King’s e-Portfolio

Technical training materials

King’s e-Portfolio is a brand-new online system for students in the Faculty of Dentistry, Oral & Craniofacial Sciences of King’s College London to track their clinical practice experience and internships throughout their study. Through this new online system, it is much easier to submit information via electronic forms and receive instant feedback and response from peers and course teachers. I created a short 2-minute training video and written instructions to help students use the system.

• Date: June 2021

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King’s Raising Concerns (Online Course)

Policy training materials

King’s Raising Concerns is a series of four online courses for students in the Faculty of Dentistry, Oral & Craniofacial Sciences of King’s College London, designed for undergraduates’ induction. I worked with the Student Experience Team of the Faculty towards the learning outcome of students understanding the procedures of reporting various concerns to the faculty. I worked with different stakeholders; staff and students reviewed the courses and gave comments during the development process.

The four topics are settings in which concerns are most likely to arise. Namely: about a peer, a tutor’s inappropriate behaviour, patient safety, and patient behaviour. Each course consists of colourfully illustrated cartoons pertaining to the example scenarios, audio narrations, an animated flow chart clearly showing the reporting route and timeline, and multiple FAQ. I produced this course with Articulate Storyline and adhered to the project deadline when managing this project.

• Date: August 2021

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King’s e-Portfolio

Technical training materials

In 2020, King’s Faculty of Dentistry, Oral & Craniofacial Sciences introduced advanced ‘phantom-head’ dental simulators and virtual haptic machines that simulate physical touch, integrating clinical digital learning. They helped continue providing the best education and training in the field of dentistry when the pandemic hit. This new curriculum has won the Technological or Digital Innovation of the Year trophy at the seventeenth annual Times Higher Education (THE) Awards.

To supplement in-person teaching and help students get familiar with the machines’ operation, I filmed and created an introduction video and three user guides on three topics, namely ‘Setting up the Simulator’, ‘Operating the Haptic Simulation Application’, and ‘Troubleshooting the Haptic Simulator’ using Articulate Rise. More than 600 undergraduate students have used the materials. Interactive elements are employed, for example, image hotspots indicating different parts of the machine.

• Date: January 2021

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UCL Deaf Awareness and Inclusion Training Courses

Professional development training materials

I led the online learning design of University College London’s seven short courses on ‘Deaf Awareness Training’ (2019 UCL Short Course Award winner) and one short course on ‘Inclusion of Disabled and Neurodivergent People’. The audience are professionals (e.g. audiologists, doctors, teachers, healthcare professionals) and the courses are hosted on Moodle (LSM).

I worked closely with a subject matter expert to align the learning outcomes. I designed and developed the course structure and multimedia from beginning to end incorporating adult learning theories such as behaviourism and multi-mode learning to ensure the courses are engaging. I created images, charts, formative learning games, and summative quizzes using H5P and Moodle’s built-in quiz function. In addition, I made sure the courses met the strict requirements of UCL’s digital accessibility policy. The courses passed rounds of meticulous review processes by review panels before official release. The courses are accredited by relevant professional training bodies in the UK.

• Date: January 2021

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UCL's Discover Summer Schools

Online self-directed course

I worked with the UCL DCAL Research Centre and led the online design of the Moodle course. Converted in-person summer school activities into online activities and created additional resources. The resources include interactive videos (containing simultaneous BSL interpretation), end-of-topic quizzes, and digital games, such as a unique situational game made using Storyline with branching scenarios leading to different outcomes depending on the selected actions, simulating how students overcome the challenges at the start of university life. I ensured the highest level of course accessibility for deaf or hard-of-hearing people, for example, by providing accurate English subtitles to all videos and clear course navigation instructions. I ran several rounds of reviewers’ testing and addressed all feedback to attain the highest standard.

Date: July 2021 and 2022

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King’s Student SharePoint Project

Technical training materials

I worked with a module lead to create 3 SharePoint pages for students uploading personal volunteering blogs and course portfolios. I created and have been managing the backend of >1000 SharePoint sub pages and multimedia files, as well as handling regular tasks e.g. giving appropriate permissions to teachers and students, resolving any enquiries from the users, etc. I also created a short video for students explaining and demonstrating the functions of SharePoint.

Date: March 2021 - ongoing

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King’s Rise Resources

Technical training materials

I created the online course materials ‘Biological tubes’ and ‘Endocrine System’ using Rise for the Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care at King’s College London. I used images/animations that were created under the guidance of subject matter experts alongside the instructional text, together with different types of interactive (e.g. drag and drop) self-assessed quizzes.

Date: June 2022

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King’s Teaching Delivery Mode Survey

Teaching and learning analysis

I conducted and evaluated a survey of all undergraduate dentistry students at King’s College London, asking them about teaching delivery modes. During Covid-19, most classes were moved online, through a mix of recorded lectures and live sessions, while some clinical classes remained in-person. Students were asked for their preferences, such as which course elements they preferred in which teaching mode. A big part of the survey evaluation was the analysis and categorisation of free-text comments from students. The result was that students favour a mix of different teaching modes, and the results of the survey informed the teaching offer in subsequent years.

Date: March 2022

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