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Drive Online Learning Innovation Through Academic Professional Development

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Boundless Learning and the University of Leeds – Case Study

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Overview

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Boundless Learning and the University of Leeds collaborated over an eight-week period to support academic professional development through on-demand online learning.

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The main thrust of the initiative involved creating an innovative pathway for targeted, self-paced courses that fit around faculty and staff workloads and were aligned to the university’s priorities for teaching quality and academic practice.

Boundless Learning Academy courses are designed to improve the way academic professionals develop and deliver online content dynamically — and to enhance the online learner’s journey.

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THE CHALLENGE

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Advancing and expanding in the digital arena in the age of AI

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Today’s universities need practical strategies to help faculty and staff succeed in a digital-first world. With considerations like adapting courses for online delivery, managing digital programmes, or navigating the rise of AI in education, academic teams face real challenges.

Like many research-intensive institutions, the University of Leeds saw similar tensions:

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Growing expectations for high-quality, inclusive, and well-designed online learning

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Limited internal capacity for structured professional development at scale

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A desire to experiment and innovate without committing to a long-term rollout

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THE SOLUTION

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Building a short curriculum around inclusivity, engagement, and asynchronous design

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Working in lockstep with the University of Leeds, Boundless Learning implemented a modular curriculum of three courses designed to train a cross-discipline cohort of 25 learners in areas related to inclusive practice, student engagement and motivation, and asynchronous learning design.

Courses were built on a framework established by Boundless Learning Academy and tailored to address the university’s particular needs, expectations, and challenges.

By completing the three courses, University of Leeds stakeholders would develop critical skills in areas like:

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Complementing synchronous, on-campus offerings with asynchronous, online courses and aligning learning goals
Enhancing learner engagement and defining clearer pathways to academic success through online programmes
Building internal capabilities to help retain autonomy and control over existing and future online offerings

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The courses

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Authentic Assessment: Enhancing Student Engagement, Motivation and Learning

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Learning focus:

Develop a strong foundation in authentic assessment, exploring how to design aligned, meaningful tasks that support student engagement and progression. You’ll examine effective feedback practices and the impact of AI on assessment to create robust, future-ready approaches.

Practice outcomes:

Create valid, motivating assessments

Become academic integrity-ready

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Inclusive Practice in Online Environments

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Learning focus:

Learn how to design inclusive, accessible online learning environments using Universal Design for Learning (UDL) principles. This unit focuses on creating equitable learning experiences, supporting diverse student needs, and fostering a culture of belonging and participation.

Practice outcomes:

Build wider access and belonging

Reduce DFW rates (drop/fail/withdraw)

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Integrated Curriculum Design for Online Learning

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Learning focus:

Build the skills to design cohesive online learning experiences by aligning outcomes, assessments, and activities. You’ll explore how to balance delivery modes and use technology to create engaging, inclusive, and effective learning journeys.

Practice outcomes:

Use tech-empowered learning to create inclusive, engaging experiences

Measure results and help learners work toward relevant course and career outcomes

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The materials addressed authentic teaching challenges and fostered meaningful engagement with reflective practice and formative quizzes. The integration of design insight and evidence-informed resources provide a robust pedagogic grounding. The courses are ideal for both targeted enhancement of practice and as curated activities alongside existing development programmes.

Cite

Matt Cornock, Head of Online Learning, University of Leeds

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THE OUTCOME

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Empowering academic staff through self-paced professional development

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The result of this collaboration with the University of Leeds demonstrated that self‑paced, applied professional development can play a meaningful role in supporting academic staff during periods of pedagogical change.

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Feedback

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Following the eight-week programme, we surveyed participants on how they connected with the courses and what aspects of the initiative they found most useful.

The courses scored high in the areas of:

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Clarity
Learning alignment

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80%

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of survey respondents said they would recommend their course, indicating positive perceived value and relevance.

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The most appreciated elements were:

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Scenarios

The inclusion of scenarios in each course, including real-world case studies, help to bring the learning materials to life.

Practical tools

The courses go beyond theory, providing practical resources like downloadable templates and checklists that build real experience and can be used in teaching and learning design after completion.

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Conceptual clarity

Potentially complex concepts like Universal Design Learning (UDL) and Web Content Accessibility Guidelines (WCAG) are broken down into clear, manageable, and applicable segments.

Resource mix

The courses feature a diverse, well-spaced blend of formats, including audio and video, practical project-based work, and text-based reading and resources.

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Overall, the feedback strongly validates the role of modular, on-demand courses in complementing existing institutional development models.

For the University of Leeds, it demonstrates how short-course learning can drive targeted improvements in key areas, including inclusive teaching practice, assessment design, and curriculum coherence in online environments.

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Working with the University of Leeds showed how structured professional learning can support academic practice in a way that feels practical, relevant, and respectful of institutional culture. It demonstrated how focused learning experiences can create value without adding unnecessary complexity.”

— Joël McConnel
Senior Director of Portfolio Management and Growth (UK)

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The survey results highlight the role that well‑designed professional development can play as institutions continue to strengthen online and blended teaching practices. They also underscore the importance of sustained collaboration with academic partners to enhance the quality of the online learning environment.”

— Andrea Marcinkus
Senior Director of Research and Insights

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