Welcome Luke and Rory!

Staying cutting edge and customer friendly, intuitive and inspiring, works when you employ the best. And that’s what we’ve just done.

We’re very pleased to welcome Rory Conlan and Luke Clewlow to the company as our kingpins of coding. As with so many backroom boffins, they’re seldom seen by our clients, they work in the magical world of our IT offices in Bristol. However, you’ll experience their expertise by the simple and easy-to-use ways you produce courses using nimble®, by its interactivity and our ability to deliver what our customers tell us they need.

The three E's

The three Es of eLearning

We know the E stands for Electronic – it shows how long the term has been around and makes you ask what term came before it, doesn’t it? Was it bLearning – where the B stands for blackboard? It’s a bit misleading really, because we’re actually talking about digital learning, using the Cloud. Perhaps we should rename it dLearning?

nimble® team profile: Phil Parker, education consultant

Supporting young people in the learning process is my passion. I’ve been a senior leader in an Outstanding secondary school for many years where the innovations I introduced raised achievement and improved teaching and learning significantly. As an education consultant I developed my paradigm into schools and colleges nationally, even extending it to train school leaders in China.

Mark-It-Yourself Homework

I hated marking my students’ work, I’m sure I’m not on my own! I particularly hated marking factual assignments– names, dates, places, events, that sort of thing. Sure you can use peer assessment but each student’s progress isn’t always evident this way.

Assessing what’s been covered in class in a reflective way is where nimble® can help. Let me illustrate with an incredibly imaginative idea I saw used by a History teacher recently... the nimble® course was set out as a takeaway menu!

eLearning for the EPQ

The Extended Project Qualification can act as a bridge between sixth form education and the rigours of investigative learning in Higher Education. We know the vast majority of students struggle to be independent learners and the EPQ gives them experience of this process in a highly personalised context – a topic of their choosing.

However that internal struggle for independent thought and action leads, in my experience, to many teachers spending time mentoring students through the process.


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