Technology Supported Learning – Advanced Grade Marking and Grade Centre use

Clinical Education, now housed within the Faculty of Health and Social Care, re-won a tender in March 2015 to deliver the Postgraduate Certificate in Workplace-Based Postgraduate Medical Education from September 2015.  With this came an overhaul of the way that the marking and grades were managed within Learning Edge and as a result a more streamlined, transparent and efficient way of working has been adopted.

Electronic marking had been used for some time but results were calculated on a feedback sheet and manually emailed back to the student.  This was excessive work that had the potential for error for the bank of Associate Tutors (ATs) that taught and marked on the course.

As of September 2016 Turnitin was used as the primary platform for submission and included formative and summative use of the tool – formative for students to check their originality report and summative for the staff marking the work.


Intelligent use of the Grade Centre also followed.  Here is a summary of the tools and functions that were integrated into the process:

Smart Views;

Enables filtering of the Grade Centre so that each tutor only has to display their own students.  In the module, each tutor has approximately 15 students within a group and it is the ATs role to manage, track and mark these students.  The groups are called Learning Sets (LS) and there may be as many as 12 LS in a cohort!  Being able to filter this list of 180+ students is highly beneficial.

Creating Columns

Extra columns are created to track the completion of ‘Compulsory Discussion Activities’.  It’s a requirement that all students on the module complete 75-80% of the discussions to complete the course.  By putting a mark (usually a ‘Y’) in the cell for that student in the Grade Centre, a quick glance is all it takes to see which students aren’t engaging and who might need a ‘nudge’.  A column is also created for the students’ Learning Set number so that when viewing the Full Grade Centre you can see who may not have been allocated to their Learning Set Group – especially helpful as sometimes students can be quite late to enrol and may miss being placed in a Group.

Deleting the Total Column

The ‘Total Column’ is a default creation and Clinical Education doesn’t use it – so it has to go!  The Total Column can be removed once the ‘External Grade’ function is moved elsewhere – we move it to the ‘Weighted Total’:

Weighted Totals

The Weighted Total is thus made the External Grade.  The Weighted Total is set up so that the 2 assignments that students are required to submit are given a weighting coordinated with the Module Handbook (for example 50%-50% or 70%-30% etc).  This helps with calculating an overall grade average – especially if one assignment is good and the other not so good.  The only issue here is that if one assignment fails then the Weighted Total may still record a pass overall as the ‘other’ grade might pull the calculation up.  This involves checking that both assignments are at least a pass before assuming that the student has passed overall.

Grading Schemas

In Clinical Education we make use of the ‘Primary’ and ‘Secondary’ displays for results.  The Primary is the figure given to the assignment (out of 100%) the Secondary display converts this into a Postgraduate scale that will identify ‘Distinction’, ‘Merit’, ‘Pass’ and ‘Fail’.  The Grading Schema works this out across the columns its applied to in the Grade Centre.

Grading Colours

This makes quick glances easy! Colour coding the cells in the Grade Centre helps identify where there is a submission requiring marking, and where students have achieved a Distinction, Merit, Pass or Fail.  In conjunction with the Smart Views, tutors marking can be tracked easily by the Module Leader.  It can also produce a nice overview of what the students are achieving.

Tidying up

Finally, a bit of tidying up.  As the Grade Centre is quite busy then any unnecessary columns may as well be removed.  The only column that we remove is the ‘User ID’ which is in fact a duplicate of the Student ID although the ‘Availability’ and ‘Child Course’ columns could also be reasonably removed.

GradeMark in Turnitin has also helped streamline the marking process.  Using quick comments, general comments and particularly utilising Turnitin Rubrics tutors have found an ideal way to create and leave feedback for their students.  Using the Smart Views in the Grade Centre helps tutors to focus just on their own Learning Set of students.

So as can be seen a number of mechanisms can be used (you don’t have to use all of them by-the-way!) to help with the management of a module or course.

Learning Technology Development have created a number of e-packages and guides to help you incorporate the above tools into your own courses:

“GradeMark has been a really useful innovation on our programme.  I run a module where we have multiple associate tutors engaged in the first marking process.  It’s been really helpful for them from a quality assurance process point of view to be able to look at the rubrics as they are marking ensures a more rigorous and equitable application of the grading criteria.  It also, as module leader, helped me to quality assure the marking process because I can see how first markers have arrived at the grades that they have through the use of the rubric.

