Delivering Accessible Learning Experiences: Avallain’s Inclusive Design Approach

Posted on June 26, 2025July 15, 2025 by Miguel Rivera

As the European Accessibility Act (EAA) deadline approaches, organisations delivering digital education must take decisive steps to ensure inclusivity. At Avallain, we’ve built accessibility into the core of our technology, empowering publishers, institutions and teachers to reach every learner, regardless of ability or context.

Delivering Accessible Learning Experiences: Avallain’s Inclusive Design Approach

St. Gallen, June 2025—The European Accessibility Act (EAA) will come into force on 28th June 2025, and educational organisations across the EU are preparing to meet a new legal standard for digital inclusion. For those offering digital education, this moment brings both the challenge of ensuring compliance and the opportunity to enable broader, fairer participation by removing barriers to participation.

At Avallain, we believe the long-standing commitment to accessibility should be guided by more than regulations. It reflects the belief that digital education should empower all learners. Through expert partnerships, rigorous audits and accessibility-first product design, we aim to enable the educational sector to meet and exceed the expectations set by the EAA.

Accessibility by Design: Supporting Legal Compliance and Learner Success

The EAA harmonises European accessibility requirements for a wide range of digital services, including e-learning content and platforms. Digital education tools must meet recognised standards such as the Web Content Accessibility Guidelines (WCAG) 2.1 AA.

Rather than viewing these requirements as a constraint, publishers and institutions can embrace them as a framework to deliver more inclusive, effective learning. Avallain’s accessibility strategy enables our partners to:

Reach broader audiences, including learners with disabilities and those using assistive technologies.
Increase platform usability and content clarity for all learners.
Build trust and credibility in competitive, regulated markets.

By integrating accessibility into every layer of our technology stack, we make compliance achievable and meaningful.

Avallain Author: Creating Accessible Content with Confidence

Avallain Author empowers education providers to develop digital content that meets the highest accessibility standards. Our built-in features allow content teams to create inclusive learning experiences at scale, without additional overhead.

Key capabilities include:

Keyboard and screen reader compatibility, enabling full navigation without a mouse.
AI-generated alt text for all visual elements, helping to support visually impaired learners.
AI-powered transcript and subtitle support for multimedia components.
Customisable layouts that adapt to various learning needs, such as high contrast and font scaling, are supported by Mercury Design Pack’s accessibility features.
Accessibility controls that inform content creators when media assets are compliant or have not met accessibility standards.
A dedicated Accessibility module within the Author Training & Certification course, guiding users through Avallain Author’s accessibility features and how to apply them effectively.

These comprehensive accessibility features ensure that content creators and academic staff can confidently publish content that aligns with WCAG 2.2 AA and is ready for any compliance audit.

Mercury Design Pack: Building Accessibility into Every Interaction

To guarantee accessibility at every touchpoint, Avallain’s Mercury Design Pack, the foundation of our user interface, has been purpose-built for inclusive learning journeys.

Its accessibility features include:

Strict adherence to WCAG 2.2 AA in every design element, from contrast ratios to focus states.
Component-level keyboard accessibility ensures seamless navigation across all interactive elements.
Scalable and readable typography, optimised for users with dyslexia and other reading differences.
Consistent UX behaviours help all learners feel confident and in control, especially those with cognitive challenges.

Critically for content creation, dozens of interactive activity types built with Mercury have already been audited and validated for accessibility. This allows publishers and authors to create rich, engaging learning experiences that are fully aligned with international accessibility standards without requiring any extra adaptation or technical overhead.

Avallain Magnet: Delivering Learning Without Barriers

Accessibility doesn’t stop at content. It must extend to the platforms where learning happens. Avallain Magnet, our out-of-the-box learning management system, ensures every user can engage confidently and independently.

With Avallain Magnet, schools and institutions benefit from:

Full screen reader support across teacher, learner and admin environments.
Colour and spacing customisation options, supporting neurodiverse learners and those with visual impairments.
Consistent keyboard navigation, allowing users to interact with the platform using only the keyboard.

These features are embedded by default, giving schools, institutions and teachers the peace of mind that their digital learning delivery is design-inclusive.

TeacherMatic: Helping Teachers Create Inclusive Materials Instantly

Accessibility must be effortless for individual educators. TeacherMatic, our AI toolkit designed for teachers, integrates accessibility best practices into every generator.

