 I'm really privileged to introduce this special session today that we're having two presenters Stefan and Tim coming to join us and we don't have a session after this so we have plenty of time for Q&A at the end of the half hour. And then we give you back a little bit of time or if you want to go on to another session for a half an hour before lunch you're welcome to do that as well. But now I'm going to ask you to please put your hands together to give our presenters a warm welcome. Thank you. Great. Well thank you to everyone for coming to listen to us today. Obviously there's lots of great breakout sessions over the next few days so we appreciate your time and today we're going to be talking a little bit about co-creation and how the University of Kingston is doing some redesign and piloting a few different things to really drive engagement at the University. So as was mentioned I'm Stefan Porche I'm the UK Regional Director at Instructure. Tim do you want to go ahead and just give yourself a quick. The University of Kingston University and we use Canvas on Instructure. Yeah and right on. So just for a quick context for anyone. Instructure is the company that makes Canvas VLE. We started out making Canvas in 2000. Sorry Vice I'm stepping too far away from the. So we came to the pandemic now that that structuring and all that work we did with learning design help helped us it did help us flip to the the fully online. And what was interesting for us what's been interesting is you know this was the pre pandemic year 2019 20 this is just paid this is just page is it's not activities it's a number of page views by students. And of course we really jumped in 2021. We did see us drop down again in in 21 22. What was interesting to us the academic year that's just finished is our usage. Actually is the highest ever and actually double the pandemic pre pandemic year which is really interesting to us. How big a jump that was and in one regard the use of the VLE has as you know is not it's not backed off you know we've continued the growth. The problem for us and which isn't in that chart is the active engagement so students contributing editing discussing those numbers have been dropping off. And that's been a they grew during the pandemic during the lockdown and online they grew subsequently they've been dropping off and what we're doing now in terms of flip canvas is trying to work with staff to reverse reverse that. So. So yes we active active engagement decline discussions groups quizzes editing pages, we were looking at institutional wide analytics. Also giving us an indication of usage of those tools how many students were actually contributing discussion at an institutional scale they were giving us that sort of picture. I'm interested in this balance between synchronous and asynchronous you know a lot of what happened during the pandemic was synchronous learning activities, as much as we're trying to encourage staff to really take advantage of the online medium for asynchronous allow that time for student reflection in terms of contributing flexibility when they can contribute and so on. I think we got out of sync without balance between synchronous and asynchronous. I don't know if the synchronous versus asynchronous balance goes back to what I was going to come to the door. Just that balance of activities they say synchronous versus asynchronous is something that we're hearing all the time as it relates to the research and start with students need that convenience and that's my ability that the synchronous is not always convenient for them with their schedule right so that focus on asynchronous activities is coming more and more to the fourth. And of course, and I haven't got too much time but everybody knows the impact then of the OFS independent review of blended learning and then the OFS restating, you know the various criteria. That had an impact on us as a university in our strategy then towards online. So that's the sort of challenge we were facing. So, what we're trying to do now we started this project called flip canvas and what we're trying to look at is trying to we are focus on students and staff co-creating within the VLE. We are doing a lot of work of course currently on digital capabilities. And we are trying to address artificial intelligence and what the impacts there we're trying to bring all three together as part of this as part of this program. So that's the sort of challenge. So we've we're running a series of pilot, we've got around 12 modules participating at the moment actually I think we've got a few more we've had further interest so. But we've already started working with these with these module teams. The purpose is that the idea is that the modules that we have become more student centered more co-created. You know we've been reviewing we've done some detailed learning analytics we have time at the end I can tell you some of the things that we've done. But trying to move the balance and very staff centric content heavy modules to where students have control they co-created we're trying to situate the co-creation between you know that active engagement and student partnership you know this. Active engagement great. Student partnership we have programs in the university student partnership but subsets of students, the co-creation here within Canvas modules, we're looking at encompassing that whole cohort. We've done this learning as a part of the baseline for all the modules are involved we've done we've done a deep dive in the learning analytics we've reported back to the module teams. What we've seen what we've seen about how they're learning design is working. How all students are navigating through those modules are they following that learning design or are they not and