Services
SUPPORTING STUDENT SERVICES
Student Compass, bespoke e-learning and games-based training from David Marshall, founder of Marshall E-Learning.
Student Compass is an AI-guided student support interface for universities.
It allows students to ask questions in their own words and be guided towards the right people, services, policies and next steps within their institution.
It allows students to ask questions in their own words and be guided towards the right people, services, policies and next steps within their institution.
Student Compass is an AI-guided student support interface for universities.
It allows students to ask questions in their own words and be guided towards the right people, services, policies and next steps within their institution.
It allows students to ask questions in their own words and be guided towards the right people, services, policies and next steps within their institution.
Student Compass
Supporting Student Services
Student Compass is not trying to act as a counsellor or replace professional judgement. It helps students make better use of the support their university already provides.
It can be tailored to each university’s structures, services, policies and culture.
Students can ask natural questions such as:
“I’m struggling with accommodation.”
“I feel overwhelmed.”
“I don’t know who to speak to about my course.”
“I saw something that did not feel right and I want to report it.”
“I’m lonely, but I don’t know if this is serious enough to ask for help.”
It can be tailored to each university’s structures, services, policies and culture.
Students can ask natural questions such as:
“I’m struggling with accommodation.”
“I feel overwhelmed.”
“I don’t know who to speak to about my course.”
“I saw something that did not feel right and I want to report it.”
“I’m lonely, but I don’t know if this is serious enough to ask for help.”
The student does not need to know the official name of a department, policy or process. They can use everyday language, including colloquial English, and can also ask questions in other languages.
That is one of the main benefits of Student Compass. It creates a more natural point of access into the university’s real support system.
Student Compass helps universities to:
✓ Reduce confusion and isolation among students.
✓ Increase use of existing support services.
✓ Guide students towards real people, services and next steps.
✓ Reduce avoidable pressure on student services teams.
✓ Support earlier and healthier intervention.
✓ Strengthen, not bypass, existing student services.
Student Compass has been developed with universities, with student consultation at its core. It is designed to be secure, ethical and institutionally grounded.
Student Compass is currently in development and pilot phase, and is available for demonstration.
That is one of the main benefits of Student Compass. It creates a more natural point of access into the university’s real support system.
Student Compass helps universities to:
✓ Reduce confusion and isolation among students.
✓ Increase use of existing support services.
✓ Guide students towards real people, services and next steps.
✓ Reduce avoidable pressure on student services teams.
✓ Support earlier and healthier intervention.
✓ Strengthen, not bypass, existing student services.
Student Compass has been developed with universities, with student consultation at its core. It is designed to be secure, ethical and institutionally grounded.
Student Compass is currently in development and pilot phase, and is available for demonstration.
Student Compass can be populated with each university’s own policies, guidance and support information.
It can also include First 90 Days content: practical guidance for students as they settle into university life and learn where to go for support.
This content is developed with writers and student services specialists. It is not generic student advice. It is designed to be grounded, useful and adaptable to each institution.
Core themes include:
✓ Arriving and settling in.
✓ Homesickness and early uncertainty.
✓ Understanding timetables, systems and expectations.
✓ Talking to tutors and using support services.
✓ Managing workload and academic pressure.
✓ Making friends and finding a sense of belonging.
✓ Money, independence and practical life skills.
✓ Alcohol, drugs, consent and looking out for others.
✓ Mental health and knowing when to ask for help.
The content can be adapted to reflect each university’s tone, services and student population.
It can also include First 90 Days content: practical guidance for students as they settle into university life and learn where to go for support.
This content is developed with writers and student services specialists. It is not generic student advice. It is designed to be grounded, useful and adaptable to each institution.
Core themes include:
✓ Arriving and settling in.
✓ Homesickness and early uncertainty.
✓ Understanding timetables, systems and expectations.
✓ Talking to tutors and using support services.
✓ Managing workload and academic pressure.
✓ Making friends and finding a sense of belonging.
✓ Money, independence and practical life skills.
✓ Alcohol, drugs, consent and looking out for others.
✓ Mental health and knowing when to ask for help.
The content can be adapted to reflect each university’s tone, services and student population.