Whether users are creating quizzes, rubrics or complete lesson plans, TeacherMatic includes:

Inclusive activity design, incorporating Bloom’s taxonomy and Universal Design for Learning (UDL) principles.
Templates and content that consider learners with dyslexia, ADHD and other learning differences.
Time-saving tools so teachers don’t have to start from scratch and can instead focus on adapting materials for diverse needs.

By embedding inclusive defaults into content creation, TeacherMatic supports educators in safely delivering compliant, learner-centred instruction without the burden of technical know-how.

AI for Accessibility: The Mission of the Avallain Lab and Avallain Intelligence

Beyond compliance, Avallain invests in future-facing developments to expand what accessibility can mean in digital education. We explore how AI can actively support inclusion through our dedicated R&D arm, Avallain Lab, and our responsible AI framework, Avallain Intelligence.

This includes:

Collaborating with accessibility experts such as the Digital Accessibility Centre to evaluate and improve our products.
Embedding accessibility principles into our development cycles to ensure all innovations align with WCAG 2.2 AA standards.
Using AI responsibly to support content creation workflows, such as generating alt text, subtitles and transcripts to enhance media accessibility.

By integrating accessibility into every layer of our technology and development pipeline, we support industry stakeholders to meet evolving standards while staying focused on learner equity and inclusion.

Accessibility Is Everyone’s Future

As the EAA comes into force, accessibility has become a shared priority across the education landscape. For some, it’s a new legal requirement. For others, it’s a long-held value. For all, it’s an opportunity to create learning experiences that are fairer, broader and more impactful.

We believe in supporting publishers, schools, institutions, content creators and teachers in this journey to not just meet a legal standard but to set a new one. When learning is truly accessible, everyone benefits.

Visit our Accessibility page to learn more about Avallain’s approach to accessibility in education and download our latest Accessibility Conformance Report.

About Avallain

At Avallain, we are on a mission to reshape the future of education through technology. We create customisable digital education solutions that empower educators and engage learners around the world. With a focus on accessibility and user-centred design, powered by AI and cutting-edge technology, we strive to make education engaging, effective and inclusive.

Find out more at avallain.com

Contact:

Daniel Seuling

VP Client Relations & Marketing

dseuling@avallain.com

Avallain and Educate Ventures Research Collaborate to Deliver Robust, Real-World Guidance on Ethical AI in Education

Posted on June 26, 2025June 26, 2025 by Miguel Rivera

‘From The Ground Up’ is a new report and research-based framework designed in line with Avallain Intelligence, our strategy for the responsible use of AI in education, and built with and for educators and institutions.

Avallain and Educate Ventures Research Collaborate to Deliver Robust, Real-World Guidance on Ethical AI in Education

St. Gallen, June 2025 – As generative AI transforms classrooms and educational workflows, clear, actionable ethical standards have never been more urgent. This is the challenge addressed in ‘From the Ground Up: Developing Standard Ethical Guidelines for AI Implementation in Education’, a new report developed by Educate Ventures Research in partnership with Avallain.

Drawing on extensive consultation with educators, multi-academy trusts, developers and policy specialists, the report introduces a practical framework of 12 ethical controls. These are designed to ensure that AI technologies align with educational values, enhance rather than replace human interaction and remain safe, fair and transparent in practice.

Unlike abstract policy statements, ‘From the Ground Up’ bases its guidance in classroom realities and product-level design. It offers publishers, institutions, content service providers and teachers a path forward that combines innovation with integrity.‘Since the beginning, we have believed that education technology must keep the human element at its core. This report reinforces that view by placing the experiences of teachers and learners at the centre of how we build, evaluate and implement AI. Our role is to ensure that innovation never comes at the cost of well-being, agency or trust, but instead strengthens the human connections that make learning meaningful.’ – Ursula Suter and Ignatz Heinz, Co-Founders of Avallain.

Download The Executive Version of The Report

A Framework Informed By The People It Serves

Developed over six months through research, case analysis, and structured stakeholder engagement, the report draws on input from multi-academy trust leaders, expert panels of educators, technologists and AI ethicists.

