 O'r sylwbeth. Mae'n gwystiannod. Mae'n codiwch. Rydyn ni'n Rydyn ni'n Richard Walker, ac fyddwn i am y Diolch Unigol i'r gweithio Ymwnaidd. Dwi'n cwrwp, ac roedd wedi'u gwneud o ddim yn y dyfyrdd mae'n fyddwch yn gwneud wedi'u disgynfant o dda i'r cyfryd gyda'r pandemi o'r bywyddiol, a'r ysgawrau hyd o'r ffordd i ar gyfer mynd i'r ddiddoriad hyn nes o ddefnyddiad hyn am ddeloddau ymdweud ymddangos o hygynnu'r adeithasol i goffir y mae'r adeg, a osau'r adeithiaeth, o gyntaf, a'r adeg yn ei gael o'u gweithyngau erfawr hynny, a'r adeg yn digwydd o ran greu gyda'r adeithiaeth i'r adeg, a phwyl penderfyn ymdweud gyda'i gael eich adeg yn eu gwneud am y adeg? Dwi'n meddwl yn y ddiwedd, a phobl i'n meddwl am taith yn y adeithiaeth i'r adeithiaeth, a'r adeithiaeth i'i gallu y gwahyd am dwy oedd wedi gwneud i'n gymhau i ydych chi'n gweithio i'r Pol oeddaeth. Mae'n reliant i'r gweithio ar yr hyn oed, sy'n cyd-di-gwethaf. Cyflwyntaf ar gyfer ychydig. Rydych chi'n gweithio ar gyfer y gweithio ar gyfer y gwaith a ydych chi'n gweithio ar gyfer y gweithio ar gyfer y gwaith i'r ddechrau ei holl o'r ystod ar y cwmwyno? Mae'n gweithio ar gyfer yr oedd. o'r cyntaf i'r rhannu. Felly mae'n cyfrifiad am y gweld o'r gwael, yn ymgyrch yn ymdweud o'r llwyffyddio pwysig o'r FVox, ond mae'n gwrddol, ond mae'n gweinio'n gweinio'n gwybodaeth, felly mae hi'n gwybod i ddim yn digwydd i sicrhau'n sefydliadau. Ond oherwydd, yn ôl'r gweinio'n gweinio. Felly mae'n gweinio'n gweinio. Yn y rheswm ymddangol, yn ymdweud ymdweud, mae ymdweud ar yr ysgol. Felly, mae'r adrwyddo, mae'n gweithio'r llwyddo, mae'n gweithio'r edrych o ddyddol yn mynd i'r pandemig, ond mae'n ddweud yn amlwg ar y dyfodol, ychydigau'r adrwyddo yn y cael ei wneud o'r tîm oedau i ddwyngu'r edrych. Rwy'n meddwl i'r dysgu o'r ddwyngen, ac mae hynny'n lle'n gweithio'n gwneud yn y quesif i ddwyngen, gyda'r amser, i'r amser, a what is this means, a long term, for our university teaching context, so that's what we wanted to drill into. Now that's a massive question and it's challenging in its own right, but we try to contain this somewhat by drilling into a comparative study of two particular departments in the University of York, and to look at their context and where they were going. ac ymddi'n gael ei gweithio ar y cyfrifarad, mae'r amser yn gweithio'r cyfrifarad yma, sy'n rhaid i'r cyfrifarad, oherwydd y cyfrifarad yn ei ddych chi'n gweithio'r cyfrifarad yma, a'i gweithio i'r cyfrifarad. Mae ymddi'n gweithio, mae'n gwneud o'r pandemig, oherwydd ymddi'n gweithio i'n gweithio'r gweithio'r cyfrifarad. A'r ystafell yma yma. Yn gyfans, a'r gweithio'r gweithio, Felly addysg mor because that any of departments but we went to our faculty of science and departments of biology and psychology. This was a containment study, so it was focused purely on the undergraduates and so we didn't would look at post graduate study just on undergraduate cohorts, but they were still rather large. yn y bydd y ddefnyddio'r unig. Ychydig yn sgolwyddiol yn y mynd i'r 100, 700. A'r mynd i'r mynd i'r hyd yn ymgyrchol, mae'r lluniau sydd wedi bod yn ymgyrch yn ymgyrch. Mae'r hynny'n cyfrifio'r cyfrifio'r ymgyrch i'r fanylwydd ac yn y pethau. Mae'n fawr bod yn gwybod, mae'r hynny'n tynnu pethau o'r cyfrifio'r pethau Felly, mae'r ffordd iawn yn fawr i'n cael ei gwrthoedd, ond mae'n rhai o gyda'r piwyddo ar gyfer ymlaen ac yn dweud yn y fawr i'n gwybod yn yr unigodion. Felly, mae'n ddweud yn gweithio'r fawr i'w fawr i'n fawr i'w fawr i'n gweithio. Felly, mae'r rhan o'r ddweud yn lleiwyr, mae'n dweud yn eich gweithio'n dod o'r fawr i'r fawr i'w fawr i'u gweithio, gallwch yn adgot. So I don't know if you'll be able to see all of that detail but I'll talk you through it. I think the first thing to mention about the university of York for those that are unfamiliar with it is we have had a very devolved teaching culture. So although we have faculties we have not had a standardised approach within and across departments typically. There's academic freedom, there's favorite two words which we'll always throw at us. Ond bydd yna'r isgrifennu'r penderfyniad iawn o'r ddiwn. Yn ddod i gyd y pandEMIK, y 2019-20, y gallai cychwyn maen nhw'n gwneud y ddag o gaffa'r broses. Mae'r argrif gyngorgylcheddol yn y traddnig gyda bod yn ddyw'r trofyn yma. Mae'r ddod i'r gffordd ar gael o'r modwl fod yn ycwyl gyngor o'r Llywodraeth yn ei wneud. Biology less so, much more diversity in terms of programmes and within programmes and how academics like to teach, but what they both had through our institutional support was very good to the grasp of lecture capture and recording of lectures. That was already there embedded within the university, which was fortuitous with what was to come. So, 2021, across the pandemic hit us all, and we've just heard from the cultural presentation about hybrid, high flex learning. Well, here's another words back to the lexicon and dual delivery. That was the University of York's contribution and by that we meant no large scale lectures, so small group teaching only and with an element of choice for those that couldn't attend on campus to have an online equivalent. There was a pivot to open forms of assessment and to a synchronous teaching as the preferred way of doing things. So that kind of forced a convergence of the departments in 2021 to sort of a more common way of doing things. But then as we came out of the emergency remote teaching and were bounced back to campus in 2021-22, we saw the departments diverging again. So, psychology went back to