The time had come, as it occasionally does, for a team outing. And what better way, we thought, to spend a Friday lunch-hour than attending Mat Collishaw’s Thresholds exhibit at Somerset House?

Billed as a ‘new virtual reality artwork’, this was a particularly exciting prospect to the team, as both virtual reality (VR – an interactive, fully computer-generated simulation) and augmented reality (AR – superimposing images onto the real world) are hot topics of conversation within the eLearning world. We at King’s Online are always keen to explore innovative ways to bring online learning to life – so off, as they say, we went.

The central conceit behind Thresholds is that, before entering the exhibit space, visitors are equipped with an array of wearable devices: headset, earphones, backpack. Donning this futuristic attire, we were guided into the exhibition area, whereupon the virtual reality scene flickered astonishingly into view.

The white, box-like installation transforms before one’s eyes into a digitally reconstructed room, based exactly on scientist William Henry Fox Talbot’s photography exhibition in 1839. An opulent Victorian museum space now surrounds you, with high, vaulted ceilings, dark oak cabinets, and towering windows. Sounds from the era are piped into your headphones – including the echoes of Chartist protesters, rioting in the Birmingham streets ‘below’ – and Talbot’s exhibition cases ‘contain’ various priceless photographs and other fascinating items which would not typically be available to the general public. If one hovers one’s hand above these exhibits, one can bring them closer, offering a more detailed look.

As we began to move about in the room, smaller details started to emerge, such as a mouse scurrying across the floor under our feet, a spider crawling across a painting, moths flying about in the lights above. Moving across to the windows to take a peek ‘outside’, you see a Victorian street scene: a dark, grubby road, mist swirling, a soldier marching up and down.


As a team, we could immediately see the possibilities that virtual reality might offer the realm of online learning. Putting aside, for a moment, the cost implications of producing VR and AR to the level that Mat Collishaw has achieved; or the logistical complications of the kit itself, the opportunities for, example, healthcare education are enormous: Imagine being able to teach anatomy and neuroscience by immersing students in an experience where they can ‘see’ organs pumping and blood flowing; neurons and synapses working away.

All sorts of different disciplines could, we believe, apply VR techniques to their educational offerings, making use of simulation-based learning to improve learner engagement and real-world relevance. Mat Collishaw’s exhibit has definitely whetted our collective appetite, and VR and AR are technologies which King’s Online will certainly be exploring further over the coming months and years.

  • Photos and text by Lindsey Fulker, May 2017

First Adapt Meet Up Held at King’s

On Tuesday, King’s Online hosted the first Adapt Community Meet Up at King’s College London. Two concurrent streams saw more experienced users being dazzled by presentations on the Advanced Track, and newcomers taken through all the essentials on a Foundations Track.

Photo courtesy of @AdaptLearning

Adapt is a free, open-source e-learning tool that our team started using about 9 months ago. The Adapt community is a group of developers, authors and interested stakeholders who all use the free tool, collaborate to improve it and contribute new features to expand its functionality and usability.  We were delighted to be able to help bring this talented, enthusiastic community together in one room.

More than 80 people attended, and heard from a number of community members – from developers to instructional designers – looking at how the tool is being used currently and how it integrates with new trends, and how the tool may evolve in the future.

Whilst some of the more technical sessions went completely over this author’s head, one key theme persisted throughout the day– the strong sense of community and collaboration. Brian Quinn from Learning Pool used the phrase, ‘There’s no “I” in Open Source’ in his presentation. This collection of individuals, with different motivations, in different organisations, sectors and industry all put in the time and effort to make a product better for the benefit of all Adapt users.


Presenters spoke with passion; audience members participated by directing thoughtful questions and engaging in robust discussions. We hope this will be the first of many meet ups.

If we had our time over, we would have done away with our conference-style names badges, and instead opted for something like this, incorporating everyone’s individual Adapt avatar:


Thank you to Learning Pool and Sponge UK for sponsoring the event, and to everyone who attended. A video will be available soon. In the meantime, you can search #AdaptLondon on Twitter to see what some of the attendees were live-tweeting.

Introducing Dr Fabio Serenelli, Head of IDD

Dr Fabio Serenelli was recently appointed as the Head of Instructional Design and Development, the team within King’s Online that is responsible for developing online courses with faculties and departments at King’s.

