The KEATS Education Templates (KET) are a set of standardised templates that have been designed to improve the digital learning experience for students at King’s College London. The templates adhere to UXD (user experience design) good practice, and are designed to be performant, scalable, and in line with accessibility standards.
The KET were developed in consultation with King’s students and academic and professional services staff. They were, and continue to be, steered and shaped by the needs of their users.
Three formats for the template are available for use.
Collapsed Topics
Grid
Topics
Why use the KEATS Education Templates?
The benefits of using the KEATS Education Templates, include:
User Experience: The templates are designed to be easy to use and navigate, making it easier for students to find the information they need.
Scalability: The templates are designed to be scalable, so they can be used for courses of all sizes.
Consistency: The templates help to create a consistent look and feel across all KEATS course pages, which can help to improve the overall user experience.
The guidance includes step-by-step instructions for adding the template to your KEATS page and a checklist of tasks required to edit the page after applying the template.
The first page of the guidance (Overview) includes links to the importable templates, as well as example courses with the templates applied.
Written by Fariha Choi
Fariha Choi is a Learning Technologist at the Centre for Technology Enhanced Learning and has been with CTEL since June 2021. She has a particular interest in educational multimedia and has worked as a Learning Technologist, eLearning Developer and Learning and Development Manager for the past 11 years.
Between July 2022 and February 2023, the SSPP TEL team conducted a pilot project to improve the student experience when submitting assignments by creating a special area for students to check the plagiarism/similarity score of their assignments. The goal of the pilot was to make it easier for students with Mitigating Circumstances and the Programme Office staff to manage the process of submitting assignments to KEATS.
Any student who is not subject to Mitigating Circumstances can submit a draft and/or reupload their submission as many times as they wish up to the assessment’s original due date. Many students use this opportunity to submit a draft to check their similarity score before they make their final submission. At the moment, due to technical limitations within KEATS/ Turnitin, students who are granted an extension to an assessment via the Mitigating Circumstances process cannot submit a draft to check their similarity score; they are only allowed to submit once, and after the due date for the assignment passes they no longer have the option to upload their final version.
This is particularly problematic for students who have submitted a draft (sometimes long before the original due date) and then realise they need to apply for Mitigating Circumstances: as they are not able to delete the draft themselves, this draft will be considered their final submission and their MC claim may be rejected on the basis that they have already made a submission. In some departments, PS Staff sometimes agrees to submit and/or delete a draft for a student, but this is time consuming, not consistently applied, and it relies too much on PS Staff being available and inclined to help outside of their normal duties; it is also not sustainable when taking into account the very high number of MC claims we process at the moment.
First Steps
The departments of Geography and Global Health and Social Medicine in the Faculty of SSPP took part in the initial pilot project for their re-sit and dissertation students, and the Similarity Checker (SM) area was created and placed on their Handbook pages on KEATS. Accompanying it was a video and PDF to explain to students how to use the SM, as well as a warning text to reinforce the idea that this did not count as a submission and would not be checked by staff.
Feedback from this small cohort of students led to some revisions and changes to the SM, the most notable of which was around the language used. We had used the words “test area”, meaning to check or trial something, but students for whom English was not their native language found this confusing and equated “test” to mean exam. This was revised and the wording was changed from “test submission area” and “test area” to “Similarity Checker” and “practice area” respectively.
Once we were happy with the revisions, the SM was then rolled out to the rest of the School of Global Affairs, War Studies, and Education, Communication and Society. All Similarity Checker areas have the same layout, same wording and same instructions for parity across all the Schools. Communications for staff and students were also created by Soshana and these were used by Departments to make students and academic staff aware of the existence of the SM.
Layout
The Similarity Checker is made up of several parts. This includes an introductory text explaining what it would be used for, how to use it and a disclaimer that nothing submitted here would ever be moved nor assessed. An explainer video and PDF instructions were added to ensure accessibility and inclusive design were adhered to, so that all students would be able to clearly understand the functionality.
Screenshot of the geography similarity checker.
The submission areas were divided by level and surname. There is no functional necessity for this, but it aims to prevent Turnitin from getting overloaded by all students in the one department trying to access it at the same time. If students submit in the wrong area there are no effects on their score or submission.
Screenshot of the different Turnitin Submissions.
