 I'm going to hand over to Nathan for our first presentation on defining a digital future for teaching, learning, and assessment. Over to you, Nathan. Thank you very much for that introduction. And hi, everyone. Nice to see you here. So surprisingly, my co-presenter Richard, ah, he's just joining now. Marvelous. So I'm sure Richard will be bumped up to presenter in a minute, and he'll be able to. Yeah, we can do that, no problem. Thank you very much. Sorry, I'm late. I must have been in the wrong room, but here I am. So let's get started then. So this is a summary of the research we've been doing at the University of York on really future gazing, looking at the digital requirements for our student body over the next 10 years. So we'd like to share that with you and make this an interactive session as well. So in terms of the session, ambitiously, what we're going to try and do is summarize our research, what we've done so far, and then open it up to get your institutional reflections to see how transferable our findings are. And Twitter is an option, but we can also do this within the collaborate environment as well. And then we'll try and sort of draw the threads together. So that's in a nutshell what we're trying to do. Very briefly then, I'll just give a summary of the rationale for the work we've been doing. So last autumn term, which seems years ago now, November, actually, I was approached by our academic registrar to kickstart a research project, looking at future digital requirements for teaching and learning and assessment over a 10-year period. So really taking us up to 2030. And the rationale for that was we recognize as an institution, technology, and digital services being strategically really important. And we wanted to look at this as a cross-cutting theme as part of our overall institutional strategy renewal. So the work we're doing here is really important in terms of sort of feeding into the statement of how we want teaching, learning, and assessment to look at York for the future and to set out a roadmap accordingly. So what Nathan and I did then was to work with our respective students, unions, undergrad, and post-grad to get focus groups together to talk to our students. And although the numbers there aren't great, we only managed to talk to 50 students. These were rich discussions, quite detailed focus group sessions, and we intentionally tried to talk to all stakeholder groups, so not just our campus-based undergraduate students, but also postgraduate torts and PhD, but equally importantly, our part-time flexible learners and distance online learners to discuss their experiences currently of the digital services and also what they saw as important for the development of those services over a 10-year period. And out of that, we got some transcripts and we reviewed those independently and then came together through a mapping exercise we picked out sort of common themes which seemed to be coming up again and again in those discussions. And where we could, we've also linked our findings to emerging sector sort of literature and developments and of course, there's the excellent paper by Barnett on conditions of flexibility, as well as the GIS work that we are familiar with too. Now, we're not gonna go through the whole of our research findings, but we have provided a YouTube video which the link is there and that's available now if you wanted to listen to the full summary of our research. But I'll hand over now to Nathan to give a very brief summary of the key dimensions that we came up with. Okay, thanks, Richard. So in terms of the initial themes we found from the focus group data, these are shown in this diagram. So on the left side, you can see there are two themes there relating to current challenges. So those were inconsistencies in system processes and gaps in service provision. So for example, this is where students need to use two systems as part of the same process but they don't speak to each other or where students can't access some form of information such as news from another department but that interests them but they can't get to it. So those are current issues that the students talked about. On the right hand side, these are expectations for the future. So this is about things being integrated in the digital infrastructure, things being flexible. So flexible in terms of learning, how to engage, but also choice over what to study can be more flexible. And also expectations about networking and community building, including inclusive learning. And lastly, lifelong learning and learner entitlements. As Richard mentioned, we talk about those themes in more detail in the YouTube video. So if you'd like to follow up with that later, you can. When we found those seven themes, we also noticed things cutting across them. So this slide shows if you like meta themes. So flexibility was at the heart of what people were talking about definitely and personalization, being able to tailor things to your own needs and wants and that community and networking and the sense of identity and being connected with each other and the university and also employability support and alumni entitlements. So what we've done, I'm gonna hand back to Richard in a minute to kick off a discussion activity on this. We'd actually like to focus on those four meta themes really because yes, as I said, this cuts across the initial themes that we found. So I'm gonna hand back to Richard now to kick off the discussion activity. Thanks, Nathan. So yes, I mean, what we want to do is test out how transferable our findings are to your institutional context. So for those that are keen on Twitter, we've created some hashtags for you now to use and indeed to sort of carry on the conversation after this session for you to contribute your thoughts. But we'd like to explore each of those dimensions and maybe you could pick one now or one or two and sort of add your thoughts on what your institutional take is on this. But as Nathan said, the flexibility dimension, I think what our feedback has suggested is that we need to think again about, redefine our sort of sense of what it means for students to be present in teaching counters. There's a big ferrari now about attendance, student attendance sets of physical encounters, but is that rather a passe outdated now? Do we need to think about a more sort of flexible form of attendance and presence in teaching? To what extent should we be providing students with the digital systems to enable them to control the way they engage with learning and indeed the timing of teaching and assessment activities. So that's the flexibility side. Personalization could be much more radical than simply just being able to personalize information from the university, from the department, but also provides students with the scope to build their own curriculum and gain credit beyond the formal program of study to include extra interdisciplinary study. Maybe to go even further, give them the tools and the support to actually co-create their own sort of learning materials. And then there's the networking side that that was a very sort of common theme which came across with all the groups. This sense of being almost confined by the study program or the discipline, but wanting to be able to sort of create their own communities of scholarship and inquiry on the fly right across disciplinary range of disciplines and delivery modes. And this was particularly pertinent for those flexible learners, distance learners that couldn't get on campus, but wanted to engage with the university as a whole. And then the lifelong learning equally, this sense of students feeling