I realise I am a bit over the word count, which was set at 1200 words, but that is because I put a lot of time and effort into reading the chapters to be better informed, which was the primary learning objective for myself, and I wanted this to be a source of information for later use. There was further potential for criticality and synthesising but I had to stop somewhere, it's only for a formative assessment. However, it meant there's more appetite for further reading and potentially leading my own research in this area of my practice.
I received the following overall feedback.
"Daniel, this is excellent. You’ve taken a topic that is current to the sector, relevant to your school, and challenging! It’s a very impressive response.
Strengths
The criticality you offer is excellence, speaking to the limitations of the articles not only in what they offer but sensitively to the context of your practice.
The use of extended literature is something that you will be able to draw upon in your future assignments, including the written submission and professional conversation.
Areas for development
You’ve already identified your biggest challenge – keeping to the word count. As valuable as your insights are, I really want to stress how great this piece is!, you also need keep within the boundaries of the assignment. You’re not penalised here but you could be further on.
An excellent submission and a real pleasure to read.
Please get in touch if you want to discuss this further."
Continuing my strategic H5P work, for one of this year's IHAP Digital Learning Strategy objectives, I produced the following report to help build a picture of H5P usage and application across our department, identifying H5P champions, and to support further objectives to increase scaffolded online asynchronous learning in our courses and modules.
Head of Department - "Thanks for this very informative report. I’ll put it straight on the SLT page and let everyone know its there."
This was planned to be discussed with my line manager, the Head of Department, to plan how we can take the findings forward and promote the report further. Through a separate one to one meeting with the Principal Lecturer in Paramedicine, in a ad hoc manner, I showed the report which spurred on enthusiastic conversations on it's potential. He said they would discuss this with the Head to invite me to a future Senior Leadership Team meeting to walkthrough and discuss. However in my catch up later on the same day with the Head, she also agreed and invited me to attend the SLT meeting on 24 April.
In the meeting on 24 April I shared the original non-anonymised report, which enabled SLT to identify their staff and their practice. However, I have since anonymised it (below) to share widely across the department through various committee meetings. The report was very well-received by SLT and we had much insightful discussions, such as confirming the following outcomes:
1. Focus on H5P
Focus promotion and support on specific content types, interactive learning and presentation of information.
Plan and promote further my successful and impactful H5P Retreat workshops.
Discussed the need for conducting more module learning room audits.
2. Scope out training needs on interactive learning tools such as Padlet and underutilised Microsoft Office (curate self-service resources and bespoke workshops).
Consideration for Principal Lecturers on how they can get lecturers to come to us. Ensuring accountability through their course and team meetings and one to ones.
3. Start with MSc Nursing - we concluded the meeting by agreeing to meet to discuss the following on 22 May, utilising our exemplar H5P work and NOW web pages:
Development of an IHAP-specific standardised online asynchronous learning framework to ensure quality
Think about a standardised NOW template to aid Module leaders
What we want as a minimum in each module
What modules should we review first in terms of digital resources
"Learn how to create your own online immersive learning experience using H5P’s user-friendly Virtual Tours (360), with available authentic panoramic 360° images. By the end of this brief workshop you will have created a basic online immersive experience to further develop. Little technical know-how required."
As the School of Social Sciences has an objective to develop staff digital skills in the production of high quality digital immersive learning, which was influenced by my work in this area. The School's Digital Development Group has recognised this workshop as an offering to support with this objective. Therefore, the March workshop was opened widely for the School of Social Sciences colleagues, with 35 in attendance. Though specifically designed for IHAP staff, the optional invitation was offered fully online to accommodate additional people.
Some slides were adapted to include some School-wide resources.
We received the following feedback:
Lynne Thompson - "Can I say, Dan and Godson this is great. I've always wanted to do that and never really been able to. So just walking us through it, it's been absolutely fantastic. So thank you...I'm really happy."
Lynne Thompson - "...it has been great."
Nicola Payne - "I agree Lynne it is great to know how to do it now!"
Rubby Legbedze - "It all worked well, I felt like a magician..."
Rubby Legbedze - "This is really good, all sorted. thank you"
Ian Jones - "My NOW LR's will be transformed...🤩"
Sarah Buglass - "Thanks Dan and Godson! A great session"
Jo Mcfadden - "...thanks Dan and Godson."
Moses Mukuru - "Thanks Dan and Godson."
It attracted the following response demonstrating further needs on developing these specialist skills, that are not currently being offered by central teams:
Principal Lecturer, Psychology – “I currently organise the module leader forum for Psychology, where we have over 120+ modules across UG and PG. I noticed the training you’ve extended to SSS staff on developing a digital immersive learning environment and wondered whether you would consider putting on a session in Term 3 for psych staff to attend? This academic year we are going to try and encourage MLs/staff to prepare their materials over the summer and therefore having a session on using the digital tools available on the NOW would be beneficial, especially the more advanced tools.”
EDIT: On 16 July 2025, I ran this workshop for members of the PGCert Café, Centre for Academic Development and Quality. People, like me, working towards their non-apprenticeship pathway Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE). The positive feedback evidences that two particular participants have identified two new ways, predominately through H5P Virtual Tour (360) to incorporate such modality into their learning designs.
Lauren Martin, Lecturer, Design and Digital Arts - "How would one make their own 360 images? Do you need a special camera? I would like to take one of my workroom to show students what a real-life making workroom looks like."
Giuseppe Belli, Lecturer, Design and Digital Arts - "Yeah, we've used 3D cameras to do virtual tour set designs, but I'd like to know if there's an accessible app that we can use that that does the same thing there rather than a 3D camera. You know things that we have with us."
Charlotte Marshall, Senior Lecturer [PGCLTHE], Centre for Academic Development and Quality - "I'm just trying to think how could I use it in my practice? I'm so inspired but I don't know where it would fit. That's where you're on."
Me - "I'm quite the idea machine. But I'm thinking some thoughts already...could be around inclusive practice or something...To evaluate a room and how inclusive it could be."
Charlotte Marshall - "Totally doing that. Thanks Dan."
Charlotte Marshall - "I love the idea of the inclusive classroom, Dan. That's like, again, blow my mind, really thinking that would be so good to do."
Lauren Martin - "I just think it's really useful. Thanks Dan, for popping this together. Just because there's lots of real world situations we'd love to take our students, but we've got 44 or 45 students per year group and we can't take them all to a theatre backstage. We can't take them all to a costume workroom. It's just not practical. But this could be the next best thing because...Then at least they get a little taster."
Lauren Martin - "I've got so many ideas now."
Charlotte Marshall - "My mind's blown and I'm just like over the summer. I'm totally going to do that because the next not for your cohort. Sorry, you lot, the next cohort. I'm already thinking like that inclusive practise would be a really great way of thinking about inclusive practise from an entirely different angle and doing something really meaningful...So thank you, Dan. So, so much."
