 Wel, y dylai'r cyffredin am gael cyflawniannol gyda'r cilio cynyddiadau digital ar gyfer y Unifredig, sydd wedi bod yn gweithio. Dyma, mae'n gweithio! OK, rydyn ni wedi'u. Rhywbeth. OK, mae'r brif, mae'n gwneud rhywbeth. OK! Rhywbeth. Rydyn ni'n ceisio'n gweithio'r hynny, ond rydyn ni'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio. Mae'n gwybod. Siw mywch yn ddir i. Mae gennym yn gwybod, felly rydyn ni'n ddud i ymloedd. Rhaid i chi i arnynyddiaid o'r pethau. Rhaid i chi arbennig. Mae amser oeddwn yn gwirionedd i ofnodd ar yr ysgolathol ymlaen. O ran y cyhoedd am i'r coleg Jenny, Mae'r srraedd Lelchamp, mae'r srraedd digitalaeth. Mae'n cael ei bod yn ffaith yn oed ddod yn rhan o'r amser yn ystod o'r gweithio, ond yw'r byn yn rhan o'r gweithio. Mae'n rhan o'r gweithio o'r gweithio ar y gyrfa yma, ac mae'n fwy o'r rhan o'r erbyn o'r cyfrifiadau, mae'n gweithio'n llawer o'r reall. A oed yn yr ystod o'r gyfrifiau fyddion o'r gweithio, oedd ysbyt ychydig o'r bethau cyfrifio Llywodraeth, dyma'r ysgolwy beth sefydlu i'r cyllid y llwyddo. Ond maeth ei wneud am adeiladau'r ddweud. Mae'r dweud i gael y cyflwynyddau i ddweud i gael ddweud â fawr sefydlu'r ddweud o'r ddweud, ac yn credu gael dweud, oherwydd nid daeth arweig adeiladau. Ond mae yna myfyddi maen nhw'n drwy g тан Older Cymru rydyn ni'n breddlu ar gyfer cyfryfni ddigon I suspect that the process was less complex, but really what I think the value of this example is is it shows how a student or the impact that a student can have when they are supported and empowered to lead that change. One of the things that we are going to see today were Jenny here, is Jenny would be able to show you and impress upon you the amazing things that she's done. It's always tempting to say what we're seeing here is the impact of this individual person's intervention. I don't want to diminish Jenny's contribution in any way at all. She is genuinely really amazing. She's done an amazing outstanding job, achieved much more than I was hoping she would when we started this process. But the thing is, is what does Jenny got? She is energetic, she's creative, she's intelligent, she's highly motivated. I mean I don't know if there's anyone in the room who doesn't know any students from your own universities that fit all of those criteria. I mean universities are full of students like that, aren't they? So I think that rather than this really being an insight into what one person has achieved, while that is in itself remarkable, I think what this example shows is, as I said before, how students can lead change and how they can have an extraordinary impact as they do so. Okay, so let's sort of see if we can get back on track. Now Jenny did have some interactive, mentor-meter activities, but of course she's not here. I don't know her login details. That is Jenny. That is me about eight years ago. So I apologise for that, but Jenny's done me a solid. So if you'll come to this and you're disappointed, I apologise. There you go. Now, I won't say too much about the role of this project in the strategic plan. Jenny would have done this much more succinctly. I want to spend a bit more time in this presentation giving you some of my personal reflections on later slides, so I'm going to gloss over this little bit. All I'll say that what you're looking at here is the University of Winchester's new strategic plan, and I think what Jenny had done is she'd highlighted a couple of features on there that she'd been mindful of as she'd developed the scheme. She and I had discussed at the outset and provided, I suppose, a bit of a framework for her thinking. So as you can see, and I have to peer myself, we've got this idea of partnership. We've got this idea of focus on digital skills and so on. Okay, so maybe bear that in mind. Now, as I said before, the change that we were looking to effect this year was fairly specific, focused, well-defined, contained. And it's basically taking what used to be, what we used to call our tellchamp scheme, and transforming it into something that would be more impactful, more beneficial for students, and would achieve more for the same resource. Because as all of us in this room are probably in the business of doing at the moment, we're being asked to do more with the same, and possibly even with less. So I'll just spend a little bit of time just saying what the old scheme looked like. And I'm going to invite you, as you do so, to think about what similar schemes at your own universities might look like. And to what extent the changes that we've attempted to implement mirror your own thinking or projects that have occurred in your own institutions. So our original tellchamp scheme was characterised by applications for limited spaces. I'll come back to each of these things in a minute. So we only had a limited number of opportunities for tellchampions, and we had an application process that they would use. There was a defined set of criteria and objectives, so the scheme was described in quite a lot of detail, and it was very clear to the students about what they would be expected to do over the year when they joined the scheme. And there was very much an emphasis on project work. So the idea was that a student would spend a year undertaking a project of their choosing, but guided by