that's proved really interesting. So some of the things that we're looking at is one of the things we can do in camera I'm sure with other VLEs but certainly within canvas canvas is effectively canvas modules like a wiki in some regards, and we can devolve edit rights to pages. So the main areas for content within them within the modules, we can devolve edit rights to students. So that's a key tool in our armory is working with staff. I mean it's to hand over control of some of the module to students. And it's something we're doing collaborative week it's nothing we're imposing we're having discussions and we have some really interesting discussions with with star. It is promoting the affordance of asynchronous, you know the students that the flexibility of time and space but also that time to think and reflect rather than that instant response in the chat, the chat environment. Looking at you know we've had discussion boards we've actually had discussion boards at Kingston you I remember our first disco I've been at Kingston a long time I shouldn't admit to this. I remember actually implementing our first discussion boards in 1994. We've had them over a quarter of a century seem very old fashioned, but actually the potential of them is is great and we've got, we've got some new social media elements built in. The last thing we're working with the teams is building in a I seeded seeding AI activities as part of the as as part of this and I if we've got time I've probably gone on too long. I can quickly show you so well this is an example so this was will look we're having lots of discussions we're running weekly briefing sessions with staff on on how to approach generative AI. I'm not going to talk about that now, but we're we're sort of modeling various activities that staff can easily implement within the VLE one thing here is taking a discussion, putting a discussion topic up for students and then generating an AI response to that discussion and then getting students to respond to the initial discussion topic, but also to the AI respond to the AI response and critiquing that starting to develop the sort of the evaluative judgment skills, you know, and considering not just you know of themselves and others but of the AI output so we're working through examples of doing that with with staff. And then the other benefit of actively engaging students actually editing and contributing to the canvas modules is helping with our digital capabilities because they are editing within the system. We're getting them to assess the accessibility the resources they're generating, but also bringing up the HTML views and looking at the pages they're putting together looking at the HTML so again it's building in the digital capabilities as as as well. So. So where we are at the moment pilot module stages we've done we've been doing the analytics and a manual review so we've been going through all of the modules manually going page by page actually viewing them as well as taking the analytics out of the system we've been feeding our feedback back to the module teams. We are reviewing the learning design. We are providing support for staff on on using learning analytics. And we want the module teams to present at our learning and teaching internal learning and teaching events as we progress through the through the year so we're going to move on. Over to you seven. The things that we're really interested in that is actually is obviously seeing what the way I know it show at, you know, the pilot is going to run plan through the whole of them here. And then that was initial pieces. How does that tie into, you know, these three themes that we're seeing lessons are asking for in really what's important to them success. And this is really interesting as well just what I was talking about, even smooth the ability to to learn and actually write HTML, or find out about how accessibility, why accessibility is very important. This is depending on specifically the subject matter that they may be going in and they may be going to patient for so and so design, but no matter what more and more of these types of skills. I don't think go forward into the workforce. So I think, like said this pilot that Kingston is doing. We're really interested to see how it progresses and, you know, this year it's 12 modules, you know, is it going to be 400 next and then 1500 next year, how well adopted is that and is it driving that and so I think it's also looking at the idea of canvas in this instance is very controlled into the page editing and the idea of recent discussions but we're also seeing from other institutions who are, you know, maybe even giving a student a full canvas course to create. And that's actually their assessment at the end of the year so throughout the entire year you're learning but you're actually taking that learning and applying it to creating a module once again maybe the example is you're doing a process of education, and at the end of the year what you're showcasing what's in the excess is the unit structure that you created the how it aligns to the pedagogy model that you want to get a box. So, like I said, there's some really neat use cases when it comes to the flexibility of canvas and the ideas that university of Kingston has one of the institutions where that idea of meeting students where they are and giving them more control over their blended learning experiences is really important. So, right on. We wanted to make sure we left lots of times that there's any question or, or what thoughts you know maybe examples of what you're doing at your own institutions that align this model. So, basically, obviously, questions or any kind of final thoughts before the group. Yeah, I just add one I just add one final thing which I didn't