 Okay, fantastic. They have said that I can just bunch them into one group, so these people, no joking, we've got representatives from the University of Brighton and representatives from the University of Warwick, our hosts, so that's really quite cool. And you're going to present on digital tools and technologies in curriculum design. I'm really interested in this, so here we go. Thank you. There's another microphone here as well. Okay, thank you everyone. So we're going to present some work that we've been doing as part of a funded project from the Warwick International Higher Education Academy over here, which is based here at Warwick. But before we start, I'll do some introductions. So I'm Jess Humphreys, and I am the Deputy Director of We're Here, and also an academic developer, and I am joined the beauty of this project it involves students so as part of this. Ashwari. So hi, my name is Ashwariah, and I'm doing my masters at Warwick Business School, and I'm a project officer as a part of this team. Thank you. Hi, I'm Emily Hayter, I'm a learning technologist from the University of Brighton. Hello, I'm a senior lecturer from the University of Brighton, and my name is Lucy Chilbers. And we've got Matt, you need to be up here as well don't you? You're Matt. So we have other colleagues who are involved, so Matt who's hiding. We'll pick on you. And then we've got Peter Fosse, as well as academic developer, and Ola, who's another student. He's gone to new places, so we can't be here today, unfortunately. So we'll just give you a quick overview of what we're going to cover today in this quick whistle stop tour. So we're going to be looking at the project itself. Back in October last year, we started talking about possibly doing some collaborations. So part of, we're here, there's a collaborative pot of money that where institutions can work with Warwick on a project and Lucy and I met with Juliet and my boss, Leti. And we talked about what we could do together and one of their areas of interest is the potential role of technology in curriculum design and we'll go on to a bit more background rationale behind that. So a quick whistle stop tour around what our aims were, what we did, the methodology we used, where we're at. And as I say, it's a project that involves students and staff. So it's been really, really helpful to work alongside our students to get their perspectives to as it's involved. Cool. So one of our starting points was to think about what's already been done in this field. Gisk, I'm sure many of you are either part of Gisk or spoken to people today. They've produced some really important publications in this area of curriculum design and the role of digital technology. So there's a report back in 2015, I think, or 2016 that produced this diagram in the middle there that's a helpful summary for the different aspects of curriculum design that institutions go through. And that was a helpful kind of highlight for some of the different aspects we needed to consider when we were exploring how technology can be involved. And that study kind of illuminated a really long time ago now if you think how rapidly digital technology has been evolving. But even way back then in 2015, that report shared from about 12 different universities how technology was enabling the curriculum design process to enable more stakeholders to enable curriculum to be modelled and communicated in more creative ways, and to kind of reduce the admin processes and increase the focus on the design process. We've drawn on the QAA's digital taxonomy for learning, and there's also another really useful document called beyond flexible learning by the by advanced HE. So that we're using a shared vocabulary because it's all very confusing, isn't it when we're talking about hybrid, high flex, asynchronous, synchronous. And then a recent report also released by Jisk, which is really interesting and really recommend you read it if you haven't looked at it already approaches to curriculum and learning design across UK higher education. So they did a survey that went out nationally, you may well have completed it. And it captures universities approaches to curriculum and learning design post COVID so all the interesting learning that we gained through the pandemic, how that is now informing how universities approach curriculum design and learning design, and also really helpful kind of definitions of what we mean by those two different things so curriculum design being a more holistic design of a whole program which can include, you know, professional body accreditation it can involve the content of lectures, the structure of the course, and then learning design focusing more on students experience, the learning activities in sessions and the digital tools that students are engaging with, and they produce another helpful model there that impacts the kind of typical stages to learning design that seem to be common practice across universities so all of this informed how we designed our own survey, which we'll tell you about in a moment. And also just like to share another really useful resource, a padlet board, I don't know if Daniel Hinton is here, but somewhere probably in the community is Daniel Hinton who produced a really useful padlet board that captures I think over 100 different universities, different approaches to curriculum design. The URL for that is embedded in our PowerPoint link but I'm sure we can share it somehow later so if you're interested you can check that out. Okay, so, as I said, this is a we're here funded project, and our aim was to try and address some of the gaps that were in all of the wealth of research that's out there. So we were looking at exploring what how people using technology within their curriculum design how it's been used to create an inclusive and accessible experience, and how we can then inform future developments that are going on so we've always been talking to Helen Beesman, Sheila McNeill and the amount of work that they're doing at the moment and they're presenting some work yesterday. Helen shared the latest developments in that project, but we saw there were some gaps, and we thought how can we potentially fill that and it was looking at the role of technology in the actual curriculum design process. Let's talk again but we are going to mix it up. So at Warwick, we thought to start with let's look at our own institutions and see where we're at and what we're doing and reflect upon our own practice before we go out to the wider world. And so just to talk a little bit about the Warwick approach for curriculum design. We have