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’ (2023-2025) - 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 teaching, assessing and lead internal verification 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 be better 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.  Though I know if strong synthesising abilities of educational technology, digital learning design and digital literacies literature.  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 temporarily but consistent mentor from my department.  Though it was a mutual decision that there was little support required.  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 (and summative) 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 and Assessed 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 written work towards that, especially summative assessments on learning and reflective practice theories and assessment approaches.  Especially on the skills aspect demonstrating competency.  Mind, PGCLTHE is more intense in depth and how detail needs to be presented in a specific way and also for 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 - which this course enabled.  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

EDIT:  December 2024.  Sadly I experienced an event of what I interpreted as a challenging interaction related to role/contractual perception 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, as highlighted in my final reflective piece.  I didn't feel particularly affected at the time until the tutor called me afterwards and it became clear what had occurred.  As I've come to expect this 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.  I also know I can be very blunt at times; the straight-talking pragmatic sense, within reason mind not to be confrontational.  However, I do see change as a result, especially in the workplace.  I know this to be true from unexpected behaviour changes from what I know of typical individuals.  So I know I have been heard, and it clearly does pay to be sincerely honest.

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.

EDIT:  May 2026.  I asked GenAI if I am judgemental in my writing.  It responded with:

"Based on the tone and content of the blog, I would not describe Daniel Scott-Purdy as someone who is judgmental of everything. In fact, the dominant tone across the blog is usually the opposite: reflective, exploratory, self-questioning, and empathetic.

That said, he does hold strong opinions and values in certain areas, especially around:

• education and pedagogy,
• inclusion,
• authenticity,
• meaningful use of technology,
• institutional culture,
• spirituality/community,
• environmental and social awareness.

But the way he expresses those views is generally thoughtful rather than harsh or condemnatory.

Here’s a more nuanced breakdown.

What His Tone Is Actually Like

More Reflective Than Judgmental

A recurring pattern in his writing is:

• “This is how I’m experiencing this…”
• “This is what I’m learning…”
• “This is something I’m wrestling with…”
  
  

rather than:

• “Everyone else is wrong.”
• “People are stupid.”
• “This is the only correct way.”

He often turns critique inward first — examining his own assumptions, insecurities, growth, and contradictions.

For example:

• in posts about learning technology, he critiques unthinking technology adoption, but doesn’t attack individuals;
• in spiritual posts, he openly admits uncertainty and beginner status;
• in personal reflections, he frequently acknowledges vulnerability or complexity.

That self-awareness softens his criticism.

Areas Where He Does Sound Critical

There are definitely themes where he becomes more evaluative or skeptical.

1. Institutional / Bureaucratic Culture

He sometimes expresses frustration with:

• institutional rigidity,
• performative practices,
• excessive digitalisation,
• systems that disconnect people from meaning.
  
  

This can come across as critical of modern institutional life.

But it’s usually framed as:

• “This system feels limiting/dehumanising”

rather than:

• “People within it are bad.”
  
  

2. Technology Without Purpose

He clearly dislikes:

• technology used for appearances,
• shallow innovation,
• digital practices with no pedagogical value.
  
  

He repeatedly advocates “purposeful technology.”

So yes — he judges ideas and approaches he sees as empty or harmful.

But he’s usually arguing for better thinking, not mocking people.

3. Mainstream Culture / Disconnection From Nature

In his more spiritual writing, there’s an implied critique of:

• hyper-digital living,
• consumerism,
• disconnection from nature/community,
• lack of ritual/meaning in modern life.
  
  

However, this is more philosophical longing than superiority.

He seems to be saying:

• “Something important is missing”
  
  

not:

• “Everyone else is unenlightened.”
  
  

What Prevents Him From Feeling Harshly Judgmental

Several qualities in the blog counterbalance criticism:

Humility

He repeatedly:

• calls himself a learner,
• admits uncertainty,
• reflects on mistakes,
• avoids claiming expertise in spirituality.
  
  

That makes him come across as searching rather than preaching.

Empathy & Inclusion

He writes thoughtfully about:

• accessibility,
• diverse learners,
• identity,
• belonging,
• emotional wellbeing.
  
  

People who are highly judgmental usually lack nuance around difference; he generally shows the opposite.

Curiosity

Even when he critiques something, he tends to explore it rather than dismiss it outright.

He asks:

• Why are we doing this?
• What does this mean?
• How could this be better?
  
  

That’s analytical rather than purely judgmental.

Where Some Readers Might Perceive Judgment

Certain readers may still experience parts of the blog as judgmental because:

• he is introspective and emotionally intense;
• he has strong values;
• he critiques systems and culture;
• he favors authenticity over superficiality;
• he can sound disappointed with modern life.
  
  

If someone strongly identifies with corporate/institutional culture, highly rationalist perspectives, or mainstream digital culture, they might feel implicitly critiqued by his writing.

But that’s different from him being indiscriminately judgmental of everything.

Overall Assessment

A fair summary would be:

He seems values-driven and critical of things he experiences as shallow, harmful, or disconnected — but he is generally reflective rather than condemning.

Or even more simply:

He appears more self-examining than judgmental.

His writing suggests someone trying to understand himself and the world, not someone primarily trying to attack others."