 Gwyn fawr a chanol i chi fod yn gweithio yn gyd. Dyna yw'n gwybod gyda Siudzan Stone. Mae'n gweithio ddarparu, dweithio, ac yn ymhyfyddiadau. A mae'n gweithio dweithio digital? Rai. Rai, Christina. Rai. Rai ydych chi'n gobeithio'n gweithio. Rai. Rai. Rai. Rai. Rai. Rai. Rai. Rai. Rai. Rai. Rai. Rai. Rai. Rai. gyda'r unrhyw yng Nghymru. Byddwn ni'n gallu ei wneud o'r rhywbeth yng nghymru a'r rhan o'r rhywbeth. Rwy'n gallu gwneud o'r blyneddau o bryd, mae'n gwybod eich byddwch, eich bod i'r ymellaf yng nghymru, y methodologi, a chyfodd y cilydd i'r rhywbeth yng nghymru ar y dydydd y cyfnodwyr o'r hyn o'r cyffredinol, ac oes i ddiweddol i'r cyffredinol? O'r cyffredinol wedi'i gweithio'r cyffredinol, a fyddwn i'n gweithio'r cyffredinol ac rwy'n mynd i'n gweithio'r cyffredinol i'r gweithio'r rhagwm ac mae'r cyffredinol i'r cyffredinol, roedd y gallw pethau a'r cyffredinol. Os yw'r cyffredinol i ddim yn gweld yn angen, Well, generally arising from my work as a learning technology just over the last nine years, and concerns that I have from supporting staff to use digital technologies in the workplace and how that impacts on their well-being. Obviously the digital technologies are everywhere in the workplace today and that's just been escalated by the pandemic context and are moved to remote teaching and learning and remote working within across the university. And I suppose that's kind of intensified my interest in this area. I've also been inspired by emerging work in the area of digital well-being, work by Bigginson Holly, Gwya Dahl, I have the references at the end of the slides that I can share with you later, JISC and then the Lancaster project on digital well-being as well. So that's really where my interest in the topic came from. So the research question that I kind of formulated a couple of years ago has kind of essentially remained the same and the reason that I focused on a digital well-being and how that might impact digital well-being for staff or an intervention is because as a learning technologist professional learning for staff is my day job so I kind of am looking at digital well-being through that lens of what we can offer in terms of professional learning and the development of skills and competencies for staff to support digital well-being. Okay so in terms of the literature review it's very much digital well-being is very much an emerging concept. There is a growing body of work in the area but it is somewhat limited and so I developed a conceptual framework to explore related concepts so you know the concept of general well-being has been around since ancient Greek, Greek philosopher times so I explored the literature in that area, explored the literature also in workplace well-being and then the intersection for me is you know there is a body of work on digital well-being that relates to both the workplace and outside the workplace and particular focus on student digital well-being and how that intersects the green spot in the centre is digital well-being in the workplace context is my focus. So the other reading helped me to put some kind of a framework on that literature and I'm not going to go into the slide in too much detail but I just wanted to offer you kind of a summary of what I reviewed in the literature because you know some of you might be interested in looking at that in a little bit more detail in your own time but essentially across those four distinct but interconnected areas of literature I focused on the definitions of the concept, the models relating to the concept, interventions to support the concept and the current themes are emerging issues relating to digital well-being and across the other areas of research and you'll see there in the bottom right hand corner the current issues generally relate to work home boundaries, digital overuse or digital distraction and obviously remote working has an impact there as well. So the gaps in the literature really that I identified while there is some and work has emerged obviously over since I started this study but really there is a gap in the literature in relation to the positive potential impact of digital technologies on well-being and particularly workplace well-being and there is also a gap relating to staff digital well-being and higher education there is some work around staff digital well-being available but it's limited at the moment and there is a lot of focus on student well-being there's not a lot of work in the higher education sector as well and a particular gap that I identified was staff in non-teaching roles and digital well-being for those for that cohort of staff and then you know the Lancaster group published a compendium of digital well-being interventions in 2019 and they called for more work in the area of the impact of digital well-being interventions and particularly in the higher education context. Okay so from that digital literature review or from the literature review excuse me I developed a digital well-being model and it builds on on work on previous work by GIST and others in this space. GIST had have developed and I'm sure many of you are aware of a really nice model of digital well-being that explores the concept from the individual perspective and also from the organisational leader's perspective but really my work focuses on the individual perspective so I felt the need to develop something in particular for this study and what I wanted to do is by using the yin and yang shape I wanted to kind of visualise that the potential negative impact of digital technologies on well-being and the potential positive impact of technologies on well-being are really intertwined and connected and it's all about balancing both of those so that's why I used the yin and yang image there and obviously similar to the GIST model there is the individual kind of responsibility for developing skills to manage digital well-being but there is also the organisational responsibility around culture and structures that will support or hinder digital well-being and then you know a lot of there is a lot of research emerging around how technology design itself at that design stage impacts on digital well-being as well so I wanted to explore all of those areas in the study in terms of the methodology then it's a mixed methods case study and it's centres around a digital well-being intervention for staff it's very very small scale I would just