been developing a new programme where we offer workshops for course leaders, a partner approach is a lot of bespoke work that happens within academic development working with colleagues in specific departments. And we also have been developing a mood or curriculum development essentials. So there's different options for colleagues to engage with us depending on the stage they're at. And the workshops of course leaders are more of a trainer trainer type approach giving them resources so they can go back to their departments and work with colleagues in those spaces. So it's been it's ever evolving. And again the role that technology has played in there has been varied. So that has included things like engaging with the use of padlet, collaborative boards, MIRO, the use of the Moodle site has enabled us to have a synchronous engagement when people are able to come along. We've also been experimenting with ABC during the pandemic online, which has been interesting. It has lots of opportunities and some challenges too. And so the technology has been a really key part of that, of how we communicate, of how we engage colleagues through the process in the classroom and beyond. And I'll just go over to Lucie to talk about the work at Colab. Yes, a whistle stop tour. So at the University of Brighton we have the Colab curriculum design process that I developed with my colleagues in the learning and teaching hub two years ago. And we were told to take a light touch approach because everyone's got too much work and everyone's under a lot of pressure. So what we've got is a planning meeting with the course teams. We set up a teams area and padlet board for reflection and preparation. And then we provide two course design workshops. So you can see the sort of stuff we talk about under each one looking at the course aims rationale factors driving change, graduate attributes. We tend to leave teams to it when they're thrashing out their structure and pathway, and then we regroup and look at their assessment and feedback strategy and alignment with lots of different university policies and benchmarks. And then we also offer two module design workshops now, ones very much around aims and learning outcomes and then the other is very much informed by the ABC storyboarding approach to learning activities and technologies. And we deliver that in partnership with the learning technologists. And we have an online toolkit as well. And some of the platforms, if you want to go to the next slide that we found really useful is the teams group to enable collaborative working, you know, asynchronously, the padlet board, which also gives students access. Well, they can access the teams area as well, but you know, it's just another place to capture reflections, which we structure using our curriculum design framework. And one notes, that's our magic tool if you don't know one notes really helpful online notebook, and that captures all of the notes made in the workshops, and then people can add to them as well. Come hand this over now. Um, yeah, so with the kind of the results and the insights from the disk, the many sort of disk reports. We decided to do a just kind of online survey and disseminated that through kind of various avenues on three Cedar and on sort of a national scale. And we kind of wanted to design the survey itself and all of the sort of survey questions to really kind of plug some of those gaps, as we had about in our research aims. So, some of these things we were looking to get kind of more details on work, how kind of post pandemic when everything went online but now we kind of have more of an option of how we kind of decide to deliver. Whether what kind of modes of delivery and space were being used in the curriculum design process. And then I'm primarily kind of what digital tools and technologies were preferred as choice and how they were being used at different stages of the process. And then looking at kind of all of the collaborators and key stakeholders so external to of PSRBs as well as kind of marketing communications and students and staff. And then we also wanted to get an idea of how that kind of fits into time and workload models in terms of if there was a formal allocation for curriculum design kind of activities and how much that time that took in practice. And then finally, we asked questions on benefits and opportunities in terms of what kind of tools and technologies really come out to play with encouraging accessibility and flexible needs. And then also kind of the main barriers and challenges that institutions and staff kind of are facing and what further supports, including kind of reward and recognition they would really like within the curriculum design process. So after designing the questionnaires these questionnaires were distributed all around the UK via contacts, and we found that 27 people participated in the survey. And these people involved in the survey were mostly module leaders professional staff and course leads. The first thing that we wanted to know about is what digital tools are being actually used in the process of curriculum design. So we can see from the pie chart that a lot of interfaces is given on tools like animation, community building apps, data analysis, along with the growing popularity of AI or artificial intelligence tools like chargivity, Bard and mid journey, along with this lot of other tools which enhanced communication collaboration interactivity, and also presentation tools like PowerPoint Google Slides and Prezi were used. Next, we were interested in knowing the mode of delivery or the space that was used by people in the process. So overall, it was found that there was a very nice blend of online and on campus delivery modes, while there's a growing room towards the digital platforms. So we see that 39% of the respondents said that they usually prefer online mode of delivery, which was followed by 33% on campus. So going deeper into the mode of delivery, we actually identified what is the mode of delivery at different stages of curriculum design. And this by different stages, I mean, status like planning meetings or going into the specific aspects of the curriculum design and the principles that are going to be invaded into the process, or developing the course reflection reviews. So it was found that a lot of respondents said that they preferred a mix of online and offline, or on campus in person meetings. But of course, there's a more growing trend towards online mode of deliveries. Also, there is a concept of hybrid and high flex as mentioned by Lucy before. So hybrid is basically where