As the Head of Product at Stackle, my role encompasses a wide range of responsibilities aimed at ensuring our products are user-centric and technically sound. My day-to-day activities include engaging with stakeholders to understand their needs and documenting User Stories, User Flows, Data Flow Diagrams, and LMS Integration Designs.I am involved in making schema design adjustments based on project requirements, and take part in User Interface design, creating mock-ups and prototypes to ensure our designs are responsive. On the technical front, I delve into full-stack Laravel development, ensuring our solutions are robust and meet the defined objectives.User testing is a critical part of my job, as it helps in refining our products. I also create support documentation to aid in the seamless use of our products and manage both on-site and remote development and support staff to ensure we are on track to meet our goals. Task management and process development are key to keeping our projects on schedule and ensuring we deliver quality products.

In the capacity of an Educational Designer, the work I've been involved with spans a wide spectrum, making it a role of varied responsibilities. This variety required me to adapt to different projects ranging from course design, learning object creation, conducting training sessions, to staff mentoring. Additionally, I've had the opportunity to provide input on infrastructure design and nomenclature and contribute to large-scale enterprise system design, implementation, and support.The role demanded a level of communication adeptness, particularly when interacting with a diverse range of stakeholders with varying levels of technical understanding. Project management, prioritisation, and fostering a team-oriented environment were essential aspects of ensuring projects stayed on track. Reporting to stakeholders, peers, and management was part of the process to address issues in a timely manner, with the aim of finding constructive resolutions while attending to the specific needs of each project.Keeping up with the evolving trends, such as virtual reality, in the field of technology-enhanced learning (TEL) has been a continual learning experience. Engaging with peers, attending professional development activities, and participating in relevant conferences have been beneficial in understanding where the sector might be headed, and how the university might adapt to these changes.

In this role, I coordinate a team of 7 Educational Designers who support a vast array of activities at an enterprise level across the university. I've been responsible for assigning workload and ensuring they are enabled to complete their projects.As this position has evolved during COVID-19, I've needed to implement changes to ensure that while we work in a new paradigm that staff wellbeing is maintained. While this role began in carrying the legacy projects and it has grown to incorporate enterprise-level support as well as deploying resources to groups that needed to pivot to meet the needs of online teaching. On the back of that work, I've worked to shape support resource development and engage with stakeholders to ensure that the needs are being met. An unfortunate part of COVID is the impact it's have had on budgets. This had meant supporting staff through a restructure and reduction process. I've represented the team and the contribution our area makes to ensure leadership are able to make informed decisions moving forward. It has been at the forefront of my effort to keep everyone in the team informed with the most current and critical information and ensure they feel valued in times that are easy to feel otherwise.

This course aligns perfectly with the Educational Designer role with relation to application planning and design. It makes it easy to teach something you are doing each day and can show students practical examples of real world projects. Not only have I found the students engaging with the content in a more meaningful way, but also promoting deeper learning through authentic learning experiences as I challenge them to improve on designs and justify choices that are made. It has been a very enjoyable experience.

My involvement with this course included the co-creation of course material covered in tutorials with the teaching team, assessment design, teaching two to three classes of upwards of thirty students, marking assessment, providing feedback and moderation of marks.

This role is different from traditional teaching roles in that I was required to act an intermediary between businesses and student groups as they put the skills they have learnt during their degree to practise. I was essentially mentoring four groups of up to 7 students and guiding them through the process of a real-world project from inception through to delivery and handover.This course runs over multiple semesters, so getting students to maintain focus, work well as a team and ensure that businesses engaging with the students had positive experiences where all challenges this course presented. Meeting these challenges and taking students through their first real project was very rewarding.

For this masters level course, I created the course site (13 modules), designed the assessment (with sign off from the course convenor), ran the lectures, the tutorials, marked the assessment, provided feedback and dealt with any concerns or issues raised by the students. The course was run in hybrid mode so that students that we're unable to attend in person were able to stay across what was being presented in the physical space.

In this role, I was responsible for the design of and working with a team to produce learning objects and web-based applications. At the start of the year, I would be given a list of projects with a brief overview to complete within a 12 month period. I was up to me to meet with clients, determine their needs and in consultation research and schedule work with clients and other designers accessing a pool of development staff. I would then work with the clients to outlining features, requirements and come up with potential solutions. If development was required then I developed flows for the product, screen layouts via wire framing and well as schema design if a database was required. I would then liase with members of the project team to develop these resources, report to management and the client and alter designs as required as needs from the client change. Upon completion I would engage in training activities to ensure academics had the skills to not only us the products developed, but also untilse them within their learning and teaching activities. Evaluation of larger applications would be carried out to ensure that the initial design was effective and make adjustments based on identified issues or changes to requirements.

The primary role of this position was to interpret the needs of academics (and therefore students), work with a small design and development team and help create learning objects and application systems for use within learning and teaching activities in many courses. While the design component was usually completed by the Educational Designer of the group, I was able to manage multiple projects through the full life cycle in this position given my previous experience. Working with stakeholders and reporting to relevant bodies, I was able to produce highly effective products that met the functional and learning requirements, came in on budget and on time. Many of the products that I produced went on to be used at the enterprise level by tens of thousands of people (both internally and external to the university) and some had operational lives of over 10 years creating extremely positive returns on investment.

My involvement with this course included the creation of course material covered in tutorials (15 modules), teaching four classes of upwards of thirty students, marking assessment and providing feedback.

This role was created for me based on the extensive experience I had with implementing and maintaining course sites in Blackboard. The migration between Learning Management Systems (LMS) involved moving (and in some cases redeveloping) over 5000 courses over the duration of 12 months. It was my responsibility to provide advice on the course development, develop a process, recruit, train and oversee the content migration. Ensuring budgets were kept and timeless were met was critical to the success of the project. Managing 14 staff (previous students) allowed me to implement a process that was able to be tracked, quality checked and come under budget with minimal disruption to the academic community.

There were a number of different iterations during my time in this role. Initially, my primary responsibility was to adapt course content previously developed into Blackboard's learning management system. Over time this role evolved to included course development, where working in small teams I implemented the course content including graphics and multimedia learning objects. I also worked as part of a small team responsible for the maintenance of course materials, servicing hundreds of courses and working with academics to ensure their learning materials were ready for the next cohort. During my time in the Maintenace Team, I was able to enhance the process through the development of a concept around tracking. This database became the first clear picture the university had over what course design work had been completed over the past 7 years.

I designed and developed an on‐line application for students to watch streaming videos over the internet. At this time the internet was in its infancy and applications that we're able to achieve this were not as mainstream as they are today. The research that drove the development was around students engagement with lectures and if they would engage rather than attend face-to-face lectures and how effectively the retained the information.

Working with a small team I helped designed and develop the front end for a Learning Content Management system for training and compliance. It was primarily designed to be used by users with low-level computer skills across industries such as mining, airline or any industry that required module-based face to face, online and distance training. This application became the core product that has been offered in a suite of tools now being offered by dita Solutions.