 Rwy'n dechrau i chi'n gwleidio'n ddweud, a rwy'n ddweud i chi'n gweithio'r ffrifau yn ffreddiad. Gweithio'n golygu oedd ymlaen i ni'n opthynol i chi. Fe fyddai'n meddwl, rwy'n ddweud i chi'n gweithio cyflawni'n meddwl am gyflawni. Rwy'n meddwl am amser o'r meddwl am ysgrifennu i'r meddwl a'i gweithio'n meddwl o'r meddwl a'u wneud i chi. y gallwn y gallwn ystafell sydd oherwydd oherwydd o'ch gwneud o'ch gyfarchiad o lectorol cyfarchiad yn Gweinidol i gyfarchiad y Gwanedd yma sydd am y dyma i gael hwn yn ei gychlosseniaid a gyfarchiad yma yma, dwi wedi bod y gweithio arno'n i'i gweithio'r groffaidd, mewn groffaidd o'ch Ll expectedod a'r gwasanaeth yn eich gwasanaeth am hwnnw, ac yn nhw'n eich gweithio ei hoffaidd i gael hwnnw, oherwydd o'ch gweithio ar neud o bwysig eich gweithio arna gynnwys i'r gwasanaeth yr'r gweithiau Study我不知道 how much I disliked lecturing. Both I don't like lecturing and I don't really like lecture capture. So, I'm in a dilemma. I don't want to go round and introduce myself to the academic departments and to these colleagues that I'm going to be working with saying that we need to do an opt out lecture capture policy. Things that I had at my advantage are really a good team of figurative people and technology-ugarnos learning, pechwlad a'wl iawn iddyn nhw'n meddwlchio'r ystod, a na'n fawr o ddannu'n rhoi'r meddwlchio ystod, Fe wedi cael cyflodol yn allan y ddechrau'r maen nhw'n ysgrifenyfwynd. W storwyd yn edrydd y byd, nad yna ddweud y byd a'r gyflodol. Ramon, weithio'r lleoedd oedd ymgylchedd i'n mwynhau, ac yn gydud arall y byd yn arddangos yn eu peth. Roedd yn ni'n bydd yn ymgylchedd ar gyferNer. Felly, rydyn ni'n gwybod, ac rydyn ni'n tynnu'n fath o'r rai'r rhai a'r hyn sy'n mynd i ddarparu bwysigol ti'n gwybod i'w leirio'r cymdeithasol. Ond rydyn ni'n gwybod i'n gwybod i'ch cymdeithasol sy'n gwybod i'r gwybod i'r gwell. Rwy'n meddwl i'r amddangos i'r cyfeil i'r cybl sydd â'r rai. A'r ydych chi'n gwybod i'r cyfeil i'r cymdeithasol, mae'r ymddiad o'i'r ymddangos i'r anul. i chi'n gwneud o'r clwch ymddangos. A plant o'i adeiladau yn y gwnaeth, i'w ddigon nhw i'n cyfrifio, y cyfrifio cyfrifio beth fewn y gwerthfawr yma. Lleitio'n gwineil ac i fewn ni ar y cael ei gwrthyn�r hon. Ychydigol sydd yn adeiladau. Mae'r adeiladau o'r gwrthynnau, ymlaen â rei tawr i ddigon Yn rhoi'r meddwl, rydych chi'n chweist specially a'r meddwl gwneud am lwympiaeth sy'n meddwl dweud allan. Felly, ond rydyn ni'n meddwl wedi'i meddwl i'r meddwl wedi eu penigoddau ar gyfer â'i meddldu. Mae ydych chi'n ymgyrcheg ar bwysig am y ddechrau i ddaeth hwnnw i wneud eu reu. Mae giswch ar gyfer hyn mae oedd i'r meddwl, rydyn ni'n meddwl i'r meddwl, rydyn ni'n meddlweithio, rydyn ni'n meddwl i'r cyffredinol angen i gyd, But I would say Emily Nordman, from the University of Glasgow, really interesting work we talked a lot about that, and we also used the work of Gemma Whitting. But I looked at the NSS and I read all of the open comments to our institution's NSS – great induction, if you are new in institution, to read all of the open comments in the NSS. And looked at these things and thought, yw ychwanegwch ond arferu hwnnw? Mae y bwysig yn ymddangos wedi'i gwneud i wneud hynny. Rwy'n bod ymddangos felly yn ddiddordeb yw yn today o gan, a mae'n ddiddordeb yn ei addysgol. Rydyn ni'n ddiddordeb byddai'n drwedd. Mae'r ddaeth yr hynod o'r gwneud i'w chlas i gynnwys gwilip ymddangos. Mae'n gweithio'n gweithio eich gwneud i'r cynllun, a i gyrddwch yn ddcyngio a'r ddysgu yn ymddangos, I'm not really going to encourage that. What I want to encourage is this supplementary resource. So, here's the policy of consultation committees, blogs, town hall meetings, all of those things, working very collaboratively with the Student Union. The policy is student-centred. It's not about what academics will deliver. It's about what students are entitled to, what they should expect. It's focused on the module level, which is where the academics have power. It's focused on discipline-specific pedagogies at the departmental level, and it's focused on not just lecture capture, but captured content, which could be other things. I'm going to hand over to Lauren for the last couple of minutes to say, and how's that going in the faculties? Okay, so hello. I'm Lauren. I am a faculty digital learning coordinator, and I've been working with academics at module level, as Rhona mentioned. I think it's fantastic to work at that level because it means that academics can then make things that are relevant. Lots of the comments that I've had from staff when I show them examples might be, it's easy for that school to do it, but what about us depending on whether they're practical or theory-based? So, I think at module level it really just gives them that freedom to try different things out. What we found is, I definitely think staff are more engaged because we're focusing on captured content. It's not just lecture capture, so those that feel uncomfortable about recording whole lectures or worry about attendance and things like that have the alternative. I can then talk to them about, okay, but what about captured content? What other engaging audio-visual content can we create for your students? They now are starting to think outside of the box, which is great, and they're thinking about the pedagogical impact rather than just recording a lecture. They're actually thinking about how do these extra supplements help, and we've got staff now interested in doing podcasts. We've also had people recording interviews for guest lectures that maybe couldn't come on the day of the actual lecture. We've also got lots of staff now really interested in peer-to-peer learning so getting students to create their captured content for other students, which is great. We've also got lots of staff student collaboration happening, and one of the things we've got is a project called Ideas, which our student interns have created, and we have a short video to show you about what they've done. Hi, I'm one of the other interns. You might be wondering, why am I in space? I thought it would be a more interesting way to begin explaining how videos can be a great way to learn and teach. Okay, we're back on earth and in the classroom. Let's introduce the benefits. We can all agree that attending lectures and doing your own reading is beneficial. However, videos can dramatically increase your learning experience. Videos in the classroom are visually engaging. It sparks curiosity and also enhances digital literacy. No matter what your role is at SRE, video creation is for everyone. As a staff member, you can use them to prepare learning materials prior to class. As students, you can use videos to learn at your own pace, which is super helpful when you're introduced to challenging concepts. There are many more benefits to using videos in teaching and learning. With Ideas, students and staff can work collaboratively to share these benefits with other members of the University of Sari community. I've actually introduced some animation software for staff to start trialling, and we've got an academic that's interested in using that with these students as well. It's kind of opened up a whole new box of ideas, so we are really interested to see how that's going to go.