The First 90 Days
When I tell people I work in compliance e-learning, they sometimes groan and say, “Oh no, not those courses I have to do.”
I understand the reaction. Too much workplace learning has been long, passive and forgettable. It takes time from people without giving much back.
I understand the reaction. Too much workplace learning has been long, passive and forgettable. It takes time from people without giving much back.
That has made me more interested in learning media that is genuinely engaging, useful and respectful of people’s time.
Games-based training offers one route. A good game is immersive. It gives people agency. It lets them make choices, test ideas, take risks and see consequences. Done well, it can also be enjoyable, which should not be treated as a dirty word in learning.
Too many attempts at “fun” in workplace training feel patronising. A cartoon character, a badge or a forced quiz does not suddenly make something engaging. What interests me is the craft of real game design: story, choice, consequence, atmosphere, challenge and reflection.
Games-based training offers one route. A good game is immersive. It gives people agency. It lets them make choices, test ideas, take risks and see consequences. Done well, it can also be enjoyable, which should not be treated as a dirty word in learning.
Too many attempts at “fun” in workplace training feel patronising. A cartoon character, a badge or a forced quiz does not suddenly make something engaging. What interests me is the craft of real game design: story, choice, consequence, atmosphere, challenge and reflection.
Services
Games-Based Training
Agency, Choice and Consequence
Advisory & Mentoring
Extensive Sector Experience
Increasingly, I work with founders, teams and organisations that are building something new.
Sometimes that starts as informal mentoring. In other cases, it becomes a deeper collaboration, which may include investment, partnership development or strategic advice.
Sometimes that starts as informal mentoring. In other cases, it becomes a deeper collaboration, which may include investment, partnership development or strategic advice.
My role usually involves listening carefully, asking useful questions and helping people turn an interesting idea into something more commercially and practically robust.
I am especially interested in projects involving education, learning, AI, games, social impact, student support and cultural change.
Red Rampant
Red Rampant is an independent games studio founded by Jake McCullagh and Christopher Walker.
The studio is developing a historically grounded, narrative-led game. It is not an e-learning game, and that is part of what makes the relationship interesting.
My work with Red Rampant is a creative and advisory partnership. I have supported them with commercial thinking, positioning and development, while also learning from the way they approach games, narrative and player choice.
The partnership has also shaped my thinking about games-based training and how story, agency and consequence might be applied carefully to learning.
I am especially interested in projects involving education, learning, AI, games, social impact, student support and cultural change.
Red Rampant
Red Rampant is an independent games studio founded by Jake McCullagh and Christopher Walker.
The studio is developing a historically grounded, narrative-led game. It is not an e-learning game, and that is part of what makes the relationship interesting.
My work with Red Rampant is a creative and advisory partnership. I have supported them with commercial thinking, positioning and development, while also learning from the way they approach games, narrative and player choice.
The partnership has also shaped my thinking about games-based training and how story, agency and consequence might be applied carefully to learning.
Bespoke E-learning
Strategy and Partnership
Bespoke e-learning projects are delivered through Ciphr Ltd, where I remain actively involved in selected strategic projects.
This work draws on Ciphr’s bespoke e-learning team, along with specialist writers, designers, filmmakers, developers and subject experts.
This work draws on Ciphr’s bespoke e-learning team, along with specialist writers, designers, filmmakers, developers and subject experts.
Bridging the gap
Student Compass
in Action
in Action
David Stewart Marshall
Get in Touch
Please get in touch if you would like to discuss AI in student services, bespoke e-learning, serious games or advisory work.
I am always happy to have an initial conversation and exchange ideas.
I am always happy to have an initial conversation and exchange ideas.
All Fields Required *
Bespoke E-learning
Strategy and Partnership
Bespoke e-learning projects are delivered through Ciphr Ltd, where I remain actively involved in selected strategic projects.
This work draws on Ciphr’s bespoke e-learning team, along with specialist writers, designers, filmmakers, developers and subject experts.
My role is often to help clients shape the brief, listen carefully to what the organisation is really trying to change, and turn complex or sensitive subjects into practical learning experiences.
The course is usually the visible part. The harder work is understanding the culture, the audience and the problem behind it.e, audience and problem behind the course.
