 Rydyn ni'n gweld Chris Miliad, a rydyn ni gyda'r technologist ar gyflym ymwneud yng ngyfgrifedd Centrol yn Preston, ac rydyn ni'n gweithio'r gyda'r colli Nick. Rydyn ni'n gweithio'r cyfrym yn ei dduodol. Nid yw Nick Bohenon. Rydyn ni'n gweithio'r cyflym yn gyfer yng Nghymru i'r ymddydd yng ngyfgrifedd Centrol. Rydyn ni'n gweithio i'r cyflym sydd yng ngyfgrifedd Centrol yn ei ddweud yn y gwrdd yng Nghymru i'r cyflym. Yn dweud y cael gymryd yn ymgyrch yn sgwadol o dyluniaeth gyda phoedd ziwael y cyllid yma yng Nghydfyniad yn unig a oedd yn ymgoledig y Llyfr effectivelyogol i'r bach i'n meddwl i'r hyn sydd yn ymgyrch i'r cyd-fyddwyr ymgyrch yma hon mae'n swyddfa rhywbeth yn unig oedd y pethau yn unig o'r siwysbeth iddyn nhw nid yw o bach i'u gofynig fyddwyr mwyaf i'n gwaith arnyn ni, ac yn mynd i'n gwneud rydych chi'n cyfrydu i'n a dlu atod o gwelio'r bobl, a hynny'n amdano iddyn nhw lle gynnig y flinio, ond bod chi wnaeth i gyntaf arniwerddol sy'n cael ei wneud eu ddweud. Oes yma hwn yn yw meddwl i'r rhaglen, oherwydd byddwyr a leidio i arferrydu, yr edrych ond i'r unig o wybodaeth cymryd dros yr unig. Yn gyfliad ar draws, mae'n dreidio'r unig o'r ddweud cyfia un...) Er bod yw gweithio'r bobl hwn a'i un i mi o'r ddweudio ar gyfer y ddal, ond, oherwydd, o hoff demandéon am datblygu. Oherwydd, oherwydd byw'r deall o'r ddau cyll отys. Ymnoch, nifer o'n ochr o'r ddau a'r ddau, dwi'n meddwl y Llyfradau Llyfridog yn dweud chi'n un reinforcechol ymlaen i Gweithio Cymru yn ddweud o rhan yn cydrygiad cyllid Ymlaen a'r cyllid o'r ddau yn sicr wneud bod hyn eich amlwg hefyd o'r cyllid ymlaen. Ymno'n llwyddoedd cyllid o'r ddau a'r cyllid ymlaen i'r ddau, drifiadau Ffacebook group set-up across the courses at different levels, modular level or course level. And nobody quite knew who had access to them, who was administering them, what was being shared on there. So it was really an unknown entity really in that respect. So it's clear that we needed another way forward. Something that could help us provide a much more private and safe environment for the students to actually collaborate with them. And the solution came in the form of Microsoft Teams, which is very, it's a good point on the last presentation obviously. The one before last one we had the guy from the DLE alternative company and the questions about Microsoft Teams. The solution was was Microsoft Teams. We adopted Office 365 at the University of Central Lancashire probably about four or five years ago. And we'd already explored the use of OneDrive for cloud storage. And Microsoft Teams was still something that was in its infancy. As far as we were concerned we didn't know that it was really being used in higher education at all. Because we were talking about a year ago, just over a year ago now. And looking initially there was a number of features which drew us to it. Namely the fact that it really presented a social media feel in its interface. So it was something that resembled a lot of what the different social media platforms had that the students were already using. So whether it was Facebook or Twitter, it was something about that feel. Also the app integration. So a lot of the other apps within Office 365, the OneDrive capabilities, OneNote, Class Notebook, E-Cortfolio system. All of that could be integrated within Teams, which was something that was core. Additionally, the fact that you can actually core the documents and collaborate within this environment was really, really good. Moving on to the next case study now. So this is a case study based around what we did with the mental health nursing students. To provide some context for that, the nursing intakes that we have at UCLan are round about 400 or 450 students at a time. Of those, only about 80 students would be mental health nursing students. But they all start at the same time and they all do their first year together doing generic studies. So we had a situation where we had 80 students in a bigger pool of 450. And we desperately wanted to keep their sense of identity. You can imagine a situation. You come to learn something and you arrive and you find that actually for the first year. You're going to spend quite a lot of your time not learning what you thought you wanted to learn, but learning the basics of a number of other things. So we wanted to build this identity in our students. We wanted to keep that professional identity there, your mental health analysis, what you will be. And we had, I guess, an ongoing issue with Facebook in as much as we don't, we struggle with some of our students around what they post on Facebook. We have to maintain or help them maintain a sense of professional identity. What we have is a situation where our students were not so clear about the way that their social media profile impacted on their professional image and their professional profile for want of a better word. So an example of that was someone, one of our students went off sick for a couple of weeks and that's a big deal for a nursing programme. Missing two weeks is a big deal for us. But what she did was she posted her holiday snaps while she was away for the two weeks when she was off sick. I guess anybody who's been involved in health care, you kind of do get these things happen. Now of course it's sitting on Facebook. Now we didn't look on Facebook but we've got 500 students in this cohort and they're looking on Facebook. So they sent it to someone who sent it to someone who sent it to someone who sent it to us. So now we've got her holiday snaps but she was off sick. So we called her in and said, look what's happening. And she said, how dare you dig around in my private Facebook? And this was the learning point for her and it was the learning point that we could have done with getting to without the pain. Actually