these criteria, and that they would do so in collaboration with an academic partner, with a tutor for the most part. It didn't have to be a tutor, but in almost every case it was. Having an application process did mean that we could allocate limited resources equitably, although it is worth saying that the scheme did tend to attract the more confident students, and the way we promoted the scheme was also tied to the standard academic calendar. So there possibly were groups of students within the university who felt excluded, but the most problematic thing about the application process was that we were really limited in the number of students who could participate in the scheme. So that was a resource issue if you like, but it was the application process that enforced that. The criteria that we established around the scheme allowed us to provide a good level of oversight of what the tellchamps did, and to support them in their role. I've said a number of things here, but what it did in essence, I think, is that it imposed a focus on the role of technology in learning, and it didn't give students scope to think more widely about the value of learning technology to them. So the criteria served to define the scope of the scheme, and it made it quite narrow in terms of focus. The emphasis on the project work met institutional aims, and it gave students opportunities to do things like publish in our student journal, to make applications to our student fellowship scheme. So it was quite aligned in that sense to other things that were happening in the university, but it did really raise the bar in terms of participation. Students really struggled, and one of the things that they really struggled with was managing the workload of this project alongside their studies. Not all of them had a good understanding of how challenging that might be through the year, but I think the thing that really challenged students an awful lot was creating and sustaining that relationship with their academic tutor. That was quite difficult as well. Okay, so everything goes there. So what did the new scheme achieve to do? Well, we first and foremost, and really the starting point for all of our discussion was that we wanted to make the process more inclusive. In fact, we wanted to change the scheme so that any number, all students potentially could participate, so it had to be scalable. We wanted a new focus on digital skills, and we wanted to encourage students to apply those skills in a creative and innovative way, and in a way that was aligned to their own personal aspirations. So we wanted the scheme to be much more student-centred in that sense. We wanted the focus to be far more on developing those student participants and allowing them to apply the skills that they acquired in ways that were meaningful to them. Now in doing this, I was really keen at the outset that this part of the project should be student-led, and there was a number of different reasons for that. But one of the ways that we did it was to get some financial support within the university to appoint a senior tell champion, and where Jenny here, she would be standing in that capacity as the senior tell champion. She and I discussed some guiding principles, if you like. I'd set out a framework, which we'll look at very briefly in a moment, but from that point my intention was to step back and then I would take a supporting role, where Jenny would drive, in collaboration with the participating students, would define what the content of the scheme would be, what issues, what topics, what skills it would address, and that the students with Jenny at the helm would decide the most appropriate way to deliver and support that scheme as it went through. Now what were these guiding principles? I think it's quite important just to get an understanding of that at the outset. We had three in a sense. What I wanted Jenny, the challenge that I set her, was to develop a scheme around three interrelated principles of digital presence, digital participation and digital entrepreneurship. Now the meaning of these things isn't necessarily self-evident, but what I mean by this is that from a digital, let's start with digital participation in a way. For me, what the digital participation meant was about students not just reflecting on digital skills, but was about applying digital skills and doing meaningful things with those digital skills. Things that were meaningful in terms of a student's own identity, curriculum choices, that course that they'd chosen to do. So it was envisaged that a telchamp who was from a nursing degree would produce something, a portfolio as it happens, very different from a history student who was also a telchampion. So that they would be applying and creating things with these digital skills. The digital presence refers to their ability to see themselves within the context of the digital skills that they were acquiring. So it's that move, as I said it there, from literacy to fluency. Now this is a bit problematic or this kind of allegory, but the way I see it is that at a very basic level literacy is about decoding. It's about recognising symbols of shared meaning. If we apply that to digital skills it isn't hard to find the correlation. Whereas to be fluent is to be able to take