like to stress that with just 19 participants but you know within the kind of limitations of the study I hope that it will be useful for others in similar contexts and roles so that the quant aspect consists of a survey a pre and post intervention survey for participants which draws on two existing surveys the first is the digital stressor survey and the second is a eudaimonic workplace well-being study and just many of you are probably familiar with the term eudaimonic well-being which relates to a sense of purpose and meaning in your life and as it relates to the workplace in a sense of purpose and meaning in the workplace as opposed to the stress factor that impacts on well-being so by combining the two surveys I got a sense of or the aim is to get a sense of both that kind of deeper meaning and sense of purpose and also the immediate stress factors of digital technologies and workplace well-being and the kind of rationale for using existing surveys was essentially I wanted to focus on the design and development of a digital well-being intervention and measure the impact rather than concentrating on developing an instrument so both of those surveys have been validated separately and I combined them in my in my own survey and then I added some open ended questions as well to the survey in respect of qual data and I will be conducting some focus groups with the participants in the new year and I also added some survey questions on the types of technology that are used by staff in my particular context and I framed that using the DIGCOM framework just to kind of categorise the digital skills and technologies that were being used by staff and I used that information to adapt and tweak the intervention as we worked through the process in terms of the intervention design then just get a little bit of water and the structure of the the the professional learning intervention I don't really like that word intervention but it kind of is something that came up in the literature a lot so so I stuck with that for the moment but it's essentially a professional learning experience that consists of four units of learning and they're 90 minutes each a mix of learning activity types and drawing on the literature then I mixed the kind of content to reflect you know a little bit on the theory of digital well-being and related concepts but included a lot of focus on practical strategies for managing digital well-being and that came through very strongly in the literature around interventions in the well-being space that there was a need to kind of offer yes a theoretical background but very much focus on practical strategies that people can take away into their practice later very important as well and came through the literature was the time to share and reflect on practice a little bit of space for technical support in relation to digital well-being as sometimes people don't have the skills to set up and kind of settings on their various applications and technical tools so I built in that as well and then again coming from the literature around workplace well-being interventions there was a strong kind of emphasis on the importance of acknowledging organisational culture and the impact that has on well-being and a person a participant's particular role within the organisation so I built that into the content as well and then again coming from the literature that suggests you know that we need to measure the impact beyond just the scope of a professional learning delivery you want to allow or kind of support and scaffold participants to apply the learning into the future and I also built that into into the structure of the course in terms of the design process it was informed by universal design for learning principles and the framework and then I also used the ABC learning design tool which allowed me to keep an eye on balancing the a variety of learning activity types and also was really useful for communicating my progress to supervisors and critical friends and look many of you will be well informed on universal design for learning and the ABC learning design method but for those of you who are not familiar I've included references to to both of those tools that you can explore in your long time later as well. In terms of initial findings then I had hoped to be like most doctoral students a little bit further down the road at this stage of the year but what I do have is some findings from the initial pre-intervention survey and I don't have post-intervention survey findings at the moment and the reason for that was again informed by the literature what I decided to do was allow some space between the delivery of the intervention and the post-intervention survey and the rationale was to just allow people the space and time to apply the learning in practice and kind of reflect on the learning and apply some of the strategies around managing their digital well-being in practice so I won't go back to the participants until mid to late February to allow them that space and time and yes but some of the initial findings from the pre-intervention survey I think are quite interesting and just in terms of workplace well-being in a general sense so very kindly this survey was developed by Amy Bartels and colleagues in the University of Nebraska-Lincoln and Amy very kindly gave me permission to use this for my small-scale survey or small-scale piece of research but I think it's really interesting while it's not specifically around digital well-being the reason that I used a combination of workplace well-being and well-being specifically to the digital technology space was because I wanted to explore the kind of impact or the relationship or any kind of relationship between between the two so I think it's it's kind of interesting to see to see the responses there as well so the first statement and I know it's probably quite small on your screen so apologies for that which you can look at it in more detail in the slides later but the first statement the the survey consists of eight statements around that kind of eudamanic or sense of purpose and meaning and connection in the workplace and I'll just share four of the responses with you now but among the people I work with regularly I feel there is a sense of collegiality and you can see there that the strong agreement with that statement so that's that's nice to see from my perspective within my own