Student Feedback
A survey was created by Soshana and shared with all participating Schools, with almost 100 responses. Feedback was generally positive, with students highlighting how the SM improved their experience and confirming that it constitutes an equalising factor for students with extensions. Overall, 90% of respondents have used the SM, 93% found it useful, and 16% used it in the context of an assessment extension (mitigating circumstances).There was also some negative feedback from students who did not find it particularly beneficial, mainly due to the long turnaround time for their score after their third submission, as well as the fact that their score changed repeatedly when uploading a new draft of the same work, depending on how close the assessment due date was. These concerns will be addressed, and elements of response will be provided in future communications.
Overview of survey respondents.Respondents usage by level of study.Respondents use of the Similarity Checker.
Conclusion and next steps
The pilot project was a successful start to improving the experience of students and staff using KEATS and Turnitin during their submission period. This was initially to improve the experience of those with Mitigating Circumstances, but we can see that many students without extensions are also using it to check their work.
Next steps will include rolling this out further to other Schools or Departments so that all students in SSPP can access it. Some Departments have their own versions, which we would like to replace with this more modern iteration of the Similarity Checker.
As next steps, the TEL team would like to address some of the points that the students raised as part of the feedback process, and create a communications plan to ensure this is being communicated to students at all relevant points of the academic year.
An all-Faculty stance should also be drawn up if/when a student submits their paper to the Similarity Checker instead of their module page and how this should be dealt with.
Written by Leanne Kelly
Leanne is the Digital Education Manager for the Faculty of Social Science and Public Policy (SSPP) at King’s College London. She is responsible for a wide range for digital education processes within the Faculty including instructional design, accessibility, training, innovation and developing new online programmes.
She has a background in publishing and eLearning, and is passionate about using technology to improve the learning experience and make it more accessible to all. She is interested in developing new ways of working, scaling projects and reusing content in new ways, and making online learning an enjoyable process for all.
Written by Soshana Fearn
Soshana is the Senior Postgraduate Programme Officer for the Department of Geography (SSPP) at King’s College London. She delivers the day-to-day administration of taught postgraduate programmes (Masters), offers comprehensive and authoritative advice and support for all staff and students in respect of programme regulations and curriculum choices, services the relevant boards and committees, and oversees the processing of Mitigating Circumstances requests.
She has a background in project coordination and is dedicated to improve the experience of both students and staff through the development and implementation of streamlined innovative solutions, including projects related to institutional processes, policymaking and technology-enhanced learning resources.
King’s has recently released a new KEATS feature that allows staff who manage a module area to create a set of temporary user accounts. These accounts only last a few days, but can be used to log into KEATS and explore module spaces exactly as a student would.
Benefits of Temporary Users
By creating temporary users you can:
Test a student’s journey through your learning material
Investigate and understand how assessment tools work from a student perspective
Make sure that content displays how and when you expect it to
The “Temporary user creation” functionality is available for the Course Administration menu of your KEATS course and you can create up to 3 accounts at any one time, that will last a maximum of 14 days.
When you create the users they are automatically enrolled in the course created them in and the “Student” role. Once you have created a temporary user you can log in using the account details via keats.kcl.ac.uk/?redirect=0.
Tips:
Once a Temporary user is created you can enrol the users into any KEATS area you wish.
If your module space is still hidden give the temporary account the role “Student Tester” so they are able to access the material.
If you don’t see the Temporary user creation link in you Course Administration Menu then contact your local Digital Education team as they may need to enable the functionality for your part of KEATS.
On 18 July 2023 KEATS (Moodle) will be upgraded, with KEATS being unavailable for all staff and students from 6am and for most of upgrade day.
As part of this upgrade KEATS is getting a makeover and as such will look different for students logging back in after 18 July. The resources and teaching materials available via KEATS will remain the same, but the look of your courses will be different as improvements to the user interface and navigation are introduced.
New look KEATS will include:
Improved Dashboard & Separate My Course Page
When you login to KEATS your Dashboard will allow easy access to courses you have recently accessed and provide you with a timeline highlighting activities which have tasks and deadlines upcoming. A separate ‘My Courses’ page is also available allowing you search, access and highlight important courses for you.
New look KEATS Dashboard highlighting recently accessed courses and a timeline of upcoming activities
Navigable Table of Contents within Courses
When accessing a KEATS course, an Index Drawer is provided on the left of screen to allow you easy access to different sections and resources within the course. This index is collapsible/expandable to allow individuals to focus better on the main content as needed.
Collapsible Blocks & Resources
Similar to the table of contents, a series of blocks and resources are available on the right of screen via a collapsible/expandable Block Drawer. These blocks provide you with access to key resources and information, but can be minimised to declutter the screen as needed.
A KEATS course showing the collapsible/expandable Index Drawer on the left and the Block Drawer on the right.