those principles, to take the language if you like or the skills that are at stake and to do new and creative things. And from that we come to digital entrepreneurship which is the focus on students doing creative and innovative things which would ultimately be captured in a portfolio. So it was around these rather loose high level ideas that Jenny worked. As I say she worked in the capacity of the telchamp and what she worked very quickly with the first cohort of telchampions was to develop a programme of events and a framework for mentoring and the support of those telchamps and at that point I sort of stepped back. And at the end of this session what I'd like to do is just come back and think a little bit about what shared leadership actually involved. So what I'd like to do now is literally just give you some insights into the kind of things that Jenny did and to provide some observations just of myself. Now the thing that Jenny was very keen to do was to identify some sort of framework, some sort of theoretical basis for what she was doing. She didn't need any guidance from me in this respect but this is what she came up with about balancing privacy and openness, developing digital literacies, valuing social learning and challenging traditional role expectations all adapted from the illustration and the ideas adapted from Cone 2017. Now in order to promote the scheme she took existing links with the idea programme. She worked to develop guidance on our canvas fairly and she, what this wheel is, which I don't know how well you can see that, but that wheel represents all the technologies, all the learning technologies that are supported within the university to some extent or another. Towards the outer rim I think, if I remember correctly, are all the technologies that we subscribe to and for which they are institutional accounts and all that sort of thing. And as we go progressively towards the middle we're finding tools that are less well supported. But Jenny was very keen to provide opportunities for students to choose from and explore the application for all of these tools and indeed much more as you shall see. I'll just go through here because I'm not quite sure what Jenny would have said to this. This slide provides you with a bit of an insight into how that canvas content was organised. So there is a substantial body of material on there which all students who signed up to the scheme could use and draw upon. There was a range of open education of free resources that she marshaled and one of the ways in which the canvas course worked was to act as a kind of conduit or a hub, giving students kind of curating students access if you like to these various free and open education resources. And then there were the taught sessions themselves which Jenny ran but which she also tried to find external people to come in. And it's worth saying at this stage that Jenny has now got, we've got somebody from Twitch coming in to do a session. We've got somebody from Adobe coming in to do a session. So she's done a lot of the heavy lifting in terms of the delivery of these sessions. She's done it herself this year but she's now trying to get external people to come in as well. This is an example of the marketing materials that she produced in order to promote these sessions. And as we go through you'll see that she was addressing a wide range of different things using tools like twine and AI tools and various different social networking and sort of social collaboration tools as she was going. Jenny was also using this as a platform for her own research and I don't know if she delivered a session at the OER, the Alt OER conference earlier this year in Scotland if any of you attended that. Now at this point I wonder whether we could just show that VVox activity I did because what I'm going to do now is move on to a showcase of some of the students materials and we'll look at some of the feedback we got from students. But I just wonder at the moment whether you could just respond to this very simple question about what are your priorities for student partnership. As I say, what I want to do at the end is come back and think about what student leadership looks like but I'd be interested to know what your perspective. And of course when I ask you what are your priorities you could interpret that question in a number of different ways I suppose. How would you define student partnership or staff student partnership? What do you hope to get from it? How do you think students could most benefit? You could answer any of those questions or indeed you might think of other ways to respond. Okay lovely of course all you have to do is scan that QR code so I think we can probably return to the presentation now. Feel free just to contribute to that as I go through. Okay so the culmination of this so imagine what we've got. What have we got? What have I described so far? Let's just reply us for a moment. We've had a phase where Jenny and I were discussing the guiding principles or the overarching framework for the scheme. What are the key objectives? That's interesting. Is that something I did? So we had so we discussed those overarching objectives. We then went through a recruitment phase and the students who joined or the tell champions who joined