what they were comfortable with, which set the levels one and two was very much this standardised lecture based approach, which they thought worked well and their students liked, or that's what they thought. Biology retained a lot of the lecture recordings that they developed during the pandemic and actually moved to a fully flipped way of teaching for their undergraduate programmes. So, they decided to use the contact time on campus just for workshops and to do all the conceptuals of hard yards through the lecture recordings. So that was that was their offer. So let's sort of delve into this now and see how that ffair for students and staff. So first of all, just very briefly, I'll just talk about research methods. This is an exploratory piece of work. So we felt sort of case study approach was justified. What we're interested in is getting some insights through the reality as experienced by staff and students of the pandemic process and what's happened since then. And to do this, we actually sort of went for small samples, but in depth sort of analysis of those samples. So with staff, only five staff members were interviewed. So there are obviously caveats to the research that I'm going to report on now, but it was a purposeful sample. These were members of the teaching teams of biology and psychology programmes. So they included the director of teaching and learning for psychology and the equivalent in biology. And as you'll see, four and a half hours of discussions were had with them and over 42,000 words. So there's an awful lot to sort of get out there in terms of analysis. So those were the staff, the students. We used semi-structured interviews and well, we couldn't get individuals together. We did want students together. We did individual interviews. This was conducted either face to face or by assume six and a half hours of discussions over 57,000 words. So again, quite a detailed piece of work and particularly to go through the transcription of all of that. Now, this is an important point, and I think it relates very well to the excellent student panel which we heard in the keynote this morning. When we talk about students, it's a kind of misleading approach often because there is this perception we're talking about how a modernist group. But I think as this slide shows, the students that we talk to, which are all members of the undergraduate population of these two departments, have very different sort of starting points and backgrounds in terms of their education and their approach to the use of technology. So we had three students that actually started with us before the pandemic. So they had experienced the typical University of York campus-based offer in the first year of their program before COVID struck. And then we had two students that we interviewed that joined us during the pandemic. So their starting point was the dual delivery approach. And then the rest joined us with the return to campus-based teaching and the modified way of learning. So those students and some were international and most were UK-based would have had formative periods of study at school in completely different contexts as well. So I think it's important to realise that when trying to sort of interpret what they're saying and what their expectations are of what a university education should look like. So briefly, in terms of the methods, we transcribed the data and then inductively, Rob and I, independently, we came up with some core themes, which we could use then to type the transcribed material. And we did that through the use of Navivo. What we saw, you can see briefly here, staff students, what was the most common talking points. And our approach was very much semi-structured interviews. So we weren't leading this. We were really sort of asking open questions about their experiences before, during and after. Staff very much fixated on the governance and teaching organisation of how staff work together and how that had moved forward or not, and how that was influencing their teaching practice. For students, probably to be expected, their focus much more on course design and delivery, how they experienced that. And interestingly, and this didn't come across in this morning's panel, but it did in our focus group work assessment, was something that they talked about an awful lot in terms of how they experienced that, and study skills as well and approaches to learning and assessment. So let's explore that bit more. The headline results from an academic perspective were that the, I mean, probably the most sort of obvious thing that came to us is that the you can't look at the pandemic in isolation, and some of the literature I think that's out there does do that. That just looks very much as a snapshot of how a department or an academic responded at a particular time to the challenges that they were facing. But what we saw through the dialogues with staff was that some teaching approaches were very much impacted and influenced by what came before the pre-pandemic. And we saw that those departments, how they've reacted and how they see the future is very much shaped by that as much as what they've learned during that emergency remote teaching phase. So contrasting trajectories, and I suppose that's the beauty of having a devolved teaching culture, in terms of their approaches to the organisation of teaching learning standardisation and what blended learning should look like. So for psychology, it's largely sort of reinforced the approach they were taking