I am director of the Edtech Lab at the Imperial College Business School.
I joined Imperial College in 2001 as an MSc student in the Department of Computing and then completed a PhD in the Imperial College Business Schoool. I have a long standing interest in the use of technology in education and started teaching my classes online in 2003. My role evolved to encourage others to teach using technology. In 2005 I joined Business School and formed the Edtech Lab.
Our team has overseen a substantial increase in the use of educational technology at the School. We launched Imperial College's first online degree programme, the Global Online MBA, in 2015 and currently deliver more than 200 online modules each academic year. We have received awards along the way including including a Gold award at the IMS Learning Impact awards in 2010, an Effective Practice Award at the Sloan-C Blended Learning Conference in 2011 and a silver award for Business Education at the 2018 QS Reimagine Education conference.
I was co-founder and president of the Imperial College spin-out Epigeum (now a successful part of the Oxford Univeristy Press) which publishes high quality online courseware used by 250 universities globally. In 2018 I co-founded Insendi , also spin-out firm from the Edtech Lab focused on online learning platforms.
LinkedIn profile: here
Recent articles I have written:
Covid-19 is no longer a short-term crisis for higher education, Times Higher Education, June 30 2020
How can we assure quality in online higher education? Higher Education Policy Institute Blog, June 3 2020
Strategise now to teach students online for the long term, Times Higher Education, March 25, 2020
In the move to online, education must come before technology. The Pie News, Apr 17, 2020
Li N, Lefevre D, 2020, Holographic teaching presence: participant experiences of interactive synchronous seminars delivered via holographic videoconferencing, Research in Learning Technology, Vol:28, ISSN:2156-7069, Pages:1-13
et al., 2019, Data-driven unsupervised clustering of online learner behaviour ￼, Npj Science of Learning, Vol:4, ISSN:2056-7936
Lefevre DJ, cox B, 2016, Delayed instructional feedback may be more effective, but is this contrary to learners' preferences?, British Journal of Educational Technology, Vol:48, ISSN:0007-1013, Pages:1357-1367
Lefevre D, Cox B, 2016, Feedback in technology-based instruction: Learner preferences, British Journal of Educational Technology, Vol:47, ISSN:0007-1013, Pages:248-256