they were greeted and welcomed into a canvas course which provided them with a large body of information connected them to a range of open access sources invited them to think about the relevance of those tools and the digital skills implied in the use of those skills within their own curriculum contexts nursing history and so on and then they embarked on this programme of events that ran through the year. There are ten sessions incidentally you've just seen a few some of the materials that were used to promote a few of them and then at the culmination of the process it's not yet happened we're just putting it together at the moment. There will be a showcase of those students work. We've actually got I think twelve students coming forward to showcase their work and we will now look at some of the work that those students have produced. We've got one student asking a question can virtual augmented reality aid learning in a new language? It's worth just noting at this point how the student has interpreted the role at this stage. You know they've almost created a project or they've posed a question for themselves to answer. In this one we have a student who's decided to use it to create their own digital presence I suppose you could call it their own profile online. We've got a student here. This is an example of something they did early on in the process. Again bear in mind I'm not quite sure what Jenny was attending to say to these slides but just giving you some of my reflections on this. This student had decided to do a mind map trying to identify the ways in which they might engage with the scheme how the scheme might benefit them. What's striking to me is actually is that quite a lot of the students brought with them I think quite a lot of assumptions about a baggage about how a student should engage with opportunities like this one. Diane Budden maybe not so much but of the three examples we've seen so far both of them seem to me the students have situated themselves in that kind of learner role. I've set myself a question that I'm going to answer but I'm approaching this in a fairly kind of traditional learner role. Similarly here this student is approaching the task in quite an academic way. Here we've got an example of a student who had very little digital literacy and who was by their own admission quite daunted, quite fearful of technology and she was working with Linktree to make a collection of social media linked in and WICS resources that would represent her development in this case as a historian, her story and my story. Now we got feedback from students and I'm not going to read this out. I'm going to dwell on this slide for a little bit so I'll just let you read that as your leisure as you speak. It's not really represented here and had I put this slide together I think I'd have drawn on slightly different comments but these are interesting. These serve to illustrate the way that the students perceived the scheme but what's interesting is a lot of the feedback that we received kind of reinforced that observation I was making a little bit earlier about students the way students saw themselves and their role as a tell champion and the way that they thought they should interact with the scheme. They talk repeatedly about their project and bear in mind remember this idea of a project led scheme was what we were trying to move away from. They talk about their engagement with the course. We never referred to the programme of events that Jenny hosted. We never referred to that as a course and yet they spontaneously used that language and I'm not talking about an individual student here. This was lots of students would refer to the tell scheme as a course and I say that because sorry did you give me a time warning? No, no, quite great. Caught you out of the corner of my eye. So no but one of the challenges I've got for Jenny next year is pertinent that we lead towards a consideration of what leadership looks like in this context is that I'm going to ask Jenny to think about is how can we start at a very early stage to start moving students away from this perception that they're bringing in all the expectations and assumptions I think as to how a student operates within a university and they're importing those into this scheme. So the challenge for Jenny next year is to think about ways to kind of break students out of that mode of thinking that I think comes through from the feedback and from the projects that we've seen so far. Notwithstanding the fact that I think actually the projects are themselves quite startling. So Jenny's outlined some next steps there. I haven't actually, she might watch the recording of this and in which case some, there you go Jenny, you heard it here first. But here's some next steps that Jenny's defined and again I will leave this on here because I think this is a good opportunity to address that issue about what kind of leadership we're talking about here because of course we're not talking about the leadership of a department. We're not talking about leadership of a line management, line manager, performance manager kind of thing. Jenny wasn't leading a team through a process of change in the way that Matt was describing. But what she was doing was she was leading a project but fundamentally