Looking ahead, I plan to continue developing my practice in inclusive learning and assessment design.

In the short term, my focus is on implementing the good practice that has emerged from the LOUISA Early Adopter Programme across the two Schools I support, COL and MHSES. This includes embedding the standardised assessment workflows, supporting academic and Teaching Office colleagues with the transition, and ensuring the guidance and tools developed during the pilot are adopted effectively.

My current professional development is centred on using AI for teaching and learning. Through the AI for Teaching Innovation project, I am developing two apps: the assessment design tool described in Specialist Area 1, which has attracted interest from our Director of Learning and Teaching and the Vice Principal Students; and a second app that aims to provide tailored formative feedback to students on their reflective writing. I am also completing a CPD course in my free time to learn how to build AI-powered applications independently. While I recognise that AI is a technology with significant social and environmental implications, I am still amazed that we have somehow taught a rock to speak and seemingly think, and I am curious to explore its potential.

I have also submitted a request to our School for an AV Specialist for Inclusive Hybrid Events to provide sustainable support for EdSign, building on the inclusive practice described in Specialist Area 2. If successful, I will work alongside them to ensure support for EdSign and similar events remains consistent. Building on the live captioning pilot, I plan to present this tool to Course Organisers as a way of mainstreaming a reasonable adjustment at our School’s Course Organiser training at the start of the new academic year.

Professional development in accessible and inclusive teaching will remain a priority, especially through cross-institutional collaboration. I intend to stay actively involved in communities of practice, including the University's Academic and Professional Services User Groups, CAHSS Technology Enhanced Learning Group, Learn User Group, AI Adoption Task Force, and Learning Technology Community, as well as external networks such as the Ally User Group, SCOTBUG, and the Anthology Teaching and Learning Ideas Exchange.

Finally, since submitting my original portfolio, I have become a father to a now six-month-old boy. Helping him find his place in the world has given me a new perspective and set of priorities, for which I am grateful beyond words.

Daily, daily, one must practise the courtier’s art, and nightly, the art of governance: and never get it right. Chaucer says it in our own English tongue. ‘The lyf so short, the craft so long to lerne’.

Hilary Mantel, The Mirror and the Light