 Wyf, gael y cwmaint. Mae'n gwybod i'n gwahodd. Mae'r cyfnod yn ardal. Rydym yn ymddangos ar y cyfnod y brif. Efallai gweithio'r cyfeirio'r cyfnod yn ymddangos, yn ymddangos. Mae'n gweithio'r cyfnod yn yr hyn. Mae'n gweithio'r cyfnod yn ymddangos, a dyna'r cyfnod. Fwyd, rydyn ni'n go, yn gweithio. Mae'n gweithio. Mae'r ddiwrnod o'r ddwyf yn ceisio, ac mae'n meddwl o'r ddiwrnod o'r ddwyf yn ymddangos i'r ddysgu mae'n amddangos o'r ddwyf yn ymddangos i'r ddwyf. Oherwydd byddwn ni'n gwneud o'r ddwyf yn ddwyf, ac mae'n hoffi'r ddwyf yn ei ddysgu. Mae'n meddwl o'r ddwyf yn ymddangos i'n meddwl, oherwydd byddo, fe yna wir yn ymddangos i'ch gweithio'r ddwyf. David, yn ymddangos i'ch gyd? Hydiwch fod yn fwy, mae'n adrodd Davy Begans. Rwy'n dweud i'n ddiddorol yn dweud i'r Deyrnas, dwi'n ddiddorol ar y cyfnodol, yng nghymru i gydigonio yng nghymru i chi i ni'r ddweud y mi wedi'ch cyfalwyr cyflogion. Dwi'n ddiddorol i chi i ni, dwi'n ddiddorol i chi. So, mynd i'n fy nghymru mae cyflogion digital yn y cyflogion cyflogion cyflogion. Fy yw o'r gilydd y ddiddorol cyflogion cyflogion cyflogion, Wrth gwrdd ychydig i'r ddweud i gydweithio am yw 30-yrddian nhw, i'r casgfyddiol, ac yna'r drwg hyffrwydol o'r cyfnod y byddai, mae'n bwrdd eich gweithio ychydig i'r ddweud o cymryd y ffyrdd a'r cyffredinol digital. Mae'n rhaid i'r cyfnod a'i gweithio i ddim yn ddigital rwy'n ddweud i'r cyffredinol, ac rwy'n gweithio i ddim yn ddigital rwy'n ddweud i'r cyffredinol. ond. You're going to be fine with your mental health and your well-being. So we've got a lovely disk definition about digital well-being and how to define it. Obviously we know that digital technology presents many opportunities for new ways of working look at us all at this wonderful summit D beneath a look at digital well being opportunity for new ways of working look at us all this wonderful summit. But we need to think about the positive benefits, but also negative benefits, negative aspects, thinking about the learners better our staff who are delivering all of this and delivering it very fast with the current pandemic. So, we've got an audience feedback thing in the chat. How much of an issue do you think staff and students well-being is in your institution. Do you think you've got it completely nailed? Have you got wonderful policies? Is there lots for staff and nothing for students? Massive, larger than we know about. Thank you. That's really great, Ross, getting better. Yeah, that's good to see you. Yeah, ignored. Yeah, quite a lot of our research angels showed ignored. More awareness. Yeah, lots and lots of staff. Yeah. Ah, well, that's great, Deb. Obscure, vocal. Hmm, okay, that's really, really helpful. Do keep on putting the things in the chat and we'll do a little summary later on. So, let's just move on then. So, David, we started, didn't we? A couple of years back, looking at the tool kit. We did. We recognised that at our institution, there were very many tools in use, but they were very well-organised. So, some staff knew about them, some didn't, some used them really well, some were very embryonic in their use. So, we created this composite called the tell toolkit where we brought all these tools together in one place with guidance for staff in terms of how they could use them to really standardise practice with using tell tools for our staff. I think that very strongly to the pedagogic use of those tools. So, it was much more than just the tools themselves that there was evidence for the use and application of those tools in different learning environments. So, that was four years ago. We started that and that's continued for the last four years. And because of that, we started every night to look at this ontology of how tool kits are used, who's using them, how they develop them. And that's the basis of what we've been talking about in today's presentation about the model that's come out of that work. So, in terms of thinking about the implantation of digital skills and technology with institutions, this report, again, from from Jisgen and Usiza, look at some of the barriers to success. And top of that is culture, finance, capability, the problem of legacy systems and how that ties in terms of what we can do and how we can do it. And also leadership in terms of organisational leadership in terms of bringing these new ways of working into our institutions. So, next question for you on our next slide. We move on to the next one is, in terms of your digital success going forward, what type of barriers beyond that we've just seen, do you see, or are some of those resonating with you in terms of problems in your own institution in terms of bringing these things into the classroom virtual or not? So, I think that the Usiza study covers many of the areas. So, I'd be interested to know if there are any more that you are experiencing. I guess that the test should probably be in there as well as an external measure of how well we're doing things, setting metrics and measures for our various ways of working. That certainly should be there. And Edel's mentioning here the form of staff burn out. Debbie mentioned a while ago that staff are really quite hard pressed at the moment to scale up their teaching to deliver all online. So, there's certainly an increased pressure on staff at the moment, which is again a barrier to innovation and development. Because if people have a hard time coping with their current workload, it's difficult to think about new ways of doing things. Yeah, I like Rob's point about Wi-Fi. Certainly in rural Dorset, we've got a lot of students that live in rural Dorset. They just don't have robust Wi-Fi and it's really, really difficult. Yeah, and then Rich is a really good one. Zoom fatigue. Consistency of approach versus agency. Yeah, we're