Improved Design for Mobile Devices
Our new version of KEATS is responsive to mobile and tablet devices allowing your courses to be better displayed and navigated.
New look KEATS is responsively designed for screens of different sizes
Please note, faculties and departments use KEATS in different ways and may have different templates and approaches for you to be aware of. If you are in the middle of teaching during this upgrade and are experiencing unexpected changes, please do contact your Programme Team in the first instance.
KEATS is being upgraded on the 18 July 2023 and will be getting a make over (see our blog post New look KEATS coming in July 2023). As well as incorporating new, modern branding guidelines the interface aims to make doing the things you want to achieve in KEATS easier.
To help you prepare for the upgrade, a read-only test environment is available to staff which has the new theme applied. You can jump straight from KEATS to the test environment from a course to see what the content looks like using the new theme. You can also log into the site directly at https://keatsuat4x.kcl.ac.uk/ (staff only).
Linking to the test site is being enabled locally within faculties and departments, but one thing to look out for is a new block on your course page that allows you to make the jump directly to the equivalent course in the test site. This block (and the test site) is available to staff only.
You will see changes in the look-and-feel of KEATS over time as the branding is still being developed. Look out for the new primary menus that help you get to Participant lists, Grades and other Reports (your course settings will also be here, but aren’t visible in the test environment) and keep an eye out for our blog posts giving further details on the upcoming changes.
Disclaimer: This may look different in your faculty
Please note: course content in the test site is a snapshot from March 2023. Any course developments after this time won’t be available in the test site. You can also access your Dashboard and the new My Courses page to browse the site as usual.
As part of this upgrade the look-and-feel of KEATS will be updated to bring it in line with emerging King’s Digital Brand Guidelines, improving consistency for staff and students across our digital platforms.
The new theme for KEATS will be primarily available for layouts which display modules and courses in a Topics or Grid formats. All course pages will be presented with a left-hand navigation and a right hand-panel for module/programme specific information as required, both of which can be expanded/collapsed as required.
KEATS Course Grid Format
KEATS New Look Grid Format
KEATS Course Topics Format
New Look KEATS Topics Format
Screenshots
Click on the screenshots below to view larger images of the new look-and- feel for KEATS coming in July 2023.
In September 2021 King’s launched its first CMALT (Certified Membership of the Association for Learning Technology) programme cohort aimed at helping 15 colleagues put together an evidence-based portfolio in order to gain CMALT accreditation.
What is CMALT?
Certified Membership of the Association for Learning Technology (CMALT) is the learning technologist’s ‘kitemark.’ This professional certification (and membership) recognises your expertise and experience in your field. Benefits to candidates are in the form of reflection on their professional practice, mentoring from experienced colleagues and peer-to-peer support. CMALT also, increasingly, appears on TEL job specifications so gaining CMALT (and with it post-nominal letters which you are allowed then to use) provides both CPD and career-development opportunities. You join an established community or practice, are invited to ALT meetings and events; and can view and contribute to publications.
The CMALT Accreditation Framework provides pathways to peer-assessed accreditation for a cross-section of learning technology-focused professionals, educators and administrators in the UK and internationally. Accreditation is achieved by the successful submission of a reflective, online portfolio, which evidences skills and experience in learning technology across four core areas and a specialist area. There are three different pathways to choose from to best match an individual’s experience: Associate Certified Member, Certified Member and Senior Certified Member.
First steps:
• Having joined King’s in 2018, I quickly realised I was one of only a few colleagues in the institution that held CMALT accreditation. Given the size of King’s and the number of TEL colleagues, I wanted to see if I could support colleagues in gaining CMALT recognition.
• I originally attempted to launch a pilot programme in late February 2019 with a small group of colleagues from my team in CTEL, however, the Covid pandemic hit and efforts were instead prioritised elsewhere.
• In early 2021, I along with three other colleagues (David Reid Matthews, Danielle Johnston and Fariha Choi) came together to resurrect the CMALT programme. We formed the CMALT planning team to create a year-long programme and agreed to become mentors to the colleagues taking part.
We successfully bid for funding from the Students and Education Directorate (SED) for up to 20 places on the new programme (see CMALT registration fees for more info).
• We began sharing information about the new programme and asked interested parties to complete a show of interest form (Google Form).
In the summer of 2021, we invited all interested colleagues to an online (MS Teams) 1h CMALT Information Session to provide further details about the accreditation and what the programme entailed. Of 25 that attended the session 15 opted to sign up for the 2021/22 CMALT programme with the remaining either deferring to the following academic year or deciding to remove their interest from the programme.
