Nichola Gretton

Curriculum Designer, Curriculum Design and Development

Nichola GrettonContact details

Tel: 0116 252 3974


Nichola is the key contact for the College of Science and Engineering.

In addition to her college liaison role she has responsibility for supporting curriculum design and development within the college and contributes strategically to institution-wide course design and learning technology related initiatives.
She is LLI lead for the University’s Massive Open Online Courses (MOOCs) working in partnership with platform provider FutureLearn.
Nichola works closely with the LLI Education and Learning Development teams to enhance learning and academic practice and represents these areas at the College Academic Committee.


  • Curriculum design and development
  • Distance Education
  • Creative approaches to learning and teaching
  • Technology Enhanced Learning
  • Student induction
  • Guided Independent Study


  • University Distinguished Teaching Fellowship (2015/16)
  • SOAS Global Diplomacy (DL) Advisory Panel
  • Reviewer for The Journal of Open and Distance Learning
  • Shortlisted for the 2013 e-learning Awards “Best Use of Mobile Learning” in partnership with the UoL Criminology Department for the MSc in Security Conflict International Development
  • International E-learning Award: On-line Dissertation Module (2010).
  • PGCAPHE equivalent (Reading University)
  • MA Multimedia Design (Distinction)
  • BA Design and Technology with Qualified Teacher Status (1st Class) Hons.


  • PGCAPHE Module A module convenor and tutor (2015/16)
  • PGCAPHE Module D course co-designer and tutor (2011/12 intake)
  • PGCAPHE multi-modal modules; design and delivery (2007/08)
  • Laureate On-line Education: MSc in IT programme manager and induction course tutor
  • Part-time Lecturer - BA Early Years (Reading University)


Her primary focus to-date has been action research. Over the past three years this has resulted in the design and production of six customisable, institutionally available, on-line courses: study skills workshop, dissertation supervisors training programme, marking and feedback workshop, two dissertation support modules and a course taster/induction framework.

Nichola recently collaborated with colleagues in the College of Social Science, Arts, Humanities and Law on a Teaching Enhancement Project (TEP) on ‘Guided Independent Study’.

She has particular interest in online and distance education and has recently become interested in virtual and actual identities; disconnect between what we reveal in physical and cyber spaces and the impact this has on learning and teaching.

Recent Publications

Parry, R., Moseley, A., Gretton, N., Tunstall, R., Mobbs, M. "Why MOOCs matter: The consequence of massive open online courses for museums, universities, and their publics." MW2016: Museums and the Web 2016. Published February 1, 2016.

Gretton, N., Rooney, S., Dodman, T., Rawlinson, M. 2015. Just what goes on in ‘guided independent study’? ALDinHE 2015: The Learning Development Conference, Southampton, UK 30th March – 1st April 2015. Solent University.

Hayes, N., 2013. Something Old, Something New, Something Borrowed, Are we Blue?: University of Leicester VLE Re-launch Project. Blackboard Users Conference, Durham, UK 8-9 January 2013. Durham University.

Hayes, N., 2013. Something Old, Something New, Something Borrowed, Are we Blue?: University of Leicester VLE Re-launch Project. Blackboard Learning and Teaching Conference, Birmingham, UK 9-10 April 2013. Aston University.

Armellini, A., Moseley, A., Hayes, N., Sweeney, D., Rodriguez, B., Conole, G., Beard, J., 2012. An inclusive review of current uses of the institutional VLE by staff and students at the University of Leicester. University of Manchester, UK 11-13 September 2012. ALT-C.

Moseley, A., Fyle, C.O. & Hayes, N. (2012) "Troubled times: the role of instructional design in a modern dual-mode university?", Open Learning, Vol. 27, No. 1, pp 337–348.

Hayes, N., 2011. Three Steps to Success: Building the Right Foundation. Blackboard Users Conference, Durham, UK January 2011. Durham University.

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