organisation little bit less kind of strong in terms of agreement on the statement I am emotionally engaged at work and I have to say I'm surprised there's not more disagreement there given given the 20 months or so that we've had in the education sector but not too bad but not as strong in terms of agreement there and then again pleasing to see that you know in response to the statement my work is important to me there's huge agreement within the small group there around that statement second statement then I feel I am able to continually develop as a person in my job and obviously that's quite important to me in my role as a learning technologist so it's pleasing to see it's not a strong there but certainly there's huge agreement and no disagreement at all and on that statement so interesting from my perspective to see those responses and then in terms of the usefulness of digital technology so I used again very kindly Renee Riddle in the University of Applied Science in Austria allowed me to use this survey and it's kind of the statements are designed to gather data around the stress of digital technologies so the first statement there the digital technologies available to me at work do not fit well with the demands of my life so it's kind of flipped over into a negative statement and you'll see here that actually the strong disagreement with that statement so positive from a point of view of digital technologies matching the demands of their role with just one person not not quite sure there and then the second statement I think that most of the digital technologies that I am supplied with at work are not useful enough and I could work without them so actually strong disagreement there as well because sometimes we feel that it we're just using technologies for the sake of it but it's interesting to see that people disagreed with that statement okay again in terms of useful usefulness of digital technologies and these two statements you'll see that there's less less disagreement with the with the negative statement but these statements relate really to the kind of complexity of digital technologies that people have to use in the workplace so the first statement there the digital technologies that I use at work are full of too many functionalities that I never use I have to say I sometimes feel that myself and I'm sure we all do and you know that that's the way technologies are designed for for a kind of a wide audience so so you would expect that we you'll see here that you know there was a kind of a mixed agreement and disagreement within the group on that statement and then too many different different digital technologies and systems are required to fulfill my work tasks on a daily basis and again here you've got strong agreement on that one so so that that's much stronger than the first statement which is interesting there in terms of work home boundaries and this is something that is you know a key aspect of and a key focus within within the digital well-being intervention the management of of work home boundaries and I concentrated a lot on supporting people to develop strategies to manage work home boundaries and so you'll see here this very mixed kind of agreement disagreement with these statements digital technologies make it harder to create clear boundaries between my private and work life and you'll see that the the kind of emphasis really is on agreeing with that statement and then the second statement my work life balance suffers due to digital technologies again kind of stronger in the agreement in that respect and obviously I'd be really interested to see what the exit or the post intervention survey will see if there's an improvement on the ability to to manage work home boundaries will be very interesting and then related the question on workload or the kind of the impact of digital technologies on increased workload the statement is again very mixed here so the first statement due to digital technologies I have too much to do so obviously workload is not completely dictated by digital technologies but interesting to see a mixed response to that statement you know and because obviously you know people do feel then that or some of the group feel that digital technologies do have an impact on their workload the second statement then there is a constant surge of work related information coming through digital technologies that I just can't keep up with I have to say that that feels very familiar to me and you'll see that the stronger agreement on on that on that statement from the group in terms of organisational culture then you'll see very strong agreement on on these and little disagreement on these two statements which is interesting I think that digital technologies generate too much of an expectation that I have to be reachable everywhere and at any time and I'm sure many of us can can relate to that strong agreement from the group in relation to that statement second statement then I feel that digital technologies create unwanted social norms for example the expectation that emails should be answered right away can relate to that myself absolutely and strong agreement on that statement as well in terms then you know anecdotal I haven't conducted the focus groups yet but just in terms of anecdotal conversations and emails from participants throughout the four week course the the initial reaction the engagement was really like us it was very strong and it just kind of indicates to me the interest that people have in the area and the concern that they have around digital digital well-being there was no drop-off which was really encouraging a really good reaction to the kind of suggested follow-ups that I have in relation to planning over the next few months and and I also offered support to to staff if they wanted to kind of have quick zoom meetings around aspects related to what what they were doing and the application of the strategies in practice if they wanted to follow up I offered to meet with them they were very positive about the mix of learning activities really liked you know the the mix of discussion presentation investigation collaboration and sharing activities so that was very positive as well and what I developed in order to scaffold the application of of learning into the future was created it sounds very elaborate a digital well-being planner but it was really just a very simple google document