K12
K12: The fundamentals of different digital platform applications including the principles of mobile-first design; including when it is, and isn't, relevant, and for multiple responsive breakpoints.
How I gained this knowledge
During Years 4 and 5 of my Creative Digital Design course, I explored digital platform design, focusing on responsive, mobile-first strategies through modules like Design Practices & Processes and UX/UI. Using Adobe XD and Figma, I prototyped interfaces for both desktop and mobile, learning to prioritise essential content for smaller screens. I gained a strong understanding of when mobile-first approaches are most effective, especially for smartphone and tablet users. Tools like Articulate and IONOS support this by automatically adapting layouts to different devices for a consistent user experience.
What I learned
I’ve learned that mobile-first design isn’t about shrinking a desktop layout but rethinking structure to prioritise key actions and content for small screens. I now understand the importance of responsive breakpoints and how to adapt interfaces across devices without compromising usability or visual appeal. Designing with flexibility has made me a more mindful and inclusive designer, able to anticipate varied user behaviours and device needs.
Challenges Faced
At first, I found it difficult to visualise how a single design could adapt across multiple screen sizes. I often focused too heavily on the desktop version, only to find that key elements didn’t translate well to mobile. This sometimes led to cluttered or misaligned layouts when viewed on smaller devices.
How I overcame them
I overcame this by studying examples of responsive design and spending more time working within mobile viewports during the wireframing stage. Feedback from tutors and colleagues helped me see where improvements were needed. Over time, I became more confident in designing with a content-first mindset that works well across multiple platforms.
How I will apply at work
Now, when creating eLearning content or digital resources, I always consider how the design will display on different devices. With more users accessing learning on the go, mobile-first thinking has become essential. I’ll continue using tools like Figma to prototype and test layouts across breakpoints to ensure consistent, accessible, and user-friendly experiences.
K13 – The legal, ethical, regulatory framework
K13 The legal, ethical, regulartory frameworks, accessibility and governance frameworks which affect the development of creative design artefacts and applications and how to apply them.
How I gained this knowledge
- Learned about copyright, licensing, and GDPR in early projects (e.g., UX200) when sourcing images and designing web-based experiences.
- Applied ethical considerations in AI avatar work (Synthesia) by ensuring inclusive representation and tone.
- Followed WCAG accessibility guidelines when designing with Adobe XD and Figma (e.g., contrast, font size, alt text).
- Used accessible tools like Articulate and IONOS, adapting content for different devices and assistive tech.
- Practiced governance through version control, consistent naming conventions, and ethical content sharing in personal branding.
What I learned
- Responsible design combines creativity with compliance and respect for users.
- Legal and ethical awareness prevents misuse of assets and fosters inclusive, fair representation.
- Accessibility improves usability for all audiences, while governance supports clarity and accountability in collaborative work.
Challenges Faced
- Navigating complex design standards (e.g. WCAG, GDPR) while still being creative.
- Avoiding unconscious bias in visual and content choices.
How I overcame them
- Used tutorials and platform documentation to deepen understanding of guidelines.
- Sought feedback and revised content to reflect accessibility and ethical principles.
How I will apply at work
- I license all assets and follow GDPR/data protection best practices when designing e-learning and business content.
- Accessibility is built into my workflow (e.g., alt text, high contrast, screen reader compatibility).
- Ethical use of AI tools like Synthesia is guided by inclusive thinking and audience respect.
- I promote structured, transparent file management and content sourcing in both team and solo work.
K14 - Contemporary methodologies
K14 Contemporary methodologies such as agile and open innovation and how to apply them.
How I gained this knowledge
Through team projects and modules like UX200 and PRP300, I developed a strong understanding of agile methodologies and open innovation. Initially unfamiliar, I came to see how these approaches enable rapid feedback, collaboration, and continuous improvement a key to effective, fast-paced creative work.
What I learned
I developed an understanding of agile through iterative design projects, especially in UX200, using tools like Figma and Adobe XD to prototype, test, and adapt designs based on weekly feedback. This taught me the value of flexibility and continuous improvement.