Over the past seven years, Dr Serenelli’s passion for educational technologies has taken him from his home in Italy where he ran his own business, to South America, Malaysia and finally to the United Kingdom where he undertook research in e-learning, before settling into his role at King’s earlier this year.

Dr Fabio Serenelli, with his beloved sticky notes:

“I love sticky notes as they are probably the most effective way to visualise complex structures: they are perfect for brainstorming, card sorting, information architecture, etc.”

How did you become interested in online learning?

For my whole life I have been interested in computers and technology, and later in life became interested in education; I studied my Master’s in Educational Sciences, with a focus on adult training. I had the idea to bridge my passion for education and technology, and I pursued a career in e-learning.

What actually is ‘instructional design’ anyway?

Instructional design is a learner-centred discipline that sits somewhere between science and arts. It aims to systematically produce effective, efficient and engaging learning experiences. 

Tell us about the Instructional Design and Development team:

We are fortunate to have the flexibility and the dynamism of a startup-like unit, while working within the solid parameters of King’s College London. We’ve gone through a period of rapid growth and change recently, having doubled in size. In terms of skills, we are bringing in experts from fields not strictly related to e-learning, like web design and development, cinema and motion graphics.

Tell us something nobody knows about you, not even your team:

Well, I can (or I could?) hold my breath for more than five minutes. Can you do that? : )

What is your favourite holiday destination?

In the past I spent quite long periods backpacking around the world but since I started working abroad, I prefer to spend my summer holidays in my country, ideally – as I love free-diving – in Sardinia.

Creating the MOOC ‘Shakespeare: Print and Performance’

Erica Moulton, MA student in Shakespeare Studies at King’s College London shares some of the treasures explored in the new MOOC, ‘Shakespeare: Print and Performance’. This MOOC was developed by King’s College London, in partnership with Shakespeare’s Globe and the British Library.

How do we get closer to Shakespeare? In a year dubbed Shakespeare400 in honour of the 400th anniversary of his death in 1616, we certainly hear his name a lot. But when we talk about the man and his plays, what do we really mean? As part of the Shakespeare: Print and Performance MOOC team, I was able to go behind the scenes both at the British Library and the Sam Wanamaker Playhouse in London to explore how his plays were printed and performed in his day.

Deep in the British Library archives are volumes and manuscripts, including the first printed book in English, William Caxton’s Recuyell of the Historyes of Troye, which dates back to 1473. The book trade in England flourished in the next two centuries, and by the time Shakespeare was writing plays for the King’s Company to perform at the Globe in 1599, publishers and printers alike recognized the market potential of Shakespeare’s plays. Before 1600, there were over a dozen quarto editions of his plays published in London, many of them printed in multiple editions, including Romeo and Juliet.

However, Shakespeare likely had nothing to do with the printing and distribution of his own plays, and at first many of these printed editions did not even bear his name. For instance, Romeo and Juliet was printed in 1597 and then again in 1599.


The “first quarto”, sometimes called the “bad quarto” is often thought to be a memorial reconstruction rather than based on Shakespeare’s own “foul papers”, a fact that the printer of the second quarto draws attention to when he writes that his edition is “newly corrected, augmented, and amended” in 1599.


As Shakespeare’s name and reputation as a playwright grew, publishers and booksellers began to use his name on the title pages of his plays (and even on plays that he did not write). It was a full seven years after his death that two of the players from his company, John Heminges and Henry Condell, compiled his works for the First Folio in 1623.


During his lifetime, Shakespeare’s focus remained on the playhouse, or playhouses, as was the case when his company finally acquired the right to perform at Blackfriars in 1608. After that, they split their time between the indoor Blackfriars during the winter and the Globe in the summer. Next to the reconstructed Globe Theatre in London, a reconstruction based on drawings of an indoor playhouse was finished in 2014 and called the Sam Wanamaker Playhouse.


Photo credit: Shakespeare’s Globe.

In this intimate theatre, modern day actors and musicians discover how the conditions of performance, including the small stage, elevated musicians’ gallery and candlelight, influence the way Shakespeare and his contemporaries’ plays can be performed for a modern audience. We used the Sam Wanamaker Playhouse, with the kind permission of the Globe, to film some lessons for the MOOC. I think this will give learners an insight into what it is like to watch a performance taking place in the space.