our staff decides the mode of engagement and high flex is where student decides the mode of engagement, which is not very popular but we can see that is also a growing trend of hybrid kind of mode of delivery. Moving forward, we studied different stakeholders that were involved in the process. And we have also studied like how different stakeholders are involved in different stages of curriculum design. And we can see that, majorly, academic colleagues and professional staffs which are actually engaged in the quality enhancement are more part of the curriculum design process. There's also inclusion of students and alumni in the process as well. Yeah, so to bring we kind of one of our questions was asking kind of what what levels of accessibility and flexibility modes are you being asked to kind of bring forward. And what specific kind of functions or functionality of the technology is helping you kind of make that happen. And so, on the left hand side, I mean a lot of these things were to do with or now staff work remote quite a lot of the times students have to have part time jobs because a cost of living. There's kind of all of these different modes of engagement and we're trying to kind of bring everyone together in a collaborative sense so the hybrid kind of the need for more hybrid high flex working spaces was one thing that was kind of brought up. And generally kind of what going down the more kind of collaborative working spaces which were kind of accessible to both external participants, because we saw that often PSLBs are involved in the curriculum design or kind of employers. And then also just in terms of the functionality being able to work on collaborative documents doing track changes in virgin history and kind of having even security kind of measures like password protected documents being able to have collaborative spaces that really kind of enabled the kind of synchronous and asynchronous working. Within the survey, there were probably about 140 different digital tools, sort of collated, but these were the ones in terms of acts that were really helping to facilitate access and flexibility needs so teams and SharePoint, more visual things like padlets, kind of one drive for its shared documents and even mirror for kind of collecting sort of engagement. And then this is something that was interesting that came out because we really wanted to understand more about workload of curriculum design. And so we asked on the left hand side, what's how much time people were allocated to complete curriculum design activities, and then how much time they actually take in practice, which is obviously just an estimation. And it's worth noting that for a lot of people, they didn't have like a formal formal sort of allocation, but these are the ones. And you can see on the left hand side, some works were given 80 hours and predicted they worked about 200, go from 40 to 60% of workload. Generally, some kind of stayed the same or even did sort of less, but you can see that the expectations of kind of the curriculum design process and how much you're having to kind of overwork. And therefore this is what we were really seeing about, well how can technology actually help us kind of bring down these these numbers. And then, yeah, so we, one of our questions we were really interested to see, is anybody using AI in curriculum design already, or how would you in the future. And so we about nine, about 95% of the respondents said that yes they would use AI in curriculum design process. And we asked them all how would you see yourself doing that and the word cloud on the left kind of gives a lot of different things, whether it's kind of brainstorming, kind of getting to generate content, even kind of feeding in learning outcomes and seeing what you're getting back as generative AI is very sort of good at that kind of thing, even in terms of like image generation. And then some of the AI power tools from the survey that people are using in curriculum design were generally kind of generative text AI models, but also you had more kind of AI image generators, and also some very subject specific things like math, music, BT, music, LLM. And then, finally, I said about trying to find out what are the main kind of barriers and challenges to being able to kind of implement digital tools and technologies. And so the biggest one was limited time, which obviously if you go back to the workload model, people just don't have the time to kind of learn the new technologies and actually integrate them into practice. So the license or subscription barriers to preferred digital tools so, which, you know, really suggest that if your preferred digital tool isn't available in your institution, then you're kind of having to go to the second best or sort of third best in order to make it work. And then other general things are kind of technical issues or just overwhelmed from using things, the lack of training and supports difficulty in sort of adapting things to the digital. So in the other category, the most sort of of the respondent said that general resistance to change so people not wanting to kind of or not seeing the benefit and actually doing the technology or kind of integrating more digital tools. So one element as well that we looked at in our survey was around reward and recognition. It was something that came out of the work that had been done previously by Helen Beatham and Shia McNeill. And so we wanted to incorporate that and just see if it had moved on, but the challenges can remain. And I'm sure some of these may well look familiar with regards to time allocation. The people wanting to have recognition in promotion or in leadership training. The idea as well of payment came up a few times. How do we, if we want students involved, how do we pay for their time, whether that be financial incentives or other types of incentives. So these, we have no answers, but these are some of the things that came out in that survey. So we're currently in the middle of our kind of next stage, which is to build on our survey findings with some interviews. So we've only done two at the moment. So it's still emerging, but we're keen to explore how other institutions are using digital technology in their curriculum design. If they are using AI in that process as well, because obviously it's a very topical conversation, and we're really keen to learn and see how other people are using these tools to be more inclusive and flexible in the way that they're approaching curriculum design. So if anyone is interested in speaking to us and sharing what you're doing at your