 Ie'r meddwl gyda'r ffioedd o gwaith digylau i ddisgu i ddweud iawn i ddweud.. Julio? Juliann. Juliann, Helin. Juliann yn ysgol. Ok, ddod i. Dyna'r mwyaf. Dwi'n cael eu cyfnod. Gweithio. Rwy'n meddwl gyda'r meddwl a ddweud iawn i ddweud iawn i ddweud iawn i ddweud iawn i ddweud iawn i ddweud iawn. ac mae'n ymddirionedd yw Chrisa Thamellus, ac mae wedi'i gweithio y ffondiol yw gweithio ymddirionedd yma ar y Y Rhyw Rasmus Plus programme. First of all, mae'n gweithio'n cyffredinol ar ddweud i ffrindio'r cwestiynau ar gyfer y mae'n gweithio i'r ffodol o ffodol yma ar y prydyn yma. Google has recently produced some digital well-being, tips and tools, and it's advice and apps that you can use on your phone to monitor your digital usage, monitor how long you're spending on your phone, what apps you're using, so it's providing you with feedback so that you can take responsibility for your own digital wellbeing. Mozilla have also got some web pages and their internet health discusses issues such as information security and digital inclusion and openness, and of course privacy and security, which is very important. So who is responsible for our digital well-being? Is it ourselves? Is it just ourselves? Or is it technology companies? Is it institutions like higher education institutions? Is it government? GDPR, of course, is the government's help for digital security? But how much is our responsibility? So that's what I want you to think about. So the digital well-being educators project has the intention to build the capacity of teaching staff in higher education institutions to deliver digital education and promote the digital well-being of students. The first element of this research project that I'm going to talk about here is the mapping of the territory of digital well-being education, and we've done that through looking at the educational literature and the practice that is going on in higher education institutions. We do focus just on higher education institutions. I know there's a lot of work that has gone on in schools, especially secondary schools, but we are taking the focus purely on higher education at the moment. We have also carried out interviews with staff who have delivered digital well-being interventions. They may be researchers, they may be practitioners, they may be both, and we've analysed those 10 interviews and looked at the challenges, risks and opportunities that came out of the analysis. So that's what I'll talk to you about. That's what I'll focus on today. We do have a report which includes the full literature review and it's got case studies of digital well-being interventions that have been carried out in higher education. We don't just focus on higher education in the UK because it is funded by the European Commission and we have an international collaboration which involves partners from Ireland, Spain and Denmark. So we do take an international focus. The definition of digital well-being that we have used is taken from the Gist Digital Capability Framework and you can see that there the blue line which encompasses everything is digital identity and digital well-being. The definition, I won't read it all out because I'll just pick out some of the relevant points. The definition covers personal health, safety, relationships and work-life balance. The idea of balance between the digital world and your real world is quite important there and issues of workload, overload and distraction. There are personal features but they also look at how you negotiate and resolve conflict with others. There's also this community aspect to the notion of digital well-being. So that's more than the definition that seems to be behind Google's tips and tools. So we interviewed 10 people, we analysed the data, we've looked at the literature and we've looked at the practice that's going on currently in higher education institutions in Europe. And we came up with several themes. I'm only picking out some of the main themes. There's an awful lot more that's in the report. But the main themes that came out in terms of challenges for digital well-being research was that there's a lack of studies that evaluate changes in habits, beliefs and attitudes. It's not that there's a lack of studies. There are studies that evaluate the impact of digital interventions but they tend to focus on knowledge acquisition. The educational goal, have you managed to teach something about digital well-being? So that may have improved people's understanding and awareness of digital well-being but has it actually had an effect on their beliefs, their attitudes and most importantly their behaviours and their habits. Secondly, it's a multidisciplinary field so that can be a challenge. It covers psychology, philosophy, sociology, education and it's not always very easy for one individual to access all those fields. And thirdly, the lack of an agreed definition on what is digital well-being. Google has a focus that it's mainly about personal responsibility, it's about the distractibility whereas the GIST definition broadens that out and it's not just your relationship with the technology, it's also about your relationship with other people through the technology. So that involves the community. However, at the University of Milan they have a digital well-being centre and GUI and colleagues there are sociologists and their definition of digital well-being has a much stronger emphasis on the effect that society and the norms and practices within a community or a society have on your own digital well-being and on how you manage your digital well-being. To give an example of that, you might have normal practices that are there for your learning community. You might have a code of conduct of what's expected of people while they're using a learning environment. So while I'm talking about this, a lot of it is relevant to any kind of use of digital tools but I'm mainly focusing on how it's used in an educational setting. Secondly, the risks. I've mentioned some of the risks already about attention and distraction. There's a lot of talk in the media about how mobile phones are bad in schools because they're distracting the kids from the learning. There's always tales of the distraction of students sitting in lecture theatres who are not focusing perhaps on the