Information Services

University of Edinburgh CMALT Holders

A List of Certified Members of the Association for Learning Technology (CMALT) through the ISG scheme

In 2016 Information Services Group (ISG) started to offer a bursary to fund and support learning technologists to become Certified Members of the Association for Learning Technology (CMALT). This page lists the people who have become CMALT certified or submitted portfolios for review as part of this scheme:

 

Lorna M. Campbell 

A photograph of Lorna Campbell

Service Manager – Learning Technology

Education Design and Engagement, Learning Teaching & Web Services, Information Services Group

As a long standing member of ALT and member of the ALT Board of Trustees I’ve been meaning to submit my CMALT portfolio for longer than I should probably admit.  The University of Edinburgh's CMALT scheme, led by Susan Greig, gave me a much needed push to take the plunge.  As an open education practitioner I decided to practice what I preach and develop my portfolio on my open blog: http://lornamcampbell.org/cmalt/.  I shared my progress with the #CMALT community  on twitter along the way and it was both helpful and encouraging to benefit from the support of a wide range of peers and colleagues. Creating my open portfolio provided me with a great opportunity to step back and reflect on my long and diverse career in learning technology and I found the whole process to be a really positive experience.  I would certainly encourage colleagues to undertake CMALT, there is a wide range of support available and I’d be particularly happy to talk to anyone who is interested in learning more about developing their portfolio as an open resource. 

Dr Louise Connelly

Photograph of Louise Connelly

E-Learning Developer

Digital Education Unit, Royal (Dick) School of Veterinary Studies

CMALT is a recognised qualification which enables me to be part of a larger community of practice.  The process gave me an opportunity to pause and reflect on what I have achieved, what I could have done differently, and what I would like to do in the future. As the accreditation is peer assessed, I also felt that it is a worthy and recognised accreditation. I would recommend others to go through this process.

Nick Daniels

A photograph of Nick Daniels

Learning Technologist

School of Philosophy and Language Sciences

It was a good experience being part of a cohort of staff working on our CMALT portfolios. We all work with learning technology in slightly different contexts, and it was good to meet up and hear about projects others have been doing with digital education.

Putting together my CMALT portfolio helped me to take a step back from my work and think about how it fits into a wider context. For instance, I wrote in my portfolio about how considerations of copyright and open licensing changed the way we made MOOCs in our School. I also wrote about how my previous experience as a classroom teacher has influenced my views on how technology can best support educational aims.

Having to write concisely about your work requires you to get your thoughts in order. That’s a valuable activity in itself, and alongside the community aspect, is the main reason I would recommend CMALT to colleagues working in learning technology.

Stephanie (Charlie) Farley

A photograph of Stephanie (Charlie) Farley

Open Educational Resource Advisor

Educational Design and Engagement, Learning Teaching & Web Services, Information Services Group

Learning technology is such a broad and rapidly growing field, and approaching the CMALT accreditation as a group we were able to share the different ways we all approach and engage in learning technology both as professionals and learners. I learned quite a lot from my CMALT cohort, and can confidently say that I now have a deeper understanding of learning technology practices across the University and HE sector.

Looking back over my career and focusing in on the knowledge and expertise I’ve developed in learning technology, then articulating that experience in a portfolio was both challenging and extremely rewarding.

Having achieved CMALT accreditation in 2017 I’m now a CMALT assessor and definitely encourage other colleagues to use the process to evidence their skills.

Graeme Ferris

A photograph of Graeme Ferris

Technology Enhanced Learning Manager

Digital Services, Business School

Working towards CMALT as part of a cohort from the University was a really useful experience for me. It was very helpful to have the support available to keep me on track and a peer network to share experiences, especially with those in different roles and departments.

The portfolio is structured in such a way that it helps you to identify and reflect on aspects of your own role that you may not have given due consideration to previously, as well as those that you consider your core activities.

For me, achieving CMALT accreditation through a peer-assessed framework feels like a validation of my work within a wider community of practice and I would highly recommend others to work towards their own accreditation.

I would be very happy to talk with anyone thinking of pursuing CMALT.

Susan Greig

Profile image Susan Greig

Learning Technology Advisor

Educational Design and Engagement, Learning, Teaching & Web Services, Information Services Group

I updated and submitted my CMALT portfolio for review in 2016. It was really interesting to look back on the portfolio I developed in 2009, and to see how my career had developed. The review submission offered a chance to reflect on the interesting opportunities that I’d been involved in and to ‘take stock’ of how I’d developed over recent years – and to consider where to focus my energies next. I’d be happy to talk to anyone interested in undertaking CMALT or in going through the review process. You can see my portfolio and review on my website: http://susangreig.com/about/cmalt/

Melissa Highton

Photograph of Melissa Highton

Director of Learning, Teaching and Web

Information Services Group, University of Edinburgh

When I wrote my initial CMALT application in 2008 I was just about to leave University of Leeds to embark on a new adventure in a new role as Head of Learning Technologies at University of Oxford. I stayed in that role for 6 years, becoming Director of Academic IT as the teams and workload grew.  During my time there I experienced a number of significant shifts in my thinking particularly around received learning technology wisdom and the true nature of ‘a community practice’. My move to Edinburgh in 2014 has brought me back into the world of large classes and overloaded student systems. I am now working with colleagues whose specialist areas are varied and complex. The University of Edinburgh has taken some ‘interesting’ IT decisions in the past. Along with the rest of the senior management teams I am currently involved in a major programme of digital transformation and innovation in central IT which provides a new opportunity to communicate and disseminate effective practice, service excellence and shake up some of the old ways of doing things. Each institution is different and in each there is a  vertiginous learning curve, but there are core areas of content and understanding which underpin our work as learning technologists and a healthy attitude to updating, learning and reflection is essential.  I have become re-certified via CMALT in 2017 and I’m happy to share my portfolio and my blog http://thinking.is.ed.ac.uk/melissa/about-melissa/cmalt/

