ID175 Modernising Keele’s Digital Learning Environment

The Idea

I propose that Keele redesign its approach to digital learning by moving toward a mobile‑first, integrated digital learning environment that better aligns with how students actually study, communicate and access information. 

I have gathered feedback informally from current students that I work closely with and it consistently indicates that the KLE is rarely used unless required for assessment submission. Students describe it as not mobile‑friendly and difficult to navigate, preferring platforms such as Microsoft Teams, which they already use daily and find more intuitive. 

Students want lecture materials, updates, session information and learning resources accessible in a format that is familiar, easy to use and accessible on mobile devices. While a formal platform will always be required for assessment submission, similarity checking and anonymous marking, there is a clear opportunity for Keele to streamline the rest of its digital learning experience to better meet student expectations. 

By integrating Teams or a similar interface into Keele’s digital ecosystem, the university can modernise how learning content is delivered, improve engagement and reduce friction for our students

Why This Idea Should Be Considered

Today’s students are mobile-first learners. Many access resources entirely through phones or tablets and prefer quick, intuitive interfaces rather than traditional VLE-style platforms designed around desktop use. 

Keele’s current learning environment does not fully meet these expectations: 

• Students report that KLE is not mobile‑friendly, visually dated and unintuitive. They also mention it is inconsistent across their modules, some academics call things different names or save them in different folders within KLE so there is no 'standard'. 
• Students overwhelmingly prefer the functionality, layout and accessibility of Microsoft Teams. 
• Students often miss essential information because they do not regularly check KLE unless submitting work. 
• Academics and PSS lose time signposting students across multiple platforms instead of using one central, familiar hub. 

The points above that mention student comments have been collated from informal conversations with students during meetings for other activities, such as staff interviews and Legal Advice Clinic training sessions. As a member of the professional services team rather than an academic, I often find that students are very open and candid with me about their experiences and views. 

I always encourage students to raise their concerns and suggestions through the Student Voice Committee. However, several have expressed that they do not feel their feedback is always heard, or that they see little tangible action resulting from the issues they raise. It is for this reason that I felt it was important to bring this idea forward through the Open Strategy initiative. 

If required, I would be happy to contact the students who have shared these views with me to gather more formal feedback and evidence in support of the proposal. 

• A more modern digital learning experience would: 
• Improve engagement with learning materials 
• Reduce missed communications 
• Enhance accessibility for students with disabilities or complex schedules 
• Reflect the digital behaviours of contemporary learners 
• Create a more cohesive learning ecosystem integrated with the Microsoft tools students already use 

In a competitive higher‑education landscape, a modern digital environment is also a recruitment differentiator. Applicants increasingly expect a seamless, mobile-friendly learning platform as standard. 

How We Would Implement This Idea

Develop a Mobile‑First Digital Learning Ecosystem  

• Prioritise platforms already optimised for mobile use (e.g., Microsoft Teams).  
• Ensure that lecture notes, reading lists, and general teaching resources are available within the student’s daily communication platform. 

Maintain a Formal Assessment Submission Tool  

• Keep KLE or an alternative VLE exclusively for assessment submission, similarity checking, and anonymous marking.  
• Streamline the platform so students understand exactly what it is for. 

Integrate Teams (or equivalent) into Learning Delivery  

• Create module‑specific Teams channels for lectures, seminars, and communications. (This is already automated through eVision when VLE is created)  
• Upload resources, updates, reminders, discussion threads and links in one central hub students already check.  
• Automate notifications so students receive push alerts on mobile devices. 

Reduce Duplication Across Platforms  

• Clear guidance: teaching resources and communication on Teams; submissions on KLE.  
• Reduce confusion caused by splitting information across multiple systems. 

Improve Consistency Across Schools and Modules  

• Provide templates, training, and guidance so all modules use digital platforms in a clear and consistent way.  
• Ensure students know exactly where to look for information, regardless of their course or year.

What Success Would Look Like

For Students  

• Higher engagement with lecture materials and updates.  
• A more intuitive, mobile‑friendly system that matches their digital habits.  
• Improved organisation, fewer missed communications and reduced stress.  
• Clear distinction between where to access learning content and where to submit work. 

For Staff  

• Less time spent redirecting or clarifying where materials are located.  
• A single consistent platform for communication with students.  
• Increased student engagement with uploaded teaching materials. 

For the University  

• A modernised, student‑centred digital learning environment aligned with Keele’s digital strategy. Improved satisfaction scores in areas relating to organisation, communication, and learning resources.  
• Stronger recruitment appeal to digitally native applicants.  
• A more accessible and inclusive learning ecosystem.