 It’s also been a useful development tool for the associate tutors themselves.  They’ve been able to look at the feedback added by other associate tutors and that helps them benchmark the quality and quantity of their own feedback against that of other markers on the module and also ensures a more consistent experience for students and its allowed me to evaluate and quality assure the marking process much more thoroughly than I would have been able to do previously.”

Helen McNeill, Module Leader CPD4706,
Programme Leader PGCert in Workplace-Based Postgraduate Medical Education.


Carol Chatten
Learning Technology Development Officer

Learning Technology Highlights: October 2016 Logo
All Edge Hill University staff now have access to the video training library. You can use it to help you develop your skills in areas as diverse as music, social media marketing, animation and Office 2013.

This resource would cost you over £300 per year if you paid yourself, so it is well worth a look. We have a guide to logging into, should you need help.

If you think that it would be a useful resource to use with your students, get in touch with us at We have limited student accounts, and need to keep track of use, but we can provide you with guides and support as you and your students learn to use the resource, and to help you integrate it with Blackboard.

Plickers logo
We saw the first use of the Plickers sets that we laminated this month; Sarah Wright used them with a group of students.

Plickers are another option when you are choosing student voting systems. Students respond to a multiple choice question by holding up a code card, and they can rotate the card to select their response. The lecturer/facilitator uses an app on their phone to detect the responses.

You might want to use Plickers instead of online solutions like Kahoot:

  • where you do not want to expect all students to have a charged mobile device
  • when you do not want students to have their mobile devices switched on
  • in locations without a wireless network

If you want to know more or use Plickers with your students, get in touch with us at

Box of Broadcasts logo
Box of Broadcasts (BoB) has returned from its summer redevelopment, and as of October 31st you should find all the features that you are used to, including embed code for the videos so that you can embed them in Blackboard.

BoB makes it easy for staff and students to request the recording of programmes from the TV and Radio, to access and share those recordings, and to access millions of other recordings that have been made using the service.

Our Box of Broadcasts guide should help you get started, as will the BoB video tutorials.

Qwickly Attendance: Call for Early Adopters

Qwickly Early Adopters Pilot

It was only a few months back when we introduced the new update for Qwickly Attendance (online Register System) to our 2016 Learning Edge Summer Upgrade. Many of you attended the staff development sessions we delivered back in August and the feedback we’ve received about the new features has been superb . Though many of you might already be using Qwickly Attendance to simplify, manage and monitor student attendance. We’d like to invite you staff to join our Early Adopters Pilot for Qwickly Attendance (click to open pilot brief).

Over the next few weeks we are looking for staff to join this pilot! All staff involved will receive close support from the LTD team to work with you and explore how it can improve your register workflow and provide you with all the training and support you’ll need along the way (either group or 1-2-1).There is not preference if you have starting using the tool or simply just thinking about starting to use it in your course or programme.

What are early adopter’s committing to?

In return for participating in the pilot you will be asked to provide feedback on your experience and the technology in Janurary 2017. We’re hoping your suggestions will provide product feature enhancements! Your feedback will also be shared with colleagues across the University. Exampling how it was used and what impact it had for staff and students.

So how to get involved?

Email: with the subject line: ‘Qwickly Attendance Early Adopter Project – Expression of Interest’ & provide the following details in the body of your message:

  • Name
  • Faculty
  • Department
  • Programme Area

We really hope to hear from you soon! Feel free to email or phone us on Ext 7754 and we’d be more than happy to answer any questions or just get in touch if you would simply like to know more!

Mark WilcockMark Wilcock

Learning Technology Development Officer

Online Student Response Systems – Claire’s Story

EH700 health046 TSL

Claire Moscrop is a Senior Lecture in The Centre for Learning & Teaching. Claire was until recently a Senior Lecturer in Computing, as a result of the continued increase in student numbers in this area, Claire was intent on maintaining student engagement for her sessions, particularly as the increased numbers meant moving from small seminar rooms to larger lecture theatres.


Claire is an advocate of technology, as long as it helps to get the best from her students. Claire wanted to utilise students own devices in her sessions to encourage students to be engaged and responsive during lectures. An online solution was sought to minimise the impact on growing numbers, and also due to lack of suitable in-house clicker systems.

This is Claire’s story; her experience of researching and using online response systems.

