5 minutes with a King’s Online Project Manager

What are you working on at the moment? 

I’ve got four main projects that I’m focused on at the moment.

The LLM International Corporate and Commercial Law is launching next month, so we’re fully in the throws of development and getting into a nice rhythm with the workflow.

There’s another exciting project in the pipeline with The Dickson Poon School of Law, which is top secret at the moment. But I’m enjoying working with the Faculty on another, different project.

We’re running our very successful The Internet of Things MOOC with FutureLearn again in June. Before each run we make some improvements, taking on board students’ feedback from earlier runs and making sure that everything is good to go.

As part of the Shakespeare 400 festival, we’ve partnered with The Globe Theatre and The British Library to develop a new MOOC, Shakespeare: Print and Performance. We’ve got a lot of location shoots scheduled, which is challenging for us to coordinate, but really exciting.  I’m really looking forward to seeing the finished product on this one, I think it’s going to be one of our best efforts yet.

Starting a project vs finishing a project – which do you prefer?

Definitely finishing. What we do here is very creative, and I absolutely love seeing the ideas turn into reality.  I also really enjoy getting feedback on our work, so we can improve and evolve with each programme we work on.

How long have you worked in Project Management?

I have been doing aspects of project management since I started at King’s in 2014. This is my first dedicated role in project management, and I commenced in this post July 2015.

What is a your favourite thing about your job?

The people, without a doubt.  I have the opportunity to work with so many different people on a daily basis, from our creative King’s Online team, to academics, other departments in King’s, and also collaborators from other organisations.  I very much enjoy the variety this brings.

Have you got any tips or tricks on how you keep on top of your projects? 

Communication, that’s my number one priority on all projects.

If you weren’t a Project Manager at King’s Online, what would you be doing? 

In an ideal world?  I would own a vineyard and some goats, one of which would be named Tahluhlah.

Karen getting used to the idea of Tahluhlah... We think she might stick to the world of Gannt charts, spreadsheets and Trello boards for awhile yet!

Karen getting used to the idea of Tahluhlah… We think she might stick to the world of Gannt charts, spreadsheets and Trello boards for awhile yet!

King’s Online presents at King’s TEL Symposium

Members of the King’s Online team presented at the Technology Enhanced Learning (TEL) Symposium today, held at King’s College London’s Strand Campus.

They were featured in a programme of speakers, all passionate about the future of online learning in higher education, specifically at King’s College London.

Anna Wood, Director of King’s Online, presented the vision for King’s Online as ‘one of the UK forerunners in online education’. Anna outlined the ambitious programme pipeline for future years, reflecting the level of interest across the College from Faculties and Departments wanting to develop online programmes.

anna and fabio

Dr Fabio Serenelli, Senior Instructional Designer (ID) for King’s Online, presented on the role of an ID. Fabio explained his perspective of an ‘ideal ID’ as a multi-faceted role, with a multitude of skills and areas of knowledge, that span not only what people traditionally think of as ID (e-learning content writing, pedagogy, educational psychology), but also elements of multimedia design, learning technology and project management.

mosaic “An ID may not be the expert in all of these fields, but we know how to speak to the experts. We are a kind of ‘human interface’ – the connection between subject matter experts (academics) and the design and development team,” Fabio said.

Anna and Fabio were joined by Dr Natasha Khan,  who reflected on her personal experience of having been an academic lead on MOOCs, and is now an instructional designer and Health-Related MOOC Lead in IDD. Natasha commented that in her experience, the current model of King’s Online separating out the role of an instructional designer and learning technologist has resulted in more streamlined processes, enhanced creativity and a pooling of expertise.


The TEL Symposium was organised in partnership by the Centre for Technology Enhanced Learning (CTEL) and the King’s Learning Institute.

The level of engagement, lively discussion and thought-provoking presentations were reflective of the interest and passion delegates have for TEL becoming an even greater part of our strategic education priorities at King’s College London.

To find out more about how the Instructional Design & Development team operates, visit the team website.

A Day in the Life of an Instructional Designer


Lindsey Fulker is an Instructional Designer in the Instructional Design & Development team. She has worked in distance and online learning for more than 10 years.

9.30am – I arrive at work, make myself a cup of tea and catch up on some emails

10.00am – I have a meeting scheduled with one of our academic colleagues from The Dickson Poon School of Law. We meet regularly to work on the content design for the module which he is leading on for the new online LLM programme in Corporate and Commercial Law, and this meeting is to look at a specific week of the module. Our aim is to make the student’s learning experience as engaging as possible, so during the meeting we discuss different activities including drag and drop interactions, discussion forums, infographics and scenarios. Part of the content lends itself to an activity based on an interesting case study, so we spend time deciding how best to use this in the design. During the meeting we use our whiteboard wall to scribble notes on.

Lindsey writing on whiteboard wall

12.00pm – I spend an hour writing up the outcome of the meeting while it’s still fresh in my mind. I summarise the decisions about different learning activities in what we call a learning pathway. A learning pathway is a high-level design document which outlines the type of learning activity we aim to use for each step of the learning for a particular week or topic of study. The learning pathway is then used by me and my academic colleague to clarify which content we already have and which content will need to be written by the lecturer.

1.00pm – Lunchtime! King’s Online is located in a great area, so I’m able to take a walk around Lincoln’s Inn Field and Covent Garden during my lunch break.

2.00pm – We have another module leader coming in later in the week to film some content for their module. We have a great studio in King’s Online, and a super cinematographer who is very good at looking after our presenters and making them feel at ease, so I know that I don’t need to worry about the filming itself too much. My job involves the scripts which we receive from lecturers well in advance to give us time to read through them carefully, to make sure they flow well, and to think about any other graphics which could be used during the film. Today, all that is left for me to do is to format the scripts for the autocue software and discuss with the cinematographer which studio set-up would work best so that he can get the background and lighting set up in good time.


2.30pm – There is an exciting new online programme which is in the pipeline, and there is a meeting between King’s Online and the owning Faculty. I’m attending with the Director of King’s Online, and one of our project managers. The meeting is for everyone to get a better understanding of the programme and the development process. I talk about our instructional design process, and tell the Faculty members about the sorts of content which will need to be provided, and about our learning pathway documents and storyboards. Our project manager explains the timeline of programme development, and gives the faculty members a tour of the studio. The meeting goes well, and both us and the faculty are very excited about putting another new programme online.

4.00pm – I have the rest of the day to get on with some storyboarding. This is the last part of the design process for me as an Instructional Designer: once all the content has been gathered, and learning activities have been agreed, the storyboard can be written. A storyboard is a document which details each screen of the content and is like a set of instructions for the learning technologists to use when they build the content. I like to make my storyboards as visual as I can to make it clear what each screen looks like and what the purpose is. Once I’ve finished a storyboard, the development work can begin, and we can really see the module taking shape.

5.30pm – That’s me done for another day! I tidy my desk and close the computer down before heading to the station for my journey home.