Open innovation became key in PRP300 and while building my “Groove with Sooze” project. I drew on online forums, social media feedback, and free design tools to inform creative decisions, demonstrating how external input can spark ideas, validate concepts, and speed up development.
Challenges Faced and how I overcame them
A key challenge was adapting to constant change, as I was initially used to fixed plans. Agile methods pushed me to embrace evolving briefs, which I managed by using tools like OneNote, diary planning, and to-do lists to stay organised.
With open innovation, I was unsure how to use external input, like Figma Community, without compromising originality. I learned to curate and build on ideas thoughtfully, maintaining my creative voice while leveraging community insights.
Application in practice
I now apply agile thinking by working in cycles, designing, testing, and refining, rather than aiming for a final result upfront. In team projects and when creating content with tools like Synthesia or Articulate, I use early drafts and peer feedback to improve clarity and engagement.
I also embrace open innovation by engaging with design communities and user feedback. For example, I tested logo and content variations for Groove with Sooze on social media, using responses to guide revisions, mirroring real-world creative processes.
K16 - Keeping updated with changes
K16: How to keep up to date with emerging platforms, environments and technologies
How I gained this knowledge
Staying current with emerging platforms and technologies has become a key part of my practice as a creative digital designer. The digital landscape is constantly evolving, and through both my academic journey and personal development, I’ve learned the importance of adopting a mindset of continuous learning. Over the past three years, I’ve actively explored new tools and followed trends through a mix of formal learning and self-initiated research.
What I learned
I stay current with digital design and technology through platforms like LinkedIn Learning, YouTube, and official tutorials from tools like Adobe and Figma. I also follow designers and studios on LinkedIn, Instagram, and Facebook to track trends and best practices, and subscribe to resources like NHS Technology Enhanced Learning and TikTok for emerging tools.
My degree introduced me to tools like Spline, Adobe Aero, and Skybox, encouraging hands-on experimentation. I taught myself Synthesia to create AI video content for academic and business use, which boosted my confidence in exploring and recommending new technologies.
Challenges Faced and how I overcame them
The main challenge has been the sheer volume of new tools and platforms becoming available. It can feel overwhelming trying to decide which are worth investing time into. I overcame this by focusing on relevance, prioritising tools aligned with my current work or future career goals, and trialling them through mini-projects or tutorials before adopting them more fully.
Application in practice
Staying current has allowed me to introduce innovative solutions in coursework and personal projects—such as using Synthesia to enhance e-learning for healthcare apprentices and exploring platforms like IONOS to launch my business and online presence.
Going forward, I’ll continue seeking tools that enhance workflows, accessibility, and engagement, and share insights through mentoring, collaboration, and creative experimentation.
K19 Real-world 3D
K19: How to undertake real-world 3D digital capture and process 3D data
How I gained this knowledge
My understanding of real-world 3D digital capture and data processing developed during Year 5 and Year 6 of my degree, particularly through exposure to tools like Spline and Skybox, and by exploring immersive environments in modules such as IMM200. While my experience is still developing in this area, I have gained insight into how 3D assets can be captured, refined, and used in creative projects, especially for prototyping, immersive storytelling, and web integration.
What I learned
I learned 3D digital capture concepts through photogrammetry and 360° photography using tools like Skybox, gaining an understanding of how images from multiple angles create 3D models.
With Spline, I imported, edited, and animated 3D assets in-browser, experimenting with lighting, texture, scale, and interaction. This practical experience helped me process and optimise 3D visuals for real-time use on websites and AR platforms.
Challenges Faced and how I overcame them
The biggest challenge was the technical nature of 3D workflows and managing file sizes, compatibility, and rendering performance. At first, I struggled to understand how 3D data is structured, and which formats were suitable for web-based platforms. I overcame this by watching tutorials, attending workshops, and trialling small projects using simplified 3D tools like Spline. This hands-on exploration helped build my confidence and technical literacy.
Application in practice
I applied 3D capture and processing skills in immersive design coursework by integrating 360° content and basic 3D objects into prototypes to simulate spatial navigation and product interaction. I also created interactive 3D scenes using browser-based platforms for client presentations and storytelling.