speaker but are on social media. So there's a lot of scaremongering about distraction and addiction. In fact what we found were that addiction is not really addiction, if you know what I mean, you don't but anyway. There was a paper published earlier this year by Ordon and his colleagues which said that smartphone addiction is a myth. It's not there. It's not really addiction. So the distractibility and the addiction affect you personally and of course that might lead to stress, lack of sleep and a sedentary lifestyle. These things are mentioned in the media frequently. In terms of a community setting you see things like cyberbullying and cyber security and of course fake news and the Cambridge Analytica scandal last year where data was stolen from Facebook is of course also in the media. And these can have an effect on our democracy, on our human rights and the targeting of particular social groups or particular people through the use of big data can have effects on society. For example selling make up to depressed teenagers. There's advertising that targets teenagers who've said that they're depressed on social media and yes they do buy more make up so the make up companies are targeting them. Is that ethical? I'm not sure. So opportunities. A lot of what I've said about the challenges and risks have been critical of digital media, of digital tools but the participants that we interviewed also commented how there were opportunities that they could see. They could see the value of digital tools. The extended mind thesis is a theory that's well known in philosophy and psychology and it says that the mind is extended by the use of digital tools. So the use of the technology becomes an integral part of our thinking and reasoning processes. Google searches are a normal part of the way that we think nowadays. It may not be a Google search but it may be checking Wikipedia. So these have become normal and they have a value in extending what we can do and how we reason and think. Secondly personalised education was identified as a potential value. Maybe not quite there at the moment but there's great potential for recommender systems and personalised education. For example if you took Apple's Siri personal assistant and transferred that to an educational setting you would have a personal tutor. Thirdly avatars in virtual environments have great potential. Well actually they're already being used for treatments, for phobias, for changing people's attitudes which is interesting. And people do use them to explore issues of identity. And finally I will conclude by saying that we should engage in the public debate over who is responsible for digital media. It's not a simple answer to the question of who's responsible. To a certain extent it is a personal responsibility. It is the digital technology companies who are responsible. Government can play a role and so can higher education institutions. We do need more research into ethics to critical digital pedagogy which we heard about this morning in the keynote. And we need more impact studies that actually look at whether or not they're effective in changing people's attitudes and behaviours. So it could be a moral obligation really honest to as educators, as technologists and in higher education institutions to promote the digital well-being of not just our staff who we're responsible for but also the students that we're responsible for. Critical pedagogy suggests that if students live in a culture that digitizes and educates them through a screen, then they require an education that empowers them in that sphere, that teaches them that language and that offers them new opportunities of human connectivity in online learning environments. I'll just finally say the project is currently developing a professional development course for educators in higher education, a teachers pack with resources and a couple of apps for students and educators to help improve their digital well-being and digital literacy skills. If you are interested in those, they will be released in April so you can and there will be public showcase events in these locations and you can connect to us through LinkedIn group through Facebook or through the project website is there. Thank you. Thank you very much. So one of the really interesting questions that we've had on Vvox is whether you think digital well-being needs to be singled out as a specific problem or whether it sort of comes more under a general well-being topic now. I think that general well-being is it is important to educate people about general well-being but I think as higher education educators if we are encouraging people to use digital environments then we need to make sure that they're equipped to work in those arenas. Brilliant, thank you. Does anyone got any questions in here? Somebody on the Vvox is concerned whether we are creating students who can only interact digitally. I don't know about that. I teach on distance learning programmes so I would be guilty of teaching students to interact only digitally but that's not all the students there in higher education. So I hope we're not teaching them all to only be able to interact digitally but I think we have to be realistic. The digital technology is here to stay. We need to use it in the best way and we need to teach people how to be safe and use it responsibly. For sure and I think one of the points at the very start of your presentation was about the balance between working as well and I think that comes into that as well as encouraging people to have a good balance between online and offline. Absolutely and I think that's important for the staff as well as for the students. We have a responsibility to the students but institutions also have a responsibility to the staff who are increasingly encouraged to do things digitally. Brilliant, thank you very much. Adina's work with learning technologies helps to develop skilled data literate students who can change our world for the better. Teachers and students can develop and share coding skills with multiple or Jupiter Notebook servers. Our DigiMap services deliver high quality mapping data for all stages of education. Future developments include a text and data mining service, working with satellite data and machine learning and smart campus technology.