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This is an introduction to a course for students, industry and universities about work-integrated learning. Find a full course un Udemy:

This video using travel as a metaphor helps to explain how you can start your research and by using this metaphor explains what are the first priorities.

This video is an actual lecture on how to produce a PDP based on project experience for a module on reflection. The PDP explained contains a SOAR analysis, SMART objectives and short, medium and long term goals. Each of the PDP entries are substantiated based on the project experience evidence such as reflective profiles, journal entries or reflections based on a weeks experience or summative reflection.

Reflection is about avoiding habitual actions, acting habitually unconsciously (see other video). Reflective models help us frame our thinking about experience to expose the habits and then identify new insight required to inform new options. This video explains this process of insight.

This short clip describes how to put the components of your research together to ensure that the design is cohesive and has a consistent continuity. Students often create their final research by having worked on separate sections such as their rationale, literature review, methodology etc. It is like a puzzle and the individual components are like the individual pieces of puzzle. You can not just force components to fit. They must all create one picture.

This video using dual coding explains the purpose of the literature review. The review of literature provides a better vision for the researcher on the subject under investigation. It is like standing on the knowledge gained to gain a better view or like standing on the shoulders of those who have gone before. The combination of knowledge gained from previous research, books, journals etc. provides focus and vision on the paramount aspects related to the research under investigation

A short clip about how to think about your data and what to do with it. Like a basket full of shopping, you categorise the data into categories you will analyse.

A short video explaining secondary research and how it differs from the literature. The literature review identifies the pool of knowledge from which you will fish for sources. Secondary research is like dissecting a few selected fish in detail and that my mean a case study or comparative analysis etc.

This video made for GSM London explains how to create a context in order to 'hook' your evidence onto it. A portfolio of evidence is not about providing a random collection of activities but evidence towards specific outcomes, goals and objectives of a project. The evidence is therefore connected to a specific context. It is like being in a court room. I don't present random archetypes as evidence. It would be like defending a speeding charge in court by producing a grocery bill. It is irrelevant to the context. Unless it is proof that I was not in the vehicle at the time nor near the location of the charge, confirmed potentially by video camera footage.

A clip teaching the EVRE module explaining how to do a reflection on 1 week and how to do a summative reflection across 10 weeks of the work-based learning project experience.

A short video to explain the main difference between work-based learning and traditional learning.

This video explains and illustrates how reflection is a slowing down of experience, playing the experience in slow motion frame by frame so we can interrogate our thoughts, feeling and actions. Jasper says reflection aims to make us practice critically conscious rather than practice habitually unconscious.

This short video gives one example of the process to finding/creating a focused research question. It uses dual coding by applying the metaphor of a funnel in relation to research focus.

Reflection according to Dewey is not merely a sequence of events but a con-sequence, reliant on what has gone before. This video explains this concept and how critical reflection on our past and present can shape a different future full of potential opportunities.

This video explains how the end process of either a research proposal or the actual research is about making sure all the individual components line-up. Students often think that a new research question solves all their problems. But this video demonstrates that a good research question is only one component of a numerous components. Each must line-up and connect with the next.

This video explains research proposal modules that focus more on qualitative and insider research methodology. Video made for GSM London.

This is a video explaining how to create a learning contract and then a project report on that learning contract. These are popular approaches taken in work integrated learning programs but due to it's non-traditional format, student's don't always understand how the two components fit together. Video made for GSM London.

Together with James Milne we explain the Project Placement Design and Implementation module for level 5 students at GSM London. It explains how challenging experienced based methods of learning can be, as they depend on active participation by students reflecting on their skills and experience.

This module as part of a WIL program explains how the process of reflection is tied to a WIL project. It explains the assessment and how to approach the process. The assessment is a a journal reflection using a reflective model applied to a specific project event (in a week) and to the experience overall (summative reflection). The assessment also includes a Professional Development Plan indicating how the project experience has impacted upon the consequence of future plans. Video made for GSM London with Sheila Karsan.

In this cartoon, through a case study, I introduce an example of research in order to explain and illustrate the key aspects involved in producing a research proposal.

This rather humorous video explains one of the ways students can find an appropriate research focus or topic. It explains how one academic building on the research of another discovered the hole in the ozone layer.

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