Make up the first Cohort:
Pie Chart showing the distribution of the 15 members who attend the programme. With Faculty TEL having the highest with 8, Followed by CTEL with 5 and Other being 2.
The programme schedule
• The programme would start in September 2021 with each month focusing on a section of the portfolio, delivered purely online via MS Teams. We provided two months (December and June) when no meetings took place to allow colleagues to catch up.
Here is the full schedule of our CMALT programme:
For more detail please refer to Part 2 of this blog:
Wadud works as a Learning Technologist, Faculty Liaison at CTEL, working closely with Academic Faculties and Departments to support and drive the implementation of the King’s Technology Enhanced Learning ‘Transformation in Digital Learning’ strategy.
Wadud supports the management and delivery of multiple projects aimed at both the development of academics’ pedagogic understanding and the practice of technology enhanced learning.
Wadud is the product owner for Kaltura and one of the leads for the CMALT programme at King’s. In addition to this Wadud oversees the Digital Education Blog.
David is the TEL Manager for Arts & Humanities and joined King’s in 2018. He leads a team of learning technologists supporting a large and complex faculty, providing mainly 2nd line support, training and troubleshooting on our core, recognised and recommended TEL tools. David has worked in learning technology since 2011, having previously (and improbably) been a Lecturer in Theatre Studies. His particular interests are in legislation and policy around TEL, as well as IT Service Management and Delivery. David is one of the leads for the CMALT programme at King’s.
This is Part 2 of Introducing CMALT programme at King’s College (Read part 1)
Resources and interactions
• We created a Moodle site to host all the information relating to CMALT accreditation and provided resource links, session recordings and presentations for colleagues to be able to refer to or catch up on anything they have missed.
KEATS page for CMALT programme
• In addition to the Moodle area we set up a Microsoft Teams site to allow us to send general announcements, plan for meetings and private areas for mentor groups:
Example of Teams announcement to Cohort 1:
Mentor support
• Whilst each meeting had an opportunity for colleagues to have shared contact time with their mentors, additional mentor support was provided on an ad hoc and individual basis. In Cohort 1, some colleagues utilised this consistently throughout the programme whilst a few left it to the end to seek help.
• 93% of Cohort 1 either strongly agreed or agreed their mentors facilitated appropriate discussion and reflection throughout the programme:
• 12 out of the 15 colleagues took the opportunity and connected with their mentors outside of the monthly Teams meetings.
Cohort 1 completion
• Overall, we had 14 submissions to ALT with one colleague deciding to re-join the programme with Cohort 3.
• We received feedback from all colleagues who took part in the programme, with the majority offering positive feedback. Nearly all colleagues fed back that the frequency (monthly meetings) and length of sessions (1h) of the sessions were just right.
The majority utilised the Moodle areas during their time on the programme.
• “Being a part of a cohort was great and enabled me to work collaboratively/share ideas with others on this project. However, starting very early on in the process without the pressure of fixed deadlines meant I probably took it too easy, so having deadlines for (formative) feedback in the 6 months run-up to our submission date would have been helpful”
• We took this feedback on board to introduce two draft deadlines for sections 1-2 by January and 2-3 by late March. In addition to this, we encouraged colleagues not to leave it to the end to seek help and have regular contact with mentors.
• Moodle discussion board – except for two posts in the Moodle discussion board we noticed majority of interactions were taking place in our Teams areas. For Cohort 2 we decided to remove the Moodle discussion board and replace it with one in the Teams area.
Cohort 2 and beyond
• In 2022 we expanded the programme for Cohort 2 to include all three pathways of CMALT which resulted in 22 signups (x18 CMALT, x3 Associate CMALT and x1 Senior CMALT).
• If funding is provided for a third cohort, we will offer the senior CMALT pathway as for Cohort 2 Senior CMALT was only available to the mentors.
• King’s has recently applied to do CMALT in-house accreditation which we hope will allow us to provide quicker assessment and feedback turnout.
• ALT requires CMALT holders to refresh their portfolios after three years of obtaining accreditation. This is something the planning team is anticipating offering to the first cohort in 2026.
• The long-term aspiration of the CMALT programme at King’s is for it to become self-seeding after the first few years. We have already had one Cohort 1 candidate who has become a Cohort 2 mentor, and, in future, we expect CMALT holders to move up the CMALT pathways once they gain more experience as well as come back to mentor and support the next generation.
