 Hei! Welcome to our session today. I'm Hunter Jeffreys and this is my colleague Non-Scandal Bay. We are from the University of Hampshire. I'm based in the School of Computer Science and Non is based in the Library of Computing Services, which is actually quite an interesting combination after our keynote speaker has the answer. We're looking at academic and library services combining on a research project. won't we want to share with you today so we're delighted to be here sharing our recent research into our student digital experiences and can I just at this point say, this session links directly, perhaps there's a bit of a taster of a university case study of student digital engagement it's going to link with the gysg presentation of the whole data set four-thirtieth this afternoon into Room 2.220. So, if you like, this is what it's like on the ground at one particular university, and then you can see the whole, actually 39,000 students, the results from that later this afternoon. So, over to you, Nod. Well, we're also interested, we're going to do a little poll in a minute to see how many of you participated in the track and project this year yn y rym ni, ond, yn ni'n fawr, yn ymwneud yn ymwyno'r ddweud. Ond, o'r gwneud yw'r ysgrifennu, y byddwn yn ei gweithio'n gweithio, mae'n gweithio'n gweithio, mae'n dweud y project, y project fawr ddaeth ddaeth yn y universitydd, o'r ddiddordeb cyfafol yn ymddiadau ddweud o'r ddweud o'r ddweud. Mae'r ffordd. Mae hyn o'r rai o'r organau cyffredinol. Mae'r ffordd wedi'u gweld cyfrifio ar lawer o'r bod yn ymdwylliant y mynd i'r ffordd. Mae'r ffordd wedi'u gweld cyffredinol ar y mynd i'r organau cyffredinol. Mae'r ffordd yn ymdwylliant, sydd wedi'i gweld gwahanol gyda'r gyfnodol. Roeddwn ni wedi'i bod yn ôl o'r ysgrifennu ar gyfer y ffordd ymdwylliant, around developing a framework of digital capability development. If you don't know much about that, then visit the GISC stand and they'll tell you all about it. So they've basically started off with this framework, for some frameworks work, for others they don't, we felt that we could work with this and adapt it to our own needs. ac mae'n dweud i ni i gael i gael eich bydwyr o'r cyfnod, ond yn ystafell o'r ddiogelio cyfnod ar y stafell hynny o'ch cyfnod i gyfnod. Ond efallai, mae gennym ni'n gwneud yn y cyfrifol Ftraca digital yma. Mae'n gwneud bod ni'n gael yn gwybod am hollwch gyrfaen gwael yma i'r gwneud. curved. So we were sensitive to that fact, but we did get absolute support from our PVC for the students for this. So having that endorsement at a senior level also was enormously helpful for this. So we were aware that there were lots of digital opportunities for students to get involved, but it's not always coherently delivered in that way, which again was something that we were hearing very much about this morning in terms of the context of using this. We were also very much aware that there were assumptions by many thinking that just because they're young people and they're constantly on phones and various devices that they had a level of digital expertise, which actually once we started asking them questions and interviewing them, as well as some of the focus group work we did, that there was obvious gaps and particularly in terms of how they apply the use of digital to their learning experiences and their confidence in using some of these technologies. So at the moment, where we are, is thinking about well, how do we develop this further? Felly, os ydych chi'n ddweud o'r gweithio? Rydych chi'n ddweud o'r cyflwynt ar y ddweud? Yn y modd ar beth yw'r gafodd yma, ond mae ymgyrch yn ddweud i gafoddau a gweithio'r llwythau i'r ystafell? Felly, mae'n gofyn ar y projettrach, ac mae'n gwaith i gydag i chi i gydag i'r gwaith i gydag i'r poldd yn Ymwythu. Os ydych chi'n gwybod oedd ym ni wedi'n gwybod, Mae'r gweithio, ac mae'r gwnaeth o hyn yn ymgynnu fawr yn y projiect y taeth? Y 10 sefydlu? Daeth hyn yn ddechrau, ac mae'n gweithio i weld yn ymgyrch. Mae'n gweithio. Felly mae'r gweithio, mae'n gweithio. Mae'r gweithio'n gweithio, ac mae'n gweithio i weld yn gweithio i weld y fawr. Wrth gwrs, dyma, yn y cyfroedd y cyfroedd ymgrifennu ar hyn o'r cyfroedd, mae'r cyfroedd ymateb o rhai a'r cyfroedd ymgyrchaf i'r cyfroedd ymgyrchaf. Mae'n rhaid i'r gweithio gweithio gwylltu oherwydd yma ymlaen nhw'n gweithio'r cyfroedd o'r cyfroedd ymgyrchaf, ac mae'n cyhoedd ymgyrchaf i'r gweithio'r cyfroedd yn y cwntex. So, ddweud am ychydig i'w ffordd, i'w pethu'n dda. Okay. So, mae angen i'n fath o'r cymdeithas, mae'n cyfrifio'r pethau, ond mae'r cyrnyddau r嘿 yn fawr iawn, o gwblwch i'r ddwyf yn cyfrifio'r ddisodol, rydych chi'n gweithio, yn ei gwybodol i'r cyfrifio'r cyfrifio, o'r cyfnod digital, yn ymgyrch yn ei gynhyrchu. Felly, mae'r cwestiynau yw'r cyfnod o'r cyfnod ac mae'r cyfnodau yn ymgyrch yn ymgyrch ar gyfer ymgyrch ar gyfer ymgyrch ar gyfer ymgyrch ar gyfer ymgyrch, ac mae'r cyfnodau yn ymgyrch ar gyfer ymgyrch. Felly, mae rhywun wedi fawr munaf i'ch gynhyrchu i neud i'r hunain yn ymgyrchu ac yn ymgyrch ar gyfer ymgyrch mae gennym hanesu b breeding a gennym hynny ac mae'n peithio i fathio a fydd ei bod yn glywed a'u gwneud i'w ymgyrch ar gyfer. Felly, findiwch gofyn mae'r cyfnod ddydd i ddim ni'n gafodau mae'r cyfnod ymgyrch ar gyfer ymgyrch gyda'r cyd-dweud o'r ffrindigol yr hyn. Rwyf wedi bod nôl yn cael ei gwaith oherwydd ar ei bod yn gweithio'r gwaith. Mae'r ddaeth yng Nghymru yn y gweithio'r gweithio, a rydyn ni'n meddwl i'r gweithio ar gyfer gwasanaeth. Rydyn ni wedi'u gweld ar y dyfodol yng nghylch yn y gweithio. Yna rydyn ni'n meddwl i'r gweithio. Yma, Amanda i gyd yn ymgyrch am ystod o'r rhan o'r peir, ..focwswydd yn jaelwyr. A gofyn