that the relationship with a university should not end after graduation, the completion of a study program, but those learning entitlements and services should continue. So does that resonate with you and your context? And then the final hashtag there is one, a wildcard one obviously for things that we haven't thought about that may be more pertinent to your context. So please feel free now to have a go at Twitter and pen your thoughts there. And also if you prefer to use the chat box, we can sort of pick up comments there. So what we will do is we'll give this now sort of six minutes. So we'll take this up to 20 past and then we will see what we've got then in terms of comments and then we will sort of wrap up the session. Okay, some great discussion going on in the chat. Nathan, I don't know if you want to sort of sum up some of the points that have been raised there, but it's reassuring to see that there is this sort of issue about entitlements as well as sort of presence and what that means for students, particularly in online courses. And as Peter says, this whole concept of identity and how that's expressed and supported is critical to learning. So that's required some rethinking as well. Okay, well, there's some really good discussion going on there. Please do continue there or feel free to after the session. And this is what we're really hoping for that we continue this dialogue with you after the session through Twitter. So those hashtags are out there and we've started sort of kick off a discussion there, but we'll move on. And in terms of our perspectives on what we think the implications are of all of this for the University of York, obviously one of the sort of key practical steps that we're going to need to take is to think about our whole sort of infrastructure and systems integration. These are the building blocks, the basics of getting a digital ecology of systems working together, providing this sort of integrated set of services that students need. So that's a basic requirement, but also we need to think about in a much more joined up way the how the virtual physical learning spaces that students engage with join together in a seamless fashion and rather than see it as a dichotomy between the two. And I know a number of institutions have been working on this for many years now. The whole concept of the sticky campuses is well established. But I think now we've moved into this whole new sort of era sort of post, well, during this sort of the COVID pandemic in terms of the shift to online, we need to think longterm now about the complementary way in which our online services match what we might offer on the physical campus. And part of that institutional thinking at York has already started with our whole sort of philosophy about dual delivery of teaching. But coupled with this, there is this sort of rethinking process for what we mean by student engagement. And there's been a lot of debate certainly on campus at York about over sort of previous years about student attendance and what that means. And now we need to sort of, I think, update that discussion to think about true hybrid learning and think about how we support sort of both remote and physical presence. And again, this is something that, through Mind Travels in Australia, I'm well aware of how hybrid sort of sessions, teaching and more flexible teaching has been well established for a number of years. Maybe this is an area in which the UK as a sector needs to catch up. Certainly it's something for York to think about. And thirdly, another sort of area that we have looked at is a very basic one about being able to exploit the emerging opportunities that our digital services will provide us. And this refers not just to staff and to their skills and their aptitude, their digital fluency to be able to use tools effectively and to pedagogically design in some activities, but also students as well. We shouldn't overestimate the skills that they need and the insights to sort of function appropriately within this environment. So those are three of the areas that we're looking to develop and then play back into the institutional strategy for digital learning. And that moves us on to our sort of final slide which sets out future directions. What we're hoping to do with all of this research is well, scale it up first of all. We admittedly have only worked with 50 students so we need to test the propositions and recommended actions that we've come up with with a broader set of respondents. We are planning to do that through more survey questionnaire instruments in order to scale up, get a broader and greater response rate. We then need to report back those findings to our institutional strategy working group which were the aim of helping to shape the institutional vision and implementation plans. And the key, obviously we're not looking for suddenly a radical step change in what we do. I think the secret to sort of addressing this is to do it within a culture of continuous improvement and sustainable change. The pace in which digital technologies are evolving and the pedagogical models around that are ones which we can't anticipate what there will be in 10 years time. I think that is far too challenging and undertaking but what we can do is sort of set a sort of a culture and develop the competences for staff in order to embrace opportunities as they arise. And the final point is really one for you which is to join with us and engage with collaborative research and it'd be really interesting if you're doing this sort of thing yourself in terms of future gazing through dialogue with your own students whether we could benchmark findings with other higher education institutions. So we'd be really interested in that. Okay, that is a whistle-stop tour of our presentation and thanks for all the sort of wonderful contributions in the chat which we will sort of look at after this session. I'll just finish up with the references and I'd like to sort of just pick out that there is some very good work that is going on in the sector and Chambane's work at Edinburgh and she presented a really interesting paper on the work that Edinburgh is doing at this year's Network Learning Conference. I would recommend that. And there is a paper by myself, well, a presentation which was presented at Just Connect More which sets out our dual teaching plans for this year that you might be interested in. But I'll leave it there and if there are any questions then this is the time. Yeah, we have got definitely a few minutes where we can take questions and answers. If you'd rather ask it over the microphone, please raise your hand and we will be able to enable your microphone alternatively. You can just put it in the chat box and you can read it and get back to you. You can see that there's a lot of conversations about recordings and the way to do that in sessions. Okay, well I don't think there's any direct questions coming through so that just leaves me to say thank you so much to the both of you for an absolutely wonderful presentation and if we'd all like to find the chat function in our emoji or you can write just a clap if you want to and then that would be absolutely great to say thank you so much for that presentation. Lots of applause coming in there, thank you so much. Thanks very much everyone and as I say the Twitter is out there so please contribute your thoughts and do get in touch if you want to do some collaborative research with us, thank you. Thanks everyone, thanks very much. Thanks Richard, thanks Nathan. Okay, so shall we move on to our next session? So we'll just stop that recording and we shall move on.