The result is a framework of 12 ethical controls:

Learning Outcome Alignment
User Agency Preservation
Cultural Sensitivity and Inclusion
Critical Thinking Promotion
Transparent AI Limitations
Adaptive Human Interaction Balance
Impact Measurement Framework
Ethical Use Training and Awareness
Bias Detection and Fairness Assurance
Emotional Intelligence and Well-being Safeguards
Organisational Accountability & Governance
Age-Appropriate & Safe Implementation

Each control includes a definition, challenges, mitigation strategies, implementation guidance and relevance to all key education stakeholders. The result is a practical, structured set of tools, not just principles.

‘This report exemplifies our mission at Educate Ventures Research and Avallain: to bridge the gap between academic research and real-world educational technology. By working closely with teachers, school leaders and developers, we’ve created ethical controls that are both grounded in evidence and practical in use. Our goal is to ensure that AI in education is not only effective, but also transparent, fair and aligned with the human values that define great teaching.’ – Prof. Rose Luckin, CEO of Educate Ventures Research and Avallain Advisory Board Member.

Recommendations That Speak To Real-World Risks

Some of the report’s most relevant insights include:

User Agency Preservation
AI should support, not override, the decisions of teachers and the autonomy of learners. Design should prioritise flexibility and transparency, allowing human control and informed decision-making.

Cultural Sensitivity and Inclusion
The report calls for continuous audits, bias detection and cultural representation in AI training data and outputs, with robust mechanisms for local adaptation.

Transparent AI Limitations
AI systems must explain what they can and cannot do. Visual cues, plain-language disclosures and in-context explanations all help users manage expectations.

Adaptive Human Interaction Balance
The rise of AI must not mean the erosion of dialogue. Thresholds for teacher-student and peer-to-peer interaction should be built into implementation plans, not left to chance.

Impact Measurement Framework
The report calls for combining short-term performance data and long-term qualitative indicators to assess whether AI tools genuinely support learning.

Relevance Across The Education Ecosystem

For Publishers

The report’s recommendations align closely with educational publishers’ strategic goals. Whether using AI to accelerate content production, localise materials, or personalise resources, ethical deployment requires more than efficiency. It requires governance structures that protect against bias, uphold academic rigour and enable human review. Solutions like Avallain Author already embed editorial control into AI-supported workflows, ensuring quality and trust remain paramount.

For Schools And Institutions

From primary schools to higher and vocational education providers, the pressure to adopt AI is growing. The report provides practical guidance on how to do so responsibly. It outlines how to set up oversight mechanisms, train staff, communicate transparently with parents and evaluate long-term impact. For institutions already exploring AI for tutoring or assessment, the controls offer a roadmap to stay aligned with safeguarding, inclusion and pedagogy.

For Content Service Providers

Agencies supporting publishers and ministries with learning design, editorial production and localisation will find clear implications throughout the report. From building inclusive datasets to ensuring transparent output verification, ethical AI becomes a shared responsibility across the value chain. Avallain’s technology, driven by Avallain Intelligence, enables these partners to apply ethical filters and maintain editorial standards at scale.

For Teachers

Educators are frontline decision makers. They shape how AI is used in the classroom. The report explicitly calls for User Agency Preservation to be maintained, Ethical Use Training and Awareness to be prioritised and teacher feedback to guide AI evolution. Solutions within Avallain’s portfolio, such as TeacherMatic, are already embedding these principles by offering editable outputs, contextual prompts and transparency in how each suggestion is generated.

The Role Of Avallain Intelligence: Putting Ethical Controls Into Action

Avallain Intelligence is Avallain’s strategy for the ethical and safe implementation of AI in education and the applied framework that aims to integrate these 12 ethical controls. It adheres to principles such as transparency, fairness, accessibility and agency within the core infrastructure of Avallain’s digital solutions.

This includes:

Explainable interfaces that clarify how AI decisions are made.
Editable content outputs that preserve user control.
Cultural customisation features for inclusive learning contexts.
Bias Detection and Fairness Assurance systems with review mechanisms.
Built-in feedback loops to refine AI based on classroom realities.

Avallain Intelligence was developed to meet and exceed the expectations outlined in ‘From the Ground Up’. This means publishers, teachers, service providers and institutions using Avallain tools are not starting from scratch but are already working within an ecosystem designed for ethical AI.

The work of the Avallain Lab, our in-house academic and pedagogical hub, continuously informs these principles and ensures that every advancement is grounded in research, ethics and real classroom needs.

