Spotlight25: Future-Proof: Empowering Staff for the Next Wave of Digital Transformation

Becki is a Higher Education Senior Consultant with Jisc supporting the Building Digital Capabilities Service for HE. She comes from an extensive background of over 19 years working within Higher Education in a digital education capability. Her PhD in technology enhanced learning encapsulates the processes and barriers of implementing digital tools and capabilities within Engineering Education.

Steph works in the Digital Inclusion, Skills and Creativity Team at the University of York, where she designs and delivers digital skills training and is the main editor for the Skills Guides online resource

Richard Banks is Director of Digital Education in the IDEA Lab at Imperial College Business School. He has worked at the forefront of digital transformation for over 20 years. Before joining Imperial, he led teams at the BBC and FutureLearn.com and is passionate about creating accessible and engaging online learning experiences.

Jackie Potter is Dean of Academic Innovation at the University of Chester and Professor of Higher Education Learning and Development. She is a former Chair of the national network, Heads of Educational Development. She is a Senior Fellow of the Staff and Educational Development Association, and a Principal Fellow of the Higher Education Academy. 

Michelle Turner is the Deputy Director of Learning and Information Services at the University of Chester. She has 28 years’ experience of working in the Higher Education sector in the field of Libraries and IT Services, and has recently been part of the University of Chester’s team working with JISC to pilot their Digital Transformation Framework specifically in the area of knowledge development.

Rachel, Rosemary and Bethany work together as the Learning and Teaching Support Unit (LTSU) in the School of Arts and Humanities at Nottingham Trent University; a team of learning specialists providing advice and support, and promoting effective and inclusive practice for digital learning and teaching. 

Rachel, Rosemary and Bethany work together as the Learning and Teaching Support Unit (LTSU) in the School of Arts and Humanities at Nottingham Trent University; a team of learning specialists providing advice and support, and promoting effective and inclusive practice for digital learning and teaching. 

Rachel, Rosemary and Bethany work together as the Learning and Teaching Support Unit (LTSU) in the School of Arts and Humanities at Nottingham Trent University; a team of learning specialists providing advice and support, and promoting effective and inclusive practice for digital learning and teaching. 

Dr Charlotte Haines Lyon is Associate Professor in Children, Young People and Education. Whilst most of her research is with young people and communities, she has been looking at how we might respond to Gen AI from an ethical and philosophical point of view and is a member of the School of Education, Language, and Psychology AI Working Group.

Dr Caroline Elbra-Ramsay is the Interim Head of the School of Education, Language and Psychology at York St John University. She has worked at the university for several years following a career in primary teaching.  Her own research is focused on assessment, feedback and Philosophy for Children and, more recently, as a member of the AI working group, Artificial Intelligence.

Dr Yeji Han is a Senior Lecturer in Korean and Linguistics at York St John University. Her research explores language learning motivation, emotions, and Asian language education within Applied Linguistics. She also leads interdisciplinary projects on student wellbeing and positive psychology in education.

Professor Divine Charura is a registered practitioner psychologist with the Health and Care Professions Council in England (UK). He is also a psychotherapist and Honorary Fellow of the UK Council for Psychotherapy. His interests include exploring academics and clinician’s engagement with AI and empowering them for ethical and digital fluency.

Callum Glen is a Guest Lecturer and Postgraduate Researcher at York St John University. His research in cognitive psychology explores individual differences in cognitive mechanisms underlying presence in virtual reality. He is also interested in how emerging technologies, such as XR and AI, shape cognition, perception, and learning in educational and training contexts.

Richard Skidmore is a former primary school assistant head with 18 years classroom experience.  He is now a senior lecturer in initial teacher education, working across both the undergraduate and postgraduate courses.  Richard is also an educational consultant who develops the use of educational technology within local schools.

Digital Education team - Centre for Learning Enhancement and Educational Development (LEED).
Steven is based in the central team focussing on university initiatives, including implementing the University’s DELTA (Digitally Enhanced Learning teaching and Assessment) strategy, working closely with the team supporting Faculty and Department priorities. Steven focuses on the pedagogical value of technology in teaching, learning and assessment, by supporting staff in integrating digital to enhance the student and staff experience.
Steven joined Manchester Met in 2015, gaining expertise in assessments, impacting the University wide Assessment lifecycle and working on further projects such as the Apps for teaching & Learning package, and Moodle baseline, all embracing the university’s approach to Ai and how it can be responsibly embedded into provision.

Having worked across a number of HEI's, I have a wealth of experience in designing and developing online and blended curricula using a range of pedagogic strategies that encourage flexible student learning. I support educators to leverage digital technologies to enhance teaching, learning, and assessment through personalisation, flexibility, and choice in what, where, when, and how our students learn. Recently, I have been supporting colleagues with the challenges presented by the rapid integration of Generative AI, specifically looking at authentic approaches to assessment (Re)design).