moving online so fast, Louise, that some of the pedagogy sometimes can get missed. I like to talk about consistency as well that we do often change from initiative to initiative in a very short period of time and don't allow any of those to see them out to fruition, which is a real frustration for many people in many places. Okay, let's move on then. Thank you for so much. So, the European Union some time ago started looking at citizen digital competency. This was backed up by the fact that I think in 2018, the World Economic Forum suggested that while 75 million jobs would be displaced by digital technology, 138 million would be created. So, there's a great need to identify across Europe people's digital skills and this model was created with these five different areas. So, communication collaborations is what we're doing now for things like Zoom content creation. Safety here encompasses things like physical safety, but also privacy and well-beings part of that. Problem solving, I think it's an odd term here, but it's about problem solving in a digital environment. So, it's all about how we innovate digitally or how we evolve digitally or how we problem solve in a digital environment and then general information and data literacy. From this model, the EU developed four levels of proficiency for people from foundation through intermediate and farms up to highly specialised and that linked quite closely to Bloom's taxonomy. So, the foundation that will be like remembering and highly specialised is all about the creativity. So, that was one model that you may well know. The next model, I think you definitely will know, is the GISC Digital Capability Model, which really looks at this aspect from a teaching and learning perspective, which is really useful. I'm not going to spend much time on that because we all know that very well. And last year, GISC started to point out this perspective to look at an organisational framework for digital learning, which is very much where we've come to a similar place of the last couple of years as well. So, here we're looking at how we can look at content, the culture of organisations, how ICT itself, the infrastructure that we have, is very important. And this links back to some of the constraints we had before in terms of barriers to preventing success within organisations. So, based on our research and these useful models, we started to look, from an organisational perspective, some of the key areas that we wanted to explore and we thought were important in this. And we came up with these key areas of the institution, capability, and then wellbeing and lifelong learning. And within those, we started to drill down into the key elements or aspects of those. So, within the institution, we thought it's really important how the institutional strategy looks at digital learning and to what extent digital learning informs the institutional strategy as a key measure. Secondly, as we've talked about already this morning, organisational culture is really important that institutions have a culture which supports innovation, trying things out, doesn't penalise people if things don't go well, and that staff feel able and have the time and thinking back to the point earlier, have the capacity to innovate and try out things that are on you. And then there's a technical infrastructure. So, this is back to the ICT nuts and bolts of organisations and the extent to which that is tailored for the needs of digital and teaching. We found in our research that quality institutions have very high control technical infrastructure which can often be an inhibitor of a barrier to digital innovation because constraints and guidelines from the ICT department can often trump teaching and learning requirements and necessities. So, that's the institutional aspect. Capability is all about having tools available to staff to help them to use those tools and deploy them successfully at appropriate times. The staff have appropriate digital skills, competence, confidence. And first, we think it's really important that students are involved in this whole area to realise the policy and how these tools are used because at the end of the day the tools are used obviously for our students' benefit. And so, it's not to involve them as we think a serious omission. The last section of our model is all about well-being and lifelong learning. So, this future orientation is all about how digital skills in the future will become much more important. This year, the Digital Economy and Society Index, the DESI or DESI, found that only 58% of people in Europe have basic digital skills. And obviously, given those figures from the World Economic Forum, that's something we need to develop in the future. Lifelong learning is all about inculcating in people the desire to continue to learn to develop in the future. And the bottom of our list is the importance of well-being and thinking about how these tools are used and how users, staff and students respond and how that needs to be an important part in how they are used. So, to move on. So, quick question then for you. So, we think in our model, well-being is a really important part of that. We're seeing it come into other models as well over the last few years, but would you agree of the importance of well-being? Yes, I think we're seeing that. Thank you for those people. Okay, there's probably not a question there in that case. Okay, we'll carry on. It's a complete yes. Yes, complete yes. Okay, so what we then do, we have these different areas of importance, looking at an organizational digital model, and we then thought about this aspect of maturity. So, maturity is a measure, thank you, of how well organizations carry out their different work. Normally, there are