YouTube Player

“Given the growth in student numbers in the Department of Computing, we were forced to move back to a more traditional lecture/seminar model for our first year cohort. My immediate concern was to ensure that the levels of student engagement did not suffer in the traditional lecture theatre environment with over 200 students.

BW Clickers

I started to investigate the options for increasing engagement in this kind of environment and first considered the use of the clicker systems available at Edge Hill. These were quickly ruled out due to the logistics of transporting them, and the fact that I immediately had to leave at the end of the lecture to teach another session. This led me on to the idea of using the students’ own devices such as their mobiles, tablets and laptops. A number of academic papers were available on the efficiency and effectiveness of this method so I began to identify and trial different student response app’s. I settled on Socrative for a few reasons, firstly it was free, I was going to have to use the application within weeks so I knew I would not get any funding within that time period. Secondly, the Socrative interface was very clean and intuitive, both for the students and the teacher.

socrative teacher logo

Socrative was implemented from the first lecture with the first year cohort in semester 1. Students had no issues downloading the app and were able to start using it immediately. My method of using the app was simple, I decided before the lecture at what points in the lecture I would like to test understanding or to encourage discussion. I then entered the questions in to the Socrative Teacher app before the session, meaning I could just click on ‘start’ on my phone when I wanted to release the first question. Moving between the questions within the lecture was simple and I was able to see responses from students in real time. I included roughly 2 or 3 questions per lecture across the 10 weeks of lectures.

This method had a number of benefits:
• It allowed students to respond anonymously, which was a very important factor for the increased engagement as it removed the fear of responding in front of peers that usually exists in large lectures.
• It allowed me to test the student’s grasp of certain concepts immediately, and allowed me to save reports to follow up later.
• It allowed real time interaction with minimal disruption on the flow of the lecture.
• It allowed students to discuss what was being taught and work in groups to answer questions, thereby increasing their engagement.

socrative student logo

The student response to the use of Socrative was very positive, the data collected for the study demonstrated that students felt more engaged during the lectures, in comparison to the more traditional lectures they were also having that semester. It was clear that students very much linked the interactivity (with me, and also during their peer discussion) to their increased engagement. Anonymity was also a key factor that gave students the confidence to respond.

After this initial trial I continued to use Socrative in lectures and also started to implement it in to end of Seminar mini tests after students requested it. I would encourage any tutors to have a go at using the students own devices in this way, my initial aim to increase engagement in lecture theatres was very easy to achieve with this method.”

Claire Moscrop

Claire Moscrop
(Senior Lecturer – Centre for Teaching & Learning)




If you feel inspired by Claire’s story and want to use this or another technology to help you enhance and support your own teaching, please get in touch with the Learning Technology Team in Learning Services. We would be very happy to work with you.

logos for 3 clickers systems

There are a range of response systems that you might want to use with your students, including online ones like Socrative and Kahoot, handset based ones like TurningPoint, and even paper based ones like Plickers, which can work in situations where you don’t have access to a wireless network. Learning Technology Development have sets of Plicker cards which you could borrow.

Get your course & yourself ready for 2016

Five green ticks in a rowCome to one of our face to face sessions this or next week to learn how to:

  • Get your course area set up for 2016;
  • Copy content from previous years;
  • Make your course consistent and friendly for students;
  • Setup dropboxes;
  • .. and much more!

The aim is to get your course meeting EHU’s required standards required for VLE use.

We’ll also briefly explore new features such as the Staff tab, Qwickly attendance, organising your course list, and lecture capture (Panopto).

Take a look at the available dates and times and book on a session. 

In the meantime, perhaps take a look at our baseline playlist on YouTube or contact your Learning Technologist.

David Callaghan
Learning Technology Development Officer (FoE)
@dbcallaghan, @LTDatEHU

Organising your course list in Learning Edge

If your course list looks a bit like this:

Course List Image

Then read on, or see our guide: Organising your Course List, or watch the video: Organising your course list in Learning Edge:

YouTube Video Player

With a few clicks your course list can be transformed, from a distracting jumble in to a clean, contemporary, George Clarke esq, Amazing Space!

  • Firstly, click on the “Edit Course List” button on the Courses Home Page:Edit Course List Image
  • Next, check the “Group by Term” checkbox:Terms_Check_Box








  • You will then see a list of Academic Year(s):Personalise My Courses Image
  • Remove the tick from “Expand Term” for each academic year and click “Submit”.
  • You will then see your course list grouped by academic year:Course List Collapsed
  • To view your courses simply click the arrow next to an academic year.