A photo of Tanya Lubicz-Nawrocka

Tanya Lubicz-Nawrocka

Partnerships and Professional Learning Coordinator

Moray House School of Education

Engaging in CMALT provided me with the opportunity to further reflect on my work in learning technology designing and continually improving online professional learning courses. In particular, I was able to reflect on initiating and developing Open Badges, and I was able to learn more and explore areas such as data protection and accessibility. The support provided by the University of Edinburgh CMALT applicants group was extremely beneficial throughout this journey!

Kacper Lyszkiewicz

A photo of Kacper Lyszkiewicz

eLearning and Web Development Officer

School of History, Classics & Archaeology

Achieving the CMALT accreditation is a proof of my professional skills and the career in technology-enhanced learning. I found the process of putting together an application, gathering evidence and reflecting on my work extremely valuable as it gave me an opportunity to re-think my practice and gave me some food for thought for the future  development of my career. Having an industry-standard accreditation feels like an accomplishment on a personal level but also provides an opportunity to become part of a community of practitioners in a new and growing field of learning technologies. If you are thinking about becoming CMALT accredited but are wavering, I would be very happy to talk with you.

Brendan Owers

A phto of Brendan Owers

Service Manager

Web, Graphics and Interaction, Learning Teaching & Web Services, Information Services Group

Working towards the CMALT accreditation offered both an opportunity to reflect on the work I have been involved in, and to encourage me to think about areas I would like to explore in the future. As part of a CMALT cohort, it was useful to meet with colleagues in similar roles during the information sessions and writing retreats, to share and learn apiece from varied backgrounds and experiences. 

I would recommend the CMALT accreditation process to colleagues, and would be happy to speak to anyone who is considering applying.

 

Photo of Anne-Marie Scott

Anne-Marie Scott

Deputy Director of Learning, Teaching and Web Division, Digital Learning Applications and Media

 

Chris Sheridan

A photo of Chris Sheridan

eLearning Co-ordinator for MSc Clinical Trials

Usher Institute of Population Health Sciences and Informatics

The best part of the CMALT process for me was realising and reflecting on the journey I’d taken through a learning technology career. Coming from a design and administration background it wasn’t always evident that my skills were being channelled into such a profession, and day to day it’s not often apparent (or convenient!) to see how these skills are executed and enhanced. Looking at past projects and achievements put into perspective how far the technology and myself have come, and how I can develop further professionally.

Being part of a supported cohort was a gratifying experience. As eLearning practitioners we can often work in silos. Learning from others about their roles and having the opportunity to get a picture of the wider landscape, here and throughout the industry, was enlightening. I would recommend this process to anyone who devotes any of their time to learning technology. Roles are varied and having a recognised award goes a long way to acknowledging and celebrating the diversity within technology enhanced learning.   

Nicola Symmers

A photo of Nicola Symmers

IT Developer

I’d recommend the CMALT process to anyone thinking about it. Learning technology is a diverse field and CMALT is a great opportunity to learn about what others are doing. I valued the opportunity to reflect on my work over the last several years and to meet and talk with colleagues.

If you work with technology, you’ll know how important the people who use, create and support it are, so that the technology works for people rather than vice versa! I was fortunate to be part of the university cohort supported by Susan Grieg who led a series of writing retreats and workshops. Susan’s support was invaluable in providing a sense of connection to the wider work of the university and our learning technology community. If you’re considering applying for CMALT and have any questions about the process, I’d be happy to talk with you.

Ross Ward

A photo of Ross Ward

Learning Technology Advisor

Educational Design and Engagement, Learning Teaching & Web Services, Information Services Group

The CMALT process has been an excellent opportunity to reflect on my career in learning technology, which has included a number of diverse projects as well as centralised service provision. Developing a CMALT portfolio provides the right amount of scaffolding to critically reflect on your experiences, and I found it useful to reflect on my future plans and ambitions also.

Completing the process as part of a wider group was not only useful in developing a wider understanding on the University context, but was an excellent way of managing the time required to complete the portfolio.

If you have an interest in learning technology and it is clearly part of your role, I can see no reason not to take part in the CMALT accreditation scheme if you have the opportunity. I would be happy to chat to anyone within the University considering taking part in future CMALT schemes.

Rosie Watson

Photograph of Rosie Watson

E-learning content developer

Infrastructure, Information & Learning Technology Services, School of Social and Political Science

I completed and submitted my CMALT portfolio in summer 2017 and throughly enjoyed the experience. Going through the process has encouraged me to be more reflective, which has allowed me to see where improvements in my work can be made. I found the group meetings hugely beneficial as we were able to explore different topics in a relaxed and supportive environment. Meeting new colleagues from across the university allowed us to support each other but it was also interesting to hear about projects they are currently involved in. 

I would highly recommend becoming accredited and would be more than happy to speak to anyone interested in undertaking CMALT.