space to share and develop thinking and practice, recognised and commended by Jane McNeil, Pro Vice-Chancellor, University Executive Team member
  • Representative group membership across academic and professional services staff; professors, principal and senior lecturers, learning designers and technicians
  • Increased awareness of this specialism and shared low technical solutions and opportunities e.g. H5P Virtual Tour (360) content type
  • Thrive content pathway – Introducing immersive learning and VR at NTU [URL redacted]. Acting as an accessible resource to guide NTU staff plan and develop immersive learning in their subject areas
  • Influenced immersive learning-related objectives and priorities in the School of Social Sciences Digital Learning framework
  • Visited the new Design and Digital Arts building on 2 April 2025 touring their immersive facilities and technologies. Inspiring new and authentic industry experience ideas and practices and reflecting on how to apply them in different curriculum contexts. Reflecting on School of Social Sciences Chaucer building in repurposing teaching spaces to create imaginative, low cost and technical ways to promote student engagement
  • Published the Immersive and XR learning at NTU Report to determine the scale of immersive and Extended Reality learning across NTU.   Aim to give LTMs and beyond, insight to what is available and current practice.
  • Received numerous qualitative feedback in the form of member comments on the usefulness of the group.  Some provided below:
    • Member - "It's great to have a "go to" group of knowledgeable peers."
    • Member - "New to the group, but so far, it's been nice to feel a sense of community, and that there are other pockets of people in the University doing interesting immersive things."
    • Member – “Have just flicked through / reviewed the Thrive stuff, and as someone new to the group, but with some base line knowledge, think you've done a good job at covering the scope / tech, particularly for a new but interested audience, which seems applicable for Thrive given its purpose and training and development focus.”
    • Member – “Thanks Dan, appreciate your time and work.”
    • Member – “...I do think what you are leading is immense, and I wish you continued success.”
    • Member – “...thanks for all you've done to organise and run that.”"

David Roach, Learning Designer - "...thanks for all you've done to organise and run that."

Pamela Henderson, Senior Lecturer - "I’m very sorry to hear this, though totally understand where you’re coming from.  I’ve previously been in the same position with a TILT group that I chaired.  I have very much enjoyed your group, and am grateful for the time and help you have given me and colleagues.  I’m very glad you’re going to keep the Team open so that we can share ideas.  I suspect many of us, definitely including myself, would have loved to be more actively involved, but sadly our ever-increasing workloads make it impossible."

Me - "Thank you Pamela, that is very kind of you to say.  Much appreciated.  Hopefully it can remain semi-active through the Team space."

Pamela Henderson - "I think it will, Dan.  Personally, I’m always interested in what other people are doing and would love to do more myself.  I had to miss the big immersive session last year due to exam board commitments, but we’re busy organising our Legal Education conference for summer 2026, so I might be back, looking for colleagues to assemble another demo!"

Laura Stinson, Senior Academic Practice Developer (TILT Lead) - "Hi Daniel

I’m sorry you were not able to get someone to step in as co-chair for the group.

Thank you for your input over the last 2 years. It was good to see this work being supported and do let us know if there is anything we can support you with moving forward."

Kayisha Thomas, TILT Co-ordinator - "I’m sorry to hear that. When we spoke a few weeks ago, I was hoping someone would step up.

You accomplished some incredible things in 2 years, and I really appreciate your enthusiasm, consistency, contribution to TILT and your efforts to keep the group going in the past couple of months.

Thank you for leaving the Teams space open. At least the conversation can continue."

Philip Wane, Senior Lecturer, Criminology - "I just wanted to take the time to thank you for your efforts with the group...I'm sorry that you were put in the position of appealing for Co-Chairs to help you convene and operationalise the group. You clearly gave it a good go - and I mean that in the most sincere of ways...Thanks for all of your work."