if you stick stuff on Facebook, it is no longer private. And that's the message that we do struggle with with our students. So we hoped that by providing, now Microsoft Teams arrangement, which provided social media functionality, provided high levels of connectivity, high levels of discussion, but it was safe and protected because it wasn't public. We hoped we might be able to get to the learning point without the pain. That was what we were hoping for. Also there is something to be said for the flexibility of academics. Academics need to work in a different way now. We know that. We have different relationships with students. We have different ways of communicating with students. And we have to develop different ways of engaging with our technology that can support what goes on. So we needed to do that. We've got academics who embrace technology. We've got academics who resist technology. We've got academics who ignore it and it will go away if I open my eyes again. It will be gone. We've got them all. So Microsoft Teams was our attempt as a pilot to negate some of those drivers. And that was what we ended up with is a Microsoft Teams thing. There's lots of nice things about it. We set one up and it was called Mental Health Matters because mental health matters. Channels we went for, because of course in Microsoft Teams you can create channels. We went for whatever you want. You want a channel on nutrition and mental health? We set up a channel on nutrition and mental health. You want one on sexuality and mental health? We'll put one in there. You want one on law or police and mental health? We'll have it. So it was like the Moroccan soup approach to channels on Teams. It was just like loads of them. And we thought we'd get lots of bars, lots of interest, lots of ownership, lots of take up. That's what we were going for. And the Teams environment is very familiar as Chris has said. It's got all of the likes and responses and things like that. So, well, the benefits that we were hoping for was that, as I say, we'd get this vibrant community. We'd get lecturers that were very responsive to student questions. And indeed it did happen like that. We ended up with a very vibrant community. Lots and lots of input from students and staff. And we did get this safe environment where disagreement and debate could take place online safely. And we did set up an editorial panel as well, which was made up of students and academics and Chris. And it went according to our plan. But what did we learn? Well, the Moroccan soup approach to Microsoft Teams doesn't work. We know that now. It was quite interesting to hear someone earlier this morning saying we never talk about what didn't work. Well, we will talk about what didn't work. It was channel overload. Although everybody posted everything and it was vibrant and alive and exciting, you couldn't find anything. So it was not the best. It could be hard to find. Student-wise they got involved very quickly. But actually with hindsight, we should have started it long before they even started on the programme. We should actually have started it so that they could set up friendships, relationships, communicate with their lecturers before they started their programme. That would be the best time to get this going. We got the editorial panel up and running. It was vibrant. It was full of posts. And then we broke it. What we did was we said, you know what, we should rationalise all of these channels. So we lined them up. This is a typical academic kind of thing. Lined them up with the modules that they were studying. Channels up with the modules because it was tidy and it looked good. And the students just dropped it and walked away. They just didn't want that. Their view of this was not that they wanted a study aid. What they wanted was a discovery-orientated discussion tool that was exciting to use and interesting and stimulating. So, yeah, we should not have aligned it to the modules. We were able to set tasks and things through teams, which was great. We got lots of encouragement and lots of participation. Maybe the best thing was, though, academics spoke to each other on teams, which meant students started to get the idea about talking to each other and they started to pick up on this idea about disagreeing online without becoming a keyboard warrior, without flaming each other. We started to get this idea that there could be discussion and disagreement, but you can do it professionally. And next, we're going to do a trial from next week with the MSc students. That's where we're going next with it, with continuing. So, the second case to the example that I'd like to share with you is actually a completely different scenario because this was actually with Valerie Dineal, who can't be with us today in this presentation. She's a child nurse in Letra. Her situation was she had quite a small group of students, third-year pre-reg student, and generally I think the group was about 12 in number. The idea is she needed a platform to enable group supervision off-site, so it's through an online platform, and facilitate a community with quite a diverse range of learners to have a space really to share content and share conversation and really develop their group skills. Once again, the VLE capability really wasn't meeting that need of the group. Now, that module ran for quite a short amount of time. I think it was only a few months, but the feedback that came from the back end of it was fantastic. So generally, I think we got 12 responses, so every single student in that group responded with positive feedback. The only negative was that a number of them had struggled to enable the notifications when they were following the actual channels within the team site. So that was something that we could