o'n gwneud, yn gallu'n lleol i wneud fawn bydd wedi'i cyflwyno... ..lawer o ffordd o eu gyrfa cael eu cyfforddau dysgu... ..y sydd wedi gweld i'r hoffo ar gyfer clyfodol yn ei gwneud. Mae'n gefn i'r target i gweithio â'i nhw, hanfyddech chi'n cael eu cyfforddau... ..di gwybod yn yr un blynydd iawn i'r cyfforddau a theropodau... We were out and about doing all sorts of things as well. Running opportunities for people to come along and assign in and take the tracker. Head full set of Chromebooks available, so we were able to go out and about in different for Hurry book, so people could actually sit down and do it then. We also offered an incentive, a prize draw, which was supported by the chief information officer as well at the university, and at this point I'm going to hand over. Well actually, we've got another move to do that we want you to do. So what we'd like to ask you all here is if you'd participate in building a moodle, a wordle, I've got a moodle on the brain after seeing the last presentation. So if you would please actually take part in building our wordle around some of the digital activities that you actually use in your modules. There are just some examples up there but we'd like to hear if you've got anything at all that you'd like to contribute to that. You can see lots of typing going on from here. So the reason behind this, perhaps we can close the poll now, thank you. The reason behind this is that one of the questions in the digital student tracker was actually to ask our students what kind of digital activities they were doing. Hey, and here we are. Thank you. Actually it's really hard seeing it for a month and a year. Well and it's really interesting to see quizzes coming up so prominently. Yes, but the interesting thing is what our students said. So should we go to this? So which digital tools do students find useful for learning? And basically we just captured the data here. So they didn't know that we were going to use it as wordle. It's not particularly well edited. We've just taken their words. YouTube, interesting. Canvas is our new MLE from this year. We also use StudyNet. So our first year students who were actually the majority of the students participating would have said Canvas. And StudyNet, which appears just above YouTube, is actually the VLE that the second, final and master students would be familiar with. Okay, so that was one of the interesting questions that the students were asked. And that gave us lots of new information. And we're just going to work through some of the questions that we asked. We just picked out some which we found particularly interesting. So we're looking at this student reaction to when digital technologies are used on their course. And do they understand things better? Yes, over 72% agreed. And very few disagreed with that. I enjoy learning more. It's just so encouraging for us. For those of us who have been plugging away, either as academics or as professional staff, I enjoy learning more. And then this issue of being more independent in my learning. A lot has been written about this in the research. Do we just make students more dependent? But actually the students here are saying, that's nearly 78% saying, I'm more independent in my learning when digital technologies are used on my course. I feel more connected with my lecturers. I think we would have liked to seen that pushed up a bit, but still that connection. Again, the challenge in a previous question was whether the students stopped coming to lectures. Well, actually using digital technologies implies they feel more connected. Digital skills are important in my career. So there's a lot of emphasis on using their course towards employability. We were encouraged at the perception by students that digital skills are going to be important. But doesn't their course prepare them for the digital workforce? We would have liked to have seen this a little bit higher, obviously. It's just under 50%. That's mitigated by the fact that the majority over 30% of the participants were from our first year. Typically we don't emphasise the employability of the courses in their first year, unless it's something vocational like nursing. That message we have taken back to help us for the future in our planning and our learning design. Drawing in some consequences and some conclusions, we are encouraged that this actually shows from this relatively small sample that students are keen to engage digitally with their learning. These are things that we're taking back to our staff. We promoted it at the learning and teaching conference back in June. This perception that online they learn better and more independently is encouraging and the benefit of digital skills for future employment. I think that message is loud and clear. And this connection with the lecturers. We feel this is something we can build on and I hope others will be encouraged as well. How we develop this as part of the strategy is what we're asking ourselves now. We've got ideas. That's very much something that non is taking forward in the next year. At the same time, we're encouraging staff to update their skills to support student learning. You may have remembered from our own wordle of the student feedback about lynda. We have subscribed to that as a university and it's one of the areas that non has been putting forward. Sorry, I missed that last one. Developing our digital capability strategy for our students. I'm just going to, I forgot this one was there, sorry. That's it. We would ask you for your take away just to acknowledge all those who've helped us. Thank you very much. If you're on the board, you can actually read it from the tablets as well. I made