Contextual Statement

My Journey in Learning Technology

I have over a decade of experience in blended and digital learning. My background combines classroom teaching with technical development.

As a CELTA-qualified English teacher, I've delivered over 10,000 lessons with consistently high ratings. I also used my Level 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) to design and deliver training in academic English and study skills, in further and higher education.

My move from teaching into learning technology started with programming. As a university administrator, I automated tasks in Visual Basic for Applications (VBA), and while teaching in Portugal I deepened this through self-study on platforms such as Khan Academy and freeCodeCamp.

I applied what I learned to improve workflows and build better digital resources. As my responsibilities grew to include APIs and automation, this led to a full-time development role and confirmed my path into educational technology.

I've led the development of scalable backend systems and optimised GraphQL APIs for a custom Learning Management System (LMS) supporting over 700,000 registered learners. Having worked on both sides — the classroom and the codebase — lets me design solutions grounded in pedagogical principles and real learner needs.

Throughout my career, digital tools have shaped how I teach and support learning. As a Virtual Onboarder, I trained new teachers on a custom LMS over Microsoft Teams, using tailored sessions and video training. I also created bespoke business English courses for professionals, adapting content to their needs and industry.

My experience using Moodle and SharePoint as a university administrator shaped the design of an LMS built for international use. Drawing on my teaching background, I refined features such as automated flashcards and pronunciation feedback to support personalisation and engagement.

Accessibility is a key focus of my work. I've created visual documentation, explainer videos, and GIFs to support non-native speakers and neurodiverse learners, designed for clarity and retention.

In a prior role as a Transformation Project Manager, I automated financial workflows using Python and Pandas, and led Excel training to build data literacy.

My professional development includes training in user story writing, manual testing, Confluence, Jira, and several programming languages.

Until May 2026, I worked as a Learning Technologist within Imperial College London's ICT division. I was recruited for this combination of technical expertise and teaching experience, and my work bridged pedagogy and technology to support Imperial's strategic aim of inclusive digital education.

I collaborated with faculty-based learning technologists across:

• The Faculty of Natural Sciences
• The Faculty of Engineering
• The Business School
• The Faculty of Medicine
• The Interdisciplinary EdTech Lab

This kept our solutions coherent and responsive to the needs of staff and students across faculties.

In practice, this involved:

• Co-designing learning experiences with academics, administrators, and developers
• Applying technical skills to LMS migration projects
• Writing user stories and conducting manual testing
• Gathering user feedback to improve digital learning
• Advising on effective technology-enhanced learning practices
• Translating project requirements into technical specifications
• Recommending integrated solutions, with accessibility built in from the start

Grounded in classroom teaching and strengthened by technical development, I can act as both a pedagogical partner and a technical specialist. At Imperial, I contributed to communities of practice, shared what I learned with colleagues, and helped keep standards consistent across the institution's digital education work.

In May 2026, I moved to King's College London as a Web Developer (Digital Education). I now lead development of King's Moodle theme, with a particular focus on accessibility and a number of broader architectural decisions.

I am submitting this portfolio for CMALT accreditation to formally recognise my contribution to learning technology. It marks a key step in my professional development, and reflects my commitment to innovation and inclusion in education.