Recent projects include:
✓ Specialist safeguarding e-learning for Barnardo’s and the CSA Centre, funded by the Department for Education.
✓ A global compliance programme for Prudential plc.
✓ Disclosure training for Manchester Metropolitan University.
✓ Anti-stigma and bias training for staff at Vico Homes.
We produce engaging, nuanced content on challenging topics.
This work draws on Ciphr’s bespoke e-learning team, along with specialist writers, designers, filmmakers, developers and subject experts.
My role is often to help clients shape the brief, listen carefully to what the organisation is really trying to change, and turn complex or sensitive subjects into practical learning experiences.
The course is usually the visible part. The harder work is understanding the culture, the audience and the problem behind it.e, audience and problem behind the course.
Recent projects include:
✓ Specialist safeguarding e-learning for Barnardo’s and the CSA Centre, funded by the Department for Education.
✓ A global compliance programme for Prudential plc.
✓ Disclosure training for Manchester Metropolitan University.
✓ Anti-stigma and bias training for staff at Vico Homes.
We produce engaging, nuanced content on challenging topics.
AGENCY, CHOICE AND CONSEQUENCE
Games-Based Training
When I tell people I work in compliance e-learning, they sometimes groan and say, “Oh no, not those courses I have to do.”
I understand the reaction. Too much workplace learning has been long, passive and forgettable. It takes time from people without giving much back.
That has made me more interested in learning media that is genuinely engaging, useful and respectful of people’s time.
Games-based training offers one route. A good game is immersive. It gives people agency. It lets them make choices, test ideas, take risks and see consequences. Done well, it can also be enjoyable, which should not be treated as a dirty word in learning.
Too many attempts at “fun” in workplace training feel patronising. A cartoon character, a badge or a forced quiz does not suddenly make something engaging.
What interests me is the craft of real game design: story, choice, consequence, atmosphere, challenge and reflection.
I understand the reaction. Too much workplace learning has been long, passive and forgettable. It takes time from people without giving much back.
That has made me more interested in learning media that is genuinely engaging, useful and respectful of people’s time.
Games-based training offers one route. A good game is immersive. It gives people agency. It lets them make choices, test ideas, take risks and see consequences. Done well, it can also be enjoyable, which should not be treated as a dirty word in learning.
Too many attempts at “fun” in workplace training feel patronising. A cartoon character, a badge or a forced quiz does not suddenly make something engaging.
What interests me is the craft of real game design: story, choice, consequence, atmosphere, challenge and reflection.
Advisory & Mentoring
extensive sector experience
Increasingly, I work with founders, teams and organisations that are building something new.
Sometimes that starts as informal mentoring. In other cases, it becomes a deeper collaboration, which may include investment, partnership development or strategic advice.
My role usually involves listening carefully, asking useful questions and helping people turn an interesting idea into something more commercially and practically robust.
I am especially interested in projects involving education, learning, AI, games, social impact, student support and cultural change.
Red Rampant
Red Rampant is an independent games studio founded by Jake McCullagh and Christopher Walker.
The studio is developing a historically grounded, narrative-led game. It is not an e-learning game, and that is part of what makes the relationship interesting.
My work with Red Rampant is a creative and advisory partnership. I have supported them with commercial thinking, positioning and development, while also learning from the way
they approach games, narrative and player choice.
The partnership has also shaped my thinking about games-based training and how story, agency and consequence might be applied carefully to learning.
Sometimes that starts as informal mentoring. In other cases, it becomes a deeper collaboration, which may include investment, partnership development or strategic advice.
My role usually involves listening carefully, asking useful questions and helping people turn an interesting idea into something more commercially and practically robust.
I am especially interested in projects involving education, learning, AI, games, social impact, student support and cultural change.
Red Rampant
Red Rampant is an independent games studio founded by Jake McCullagh and Christopher Walker.
The studio is developing a historically grounded, narrative-led game. It is not an e-learning game, and that is part of what makes the relationship interesting.
My work with Red Rampant is a creative and advisory partnership. I have supported them with commercial thinking, positioning and development, while also learning from the way
they approach games, narrative and player choice.
The partnership has also shaped my thinking about games-based training and how story, agency and consequence might be applied carefully to learning.
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