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Featured
Bonus post: What AI Looks Like in Course Build
Bonus post: What AI Looks Like in Course Build

A Learning Technologist’s View

Collaborating with Academics Who Are Unsure About AI
Collaborating with Academics Who Are Unsure About AI

Building trust and confidence in AI-assisted course design

Prompting as Pedagogical Thinking in Action
Prompting as Pedagogical Thinking in Action

How dialogue with AI sharpens design and strengthens outcomes

AI-Assisted Storyboarding
AI-Assisted Storyboarding

From Blank Canvas to Structured Journey

In traditional online course development, one of the most time-consuming and cognitively demanding phases is storyboarding — the process of drafting all the on-screen content that will appear in the virtual learning environment (VLE), from micro-lectures to interactive activities.

Assessment in the Age of AI
Assessment in the Age of AI

How learning designers can rethink assessment for the generative era

The Three Voices of AI Course Design
The Three Voices of AI Course Design

How SMEs, Learning Designers, and AI collaborate to build high-quality online learning

Designing Scenario-Based Learning at Scale – With AI as Your Co-Author
Designing Scenario-Based Learning at Scale – With AI as Your Co-Author

How generative tools are helping us build richer, more authentic learning experiences without burning out our team

Redesigning Online Learning with AI
Redesigning Online Learning with AI

This post shares what we learned when we deliberately designed a demo course — Principles of Responsible Management — using a GPT-based AI assistant trained in our own pedagogical approach. Our aim was to test whether AI could support a structured, theoretically grounded design process suitable for UK higher education at postgraduate level. And what we found was that it didn’t just help us start — it helped us start well and keep going.

An OPM Decision Framework for Universities
An OPM Decision Framework for Universities

Universities across the UK are under increasing pressure to grow digital provision—fast. But while the ambition is there, the implementation is often where things fall down. Questions crop up like:

  • Do we have the internal expertise to design and deliver high-quality online courses?

  • Can we scale recruitment and student support without an OPM’s infrastructure?

  • What’s the cost difference between doing it all ourselves vs. outsourcing some parts?

  • How do we avoid building an internal model that becomes unmanageable or underused?

This framework helps answer those questions by providing a structure to assess your institution’s readiness, capabilities, and priorities.

Unlocking the Potential of Micro-Credentials: A Strategic Guide for Universities
Unlocking the Potential of Micro-Credentials: A Strategic Guide for Universities

Higher education is evolving rapidly, and micro-credentials are at the forefront of this transformation. Designed to provide flexible, skills-focused, and stackable learning, micro-credentials allow universities to engage a wider audience, align with industry needs, and support lifelong learning.

For university leaders—deans, pro-vice chancellors, heads of learning, programme directors, and course developers—the question is no longer if micro-credentials should be introduced, but how to do so effectively.

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