Written by Sultan Wadud and David Reid Matthews
Wadud works as a Learning Technologist, Faculty Liaison at CTEL, working closely with Academic Faculties and Departments to support and drive the implementation of the King’s Technology Enhanced Learning ‘Transformation in Digital Learning’ strategy.
Wadud supports the management and delivery of multiple projects aimed at both the development of academics’ pedagogic understanding and the practice of technology enhanced learning.
Wadud is the product owner for Kaltura and one of the leads for the CMALT programme at King’s. In addition to this Wadud oversees the Digital Education Blog.
David is the TEL Manager for Arts & Humanities and joined King’s in 2018. He leads a team of learning technologists supporting a large and complex faculty, providing mainly 2nd line support, training and troubleshooting on our core, recognised and recommended TEL tools. David has worked in learning technology since 2011, having previously (and improbably) been a Lecturer in Theatre Studies. His particular interests are in legislation and policy around TEL, as well as IT Service Management and Delivery. David is one of the leads for the CMALT programme at King’s.
I run a postgraduate module entitled Global Law of Climate Change that introduces students to the role of law in the climate crisis. A few years ago, I decided to innovate by introducing a new form of summative assessment. It initially consisted in writing a research essay, to which I added a new component – the creation of a digital artefact. I wanted students to be able to translate their arguments and findings into communications which could be understood by an external audience without specific knowledge of climate law. The format that this artefact can take is decided by the student: so far, artefacts have included videos, poems, drawings, posters, Twitter threads and TikTok posts. I see several pedagogical advantages to this assessment: it invites students to engage with different ways of using law, it gives them the possibility to develop their own voice and it helps them build a portfolio of work that they can share with employers and the wider community.
Twitter thread on transnational climate litigation by Tristan Gabriel Bohn
From a technological perspective, this assessment gives rise to two main challenges. First, the creation of a digital artefact requires that students have some minimal technological skills, in terms of, for instance, creating a poster by using PowerPoint or recording and potentially editing a video. This has so far not created a significant obstacles, primarily because students are free to choose a format with which they are familiar. In addition, students are reassured that they did not need to use or buy specific software and that their technical abilities are not assessed. I signpost them to links within KEATS and beyond where they can find technical guidance and training, if necessary.
Drawing: ‘Breathing In Or Out’ by Camila Vidal McDonald, a visual representation of carbon sinks and the risks that they might turn into carbon sources at any moment.
Second, the dual submission of a Word-processed essay and a file which is sometimes large in size presents some difficulties when it comes to their submission. As an assessor I need these to be in the same place so I can easily cross-reference and mark them together. Our School Technology-Enhanced Learning (TEL) team identified Moodle Assignment in KEATS as the best submission tool: it incorporates a Turnitin similarity check on the essay and allows large files to be submitted. Since students are used to submitted to Turnitin submission areas, the TEL team created tailored step by step guidance, explaining how to upload different file types to Moodle Assignment.
The creation and submission of the digital artefact generally goes smoothly, as long as students follow the guidance and do not leave their uploads to the last minute! While some students encounter some problems, these can normally easily be solved.
The most common difficulties are related to the following:
Process of uploading media files:
Media files are generally large and usually exceed the 500MB upload limit on KEATS. When this assessment was first implemented a few years ago, students were advised to compress their files before uploading directly to KEATS. Since 2021/22 the TEL team advised that this process should be changed as uploading large media files directly to KEATS can negatively impact the site’s performance. Instead, the TEL team recommended that such files are uploaded to Kaltura (King’s media service) and then embedded into the assignment tool using the online text box. Turnitin will provide a similarly report for media items can cause concern and queries from students, so it’s good to include this in the student guidance.
Student submission to Moodle Assignment with media upload to Kaltura
Student error:
Despite providing step by step instructions some students still tried to upload their media file directly to KEATS. When they do this, students may receive a message saying their file is too large. This can cause students concern and increase emails to the team.
Editing submissions:
Assignments can be resubmitted as often as students wish before the deadline, which is convenient as they can test the tool well ahead of time. However, this only works in ‘draft mode’, and once they click the ‘submit assignment’ button they are not able to make any more changes. When students misunderstand this process, the supporting Programme team has to manually reopen their submission to allow them to resubmit. There is also the risk that they forget to hit the ‘submit’ button once their submission is ready!
Failure to upload:
Students who wait until the last minute to submit sometimes face difficulties uploading and end up emailing their final submissions either to the module leader or to the Programme team. This creates additional work for staff and clogs inboxes with heavy files.