address by having a more, well, a stronger induction session with them in terms of the feature set that the platform had to offer. But generally, the positives were around developing that community in the group of students, having access to the content outside of the on-site time, and again, the group supervision, which they could do through the video conferencing features. So really, really positive feedback, and you've got the word cloud there as well, some things that ring through. Supervision supports group really strong messages. So we'd like to round the session off really, just looking at some of our recommendations, how we can make something, and how everybody can make something like this a bit more successful in terms of an active learner community. The first thing that I point out initially is regular interaction. It's having that active presence on the community as an academic team. Even just that knowledge impulse and just showing that you're there and you're supporting it as much as you can. You need to get the whole academic team involved. It was very much around a posting, modelling what we wanted, supporting students, liking things and creating debate. If you're seen as passive in this, then very quickly, people just get turned off by it and they don't want to do it. I mean, I don't blame them. I wouldn't want to either. You have to make it what it is, rather than hoping that if you put it there, someone will use it. Okay, and even though primarily the platform was something to be used outside of the classroom, there is no reason why it couldn't have been brought into the classroom to actually maybe use some group activities on the back of those discussions that have occurred outside of the standard learning environment, if you will. That's something that we're going to try and use going forward. You've got to manage learner expectations really well because when you've got something that's online 24-7, they kind of think that you're online 24-7 too. Actually, sometimes we were. Some of us go to bed at half past three, four o'clock in the morning and other people would get up at 4.35 o'clock in the morning. Things were covered, but you can't go into it with that expectation. We had to manage that quite well, really, but it worked. Student feedback was crucial as well. As Nick has already mentioned, we did set up an editorial panel. We were able to shape that experience and make it exactly what the learners wanted it to be so that they could actually get the most out of it. The final point, which is what the whole conference is about and what a good thing to do. It starts with the relationship for us. It started with the relationship between learning technologist and academic, and we worked together. It wasn't about this is a product we can use. It was about we want to work together. We want to try to make this thing work well. What have we got? Then we picked teams. Absolutely. It started with the challenge first, and then we get assessed what the best solution would be. Thank you very much. That's all from us. If you want to connect with us in any way, we've got contact details on screen and open to any questions. Thank you. It was great, and thank you for sharing as much as what didn't work very well. Did it work? That was great. We've got a couple of questions. I'll take some from the audience if they are, but we have a couple of questions from the app. Can you elaborate on the types of tasks you set through teams? Is it possible to add people external to your organisation to the teams? Guest speakers, external verifiers? Right. I will take the external one first. Yes, absolutely it is. We can now add anybody to a Microsoft Teams area, regardless of the email address. That's opened up over time over the last 12 months, so initially it was only other institutions, but now any email address can actually be added in as a guest role, which you can actually shape exactly what that role is within the structure of the teams. That's definitely something you can do. In terms of the tasks, some of them were very simple tasks, because there's this polling thing that you can do in teams, which is a lot of fun. It's called polling. You can just create polls, and students can create polls. Everybody can. Check the poll that's going to come out on Friday, and answer it, and that's enough. It's a big deal for some people to post something online. I know it sounds kind of weird, but it is to the converted. It's nothing, but to some people it's huge. I think some of the other tasks as well, in the other case study example, in Childness and the Valerie set were around accessing media content and sharing reflections around views on what they'd actually watched. I know that in your area as well, you were sharing a lot of things that were going on in the media. It was, again, reflection and discussion around those topics that was occurring on the platform. I think there's just one, just saying, have you tried the teams in purely online courses? There are a couple of examples, and it's something that we've not... Again, we're still pretty much in a... Well, just outside of the pilot phase. We've run the pilot for about a year, and there are a couple of examples where it has been used in online cases, but it's something that we're trying to work out how to embed it and actually bring it in line with our VLE and on some kind of integration, because we've integrated some of the other applications, like one across noble, for example, within our VLE, and the teams integration is something we're working on. So I think once we've got to that point, it's something that we can really offer us as one experience, if you will. Yeah. Do we have any questions? Well, I think just once again, thank our speakers. No problem. Thank you. Thank you.