Digital education honeycomb feel and look

Welcome to the Digital Education Blog

The purpose of this blog is to provide a centrally supported space to capture and share digital education practice from across King’s College London. It’s a community contribution blog for individual and teams working in this area and provides an opportunity to promote initiatives to a broader audience, both internally at King’s and externally across the sector. 

At its core is the goal to acknowledge both good and bad experiences in our use of Digital Education. The comments are open, so we encourage discussion with the intention to provide a balanced view

Continue reading “Welcome to the Digital Education Blog”

Evaluation and Reflection, News and Events

From Conception to Completion: The Digital Education Student Committee

I recall leaving University in 2010 and being faced with nearly one year of unemployment. The fact I had a good 2:1 in BSc Applied Psychology and Sociology and experience on a placement year was clearly not enough, particularly as I graduated soon after the global financial crash. After meeting numerous recruitment agencies, sending my CV’s to what felt like hundreds of companies and applying to various jobs, I finally realised that I did not know how to properly complete application forms, and I did not have enough recent work experience for my CV to make an impact. I was one of many recent graduates that just could not get to the interview stage of a job, yet alone a job. What made my experience slightly more frustrating was that many of my friends who chose to go straight to work, rather than to Universities, were in greater demand than I was. What set us apart, was that they had gained a few more years working experience, and they knew how to sell themselves to potential employers. 

Fast forward 8 years, working as the Centre Manager for the Centre for Technology Enhanced Learning at King’s College London, and tasked with trying to get more students engaged with shaping their digital education learning experience, I wanted to try something different. It was a recurring theme that students were not engaged with Digital Education at King’s. This proved to be problematic considering that a lot of Digital Education initiatives were aimed towards improving the student learning experience. So why did students appear to be disengaged? The answer to this was due to various reasons. However, a lack of opportunity to get involved in a meaningful way that was mutually beneficial to both staff and students proved to be one reason. I wanted students to gain some employability skills and meaningful experience that were transferable to the work environment.

This digital education student committee was developed to do just that. It aimed to support the below strategic goals of the 2017-2022 King’s Education Strategy 

  • Ensure all students are equipped for success  
  • Embrace students as co-creators of the educational experience 

 I wanted to target 12-20 students from various programmes, year groups and backgrounds who were interested in digital education. After opening applications for 3 weeks, over 50 students applied. CTEL were reluctant to turn any of them away because they appeared to be so passionate and enthusiastic.

The Committee gave members the opportunity to engage in a variety of tasks throughout the year. The tasks were outlined, and students were told exactly what employability skills were related to each task, so that they could decide which ones to get involved with. An example of the task outline can be seen below. 


Task   Rationale/ comments   Engagement Measure   Skills used  
  1. Lynda (now called LinkedIn Learning) Project  
The Lynda project gives students the opportunity to find innovative ways of implementing Lynda to improve the student experience and to create a communication campaign. 
  • Worked with group to contribute towards ideas and final submission 
  • Present project at DESC meeting  


  • Strategy creation & implementation 
  • Project management and coordination  
  • Organisation & planning  
  • Teamwork 
  • Time management  
  • Decision making  
  • Problem-solvi
       2. Reflective piece   This will enable students to reflect on their experiences, contribution, lessons learnt whilst a committee member  Submit the reflective piece to KEATS (Moodle) 
  • Self-reflection 
  • Linking theory with practice  
  • Evaluation  
  • Organisation  
  • Personal development 



 There was a committee board that included a Chair, Vice Chair and Communication officer who worked closely with staff to organise committee meetings and set the agenda and direction. These roles rotated every 6-8 weeks, to give other members the opportunity to get meaningful experienceAll committee members were also divided into 6 teams and given the Lynda project to complete. With the project learning outcomes being closely linked to strategy and implementation. 

The committee was positive and was different from other general student groups I had seen in operation. It had elements of the four stages of student engagement, which are consultation, involvement, participation and partnership (HEA, 2014). Students had the option to invest as much or as little time and effort into the committee and associated tasks and projects as they liked, but we implemented a minimum requirement for students to qualify for the Higher Education Achievement Recognition (HEAR) accreditation. 

There were several successes, challenges and lessons learnt that will be shared on a future blog post. What I can share in the meantime is that we now have 75 students on the committee for the 2019-2020 academic year. Watch this space for more updates of how the committee is getting on!