Children’s Story: ‘How the Ants of Darebin Started a Movement to Change the World’ by Joshua B. Weiss, a short story written for children to convey the complexity of global climate negotiations.
The submission of a digital artefact does can present some difficulties but these should normally be minimal if clear and informative guidance is given to the students. The importance of following the guidance should be highlighted to students, and it is important that the supporting Programme team are aware of the upload process so they can offer assistance if needed. For future submission areas, the TEL team has recommended that the Programme team restrict the file types in the submission area. This will mean students cannot upload large mp4 files directly to KEATS and should reduce queries from students regarding file size. While this new type of assessment was initially tested with a group of fifteen students, the number of students taking the class has now tripled, which increases the complexity of the task. However, with guidance and support throughout the semester, it usually goes smoothly. And seeing the creativity of our students fulfilling this assessment is very inspiring.
Dr Leslie-Anne Duvic-Paoli is a Senior Lecturer in Environmental Law at The Dickson Poon School of Law and the Deputy Director of its Climate Law and Governance Centre. Her scholarship covers the ambiguous role played by environmental principles, the global legal implications of the clean energy transition and the role of citizens’ assemblies in the making of climate law and policy. With the Contribution of Clare Thompson, Technology-Enhanced Learning Officer, Dickson Poon School of Law.
KEATS will be upgraded to Moodle 4 in Summer 2023, this will bring a variety of improvements to the student and staff user experience. The existing functionality of KEATS will still be core to your teaching and learning, but the user experience has been redesigned with a new, modern look and feel that makes it more intuitive and user-friendly. The provisional date for the upgrade is 18 July 2023, and we expect KEATS to be unavailable to all staff and students for the majority of the upgrade day.
Improvements for Students
For students, these KEATS improvements will include:
Oversight of their course deadlines on the dashboard (the KEATS landing page). Deadlines can be filtered by due date, courses, and by activities that are overdue. The list of deadlines is also searchable using the activity type (e.g., assignments) or activity name.
A more streamlined interface for viewing activities and resources and any activity completion requirements for these, including new colour-coded icons.
Improved navigation for modules, including a course index on the left of the module page, which acts as a table of contents for activities and resources and allows the students to click on an activity and navigate directly to it.
Activity completion is indicated on the course index, allowing students to easily see what they still need to complete.
A new collapsible ‘block drawer’ that includes any blocks that have been added to the module. The course index block is also collapsible, allowing students to view only their course content in the middle of the page when needed.
Improvements for Staff
For staff, the new design will bring the following benefits:
More intuitive features, such as easier access to module settings at the top of the module page, which were previously found in the ‘Administration’ menu.
Activities and resources can be moved within a section, or to another section, by dragging and dropping them with the main course content or within the course index.
Clicking on an activity will navigate staff directly to that activity, where they can easily access the activity settings at the top of the page.
When changing an activity’s settings, staff have the option of selecting “Send content change notification” which will notify students that a change has taken place.
The video below shows what these improvements look like in Moodle 4. Please note that the Moodle 4 site shown in the video does not yet include King’s branding, this will be added in due course when Kings’ new branding guidelines have been finalised.
Written by Fariha Choi
Fariha Choi is a Learning Technologist at the Centre for Technology Enhanced Learning and has been with CTEL since June 2021. She has a particular interest in educational multimedia and has worked as a Learning Technologist, eLearning Developer and Learning and Development Manager for the past 11 years.
Wadud works as a Learning Technologist, Faculty Liaison at CTEL, working closely with Academic Faculties and Departments to support and drive the implementation of the King’s Technology Enhanced Learning ‘Transformation in Digital Learning’ strategy.
David is the TEL Manager for Arts & Humanities and joined King’s in 2018. He leads a team of learning technologists supporting a large and complex faculty, providing mainly 2nd line support, training and troubleshooting on our core, recognised and recommended TEL tools. David has worked in learning technology since 2011, having previously (and improbably) been a Lecturer in Theatre Studies. His particular interests are in legislation and policy around TEL, as well as IT Service Management and Delivery. David is one of the leads for the CMALT programme at King’s.
Dr Leslie-Anne Duvic-Paoli is a Senior Lecturer in Environmental Law at The Dickson Poon School of Law and the Deputy Director of its Climate Law and Governance Centre. Her scholarship covers the ambiguous role played by environmental principles, the global legal implications of the clean energy transition and the role of citizens’ assemblies in the making of climate law and policy. With the Contribution of Clare Thompson, Technology-Enhanced Learning Officer, Dickson Poon School of Law.