With over 30 years of experience in strategic educational management, delivery, and learning development. After 25 years in tertiary, I am currently having an impact in the compulsory sector as Head of Learning and Development at Independent Schools of New Zealand. My core competencies include innovating, creating, and managing professional development programmes, taking on a strategic leadership role in digital adoption for organisations, and contributing to thought leadership.I also have a successful track record of working with emergent technologies, learning engagement, learning design, adaptive learning systems, and contextual learning. I am a transformational leader who builds frameworks for practice through democratic and collaborative approaches. I am also an editor of a journal that publishes articles on open and distance learning, and a consultant who provides strategic support for senior leaders in various sectors.A PhD holder and a Principal Fellow of the Higher Education Academy. My academic research and scholarship continue to revolve around developing frameworks and models to support academic engagement with technology and academic practice. These include:- Circular Taxonomies of Educational Objectives. This is using a series of nested three circles to represent the design of learning, from the higher level active verbs to a ‘menu’ of active verbs to define the learning activity and an outer series of suggested evidence forms.- SOLE Learning Design model & toolkit – the creation of academic development materials and embedded pedagogy in desktop applications to support a learning design process designed to optimise student workload and generate advanced organisers.- DiAL-e Framework (Digital Artifacts for Learner Engagement), a research practice based project led by Kevin Burden from the University of Hull.- 3V Model – an exploration of emerging technologies through at the intersections of virtuality, veracity and values (also developed in association with Kevin Burden).- POISE framework – a structured approach to working with different student’s personal epistemologies in their orientation to learning at the tertiary level; particularly, but not exclusively, aimed at international students. (Developed as part of an HEA Change Academy Project)- PhD research (2019) explored the nature of adult learning support in heritage sites in a final thesis entitled “Recoding Heritage Sites as Non-Formal Learning Institutions: enabling the self-directed adult learner“