Throughout my years as a Learning Technologist at Cardiff University, I have actively engaged with a range of technological tools and solutions. These have encompassed a variety of platforms, from web pages and Virtual Learning Environments to blogs, wikis, online classrooms, e-portfolios, and even programming languages. The primary objective has always been to illustrate how these technologies are effectively employed to facilitate learning and teaching, ensuring clarity in their application for educational purposes.

In the early stages of my career, I predominantly worked with Virtual Learning Environments (VLEs) to facilitate distance learning programmes. In the field of dermatology, I utilised Desire2Learn to effectively manage, deliver, and support a variety of distance learning courses for both overseas and domestic students. Given the nature of the courses, I supported a diverse range of technologies to ensure their successful delivery:

• I created web-based support resources for both staff and students.
• I used Video capture software, such as Mediasite, to live-stream surgical sessions and lectures, storing them for on-demand viewing.
• I organised and provided technical support for online study meetings through platforms like Elluminate Live (predecessor of Blackboard Collaborate) and Adobe Breeze (Connect).

Throughout this period, my involvement with various learning technologies and diverse modes of learning and teaching activities significantly contributed to my skill development. I transitioned from a focus solely on technology to a deeper understanding of pedagogy. Looking back, the technologies we employed were pioneering for their time, positioning us at the forefront of the educational sector.

My role underwent a slight shift when I transitioned to the Learning Technology Unit within the School of Medicine. Here, I became actively engaged in identifying training needs and facilitating training for both staff and students. My primary focus revolved around conducting training sessions on the utilisation of Panopto and Xerte. This experience significantly deepened my skills in developing captivating learning resources tailored to a diverse audience.

Consequently, I got involved in a project that offered me an opportunity to collaborate with the assessment team. In a project aimed at enhancing the preparation of undergraduate medical students for Integrated Structured Clinical Examinations (ISCEs), I harnessed a blend of innovative technologies. To replicate a 360-degree clinical environment for remote learning, I utilised panoramic images captured with a Yi 360 camera. I seamlessly integrated these images into a 360 virtual tour, created using the Marzipano app, which allowed for customisation to meet our specific needs. I developed learning objects using Xerte, which not only offers versatility but also incorporates xAPI tracking functionality.

The project faced unique challenges due to the pandemic, leading to my utilisation of MS Teams for collaboration and progress tracking. I based the learning design on a framework aligned with the ADDIE instructional design model, and I used a detailed storyboard template to structure station-specific instructions and expected answers.

Throughout the project, I relied on various tools to achieve my objectives, with a primary focus on meeting the needs of both tutors and learners. After 6 months of launching the tool on Learning Central, approximately 400 Year 2 and Year 4 students engaged with the resource, resulting in over 1,300 views across two stations and around 10,000 interactions. While formal evaluation is pending, informal feedback from students has been positive, highlighting the resource's helpfulness.

In my current role as part of the central team and as the coordinator of the DigEd (Digital Education) Support Hub, I play a crucial role in providing digital technology support across the entire university. The DigEd Support Hub consists of a team of specialised experts committed to improving the digital education experience at the university by offering comprehensive support with digital tools, educational technologies, and responding promptly to daily inquiries from staff, thereby enriching the overall digital experience within the University. My responsibilities encompass a diverse array of tools and technologies used for various teaching and learning activities.

• I leverage Blackboard Ultra and its associated tools (Tests, Assignments, Announcements, Discussions) to support both Undergraduate and Postgraduate learning programmes.
• I developed a comprehensive understanding of Panopto to support the recording of teaching activities, training workshops and demonstrations for diverse audiences.
• My expertise in HTML, CSS, and JavaScript enables me to create interactive and accessible learning resources, whether using Xerte or other platforms.
• I employ Mentimeter to foster student engagement through dynamic and interactive presentations.
• I utilise Teams and Padlet for collaborative projects and brainstorming activities.
• I've integrated BuddyCheck for evaluating group project contributions and am exploring its use for assessing students in such projects.
• My growing interest in AI motivates me to explore its potential benefits for both staff and students.

Reflecting on this, I realise that we have a diverse toolkit at our disposal, all serving different functions in enhancing the teaching and learning experience. However, it's important to acknowledge that while I, as a learning technologist, am well-versed in these technologies, many of our users, primarily the staff, may not possess the same level of technical literacy. This realisation leads to the necessity of providing significant guidance and support to ensure they can use these tools effectively.

For instance, when academic staff seek my assistance in selecting tools to engage with students, it's tempting to simply list available tools and direct them to online guides for usage. However, my approach goes beyond this. I aim to truly understand their unique context and needs.