before, which is that standardisation is a very good thing. Consistency is important across teaching modules in terms of how the modules and content is set up. And we heard that this morning from students, the ease of navigation of materials. And having that sort of common approach, which those students are unsurprised when navigating from one module to the next, and staff are open in terms of how they're conforming. For biology, this was a bit more of a learning point. And what they learnt was that it's not enough to sort of analyse how the timetable is constructed in terms of a programme, but it's what students are actually doing in terms of their learning, both within the formal curriculum and outside of contact hours. And both of these departments, being science departments, have large contact hours with their students. But it's understanding the backdrop of the informal learning as well and what's going on in order to understand the totality of the student learning experience. And that's not something they had done prior to the pandemic, but through their own sort of discussions with students, they gained a bigger insight into the lived student experience. And that had sort of given them a sort of, I think, the momentum to move towards a more standardised structure in how they did things. So with that, moving forward then, what's changed? And I mean, obviously, I think we've seen this right across the sector and through the USISA research that I've been involved with as well. We've seen huge sort of leap forward in terms of institutional spending, investment in learning technology. So we've seen these departments both sort of more invested through basically training up their staff and to use the learning technologies more actively. But I think the sort of the key change for both of them is we're seeing now more interactivity and on-campus sessions. So less of what I'm doing now and more engagement through polling, in particular quizzing, breaking up from class-based sessions. But the other sort of the key change, certainly for these departments over York, is the exploding of the myth that in order to meet professional standards and regulatory bodies, you have to have invigilated proctured exams and you need to do things in a very controlled fashion. What the departments have opted for is open assessments and they see that as the future and as a sort of a way towards supporting more authentic approaches. So that's been a big one and also where possible to introduce more flexibility in terms of how students engage. So the comment from, I don't know if you can read that, but the psychology senior lecturer is supervision meetings, for instance. Why do students have to attend in person and come in to campus to meet their supervisor for half an hour and they can use Zoom to do that? So that has now been sort of standardised as a way forward. So those are some of the key changes that we've seen. The students, it's a more difficult picture. Now, we were only dealing with 15 in total or undergraduates, as I mentioned, but their experiences and preferences are very complex and quite nuanced as well. So I think we're on safe ground in saying that what they liked and would like to see more of is a focus on open assessment. Although the way open assessment is conducted, I think is needs to be looked at. So a lot of our exams during the pandemic were 24 hour assessments. And I think some students found that overwhelming and pressure to use all of that time in order to research, rewrite, draft and submit. And then the next day they'd be on to the next assignment. So there has been a sort of a calibration of that with sort of six hour sort of open assessments, but that seems to be the way forward. But when it comes to flexible learning, this is interesting, the comment from one was it's a blessing and a curse, this flexibility thing that you talk about. So the thing they like is the freedom. And we heard that this morning from Emmanuel, the ability on demand to look through curated lecture resources and to engage with the material that way. But it's a curse in the sense that often students didn't have the study skills and they didn't have the preparation in order to use their time effectively. So some students were watching recordings from start right the way through to finish. And we've seen this in the research we've done and James is sitting in the back, led that research actually at York prior to the pandemic on the need for digital literacy for students in engaging with learning with lecture recordings. And we were seeing this very much repeated by students who were saying that they couldn't help themselves by the workload they were investing in and probably the excessive workload in spending time taking notes on these lecture recordings and not knowing how to manage their time properly. So that was the curse of it all as well. So definite opportunities with the technology, but also a need for support and feedback from staff. The other sort of headline results were a favour of small group sessions and interaction where possible. The peer-to-peer learning could be lost. So we heard that again this morning, this sense of isolation during the emergency remote teaching phase. So that peer-to-peer learning is really important having a safe space to ask questions and to share practice. But with all of that, they also want guidance, they want that scaffolding, they want that structure as well. And that's a way of relieving anxiety and pressure. So having that