five levels, or sometimes six, where the level zero is you don't do it up to level five, where you're fantastic at it. And we can apply to our model. And this is a spider diagram representation of nine components in those three areas. And how we see this being used potentially is organizations could assess themselves and benchmark themselves based on a set of criteria. And what they might come up with then will be this sort of representation. So this is a view of a ffictitious HCI who's called highly on staff capabilities, so the staff are really good, but they're quite low in terms of student involvement or the tool orientation. So this might help people to have an objective view of where they are in their development, and also suggest ways in which they might be able to develop and expand their organization in the future. So this one might say, well, I want to involve students more, or I want to give more importance to well-being, and therefore put a planning place to do that. So supporting this model, we have these different levels defined. So this is for well-being. So level zero, there's nothing happening with well-being, we don't really take it into account, where as we go through and get better, we get more mature at level five. Staff student feedback, trying digital learning, so everything we do is therefore driven by how students and staff respond to what it is that we're trying to do. That's just going to be our five levels. And so throughout those nine different dimensions, we're trying to define these different levels so that organizations can self-assess and also then for develop where they might go in the future. So what would it have time to debate whether these maturity levels are appropriate? But your thoughts on this type of approach would be very interesting to hear, and whether it would be useful to you in the future to have this form of self-assessment tool available, would be interesting to know. I think if I just chipped in there because I'm aware that time's getting on and we're between everybody and lunch, what we didn't think was if anybody was really interested, the last slide is an invitation for anyone to get in touch with us and we thought we could write a post conference blog and put something up on the alt blog around it. So please do go and have a think about that. So let me just carry on a little bit then. There we are, we've got all of our references there. And just beyond that David, the next slide just gives a representation of our current thinking on the different levels of this model that we're developing so you get a full picture of what it is that we're thinking about. Yes, it is also dinner time, supper time down under, international audience here of course, or breakfast I agree. Right, okay let's just do the last couple of slides and then there'll be a minute or two for questions. So there's our second set of themes of our model which is colour coded and then you can kind of see the third, the third set of themes. So you know we're looking at this digital maturity model, we're really really interested in well-being and if anybody's interested and wants to kind of send a couple of paragraphs through, get in touch with us and we can put things together. We did an alt blog post kind of setting the scene for this and we'd be really, we'd love to kind of pull different examples from different institutions together or just different people's thinking and to share that back with the community. Right okay questions and hopefully if anybody's got questions for Sarah, are you still here Sarah? We could just have a couple of minutes. I am still here yes. Perfect. Thanks, thanks so much Debbie and David for that and a great, great bit of side-chairing I think you've done. I don't know why I'm here. Because we love you Deb, we love you. You've done a fabulous job, that sounds so interesting, really really interesting and all that. I've been trying to kind of look at the chat for you. There's been so many comments which would be really nice for you to go back and have a look at but I don't think any specific questions but if you know we've got a couple of minutes so if anybody wants me to make them give them the mic then please pop it in the chat or pop your hands up if you can and I can do that. Oh Richard's asking to share, could you share your contact with David and Debbie? I'm just going to have another quick look and just to say as well that I did put it in the chat but we are sharing the resources from all of the summit are going up as soon as we can get them up and they're available for anybody that's registered and then they will be made available openly in due course, I think that's a couple of weeks time. So I'm just double-checking. Does anybody want the mic? Anybody? Any questions for either Debbie or David or indeed Sarah? And there is of course two more sessions I think. In the general room, we have a couple more sessions before the official break at two o'clock and I'll be back in the virtual cafe at two o'clock if anybody wants to join me for a chat. Debbie and I met earlier on it was great fun. We did, we did, it was really nice. Oh thank you Sarah, we really loved your session as well, absolutely loved your images. Oh yeah, yeah. You can go into town when you're not having to show data and stuff like that with the creative links. Yeah, yeah. Oh right. I'm going to stop the recording there then guys. I'm just going to put the slide up to that we've got and there we go. Excellent. That's great, lovely. Thanks ever so much. Thanks for coming everybody. Thank you for two excellent sessions and the chat is still going along as we speak and I'm just going to stop the recording there because we've had a really good couple of sessions. Thanks very much everybody.