In future projects, I plan to advance these skills, focusing on 3D capture techniques that enhance learning and development through improved visualisation and engagement.
K20 Principles, controls and workflow
K1 The principles, controls and workflow inherent in building, texturing, animating and rendering 3D models, including XYZ Space, scaling and transforms, and the range of uses in the real world (e.g. Architecture,
Construction, Games, Immersive, Automotive, Aerospace, Medical, Space etc)
How I gained this knowledge
My experience with 3D design has grown during the later stages of my course, particularly in Year 5 during IMM200. I was introduced to core 3D concepts including spatial awareness, transformation controls, and animation basics through practical tasks in Spline and exploration of immersive tools such as Skybox and Adobe Aero. While I have not yet used high-end 3D modelling platforms like Blender or Maya in depth, I have developed a foundational understanding of 3D workflows and their applications across different industries.
What I learned
Working in Spline, I learned how 3D models exist in XYZ space and used tools like translation, rotation, and scaling to build simple, interactive environments. I applied proportional scaling for realism and used hierarchies to manage complex scenes more efficiently. My experience with texturing involved applying basic colours and materials, along with exploring how lighting affects surfaces. I also experimented with simple animations and gained insight into rendering for web-optimised, real-time environments.
Exploring 3D design revealed its diverse real-world applications—from architectural visualisation and immersive media to medical and aerospace simulations. I found this especially inspiring, as 3D modelling has strong potential to enhance e-learning content, aligning with my passion for learning and development.
Challenges Faced
A major challenge was navigating 3D space without a prior technical background. The controls felt unintuitive at first, particularly when aligning or rotating objects precisely. I overcame this by watching beginner tutorials, using grids and snapping tools, and experimenting with simple objects before moving on to more complex scenes.
How I overcame them
A major challenge was navigating 3D space without a prior technical background. The controls felt unintuitive at first, particularly when aligning or rotating objects precisely. I overcame this by watching beginner tutorials, using grids and snapping tools, and experimenting with simple objects before moving on to more complex scenes.
Application in practice
In IMM200, I created an interactive 3D scene in Spline using scaling, transforms, materials, and basic animation to enhance user engagement. This hands-on experience boosted my confidence with 3D design and sparked interest in applying it to learning design and user experience development.
K21 - AR, VR & MR and use in the real world
K21: The fundamentals, origins, application and potential of contemporary immersive technologies, such as AR (Augmented Reality), VR (Virtual Reality) and XR (Mixed Reality), including psychology aspects of 3D environments, and the uses in the real world (including Internet of Things, Architecture, Construction, Games, Retail, Automotive, Aerospace, Medical etc.)
How I gained this knowledge
In Year 5, through the IMM200 Immersive Media module, I explored the fundamentals and potential of immersive technologies like AR, VR, and XR. This included hands-on work with tools such as Adobe Aero and Skybox, and research into how immersive environments influence user engagement and perception.
What I learned
I learned that immersive technologies evolved from early simulators into interactive, real-time experiences that blur the line between physical and digital worlds. AR adds digital elements to the real world (e.g. using Adobe Aero to place 3D models via mobile camera), VR creates fully virtual environments via headset, and XR encompasses both, often blending them in real-time.
Challenges and how I overcame them
The biggest challenge was understanding the limitations of browser-based or mobile AR platforms versus full-scale VR development. I initially found it difficult to optimise 3D assets for mobile use or understand interaction triggers. I overcame this by exploring tutorials, experimenting with smaller test projects, and using peer feedback to refine my scenes.
Application in practice
In IMM200, I created immersive 360° visuals using Skybox and interactive scenes in Adobe Aero, gaining experience in importing, positioning, and scaling 3D assets to design coherent environments. I also explored tools like Synthesia for AI-driven virtual instructors, expanding my understanding of how video, AI, and immersive tech can converge.
Immersive technologies are transforming fields such as architecture, retail, aerospace, and medicine. I was especially drawn to their use in e-learning and training — combining engagement, accessibility, and innovation in educational design, which aligns with my core interests.