We hope you like the new course list organisation tool.

Please contact the Learning Technology Development team to share any questions you have. Leave a comment below, email or call 01695 650754.


John Langford

Learning Technology Development Systems Officer

Technology Supported Learning – MaST Programme Embedding Technology

Edge Hill University Western Campus lake view

Mark Wilcock (Learning Technology Development Officer) has, over the last few years, been working with the Faculty of Education’s MaST Team, providing support and guidance with the introduction of a number of key technologies including:

  • iSpring (a rapid learning authoring toolkit for developing professional e-learning courses in Powerpoint.
  • Blackboard Collaborate (browser-based web conferencing solution).
  • Panopto (lecture capture software).

In this case study, Mark tells us about his work with the MaST Good Practice AwardTeam and explains how and why they began to explore the available technologies, the benefits to the department and the students on the courses here at Edge Hill University.

This is what Mark says about the project and working with the MaST team to introduce these technologies;

“For many years now I have worked with the MaST team. I’ve delivered various staff development sessions and raised awareness and confidence in using technology in teaching and learning. More recently I have worked alongside them in the adoption of new learning technologies such as iSpring and Blackboard Collaborate. As a Technologist I’ve always recognised the need to respond to the changing demands of the student expectation and of course the opportunity to collaborate with staff towards enhancing the learning experience overall with the use of Technology Enhanced Learning (TEL). Starting back in 2014, MaST explored the use of iSpring as a tool to develop and enhance their current online induction resource for students. Here they created an accessible and interactive course induction resource that included a variety of multimedia (audio narration, video guides, information & social media links and supplementary attachments) to give students the best start to the course and to accommodate for all the diverse range of learning styles of the online students. This project enabled me to not only reach out to academics, but to also understand and build even stronger relationships with the team and the course the MaST programme itself. It also demonstrated the benefits that the iSpring as a technology brought to the online student experience, highlighting the student rewards and usability for staff.

iSpring, Blackboard Collaborate and Panopto logos

Moving into 2015 and 2016, the MaST team introduced Blackboard Collaborate and Panopto into their programme. The team required a platform to support online lecture streaming and video capture. Prior to the institution having Panopto (lecture capture) at its disposal, the only tool that could deliver such an ability was Blackboard Collaborate. For those new to Collaborate, it is a real-time video conferencing tool that lets you replicate the physical classroom into a virtual one with the option to share applications and a whiteboard. Though Collaborate was not actually a dedicated lecture capture product and more of a online classroom tool, it did however provide a short term fix to live streaming for the MaST Conference days until Panopto was introduced in 2016. However, the benefits of the team using Collaborate prior to Panopto, actually worked in their favour for their future endeavours as they had already obtained an initial understanding of this tool it is now currently being considered as a communication platform for online group and one to one meetings with students.

Student with Laptop

I strongly believe that the benefits of our collaboration has supported this application of technology into the online elements of their programme, which has enabled them to replicate the traditional teaching and learning activities for blended and distance learning, meeting the modern day expectations of the online student. For me personally, the ability to transfer knowledge and key understanding to academic staff working together with the technologies provided can only improve the student learning experience by improving teaching and learning within Edge Hill University is extremely rewarding. Overall my view is that Staff who develop good digital capabilities in technology enhanced learning can offer new opportunities for their students through improved access to resources, increased interaction between staff and students, changes to learning and teaching styles and more flexibility in their choice of place and time.”

You can here from Mark in this short video about his work with the MaST Team;

YouTube Video Player

…this is what Andrea Taylor (Senior Lecturer MaST) said;

“MaST have been working with Learning Services’ Mark Wilcock for a couple of years on ways to develop and deliver blended learning session for our students, some of whom are based on campus with others at locations across the country. Initial trials with Blackboard Collaborate were very promising, this allowed us to offer face to face sessions whilst students in Birmingham were able to join the session remotely from a device or their computer.  Working with Mark was also important in developing a number of iSpring packages which allowed us to create interactive multimedia e-earning content.  As we grew in confidence, in terms of using the technology, we were made aware of lecture capture software.  

The MaST Team approached Mark again to find out more about this new resource called ‘Panopto’ to see what it offered as an alternative.

