Peter Rainger


College Instructional Designer

Medical and Dental Sciences


Contact details

University of Birmingham
B15 2TT


Peter has an academic-focused college-wide role tasked with the development, use and application of instructional design (pedagogical models or patterns) in the design of courses, learning resources, activities and experiences. His academic interests are around developing technology-enhanced teaching and learning, e-learning, blended learning, distance learning and mobile learning.

He is responsible for designing new learning developments for the college and works for Prof. Giles Perryer (Academic Lead for E-learning) and closely with the MDS Educational Technology Team.


Though Peter originally studied maths at Sussex University his professional career started as a disability and assistive technology researcher, which lead on to a national role with the HEA, JISC TechDis in practitioner action-research and teaching across the UK. In addition he has also provided consultancy to many universities and colleges, CETIS, BECTA, British Standards Institute, government departments, commercial providers and charities.

He has worked in vocational degree development and planning as part of a HEFCE-funded life-long learning network and focused on curriculum information management and online information and guidance.

Peter has taught commercially across the UK in a broad range of subjects including education (training, teaching & learning), technology (design, development & application) and human factors (inc. disability, accessibility & usability). Peter has taught disability officers, assistive technologists and OTs, learning technologists and academic staff.

More recently Peter has been working on genetics and genomics education via e-learning within the NHS before returning to the University of Birmingham.


  • Welcome Week, Learning Skills, Clinical Communication and IP facilitation for Y1&2 MBChB
  • Designing for enquiry-based blended learning, CLAD
  • Designing for distance learning (in development)

Teaching-related roles:

  • Lead teacher for SSC - Digital Learning Resources (MBChB Y2)
  • Teaching 'Instructional Design' on PG Cert MedEd
  • Student-Staff Liaison for MPharm
  • Deputy-lead for Porfolio Module (MPharm)

Member of:

  • College Learning & Teaching Committee
  • College e-Learning Committee
  • MPharm Curriculum Development Committee, Educational Research Group
  • UoB MOOC Project Management Group
  • UoB Teaching Laboratory Options Appraisal Group

Previous roles have included:

  • Year 2 Tutor for MBChB
  • Extenuating Circumstances Officer for MBChB


Peter’s past research has mainly focused on ‘practitioner’ action research and has covered a number of topics including:

  • The use of metadata (computer readable information) in the description of learner characteristics and resource accessibility for students with disabilities
  • The use of mobile devices for learning and as an assistive technology
  • The accessibility and usability of websites and e-learning platforms
  • The design of ‘dyslexia friendly’ teaching materials
  • Inclusive curriculum design in Higher Education

Peter's current educational research includes:

  • The educational utility and efficacy of virtual chemistry for pharmacy - STEM Project
  • The use of high fidelity simulation for Hospital Orientation in Year 3 MBChB - Pilot project
  • The development of a virtual GP practice and patients for Community-based Medicine
  • 'Reasonable adjus tments' in medical education


  • M. Bishop, P. Rainger, R. Newton, P. Farndon (2011) Increased demand for genetics education within the medical specialties: a role for e-learning. Journal of Medical Genetics. 48(suppl 1), 2011
  • Rainger, P.F. (2010). Dyslexia friendly websites and e-learning.  The Dyslexia Handbook 2010.  Publisher: The British Dyslexia Association.
  • Rainger P.F. et al (2010) Designing for enquiry based blended learning – DiBL, University of Birmingham
  • Rainger, P.F. & Draffan, E.A. (2005). A model for the identification of challenges to blended learning. Association for Learning Technology Journal. VN (14).
  • Rainger, P.F. (2005). Accessibility and mobile learning. In: kukulska-Hulme, A. & Traxler. J. (2005) Mobile Learning: A Handbook for Educators and Trainers, Open and Flexible Learning Series, ISBN 0-415-35740-3. Routledge, London
  • Rainger, P.F. et al. (2005). Dyslexia and the Use of Assistive Technology, JISC TechDis Staff Pack.
  • Rainger, P.F. & Draffan, E.A. (2004). Can we exclude disability when we talk about accessibility and assistive technology? Accessibility Metadata / Learner Characteristics Profiles. CSUN USA.
  • Rainger, P.F. (2004). Dyslexia and e-Learning: Supporting Dyslexic Students in On-line Courses and Developing Dyslexic Friendly Materials", Dysg E-Learning Conference.
  • Rainger, P.F. (2004). Mobile Devices, Accessibility and Assistive Technology, A National Workshop and Tutorial on Handheld Computers in Universities and Colleges, University of Wolverhampton.
  • Rainger, P.F. & Draffan, E.A. (2004). Learning & Teaching Environments Matrix, National Federation of Access Centres, Assessors Training Pack.
  • Rainger, P.F. & Draffan, E.A. (2003). "How can we Leave out Disability when we Talk about Accessibility? Think about Learning and Teaching Skills and Interactions!”, RNIB TECHSHARE 2003 Conference.
  • Rainger, P.F. (2002). "TechDis Seven Precepts of Accessibility and Usability", Access for All ANYTIME ANYPLACE ANYWHERE conference proceedings, University of Central Lancashire.

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