Hello, we’re Phil and Tony

If you haven’t met us before, you may be wondering who we are and why we launched Ding.

Well, the truth is that few things upset us more than a poor quality learning experience. We believe learning design is a powerful toolkit that anyone can use to produce better outcomes.

But before we get into that, let us give you an insight into the birth of Ding!

The birth of Ding Learning

Tony: Phil, when I think back to when we first started Ding Learning, it’s amazing how far we’ve come. Remember how the pandemic really brought educational issues into sharp focus? We saw universities scrambling to move online, and it hit us – this was a genuine opportunity for fundamental change in education.

We weren’t just looking to patch up the system; we wanted to reimagine it entirely. Our vision was to create learning experiences that would do more than just deliver knowledge – we dreamed of sparking genuine curiosity, igniting real excitement and producing lasting change in learners.

Phil: Absolutely, Tony. Those early conversations were electric with possibility. We both brought such complementary experiences to the table – your background in learning technology and academic development, my career in creative education and industry projects. It was the perfect storm of expertise to fuel our vision.

We set out to challenge the status quo in education, to ask those difficult questions, and propose innovative solutions. We wanted to recreate that ‘ding’ moment – you know, when a new idea strikes – for learners through our work. It was ambitious, but we knew it was necessary. And that’s how Ding Learning was born – from our shared belief in the transformative power of well-designed learning experiences.

Our core values and approach

Tony: At the heart of everything we do at Ding is empathy. We believe empathy is the ultimate learning design tool because It unlocks doors, removes barriers, and inspires inclusive, transformative learning. By using empathy, learning designers can truly understand learner needs and harness the power of creative thinking to solve educational challenges.

But we also balance empathy with pragmatism. Learning design enables us to cut through bias and personal preferences in teaching and learning, and instead focus on the most appropriate design for a specific experience. It’s about dreaming big, but also delivering practical, implementable solutions that make a real difference.

Phil: Yes indeed, and let’s not forget the power of creativity in our approach. As I often say, “Creativity isn’t just for ‘creatives’ it’s a fundamental human capability that can transform any learning experience.” We’ve expanded this concept beyond just the traditional creative disciplines.

We believe that principles of creative education – like experiential learning, critical thinking, and innovative problem-solving – are invaluable in all areas of study. Whether we’re working with a fine arts programme or a data science course, we apply the same creative, empathetic approach to learning design. Our creative approach to learning design unlocks the potential to increase student engagement and outcomes in any disciplines.

Supporting innovators in Higher Education

Phil: We’re passionate about working with start-ups, challenger institutions, and innovators who are reshaping the educational landscape. Through our partnership with Independent Higher Education (IHE), we offer our expertise to a wide range of independent higher education providers, helping them navigate the complexities of the sector and develop cutting-edge learning experiences.

I firmly believe that the future of higher education isn’t just about the established universities. It’s about nurturing a diverse ecosystem of providers who can meet the evolving needs of learners and industries.

Tony: You’re spot on, Phil. Our work with IHE allows us to be at the forefront of this evolution, supporting the institutions that are challenging the status quo and driving positive change in education. It’s not just about working with the big, established players – it’s about helping these newer, more agile institutions lead the way in educational innovation.

We’re proud and excited to support their growth and development with our insights into creative education and learning design. This work is fundamental to creating an educational ecosystem that is more responsive, more inclusive, and better equipped to meet the challenges of our rapidly changing world.

Our ongoing mission

Phil: Everything comes back to our mission: to transform lives through awesome learning design. Whether we’re building courses and programmes, training learning designers, or tackling complex problems using learning design tools and techniques, our goal remains the same. We’re creating ripples that turn into waves, transforming not just individual learners, but entire educational ecosystems.

It’s about leading and enabling the evolution of higher education to produce a more diverse and dynamic sector. This is what is needed in order to respond to the needs of students, businesses and the planet in the 21st century. And we’re doing it all with a focus on collaboration, inclusivity, and lifelong learning.

Tony: I couldn’t agree more, Phil. Our holistic vision drives everything we do. We’re not just designing isolated learning experiences; we’re dedicated to helping reshape the future of education. Through our thought leadership – like Ding’s Learning Design Almanac, our blog, our journal and the Ding-O-Meter Podcast – we’re contributing to the broader conversation about the future of education. Our consultancy work and partnerships allow us to put our ideas into practice, creating bespoke solutions for diverse clients.

And we’re committed to creating learning experiences that are accessible and beneficial to all learners, regardless of their background or circumstances. Nothing pleases me more than helping people achieve those ‘ding’ moments!