It was important the technology is easy to use and allowed us to capture the lecture electronically and live screen to the second venue without any issues, and to create accessible recording we can upload quickly to the VLE so that students have almost immediate access to this resource.  Panopto allows our students to view the keynote address after the face to face day to follow up on their learning and to encourage further reflection.  We would recommend that other departments incorporate this technology into their courses.  The support for its use had been fabulous and although we have used it at a very basic level, we look forward to utilising many of the other features that are available through Panopto”

The MaST Team;
Mary McAteer, Andrea Taylor, Victoria Grinyer, Ann Barker, Philip Rowe, Stephen Williams

If you feel inspired by Mark, the MaST Team and want to use these and/or other technologies to help enhance and support your own teaching, please get in-touch with the Learning Technology Team in Learning Services.  We will be very happy to work with you.

Mark Wilcock



Mark Wilcock
(Learning Technology Development Officer)

Learning Edge Upgrade Success!

The scheduled summer upgrade has been completed successfully and you can now login to Learning Edge as normal.

The upgrade introduces a number of improvements, which we hope you will like!

You will see that your ‘Courses’ homepage has been de-cluttered. Here you can now easily access all your programme and module course areas, your ePortfolio (aka Campus Pack) as well as your notifications and settings pages:

Courses Screenshot

The old ‘Communities’ page has been updated to ‘Organisations’. Here you can can now easily access all the organisations that you are enrolled into, browse the Organisation Catalogue to find new spaces to join, and easily request a new space and manage your notifications and settings:

Organisations ScreenshotYour faculty resources page is now ‘My Library’. This page gives you easy access to your library account summary, library catalogue and discovery search tools, subject librarian contact details, study toolkits and lots more … check it out!

My Library Screenshot

Where can you learn more?

As mentioned in the previous summer upgrade blog post, the LTD team have introduced a number of other new features. As well as the Blackboard Learn – Interface Changes and General Updates, the Qwickly Attendance (Online Register) tool has been updated as has Blackboard Collaborate (Virtual Classrooms).

You can contact us to discuss any aspect of the upgrade, including new features, so we can help you make the most of the new improved system.

Please Feedback

Take your time to explore the upgraded system and let us know what you think.

The LTD team have worked hard to test the upgrade so we do not expect any issues! However, if you do spot any anomalies please let us know ASAP so we can investigate and get them resolved for you.

Contact the Learning Technology Development team to share any queries or comments you have regarding the upgrade or the online webinar– leave a comment below, email or call 01695 650754.




John Langford

Learning Technology Development Systems Officer

Blackboard Upgrade: Summer 2016

blackboard-learning-edgeThis summer, Blackboard will be upgraded to a new and much improved release. The upgrade will take place from Sunday 17th July 2016 (7.30pm) until Monday 18th July (3.30pm). During this time, please note that the VLE will be unavailable.

A number of exciting interface changes will be added to Blackboard Learn, Qwickly Attendance and Blackboard Collaborate. You will also experience an array of bug fixes and some functionality improvements to all of these. We do not expect this upgrade to have a significant impact on existing course content or activities.

This page summarises what staff and students at Edge Hill University need to know.

Blackboard Learn – General Updates:

  • Thread to thread navigation within discussion forums;
  • A description of the forum is shown when making a new discussion thread;
  • New default duration setting for announcements: “Not date restricted” is now the default, so please remember to still use date restriction settings to remove announcements when they are no longer needed;
  • Spell check within the text editor is now enabled by default;
  • Support for Chromebooks.

For the full list of new features please refer to the release notes here.

Blackboard Learn – Interface Changes:

To ensure that we deliver the best VLE experience to reflect what our users want we have undertaken a very informative User Experience (UX) study. With the help of our students and staff, we identified several areas which we wanted to make better based on the feedback we received.

  • We have de-cluttered, removed duplicate links and simplified the look of your VLE.
  • ‘Your Faculty Resource’ tab becomes ‘My Library’. The tab layout has also been refreshed and streamlined to improve navigation and information discoverability.
  • All of our cross faculty colleagues will also now benefit from the new Staff Tab which includes the key features such as a quick access to the Baseline, templates guidance, staff development events and many more. This is a 1st release of the tab, so we want your feedback. Please tell us what you like, what you don’t like and any ideas you have for new content, by completing this quick Staff Tab Survey.