structure in place is really important for students. And the thing that they lack the most during the ERT period was the structured feedback. So having that regular sort of feedback on an individual basis and a formative way to support their learning. And one of the key things we heard from students was that there was a drop in confidence in terms of how they were doing with their studies and how they were performing. And that's been found in other studies actually. So it's incumbent upon staff to address that in terms of how they support their learners. So I'm going to just finish up with some conclusions and then implications, I think, for where we go forward. So the conclusions are in terms of the long-term picture of change. In terms of what we think the pre-vandemic has done is clearly it has moved the university forward in terms of technology uptake and usage, in terms of digitally upskilling our staff, those that have been resistant to the use of technologies, basically had a baptism of fire during the emergency remote teaching phase. But the benefit of that is that there's a wider acceptance now of the incorporation of technology and the blended offer as much as fully online. Standardisation and organisation are not dirty words now in a devolved teaching culture that they're accepted as a way of enhancing the student learning experience. And this is a clearer focus on how we do assessment with a pivot to more open assessment and to more authentic forms of assessment, which in the era now of chat GBT, generative AI is a good thing, I would argue. But, you know, from a student perspective, I think there really are tensions which we've still got to work through between flexibility and structure, offering flexible learning, addressing the fact that there are many different types of students, part-time students, mature students, as opposed to the traditional inverted commons undergraduates which are there to attend every face-to-face session. So we need to think about them, and we need specific attention to study skills so that students can navigate between both the flexible online experience and what's being offered on campus. And in that, through that study skills support, provides students with a workload, will address those workload issues. So it's getting that trade up between scaffolding and independence and sort of building students confidence as part of that process. So, and finally, so implications for these departments. One thing we've learnt, and I think this is probably the biggest of benefit of this sort of process we've been through is this understanding, this realisation that learning design is crucial and good learning design is crucial and getting that balance between flexibility, structure and scaffolding. I think it's no surprise that we've seen across the sector post pandemic a lot of learning technology roles which are learning designer roles, which are actually incorporating, asking candidates to apply for roles where they've got demonstrable learning design skills, not just the sort of technical functional skills. So that's crucial. And then looking at communication from a teaching perspective, clearer communication skills in terms of how we convey to learners, how them to learn and support them and address confidence and study skills issues as well. And with that, our biology department at York, we're just about to move to a new academic structure. And the biology department of use this as an opportunity to, if you like, modify their fully flipped learning approach. So now they're building in a combination of workshops and smaller group sessions and actually building in peer assisted learning. We've got students, non mature students, coming into lead workshops on a fortnightly basis to actually help with the study skills part of that as well. So that's a sort of a learning point to actually sort of not to go in an absolutist way to a fully flipped sort of approach where, as we learned this morning, some students can really struggle with the conceptual side and then really sort of lose confidence. So that's that's us and our departments. And just to sort of finally finish off, what's the literature saying? I think there are some good learning points out there. Rapanta has talked about the importance of if you want to effective learning design, you've got to align institutional teacher and learner expectations in order to get effective learning outcomes. So we'd agree with that. And the work by Hartnett's et al in New Zealand, where they've done a very extensive study of students learning experience during the pandemic, I've just reiterated this one size fits all is rubbish. And that you've got to listen to our different students groups with care in order to tailor the learning experience appropriately. So that's it. Those are our sorts of thoughts. I want to open this up now because we've got time remaining to any sort of questions you've got, but also how this resonates with your institution or sort of learning and where you see your teaching going at your institution. So there is a poll which we've set up on Menti. So if you haven't got a phone that can access this, you can go through an open browser to MentiMeter and the code is 41867760. I will share the results of this sort of Menti poll and we'll put it into a blog and share the slides as well after the conference if you'd like to contribute to that. So that's it. So over to you any questions or reflections? Yeah, John. Thanks Richard, that was excellent interest. A couple