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I work with universities on student engagement, mental health, E6 compliance and wellbeing.
My current focus is Student Compass, an AI-guided support tool that helps students find the right people, services and next steps within their university.
For more than twenty years, my work has focused on digital learning. Student Compass builds on that experience, using AI to strengthen student services, not bypass them.
My current focus is Student Compass, an AI-guided support tool that helps students find the right people, services and next steps within their university.
For more than twenty years, my work has focused on digital learning. Student Compass builds on that experience, using AI to strengthen student services, not bypass them.
Supporting the people who support students
Supporting the people who support students
Student Compass, bespoke e-learning and games-based training from David Marshall, founder of Marshall E-Learning.
My current focus is Student Compass, an AI-guided support tool that helps students find the right people, services and next steps within their university.
For more than twenty years, my work has focused on digital learning. Student Compass builds on that experience, using AI to strengthen student services, not bypass them.
For more than twenty years, my work has focused on digital learning. Student Compass builds on that experience, using AI to strengthen student services, not bypass them.
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.
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.
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.
Bridging the gap
Student Compass
in Action
in Action
Within the UK and Ireland
I’ve worked
with
with
I’ve worked with
I have always enjoyed working with universities. Each one has its own culture, history and way of doing things.
Over the past twenty years, I have worked with universities across the UK and Ireland, and with a smaller number internationally.
Sometimes that has meant developing bespoke e-learning. Sometimes it has involved building course libraries. Often, it has involved helping organisations think through difficult or sensitive topics.
I value the chance to work with staff, students, academics and professional services teams. I also value the opportunity to bring universities together to talk openly about shared issues.
This work has included projects on diversity and inclusion, safeguarding, consent,harassment, mental health, wellbeing, disclosure, leadership and student support.
Over the past twenty years, I have worked with universities across the UK and Ireland, and with a smaller number internationally.
Sometimes that has meant developing bespoke e-learning. Sometimes it has involved building course libraries. Often, it has involved helping organisations think through difficult or sensitive topics.
I value the chance to work with staff, students, academics and professional services teams. I also value the opportunity to bring universities together to talk openly about shared issues.
This work has included projects on diversity and inclusion, safeguarding, consent,harassment, mental health, wellbeing, disclosure, leadership and student support.
Nice Things People Have Said
Testimonials
David Stewart Marshall
About
I founded Marshall ACM in 2002, later rebranded as Marshall E-Learning. Over two decades, the business
became one of the UK’s leading diversity and inclusion e-learning providers, later expanding into safeguarding, mental health, wellbeing and leadership development.
became one of the UK’s leading diversity and inclusion e-learning providers, later expanding into safeguarding, mental health, wellbeing and leadership development.
We worked with most universities in the UK and Ireland, as well as public, private and third sector organisations.
The business was acquired by Ciphr in 2023. I remain involved in selected strategic and bespoke projects, and still enjoy working with my former team, long-standing clients and colleagues at Ciphr.
Today, my work focuses on AI in student services, bespoke digital learning and games-based training. I am usually brought in when a subject is sensitive, complex or needs a more thoughtful approach than a standard off-the-shelf solution.
The business was acquired by Ciphr in 2023. I remain involved in selected strategic and bespoke projects, and still enjoy working with my former team, long-standing clients and colleagues at Ciphr.
Today, my work focuses on AI in student services, bespoke digital learning and games-based training. I am usually brought in when a subject is sensitive, complex or needs a more thoughtful approach than a standard off-the-shelf solution.
My Latest
Writing and News
This section will include updates and reflections on AI in student services, Student Compass, serious games, higher education, digital learning and selected project work.
FAQs
No. Much of my work has been in higher education, and that remains a major focus. However, I also work with organisations in other sectors, particularly where there is a need for careful digital learning around culture, conduct, inclusion, safeguarding, wellbeing or compliance.
Student Compass is currently focused on universities, but the same approach could also be adapted for employee support, induction and internal guidance.
Student Compass is currently focused on universities, but the same approach could also be adapted for employee support, induction and internal guidance.
Yes. The developers working on Student Compass are based in the UK.
When conversations become more technical, we can involve the developers directly so clients can ask detailed questions about security, implementation, hosting and integration.
When conversations become more technical, we can involve the developers directly so clients can ask detailed questions about security, implementation, hosting and integration.
Yes, but bespoke e-learning projects are delivered through Ciphr.
I remain actively involved in selected strategic projects, especially where the subject matter is complex, sensitive or requires significant sector experience.
I remain actively involved in selected strategic projects, especially where the subject matter is complex, sensitive or requires significant sector experience.
No. My work is founder-led, but team-delivered. Depending on the project, I work with Ciphr colleagues, developers, writers, designers, filmmakers, trainers, subject experts and games studios.
The value I bring is not only my own experience, but also the network of trusted people and partners I can bring into the work.
The value I bring is not only my own experience, but also the network of trusted people and partners I can bring into the work.
Student Compass is an AI-guided student support interface.
It helps students ask questions in natural language and guides them towards the right services, people, policies and next steps within their university.
It is not a virtual counsellor and it does not replace professional support. It helps students find and use the support that already exists.
It helps students ask questions in natural language and guides them towards the right services, people, policies and next steps within their university.
It is not a virtual counsellor and it does not replace professional support. It helps students find and use the support that already exists.
Yes. Student Compass can be tailored to the university’s own services, policies, processes and support structures.
The aim is not to provide generic advice. The aim is to help students navigate the real institution they are part of.
The aim is not to provide generic advice. The aim is to help students navigate the real institution they are part of.
Yes. Students can ask questions in natural language, including colloquial English and other languages.
This can make the tool more inclusive for students who may not know the formal language of university processes, or who find it easier to explain what they need in their own words.
This can make the tool more inclusive for students who may not know the formal language of university processes, or who find it easier to explain what they need in their own words.
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.
✓ 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.
✓ 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.
Games-Based Training
AGENCY, CHOICE AND CONSEQUENCE
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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