Qwickly Attendance Update (Online Register Tool):

Qwickly Attendance enables staff to take and manage attendance within Blackboard. Staff can take attendance online using the attendance list on screen or allow students to self check in on their own browser, complete with a PIN and countdown timer. All data is stored online within each blackboard course and is available to download in CSV (Excel) format.Additional new features for this tool include:

  • Custom statuses (excused/absences)
  • Record multiple registers for a variety of sessions running throughout a single day
  • Re-generate automatic (custom) emails to students that are absent

Blackboard Collaborate (Virtual Classrooms):

Breakout out Groups:

Instructors can now create groups (online breakout rooms) within the virtual classroom. In a group, participants experience a face-to-face collaborative environment. They can use Collaborate’s high quality video and audio. They can chat just in the group or send messages to the whole class. The can share files and whiteboard together. And if they use Google Chrome, they can also share applications with each other.


You will now be able to poll participants in a session to add more engagement and interest. You can use a poll where participants choose yes or no as their answer. You can also select to give participants two, three, four, or five responses to choose from.

If you choose one of the numbered choice polls, participants see numbers as their choices. Tell your participants what they are choosing with each number. Share an image or PowerPoint with the numbered choices and related response listed.

Feel free to email or phone us on Ext 7754 and we’d be more than happy to answer any questions or just get in touch if you would simply like to know more.

Mark WilcockMark Wilcock

Learning Technology Development Officer



nina_unsworthNina Unsworth

Operations Coordinator

Technology Supported Learning – Lecture Capture

Panopto logi

“Presenting Performance and Practice”

Good Practice AwardKevin Henshaw is a Senior Lecture in Operating Department Practice, Kevin has been involved in a project piloting the use of Panopto software to record students performing presentations and clinical skill procedures for summative assessment.

Panopto software provides lecture capture, screencasting, video streaming, and video content management solutions.  The  Panopto  lecture/media  capture  system  is  now  available  for  use  by  staff  as  an  additional learning tool for students at Edge Hill University.

Listen to what Kevin has to say in this short video  about his own and that of his students experience of using Panopto software:

YouTube Video Player

Kevin goes on to say…

“Lecture Capture technology has been readily available for some time now ( Kadirrie, 2011) and Edge Hill, as an Institution, is considering the merits of making the most out of Lecture Capture software. To this end the Institution has piloted Panopto. This software is readily available to download from EHU application catalogue:

Panopto is incredibly easy to install and to navigate. The primary aim of Panopto is to provide a means of electronically ‘capturing’ lectures.
As a part of my professional development I set myself an objective to develop a system of recording student activities such as presentations and other ‘soft skills’ (Skills Funding Agency, 2015. Carter and Wolmuth, 2010) which are seen as essential skills for students in Higher Education. (2000) refer to a study by which students are given access to a recording of their presentation together with written feedback. Pinsky refers to ‘A picture is worth a Thousand Words’ and examined some of the practical uses of a combined approach to presentation feedback in Teaching.
The addition of feedback to a recording is crucial and affords the student an opportunity to ‘see’ themselves perform while reading the feedback. Panopto allows this facility and a single hyperlink can then be sent out to individual students or, groups of students, which can then be viewed on a mobile device anytime, anywhere.
By using a mini i-Pad, a number of recordings of various student activities have been carried out. These include:

•    Presentations (both formative and summative)
•    Viva Voce exams (audio recording only)
•    Simulated Clinical Scenarios
•    Observed Structured Clinical Exams (OSCEs)

EH335 DSC_0086 ODP

Video recordings are annotated by the 1st marker.  For quality assurance purposes
hyperlinks can sent to External Moderators who can view both the written feedback
and the presentation via Panopto. Documents (such as copies of the presentation)
can be attached to Panopto as a PDF.

Participants are encouraged to examine their ‘performance’ and write a brief
reflection about how they thought they met the Learning Outcomes which can be
attached to Panopto as a PDF.

For Group performances (such as simulated clinical exercises) a discussion forum
can be easily set up on Panopto which will allow for asynchronous discussion
between group members”.

For more information about Panopto at Edge Hill University, please contact our team of experts on

If you feel inspired by Kevin’s story and want to use this or another technology to help you enhance and support your own teaching, please get in touch with the Learning Technology Development Team in Learning Services. We would be very happy to work with you.

Kevin Henshaw
Kevin Henshaw (Senior Lecturer in Perioperative Care)