where I drew kind of prompts from the units of learning and then offered a space for people to reflect on those and plan the the application of the strategies into the future in terms of my own reflections then very briefly time as always is a challenge you know there was a lot I was trying to fit a lot into to each 90 minute session but you know I mean we all know that um if you if you kind of there's a balance there to be had between having a meaningful professional learning experience and um spending to you know if you offer something that kind of goes on forever or is a huge time commitment for staff you're not going to have the participation really rich discussion like I couldn't believe how open people were in sharing their experiences and and raising issues that have arisen for them within the organization so that that that was really rich and I know I'm coming up I need to leave some space for questions but just I guess my next step is is to continue either second cohort of of participants and that I'll be engaging with in February January February the post intervention repeat survey will be happening in February as well and I'd be offering support throughout the coming months to staff and applying their their strategies around digital well-being so that's it I'll stop and take a breather and I'm going to stop sharing now Christina if that's okay so that I get the chance you've had a lot of conversation going on a few people talking about your idea of balance and a couple of questions have already come through um the first one was from Jen Macarlane she's asked how much do you think our level of autonomy in our professional practice plays into our digital well-being um the eg the tools and technologies we use or choices we make in terms of our approach okay yeah and Jen that that kind of came through very strongly in in the um the literature on on workplace well-being interventions um there isn't as much literature around specific digital well-being interventions in the workplace but yes you're writing and kind of suggesting there that we do have a level of autonomy in relation to our digital well-being but we also have to work within the organisational culture the tools that are available at the organization so I guess that's that the suggestion from the literature is that we you know you have to be realistic when you're when you're developing a professional learning experience for staff the focus is essentially on individual skills because there are um factors at play there that you can't really control or you know you can have an influence depending on your role in the university but that's a longer term kind of impact on digital well-being so the suggestion from the literature was to acknowledge that other factors are at play and not to ignore them to incorporate them into discussions and that's what I did and even by acknowledging the fact that these things are beyond our control was really interesting um in terms of the discussion but yes the focus for this intervention and this piece of research is on how individual skills can contribute to the management of digital well-being because the other factors are more complex to influence I hope that answers your question Jen perfect thanks Suzanne I think we have a bit more time for a couple more questions that have come through um Williams asked if you could touch on the staff roles the academic administrative or both um in terms of what you use with the survey sorry and can you say that again Christina sorry yeah no um Williams asked if you could touch on the staff roles that you used for the survey the staff roles or the people was it that that yeah so um so I've only just finished with the first cohort and they're they're across a range of roles I just do want to stress again it's a very small group but you've got people from professional library staff you've got professional support staff in the area of IT you um you have a a couple of academic staff and I'm thinking have I covered everybody there yeah and then um we've got a couple of people in admin roles as well and one person from student support services so a wide range and kind of that is reflected in the in the second group as well okay perfect um I think we have one one more question that we can answer um Matt has asked just do your focus groups expose nuances like people being responsible sorry people being reasonably positive albeit with a growing negative experience could staff suddenly flip over into a negative response for example okay so I haven't conducted any focus groups as yet but actually interestingly the discussion exercises um I was mindful of that that you know that you can go down a roll a road of the space becoming a kind of a space for slagging off the the institution and that kind of that kind of conversation and I was very mindful of that I would say there was a little bit in one of discussion sessions that that kind of veered off in that direction but actually no people were really realistic about you know what what um what can be done with an institution and and how um an institution a large institution has to run to to an extent you know that they people did voice a little bit of frustrations but I think I will be teasing that out a little bit more in the focus groups and that will be I think very interesting to hear people's point of view on that um and just William in terms of the the staff roles there I mean I was really important to me because the gap identified in the literature was around um a kind of digital well-being for there would be a little bit of a focus on academic staff and it was really important to me um as a researcher to include others because I am another you know I mean my role as a learning technologist a digital well-being is really important to me and my direct colleagues and so it was really important to include others um from different roles. Thanks Suzanne that was really interesting um I'd be great to get the conversation to continue on Discord if that's possible if you could share your resources on there I think a lot of people have probably got a lot more questions for you. Yeah that's great guys and thank you very much for your engagement and and I will um I will pop into Discord and share um probably not until around 12 o'clock but uh I'll pop up the slides at that point thanks very much and thanks for coming along. Thanks Suzanne. Bye. Love you.