Wooclap raises $29M: Interview with Claire Chapman, Learning Technologist at University of East Anglia

Why would you recommend Wooclap? What problems does it solve and what advantages does it offer compared to other tools?

Wooclap is a valuable addition to our learning environment because it supports inclusive, interactive, and reflective teaching practices. Its intuitive design and accessibility make it easy for both staff and students to engage with, regardless of their level of digital confidence - a key factor in encouraging adoption across disciplines.

Pedagogically, polling tools like Wooclap enable real-time insights into student understanding, promotes self-assessment and reflection, and facilitates low-stakes formative feedback. These features help foster active learning and support metacognitive development.

Wooclap’s customer support team are communicative, knowledgeable, and genuinely committed to helping institutions get the most out of the platform. Their support has been instrumental in helping us explore new features and troubleshoot quickly when needed.

Do you participate in the co-creation of some Wooclap and/or Wooflash features? What do you enjoy about this process?

We have had the opportunity to participate in the co-creation of Wooclap features, and it’s been a very positive experience. We’ve trialled beta features, reviewed their VPAT (Voluntary Product Accessibility Template), and provided feedback on help pages. This collaborative process has made us feel genuinely valued as a partner, not just a customer. We enjoy the Wooclap team’s openness to feedback and their responsiveness to suggestions. It’s clear they’re committed to developing a platform that meets the real needs of educators and learners. Being involved in shaping features ensures we’re getting a product that aligns with our pedagogical goals and accessibility standards, whilst reinforcing our confidence in Wooclap as a thoughtful and forward-looking provider.

What is your favorite use case?

We have seen a wide range of creative and pedagogically thoughtful uses of Wooclap. For example, the ‘Spin the Wheel’ question type has been used to create randomised creative writing challenges. The ‘Find on Image’ question has offered a unique and engaging alternative to traditional multiple choice formats.

Wooclap has also supported sensitive discussions by allowing students to respond anonymously, helping to elicit honest feedback on challenging topics.  These examples highlight that innovation doesn’t come from the tool alone, but from instructors who take the time to design purposeful questions that prompt deeper student engagement and reflection.

Wooclap now has additional funding. Do you consider this good news?

We consider Wooclap’s additional funding to be very good news. It reflects a strong commitment to the platform’s continued development and sustainability, which reassures us that it will continue to evolve in ways that support meaningful teaching and learning. From our perspective at the University of East Anglia, this investment opens up exciting possibilities for future enhancements - whether that’s expanding functionality, improving accessibility, or deepening pedagogical features. In light of the financial challenges facing higher education, it's encouraging that Wooclap's additional funding may help them maintain competitive pricing. Coupled with the team's responsiveness and collaborative approach, we're confident that any growth will be shaped by genuine engagement with the needs of educators and learners. Ultimately, this funding validates our trust in Wooclap as a long-term partner in digital education.

AI: a threat or an opportunity for higher education?

AI presents both challenges and opportunities for higher education, but at the University of East Anglia, we see its potential as transformative when approached thoughtfully and ethically. On the opportunity side, AI can enhance learning experiences through personalised feedback, intelligent tutoring systems, and tools that support accessibility and inclusion. It can also streamline tasks – such as marking and question creation - freeing up time for our staff to focus on pedagogy and student support. With expert, human guidance, AI can be an excellent tool in developing student digital literacy and critical thinking skills. However, we also recognise the risks, which include concerns around academic integrity, data privacy, environmental impact, and the potential for over-reliance on automated systems. It’s essential to embed AI within a framework of responsible innovation, guided by clear policies, staff development, and student education. AI is basically like any tool - its impact depends on how we choose to use it.

Is there a book or resource you would recommend to teachers and trainers who want to teach more effectively?

The Lecturer’s Toolkit: A Practical Guide to Assessment, Learning and Teaching, by Phil Race and Sally Brown (2025)