mention it was time but we have an institutional strategy bigger than tell, but that's focusing on future skills. I'm sure a lot of institutions are doing this and you've referred to it as well Stefan. So, the university has done a lot of research working with industry and develop some future skills reports, which is published on the university website but that's been really useful because we've now developed a program for all courses in the university that have to implement now so the university has identified the key skills that it wants our graduates to have in discussions with with industry. And there are some mandated learning outcomes within the institutions for level four level five and level six currently, which ties in which ties in with this, with this work and how students develop those skills as they progress through their learning. Okay, that was that's the only thing I wanted to add. So, please raise your hand and let us know where you're joining us from, and what questions you have. Yes, please. Thank you for the QA group. I was interested to hear about you saying students using the html at all. Yeah, yeah, yeah, yeah. So, particularly the AI. Yeah. Just expanding digital literacy to be critical of, yeah, how do you, how do you find your students and see that do you find you're expecting more of them than they can bring an issue. I think I think this is really just for answer for anyone online the question is around digital skills and the use of HTML, but also being critical of maybe discussion topics or themes that have been generated by by AI so that was just a repeat of the question. Yeah. I think that's, that's really interesting. We'll know, you know, when the students come back, you know, that last year was was an interesting one for us our focus really from the center. So I'm in a central department learning teaching the learning and teaching enhancement center. Our focus was on staff so in February, basically we ran a we ran internal, we had an internal conference event. And then where AI was quite a lot of discussion but with them from then on right up till now we've been running weekly briefing sessions for staff. And we've put a significant online resource for staff on all aspects of AI. In terms of its ethics and biases and all that sort of things our focus was really on staff and supporting staff working with with students we were in that as I think probably everybody was in terms of our assessments being set at the beginning of the academic year, and what staff could do in that in that period. So finishing off now is a student face so we got a, a, a unit we got our education committee and our academic council agree a guidance document for students which we published for this academic year. It gives an overview of AI and the university's position on it and how to reference AI in assessments. So we have control in terms of our module leaders, and we're now just finishing off developing a student facing AI resource which is not just looking at what it is looking at how you interact effective prompting, but also being critical, you know, the, the huge number of ethical issues the environmental impact the immense number of biases that are in the system so we're working that through at the moment but I mentioned this. There's future skills program you know there's a university wide strategy we're linking that in so the digital capabilities is linked into that and the AI is linked into that so we're coming at it from a number but it's, it's not going to be an easy. Yeah, and it's an interesting one from staff perspective we haven't got to all staff. I know that I know from the number of people have attended our webinars and our sessions and conferences and that's a huge challenge for us. Hopefully that gave you. Yeah. We're always surprised by how advanced so well. Yeah. Yeah. Yeah. Yeah. Sometimes the gaps in knowledge you should see. Yeah, it's a complete curve or way we assume that know this but they didn't. Yeah, you have to take some steps. Exactly. Yeah. And just for anyone online is really talking about the difference in the digital skills gap how some students from the university and I have very high understandings and not only AI but how to use digital tools and then on the inverse. And I think one of the things and just to add is building it in and giving examples of building into cameras is we've got the issue of course I think everybody faces maybe you further ahead than we are but in terms of licensing, licensing to these tools and how we can actually use them in in the classroom. One from a staff perspective, but secondly from students so one way is at least as staff is being able to generate AI output included in digital skills. And I think one of the things and just to add is building it in and giving examples of building into cameras is we've got the issue of course I think everybody faces maybe you further ahead than we are but in terms of licensing. So as staff is being able to generate AI output included in discussion forums get students to critique that output and so on. But that's another challenge we face. There's a question over here. Jenny. Mm hmm. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. And I'll just kind of reiterate that point like said for anyone listening by request. It's really around the balance between asynchronous and so we talk about and how, you know, some specific faculty is around nursing and then referee so maybe a program that is very hands on and has work based component and how it can be tough to rely solely on synchronous. Because there comes a point where you actually need to demonstrate that in person. Yeah, I think that's really important and interesting and you're relating it to nurse and nurse courses because they were the first courses that engage with us with flip canvas, and I met with the module leaders and course and course leaders from nursing last last week. And it's really interesting discussion because, you know, they've been trying, you know, you know, trying to implement effective asynchronous activities and it's been the issue particularly since the pandemic of getting students to engage with those. Yeah. Exactly. So we've already had some interest, you know, they've tried, you know, tried some of the ideas that we're talking about to start, you know, a lot of this is not new, but they are big challenges we face we're in a difficult situation that in this post pandemic period. But you know, we're discussing with them, you know, consistency through the whole interesting discussion about consistency across the whole program, you know, at level four and the students first coming in, you know, is actually, you know, from day one starting to get to be engaged with asynchronous activities, you know, so they're used to it it becomes an across their modules, and they take that through their program and start nursing course very keen I think it's in. You know, I don't see it as important is engaging students in this, you know, students from the very beginning at the starting point to hear their voice about what we're planning and what the aims are so that's, you know, so the nursing course has been really interesting for us and the challenges they face for the reasons you, you said. I guess is there any I know we're just past our time. Are there any other kind of like thoughts or questions from the group. Yes. Crikey that's that's a that's a big one. We as an institution may or last year. Well, we made the decision that we weren't using AI detection last year and I think that was one of the one of the reasons of course for the most university facing you know the false the false positive there's no evidence that you can actually link back to you know you just based on an hour, you know an algorithm some of the biases that are emerging, at least with some of the tools that are out there. Indra is the anxiety about students in terms of having AI where they think AI is going to be tech detected but actually there is no that you know they didn't use AI. So the way that we're tackling that is one the guidance document we're trying to you know give a basis so students understand what the university policy is in this regard, how they should have how they should reference explicit how they should acknowledge AI in contributing towards their assessment, what the rules are that you know this will determine the AI and its validity in assessment we determined by the module leader and they must listen to the module leader. And then as I say we're working on this resource that we've got to have out in the next couple of weeks to help students as well and understand the issues but look that we know there's no easy answer to it. We know student anxiety is a major issue staff and anxiety as well. Yeah. Do you know what it's internal currently that's how it was published but I think we can probably share it it's probably not dissimilar to probably what a lot of institutions are put out you know. We trolled I try attended you know attempted webinars all over the with the online has been brilliant and I was all over the world and particularly really interesting practice in us, particularly in Australia some really interesting stuff coming out I Canada US and some looked at. And now that some of the referencing styles have now finally, you know built AI into those that's help APA and Harvard so site them right is we use it. Kingston. So we built it around that in terms of referencing. And then a statement, you know just about, you know, if you've used AI. I mean we're into interesting territory the whole hybrid writing, you know is anything not going to have AI in it, but this year students they use AI in any form even if it doesn't explicitly appear that we're asking them to acknowledge it and right in there and so that's the. I know, I know. There's not an easy answer we're discussing that with staff. Now, you know, you know, students using Grammarly go and you know the tool advising them on it, the structure of a sentence. You know, yeah, it becomes it becomes a compass everything. Yeah, going back to that grant. Yeah. But I think there's a bias there as well that work that was done at Stanford I think on bias in in AI detection. You know, and saying particularly identifying in the tools at least they they examined bias against students where English was not their first language. And I think that's that then that's another real dimension in in you know the granular advice from an AI engine so it's yeah we've got to continue to work in that in that space. Welcome to continue to conversation in the next half hour if you're not going to be to another session but I am mindful that the other half hours might continue. So if you do want to go into the other rooms will will wrap up the official Q&A but obviously a conversation with the potential. That's good. Yeah, so except for anyone. Thanks for thanks for joining I think what will be potentially a nice follow up is we actually are running our campus next event on the first of November, where Tim and Darrell will be presenting a little bit further into into this pilot. This is a free event. It's, again, post in the first November in Liverpool, and along with Kingston we're going to have speakers from universities, Liverpool, Anglia Ruskin, and a number of other kind of interesting panels industry experts as well. So, like I said, a bit of a bit of a follow up session on this and yet everyone has a great couple of days talking about everything, learning technology here at the University of war. Thank you.