The performance history of Shakespeare’s plays is one of the main subjects of an exhibition currently running at the British Library called “Shakespeare in Ten Acts”. The exhibition contains many documents of performance from recent productions and films as well as documents regarding playhouses in Shakespeare’s London. The exhibition bridges the divide between print and performance, a task which the upcoming Shakespeare MOOC hopes to do as well.

If we can understand how print and performance functioned in Shakespeare’s day, as well as our own, we will become more perceptive and impassioned consumers of his plays. 

If you’re interested in learning more about Shakespeare, in print and performance, you can sign up to take our free, short course here: https://www.futurelearn.com/courses/shakespeare

The course starts in September 2016.

A Learning Technologist: What’s that, then?

I’ve been working at King’s for almost 5 years now as a Learning Technologist. I started at the King’s Learning Institute before moving to the Centre for Technology Enhanced Learning (CTEL). I’m currently working for King’s Online as part of the Instructional Design and Development (IDD) team.

When someone asks me what I do, and I tell them I’m a Learning Technologist, I’ll occasionally get a quick reply to the tune of “When do you become a full technologist?”, or “When do you finish your apprenticeship?” Most often though I get funny looks followed by another question, usually, “What’s that, then?”

So for the uninitiated, here is broadly what a Learning Technologist does.

As the title suggests, the role focuses on learning technologies. These are tools that essentially enhance learning and teaching in higher education. These tools can be physical systems like Echo360 (lecture capture system used to record lectures) & polling or software based systems like Moodle (a learning management system that King’s uses to deliver e-learning).


My job is to make sure that lecturers at King’s use these tools appropriately to engage students with the learning content that they teach. I can do this in a number of ways.

At CTEL I would lead or support CPD sessions to teach staff how to use these types of technologies. These could include:

  • KEATS (Moodle) basic training
  • Blogging for beginners
  • Creating accessible learning resources
  • Bringing interactivity to KEATS (Moodle)
  • Podcasting
  • Video production
  • Polling.

Staff would then be able to embed the use of these technologies in their teaching or use them to help enhance their teaching material.

In my current role with King’s Online, I’m in a team of Project Managers, Instructional Designers, Learning Technologists and Video Producers, developing King’s Online postgraduate courses and Massive Open Online Courses (MOOCs). My role here is largely content development, developing directly in KEATS, coding HTML and CSS. I also advise on the use of different learning technologies when necessary.

Online learning is a very different scenario than on-campus taught courses. Like on-campus students, online students are often paying a substantial amount of money, so the King’s Online student experience has to be as good as the on-campus student experience. I work closely with the Instructional Designers to make sure it is.

This is the job in a nutshell, though there are many other aspects of learning and teaching that Learning Technologists can get involved with, including assessment, feedback, research and quality assurance (QA).

The essential qualities for this role are communication skills, attention to detail, HTML/CSS, e-learning development tools and at times you will need to work well under pressure, well perhaps a bit more than ‘at times’!

Paul Gillary AFHEA is a Learning Technologist in King’s Online.

King’s Online Down Under

Last week, members of the King’s Online and Students & Education  teams represented King’s College London in a trip to Sydney, Australia to meet fellow colleagues in the PLuS Alliance.

The PLuS Alliance is a tripartite agreement between King’s College London, Arizona State University (ASU) and University of New South Wales (UNSW).


The purpose of the visit was to connect colleagues from the three universities to discuss opportunities for online module exchanges and to explore the potential for future joint courses.

“One thing I didn’t anticipate, considering we all share the common language of English, was the different terminology we each use to talk about instructional design and development! There were a few quizzical looks around the table in our first meeting, as we all came to grips with the different meanings for programmes, courses, modules, degrees and units!” – Karen Greetham, Programmes Project Manager.

Besides enjoying the local cuisine, abundant sunshine and warm hospitality of the UNSW staff and students, the team benefitted by sharing best practices, challenges and opportunities, processes and potential improvements with their colleagues in UNSW and ASU.

Discussions around areas of study, potential courses to develop, logistical arrangements, assessment, marking, admissions and marketing made for a very busy schedule, in a short one-week visit.

“I’m really looking forward to the future development of this alliance; our commitment to this worldwide partnership is another great step as we continue in our mission to bring a King’s education to a global audience.” – Anna Wood, Director of King’s Online


Karen Greetham, Fabio Serenelli, Anna Wood and Tom Whitelaw from King’s becoming acquainted with the Australian way at UNSW in Sydney.

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.

A behind-the-scenes look at the creation of wonderful online programmes!