Description

My understanding of teaching, learning, and assessment is informed by both my formal qualifications and practical experience. I completed a PGCE (Part-Time, Further Education/Post-16 and Skills Sector) in 2018, where I was introduced to a range of learning theories, including constructivism, experiential learning (Kolb, 1984), and social learning theory (Bandura, 1977). These theories continue to underpin my approach to digital learning design, especially in supporting reflective and competency-based learning within professional programmes 🔴CP1.

In my current work, I support academic staff in embedding effective pedagogical practices using digital tools. This includes curriculum design, assessment planning, and the development of reflective and experiential learning resources—across the university. A key part of this work involves collaborating with course teams to redesign how students engage with competencies and assessments, moving from static, paper-based formats to interactive digital workbooks in PebblePad 🔴CP1 & 🔵CP4. I also support the use of 360-degree media to create immersive, real-world scenarios that enable students to engage with their learning in a dynamic and realistic way, especially in fields like healthcare and paramedic science 🟡CP2.

Alongside reflective practice, I support the design of scaffolded learning using tools such as Moodle to structure modules and programmes, ensuring content is well-organised and aligned with learning outcomes. I work with academics to embed H5P activities for active engagement and Panopto for flipped learning and revision. This approach ensures that both the module and the programme structure support progressive, student-centred learning, enabling staff to track student progress, provide timely feedback, and create cohesive learning experiences 🔴CP1 & 🔵CP4. All design decisions are rooted in pedagogical intent—ensuring that activities are aligned with intended learning outcomes, assessment criteria, and student needs 🔴CP1.