of things, but actually the main point was I guess it's around the kind of structuring in the curriculum and coming out of the pandemic. We've had a lot of stories recently about changing timetabling and you've already mentioned it, but are there moves in any of those courses to start bringing aggregate sessions together to provide students when they're on campus with more sort of connected times, can be more in periods without any activity? Yeah, well we're moving to semesterised curriculum structure, 20 credit modules when no longer doing long thin assessments where you can sit a module and then do the assessment in two terms later. So that's enabling a more standardised approach. Assessment has to be conducted within the semester, can't go beyond that, and there is a clear focus on contact time within that. So this is all a way of trying to sort of provide a more standardised approach, but also what we're trying to open up and other institutions are ahead of us in this is more interdisciplinary learning, the ability for students later on in their programmes to actually sort of enrol on a modules and other disciplines as well and sort of build a more holistic sort of learning approach. So that's the vision, that's where we're going. James? So yeah, I'm not really good. So you talked about things like senior structure and standardisation being appreciate by students. I know I'm able to move into a new building at the moment, so to what extent these kind of things factor into the same model of technology? Because if there are new schools, whilst you're building a pandemic, you've got templates in the middle of a pandemic, and you're a bit old hat now, and lessons are learned to make better templates on the follow. Yeah, well, you're right. We are on the host version of Blackboard. We are on the original at the moment, but in the next few weeks we will be on the ultra course view. We've been spending this summer, well, spending the last few months actually working with departments and they've all bought into developing standardised templates and staff have been trained up to use them. We did no rollover of content, so none of the old junk from previous years appearing in module sites that staff have started from scratch. And we've used this as an opportunity to introduce by stealth accessibility training. We've been doing this for donkish years and we've had departmental accessibility statements, et cetera, et cetera, but this is a real opportunity to ensure that all staff go through that training. You're further ahead at Durham than we are at York, and I think what you're implying is these templates can be subverted. You can't lock them down, you can't stop staff from going in different directions if they want, but we hope through the inculturation process that we've been through. And the fact you didn't have this opportunity that we have had that opportunity to actually meet staff in person in delivering this training and really get over the values of what we're trying to do and explain why this is important to the students' experience and provide evidence base for it that staff will adhere to this. But of course there's a regular turnover of staff, new people coming to the institution with their own views. So this is, come back to me in a year's time, and then I'll give you an honest answer of where we're at. Yeah, John, I can see. Just a quick look, you obviously profile biology and psychology, and they often tend to be key consumers of the technology of the staff finding some universities, whether they're all, but how representative do you think that would be of the rest of the institution as it can be able to draw any broader conclusions to share? No, I mean, I think we can, and I think that's, if you look at the silver linings of the pandemic, I think it has sort of forced more resistant departments to actually engage. Now, I mentioned prior to the pandemic, we had an institutional opt-out policy on lecture capture, so that was fully integrated. What happened during the pandemic for all disciplines, I think, is that through the asynchronous learning was staff having to learn how to sort of engage with their learners through distance teaching on campus, face to face. And that that was a great sort of catalyst to using polling tools, for instance, but also looking at ways in which you could engage learners by curating video, rather than just doing the lazy thing, which was just talking and having it so automatically captured in the background. So staff had to learn how to do that. That was that was challenging, but I think that's one of the dividends which will pay off now, I think, because across the board was saying, you know, departments that were resistant before, and this is not for recording, but, you know, a history of art, let's say, is one of the shine example where staff just didn't do technology and now they do, and they accept that. So, there's greater exposure, I think, to uses of a variety of different technologies, but also an understanding of why it's important and what the benefits are. So I think that that's, but the challenge is going to be sustaining those staff's digital skills, and for that, that's another conversation, I think, another presentation on how we construct, you know, institutional pathways for staff to to continue to develop their digital literacies. So, and their teaching influences with technology. So that's another thing. So I think that's me up on time. Thank you very much for your attention and that's it.