this mistake too. Right. Start at the bottom if you want. Which is simple to introduce must-haves? Would you advise academics to begin experimenting with? Any ideas? It depends where you're starting from. I think it's looking to see what you've got in your MLE, what support, what tools, and actually engaging with your staff to see where they feel they are lacking in digital tools, digital capabilities. But when you get feedback from students, the feedback that the students would like more digital engagement, I think having been involved in researching this area for over 10 years, it's very much as a push from the students to have more choices and more available in a variety of online environments. One thing as well that's been absolutely key that the Learning and Teaching Innovation Centre have been spearheading is the guided learner journey. So again, this is the whole idea actually building the learning experience first rather than focusing too much on the tools. But again, the tools are an essential component of the course delivery. And I think we're probably fair to say it's a bit of a mixed economy. We've got some brilliant case studies of where it's been actually delivered really well. And we've got some other cases very similar to what Tracey was saying this morning where people have just been using Canvas more as a kind of document repository and moving, transitioning their content that way. So it's a journey that we're all on. The other thing is Office 365 is seen as a key component. It's something that we offer free now to staff and students to be able to download onto their own devices. So we're just about to launch a programme of blended learning events. So we're going to have a mix of face-to-face delivery through the library link-up programme, which we're just launching this semester. And there's also going to be some playlists developed as well within Linda that we're going to share with the whole enterprise. I think our philosophy generally has been both face-to-face and online, the blend of it's not one or the other, but it's working out as academics what works for your students. The question there, how did staff respond to the results? Well, I mean, as you can understand, we are earlier doctors, we're some of the enthusiasts, but we are building that enthusiasm within the different schools. And each school has got their Canvas supporters and a network of colleagues who are supporting the academics and there's, as we said, a huge development of the support for students so that people don't feel left behind. Just a final comment a bit. Yes. Yes, somebody picks up that it's interesting that students see Google as a digital tool, but don't mention library catalog, e-books, e-journals, et cetera. There was a separate question on e-books, which were quite one use, I can't remember the facts. Well, the key thing as well, I think, and that's going to be one of the essential things we're going to deliver through the link-up programme, is not just simply how people find and engage with e-books, but it is the actual note-taking again, which follows on from the previous presentation. And these are very, you know, key digital challenges because we don't have standard platforms, so if you, you know, some publishers will link you into their platform and won't let you take your notes anywhere else, and then you've got other tools like Blue Fire, or Eda, for example, those kinds of things which will allow you to keep notes from all sorts of different places in one place. So knowing the right tool for the right job and working through all the constraints that we still find ourselves in, we're still transitioning to this new world, but one thing's for sure, doing it together, doing it collegially and collaboratively is essential if you're going to build that engagement and get people involved and involve students all along the way. Fantastic message to finish. Thank you very much indeed. Thanks to all our speakers. So we have an hour's break now. There is lunch down in the exhibition area, and sessions start at 1.30. I'm John Wilson, I'm the CEO at Agenta. We're a technology company that focuses on education and learning. We build, manage and operate platforms for education, for video collaboration. Externally we prefer to work with what we feel as ethical industries. Obviously education, teaching, learning, healthcare. We feel that we can really contribute to these industries by creating exciting platforms, easy to use platforms, secure platforms that people can utilize. What we feel is one of the most important things for Scotland to boost economic growth is investing in rural areas. By investing in broadband in these local areas, we can attract more talent, we can attract more companies, and we can drastically improve the delivery of education and learning within these schools, within disparate regions within Scotland. I'm John Wilson, I'm the CEO at Agenta. We're a technology company that focuses on education and learning. We build, manage and operate platforms for education, for video collaboration. Externally we prefer to work with what we feel as ethical industries. Obviously education, teaching, learning, healthcare. We feel that we can really contribute to these industries by creating exciting platforms, easy to use platforms, secure platforms that people can utilize. What we feel is one of the most important things for Scotland to boost economic growth is investing in rural areas. By investing in broadband in these local areas, we can attract more talent, we can attract more companies, and we can drastically improve the delivery of education and learning within these schools, within disparate regions within Scotland.