 Recommended Reading  

  1. Philip Carey (2018) The impact of institutional culture, policy and process on student engagement in university decision-making, Perspectives: Policy and Practice in Higher Education, 22:1, 11-18, DOI: 10.1080/13603108.2016.1168754  

To link to this article: 

      2. Mick Healey, Abbi Flint and Kathy Harrington (July 2014) Engagement through partnership: students as partners in learning and teaching in higher education. The Higher Education Academy,  

Link to the report: 

Written by Nabila RajiNabila Raji

Nabila Raji is the Centre Manager at the Centre for Technology Enhanced Learning (CTEL) at King’s College London. Her role includes communication strategy and implementation for digital education, project management, operational and resource management, and student engagement lead for digital education. Nabila is the project manager for the LinkedIn Learning Implementation and benefits realisation work across King’s and manages the Digital Education Student Committee (DESC).

“I am a strategic thinker that generates innovative ideas, and enjoys finding solutions for business problems. Employee motivation and satisfaction are important to me, so I take this into consideration when implementing change initiatives. I believe that people within organisations are valuable and can make the difference in organisations maintaining a competitive advantage.”

News and Events, Pedagogy

King’s Business School Education Hub

In May 2019 the King’s Business School launched a KEATS-based bespoke education hub to act as a one-stop central space to support teaching and learning, list key dates and build a vibrant learning community. It responds to concerns that good practice was not being shared effectively, version control of documents was problematic, and there was no repository to support initiatives such as peer review, GTA induction and education strategy projects. The aim is for it to become a powerful vehicle to enhance pedagogic practice, facilitate communication between staff, increase productivity by offering highly efficient and effective tools for educational delivery and share best practice around digital education.

kbs education hub
Continue reading “King’s Business School Education Hub”

Pedagogy, Technologies

Moodle Learning Analytics with Power BI

Understanding learner behaviors online is important in addressing challenges they may be facing, offering appropriate support and ensuring the instructional design meets their needs. This is the object of Learning Analytics (LA), which aims to analyse and optimize learning and the environments in which it occurs.

Research has shown that utilising LA insights can lead to positive impacts on student engagement, and a change in organisational culture towards a more data driven approach across a University’s business [1]. Moreover, examining student activity might help identify effective teaching practices and practitioners and thereby influence the design of future courses [2]. Research suggests that such a proactive approach, in which an institution actively approaches students, is more effective than a reactive approach, in which the institution offers services that students have to initiate themselves. Finally, it has been shown that LA can support students in gaining valuable skills such as: time-management, planning and metacognition [3].

website analytics
Continue reading “Moodle Learning Analytics with Power BI”

News and Events, Technologies

Hacking the Future at the CAN Conference: Hackathon 2019

The 2019 ‘Change Agents and Network’ (CAN) Conference hosted by JISC brought academics from the UK (and worldwide) together. The conference was held at the Open University Walton Hall in Milton Keynes, England. The aim of the CAN conference was to understand the ‘evolving landscape of staff-student partnership’. How can technology be used to support the learning experience for students? Part of the Conference was a Student Hackathon.

Continue reading “Hacking the Future at the CAN Conference: Hackathon 2019”

video production kit
Evaluation and Reflection, Pedagogy

Part 2: Video lectures for a partially flipped classroom

This article has been divided into two parts. Part 1 is about the Production process and Part 2 discusses Student engagement, feedback, and reflections. 

In the summer of 2018, I challenged myself to produce video “preludes” to create a partially flipped classroom for an Organic Chemistry module. This second blog entry covers how the videos were used in the course, student viewing figures and feedback, and where the project might lead in the future. Continue reading “Part 2: Video lectures for a partially flipped classroom”

video production kit
Evaluation and Reflection, Pedagogy

Part 1: Video lectures for a partially flipped classroom

This article has been divided into two parts. Part 1 is about the Production process and Part 2 discusses Student engagement, feedback, and reflections. 

In the summer of 2018, I challenged myself to produce video “prelude” lectures to create a partially flipped classroom for an Organic Chemistry module. This first blog entry describes the creation process. Continue reading “Part 1: Video lectures for a partially flipped classroom”

News and Events

The Inbetweeners

Or are we more than that?  The Learning Technologist – Faculty Liaison (FL) role was introduced by CTEL (Centre for Technology Enhanced Learning) in August 2017 to act as a direct liaison with academic faculties and departments. The main aim of the role is to support the management and delivery of multiple projects aimed at both the development of academics’ pedagogic understanding and the practice of technology-enhanced learning. In short, acting as the conduit (inbetweeners) between  faculties/departments and CTEL whilst also improving engagement with key staff members on new initiatives from initiation right through to completion. Continue reading “The Inbetweeners”

mobile business use
Pedagogy, Technologies

Keep your students engaged and active with audience response tools

Using active learning techniques can benefit student learning outcomes and can also encourage student engagement. The audience response tool Poll Everywhere is a good way to encourage active learning through the use of a mobile phone or laptop. Continue reading “Keep your students engaged and active with audience response tools”