‘The insights and methodology that underpin this report reflect the foundational work of the Avallain Lab and our commitment to research-led development. By aligning ethical guidance with practical use cases, we ensure that Avallain Intelligence evolves in direct response to real pedagogical needs. This collaboration shows how rigorous academic frameworks can inform responsible AI design and help create tools that are not only innovative but also educationally sound and trustworthy.’ – Carles Vidal, Business Director of the Avallain Lab.

Download The Executive Version

This is a practical roadmap for anyone seeking to navigate the opportunities and risks of AI in education with clarity, confidence and care.

Whether you are a publisher exploring AI-powered content workflows, a school leader integrating new technologies into classrooms or a teacher looking for trusted guidance, ‘From the Ground Up’ offers research-based recommendations you can act on today.

Click here to download the executive version of the report to explore how the 12 ethical controls can help your organisation adopt AI responsibly, support educators, protect learners and remain committed to your educational mission.

About Educate Ventures Research

Educate Ventures Research (EVR) is an innovative boutique consultancy and training provider dedicated to helping education organisations leverage AI to unlock insights, enhance learning and drive positive outcomes and impact.

Its mission is to empower people to use AI safely to learn and thrive. EVR envisions a society in which intelligent, evidence-informed learning tools enable everyone to fulfil their potential, regardless of background, ability or context. Through its research, frameworks and partnerships, EVR continues to shape how AI can serve as a trusted companion in teaching and learning.

Find out more at educateventures.com

About Avallain

Find out more at avallain.com

Contact:

Daniel Seuling

VP Client Relations & Marketing

dseuling@avallain.com

Thinking about the Edtech Echo Chamber

Posted on June 26, 2025July 2, 2025 by Miguel Rivera

Educational technology is often seen as a straightforward solution to teaching challenges. Yet, beneath the surface lies a complex dynamic. Who ultimately shapes educational technology? This piece explores the proximity between those who buy and sell edtech and the gap between these decision-makers and those who actually use it. This imbalance influences both innovation and pedagogy.

Thinking about the Edtech Echo Chamber

Author: Prof John Traxler, UNESCO Chair, Commonwealth of Learning Chair and Academic Director of the Avallain Lab

Since joining Avallain and whilst continuing to work as a university professor, I have been reflecting on the nature of the edtech environment. My perspective is not only very generalised, subjective and impressionistic. It also overlooks major disturbances, most obviously the global pandemic, the alleged ‘pivot’ to digital learning and the global explosion of artificial intelligence, with its haphazard adoption in education.

Specifically, I have been thinking about the small informal community of people within the organisations of the education sectors who design, develop and sell dedicated edtech systems and other people who buy, install and maintain such systems. On behalf of their respective organisations, they are engaged in transactions that are highly focused, highly technical, highly complex and highly responsible. The members of this informal community, both ‘buyers’ and ‘sellers’, must, by the nature of their enormous expertise, share very similar backgrounds, values, language, ideas and influential personalities in order to be effective. Their experience suggests that in their careers they can change from ‘sellers’ or ‘buyers’ and back again several times.

I suspect that they share a kind of groupthink that seems, certainly in their terms, to be productive, objective and transparent. By this, I mean that the buyers and sellers agree on what they should be discussing (and what not to discuss). This groupthink determines the direction of procurement and consequently focuses on making existing products and systems faster, bigger, cheaper, more secure, more attractive and more compliant, and builds on current perceived successes.

The User Community

There is, however, another informal community involved, on the periphery of the informal edtech buyers and sellers community, namely that of teachers, lecturers, learners and students.

My worry is that because of differences in values, language, ideas and influential personalities, any discourse with these communities of teachers, lecturers, learners or students is much less efficient and effective. It is often perceived as partly mutually incomprehensible, characterised by one community or the other using concepts, methods, tools, values and references not wholly or confidently understood by the other.

As an example, many organisations using educational technology are trying to address equity, inclusion and diversity in their provision and their ethos. They may also be trying to promote different models or strategies for teaching and learning. Whilst the communities of teachers and lecturers know whom to involve to advance these initiatives within their own work, moving upstream and being able to articulate their needs in technically meaningful ways seems generally much more difficult. There is a chasm between ‘academic’ departments, doing the teaching, and ‘service’ departments, running the digital technology.