I think she was also leading a group of students through this mentoring relationship that she'd established and that she'd developed. And I'm actually in the process at the moment of applying for additional funding for this scheme and one of the reasons why we need this and I don't think it came across from the feedback there again because it's probably marginal to Jenny's concerns when she made this slide. But one of the things that came through this is that what the students valued more than anything else was the relationship with that senior tell champ with Jenny. Brilliant. And I'd rather have lost my flow there but anyway I'm sure it would get back on track. So what Jenny is... So what we're having to think about now is how we're going to bring the scheme back last year. I've already identified one way in which I think it can work. But we have to think about how we can meet the requirements, the things that the tell champions tell us they like most about the scheme without a significant increase in resource because between you and me I'm not confident we're going to obtain one. But I always take the view that you should ask and be told no rather than just assuming the answer. And Jenny's also got to think about a way in which she can define the role of tell champion because after this year we will have to hand the baton over to somebody else. So how can we define what leadership looks like in that context in such a way that we can recruit that, we can recruit another student into that role? Because as I say I'm sure it's not about or all just about Jenny's agency. I think what this project shows is that if you give the students the opportunity, if you give them the freedom and you give them the support and bear in mind that although I said earlier I stepped back and allowed Jenny to do this. There is another level of leadership that needs to happen alongside this. There is all the support that you need to provide on a logistical level but also at a personal level. We need to think about that if this scheme is going to be sustainable. So I think we've demonstrated how what an impact a student can have in a leadership role and now what will be the main challenge for us is how do we define that leadership role and how do I ensure that any future incumbent any future role holder stepping into that position is going to be able to thrive and operate and have the same level of impact. I'll stop there. I mean bearing in mind that you're presenting alone but we do have some time for questions. I'm not sure if you have any questions on the VVoc system or if anybody's got any. Oh you've got your poll. Did you want to reflect with great... You're going to need this. Thank you. It's on. Excellent. Lovely. Right. So we got an issue because the institution doesn't support or facilitate. Oh they've disappeared. Now that's quite interesting isn't it? Because our institution talks an awful lot about student partnership but I'm not sure that it does anything formal. It does actually have student mentoring schemes that are run by our students support and success advisers. It has little projects like ours that have schemes that do something similar that put students in the role of mentors which require students to work alongside staff members in the development of the curriculum or extracurricular or co-curricular opportunities. There are schemes like that but I'm... If you were to ask me what does your institution do to support or facilitate this kind of activity? I'd be hard pressed to tell you so that's quite interesting. I mean I would say that they are in principle supportive of it but I wouldn't like to tell you what tangible support they provide. Keeping content current and relevant enhance feedback about learners' needs and interests. I mean I think that's... I think that's right. I mean if you're going to commit to doing things that genuinely reflect learners' own priorities and interests then you've got to be pretty nimble, haven't you? Because that is going to change. It's not just about the rate of progress and technological change. It's just almost every cohort of students, every individual student is different. So nimble and flexible. Challenge power imbalance between students and other stakeholders. I mean that is absolutely right and I think one of the things that I learned and I did so without any thought from my own workload is that I just stepped smartly out of all the hard work. So Jenny didn't have to worry about a power imbalance because I'd fled off to the learning café or somewhere. So it's a serious question. It's a rather flippant response but I think to a certain extent you just have to create that separation. I think if you say to the student you're going to lead this project under my supervision then it's going to fall over because that power balance asserts itself straight away. Better move on to questions. No, we're out of time. We're out of time completely. So you didn't put in a way that was like you questioning yourself? Well yes. So I think that's sort of worth the space of questions there. What I'll do is I'll look at the rest of those. Maybe put together a blog myself and bung that up through the conference side. Thank you for that and thank you for doing that under complex circumstances. Thank you.