Future plans
While this section is not assessed you must complete it. This can be as detailed as you like. The purpose of this is to help you plan for your professional development; it will also be useful when preparing to meet your continuing professional development requirement to remain in good standing by undertaking a review of your practice every 3 years.
CMALT Guidance 2019
Guidance notes: Describe your plans for ongoing development over the next three years. (Note that this section will not be assessed, but is required.) The purpose of this is to help you plan for your professional development; it will also be useful when preparing to renew your accreditation in three years’ time.
Future Plans
As I look ahead, my professional development is increasingly focused on the educational potential of immersive technologies, including Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and techniques like photogrammetry. I see these tools not just as technological enhancements, but as transformative ways to enable experiential learning, particularly within practice-based disciplines such as health, education, and the sciences.
One area I intend to develop further is the concept of digitalising practice, creating virtual experiences that simulate real-world environments so that students can engage in hands-on exploration before entering physical practice settings. For example, using VR or 360-degree video to immerse students in clinical, lab-based, or field environments can support flipped classroom approaches. This allows learners to build foundational understanding and confidence before encountering these spaces in real life. It also presents opportunities for widening access, reducing anxiety, and promoting readiness for practice in a low-risk environment.
I’m particularly interested in using photogrammetry to bring rich, three-dimensional educational assets into learning environments. Capturing real-world objects, tools, or locations and making them available in virtual or AR spaces can enhance realism and learner engagement, especially in areas where access to physical resources is limited or logistically challenging.
Alongside developing and piloting these immersive learning approaches, I plan to work more closely with academic teams to embed them pedagogically, ensuring the technology enhances, rather than distracts from, intended learning outcomes. I also hope to build interdisciplinary communities of practice around immersive learning design, supporting colleagues across faculties who are new to VR/AR/XR and helping them to adopt these tools in meaningful ways.
Longer-term, I’d like to contribute to institutional strategies around immersive learning, helping shape how universities think about virtual practice, digital fieldwork, and extended reality as part of the curriculum. This includes evaluating impact, promoting accessibility and inclusion, and sharing findings through sector events, workshops, and professional networks.
Ultimately, my goal is to ensure that immersive technologies are not treated as gimmicks, but as deeply integrated tools that support reflective, experiential, and transformative learning experiences for all students.
Photogrammetry
Virtual Reality in Education