Obviously, issues like staff retraining, interoperability and managerial nervousness further limit the scope for systemic, as opposed to incremental, change. So do the business models of educational organisations and, for example, of education and academic publishers.

Horizon Scanning

I did consultancy for the UK NHS, National Health Service, some years ago, helping to improve their edtech ‘horizon scanning’ capacity, and whilst it is possible to develop methods and tools for this, I now worry that the problem is the possible inability to break out of the groupthink, out of the accepted views, of the community in question. At the time, I expressed this slightly differently, saying it was easy to see innovations on the horizon coming straight at you, but the challenge was to spot the relevance of those on the horizon, appearing further off to the left or way off to the right. Again, there is a difference between ‘hard’ technical stuff on the horizon and ‘soft’ educational stuff.

There might be a connection between these observations about horizon scanning and other work on tools and methods to support brainstorming, which attempt to generate new ideas within a community as opposed to recognising ideas outside the community and on the horizon.

I might be equating the groupthink of various closed but informal groups with the ideas about paradigms, scientific or otherwise, but in a practical sense, I wondered how we promote the ‘paradigm shifts’ that bring about dramatic but benign or beneficial transformation. In short, where do new products come from?

Breaking the Edtech Echo Chamber

In conclusion, I am attempting to make a case that the people buying and selling educational technology often understand each other much better than they understand the people using it, and thus educational technology is driven by technology push (or technological determinism) rather than pedagogy pull.

I think this builds in some pedagogic conservatism. There might be other reasons or perspectives, but this gap remains a critical challenge.

The future of educational technology depends on breaking down silos and aligning the expertise of buyers and sellers with the lived needs of educators and learners. Together, fostering shared language and values will empower all stakeholders to participate in shaping tools that genuinely enhance education.

¹ Perhaps this current piece could be reworked to address these two issues but I think both have served to reinforce existing attitudes and values, and that pronouncements of systemic transformation may be premature or overstated or misleading.

² But clearly this can only be impressions and could never be based on anything purporting to be ‘scientific’ or ‘objective’.

³ I think in fact I am saying this community articulates and represents a ‘paradigm’ as defined by Thomas S. Kuhn in his 1974 short paper Second Thoughts on Paradigms (available online at https://uomustansiriyah.edu.iq/media/lectures/10/10_2019_02_17!07_45_06_PM.pdf), albeit a modest one compared to Darwinian evolution, heliocentric astronomy or even object-oriented programming.

⁴ There is also a factor understood in requirements engineering about the human incapacity to answer questions about the future; ask customers or users what they would like in the future and they will reply, what they already have but faster. This too builds in conservatism. Fortunately, there are various better techniques to elicit future requirements from customers or users.

⁵ Characterised on one side by fairly generalised, abstract and social ideas and values and on the other by specific, concrete and technical ideas and values, though it is difficult for this characterisation to be objective and neutral.

⁶ It could be the grand ‘connectivist’ conceptions of the early ideologically driven MOOCs or merely flipped learning, self-directed learning, critical digital literacy, project-based learning, situated learning and so on.

⁷ Which might explain why most universities and colleges seem stuck in the digital technology of the 1990s, namely the VLE/LMS and the networked desktop computer, in spite of the ubiquity of social media and personal technologies.

⁸ Defined here as the ability of different hardware and software systems with different roles within a complex organisation to work together.

⁹ ‘Horizon scanning’ is the activity of intercepting and interpreting ideas that are emergent, unformed, unclear and then seeing their practical relevance ahead of colleagues and competitors. There are various methods and for the NHS we attempted to synthesise and validate a method from those already in government departments, universities and corporations.

¹⁰ Thinking of Teflon and Post-Its.

About Avallain

Find out more at avallain.com

About TeacherMatic

TeacherMatic, a part of the Avallain Group since 2024, is a ready-to-go AI toolkit for teachers that saves hours of lesson preparation by using scores of AI generators to create flexible lesson plans, worksheets, quizzes and more.

Find out more at teachermatic.com

Contact:

Daniel Seuling

VP Client Relations & Marketing

dseuling@avallain.com

Smarter Content for Every Level: CEFR Adaptation and Alignment with TeacherMatic

Posted on June 26, 2025June 26, 2025 by Miguel Rivera

Explore insights from the latest TeacherMatic Language Teaching Takeoff Webinar with Nik Peachey, during which he demonstrated how AI can streamline CEFR adaptation, support differentiated instruction and make CEFR alignment practical and achievable.

Smarter Content for Every Level: CEFR Adaptation and Alignment with TeacherMatic

London, June 2025 – In the latest TeacherMatic Language Teaching Takeoff Webinar, ‘Adapting Content for Effective CEFR-Aligned Language Teaching’, award-winning educator and edtech consultant Nik Peachey demonstrated how AI can transform the way teachers align content to the CEFR framework. Moderated by Giada Brisotto, Senior Marketing & Sales Operations Manager at Avallain, the session introduced teachers to time-saving tools specifically tailored to language classrooms.

Designing for Language Classrooms, Not Just Outputs

Unlike generic AI tools that produce unpredictable or overly complex content, the TeacherMatic Language Teaching Edition is built around a core understanding of language teaching workflows. Nik opened the session with an overview of the platform and shared how it was purpose-built for educators:

‘These generators aren’t just text tools. They’re designed with real classroom needs in mind. You input your goals, level and theme, and the results are ready to use or refine.’

Developed in collaboration with educators, the platform includes over 40 AI generators that can adapt reading texts, create scaffolded tasks and provide differentiated resources based on CEFR levels.

Exploring the Generators

To help educators address common challenges, Nik focused the session on two powerful generators:

Adapt Your Content Generator

This generator allows teachers to input and adjust a text to a different CEFR level. It’s beneficial for mixed-ability groups, enabling the creation of simpler or more advanced versions of the same content, without changing the theme.

‘You can take something at B2 and make it work for A2 in seconds, and the results aren’t just accurate. They’re pedagogically useful.’ – Nik Peachey.

CEFR Level Checker

This tool allows teachers to paste or upload text and instantly receive a detailed CEFR analysis. It provides an overall level and a breakdown of linguistic features such as vocabulary and grammar complexity.

‘It’s great for checking the level of materials you’re designing for your students. It can also be used to analyse students’ written work or evaluate authentic texts pulled from the internet.’ – Nik Peachey.

Adapting to Your Students

Nik highlighted the platform’s flexibility as one of its key advantages. Whether dealing with mixed-ability groups or looking to differentiate instruction, you can adapt materials instantly.

‘It’s not just about saving time. It’s about creating something that actually works for your learners faster.’ – Nik Peachey.

Teachers can generate different versions of the same resource for different groups. With just a few clicks, a B1 reading passage can be simplified to A2 or made more challenging for B2 learners.

Built with Teachers in Mind

Unlike general-purpose AI platforms, the TeacherMatic Language Teaching Edition generators are fine-tuned for language education. Nik explained that the behind-the-scenes work of AI developers ensures consistency and relevance in every output.

The CEFR Level Checker, for instance, has been rigorously tested to provide more accurate results than a generic prompt. This design means less trial and error and more reliable results for teachers pressed for time.

Real Concerns, Real Solutions

Attendees asked about prompt quality, language combinations and how CEFR logic is applied behind the scenes. Nik explained that while CEFR is a flexible framework, the generators have been carefully built around the functional descriptors educators rely on most. Giada added that this work is supported by a collaboration with NILE and CEFR expert Helen Boyd to ensure rigorous alignment that reflects academic best practice.

Nik also encouraged teachers to review outputs with their own learners in mind. The platform is a tool, not a finished product. It empowers educators to shape content, not simply consume it.

Explore the TeacherMatic Language Teaching Edition

Whether teaching A1 learners or guiding advanced students through C1 material, the TeacherMatic Language Teaching Edition helps you do it faster, better and more flexibly.

Explore it here

Next in the Webinar Series

Don’t miss the next session of the TeacherMatic Language Teaching Takeoff series, ‘Generate, Engage and Assess: Create Custom Texts and Multiple Choice Quizzes‘:

Date: Thursday, 10th July
Time: 12:00 – 12:30 BST | 13:00 – 13:30 CEST

This session will show you how to use AI to generate engaging texts and effective quiz-based assessments. It is perfect for educators looking to enrich their classrooms with authentic, CEFR-aligned materials in minutes.

About Avallain

Find out more at avallain.com

About TeacherMatic

Find out more at teachermatic.com

Contact:

Daniel Seuling

VP Client Relations & Marketing

dseuling@avallain.com