institution, we'll hang back here at the end. So please do come and say hello and we can get in touch with you afterwards. And we have a couple of discussion questions that I did see we've got a 10 minute warning. So we, we have these questions, but I guess that could kind of merge into some Q&A as well. So our questions for you are, can you give us some examples of digital technologies which have enabled your curriculum design process to be more inclusive, flexible, and or collaborative and how. So if you use AI tools such as chat GBT in your curriculum design process, do you think there's opportunities and challenges for this so those are our questions for you. Was there anything else we'd like to say to finish up before we kind of hand over. It's a project that's ongoing. There's a lot of interest. It came out of work that had previously been done. But the AI thing just happened to get a bit exciting when we started. So that obviously is an element that's come through and the cases have been interesting because they've taken a quite of the two we've done a little bit of a different slant from the survey results. There's a little bit of a disparity between the two findings of them at the moment. But yeah, we're really keen. So if you have anything you want to share, we'll stop talking and welcome questions or thoughts on any of the questions we've posed. John, shall I give you this? Or your responses to that. Oh, we've got one over there. Here we go. We're going to navigate this corridor here. Thank you. I'm interested you ask about examples of digital technologies to enable inclusive and flexible approach. Has anybody talked about or have you thought about asking them about what accessible and inclusive practices with technology enable more people to take part in the process. And more staff, students to be able to take part with the technology, because we know all these technologies have, you know, they're not 100% accessible in themselves and maybe use them. My response is to share in our co-lab workshops, we've got students in the workshops, but also some that can't be there, as well as colleagues that can't be there. So we're finding that teams and one note are really flexible platforms because you've got some people synchronously live contributing. You've got some students who are called in to the teams call and then are contributing. And then we've also got other students who are responding to questions that colleagues have posted on the teams group or one note board, and they're kind of responding at different timings and I think that that's a really nice flexible way of including people. I'm not sure if that answers your question. Anyone else? I think in the survey itself we were trying to find out how technologies being used so that was our steer but through the conversations that we've been having with colleagues that have volunteered and any volunteers here welcome. We can delve in because we've got more opportunity to find out some of those exact examples because there was a lot of feedback in the results where we were like, which we knew who you were because I want to know exactly what you're doing with the AI stuff. Well, I guess the example that we were talking about in our session is actually a good exemplifier of that and perhaps to go into a little bit more depth on one of the slides that I had on there. It's sort of on the one side you have more specialist e-learning authoring software, which requires a license and a certain skillset. So storyline, for example, which I'm trained to use. And then we have the subject matter experts on the side who have the specialism and the people to refer to. And just the basic stuff of an Excel spreadsheet, which lies at the back of all of that that's held on a team's specific project channel that's monitored by our senior learning technologist. And that, yeah, that kind of, I was doing all those illities. I realized like flexibility or authenticity as I was doing that when in a role of about 10 of them. But I think they'll do, they'll do count. And one of the things which I like so much about the project we're working on and the kind of workflow we've got set up is that flexibility. And I think that, yeah, and Lisa and Kate would say and hopefully clarified a little bit that has helped to contribute to the curriculum design. Yeah, so it's kind of using an e-learning resource as sort of an axis around which different things can be done. Which, yeah, I'm not mean to blow our own trumpet, but it just happens to be an answer to your question. A nice seamless link between the presentation. To have that commonalities. Has anyone else got any questions? I was going to ask one, I'll ask you at the end. So as part of this, have you looked at anything to do with curriculum mapping tools? We, sorry. So there were curriculum mapping tools as examples that people gave. And I think one of the things that we were doing is we're trying to kind of categorize tools and technologies into that, you know, define things. And we're just finding that there's so much kind of overlap. So in terms of tools that were specific to creating creating the accessible flexibility needs, curriculum management tools weren't kind of coming up actively sort of in the survey data results. But in the kind of the more open ended questions, people were really wanting their institutions to either invest in those kind of curriculum mapping tools, or provide training into what kind of a more sort of data analysis tools. So how can I kind of collate data from NSS and internal surveys and all of this in order to kind of help us. And so I think that's almost one of the next steps in terms of people kind of want that, but they're not from the survey. We didn't seem to get a lot of people that are sort of actively either using it or kind of promoting some of the functionality in terms of the research questions we were asking. I'm just thinking more about mapping learning outcomes to sessions and session outcomes to broader learning outcomes and how that then maps to what motor delivery, etc. So I should disclaimer that we're talking from a medical curriculum background, which is probably one of them. Anyone else medical in here? There's some similar issues around mapping and then GMC or an MC mapping. So when you've got professional bodies, there's those layers as well. From an AI perspective, I know that we've got staff who are using AI to help them to structure learning outcomes. And they're actively telling me that that's what they're doing because it's just, it's very helpful structuring things and helping if you're usually in a structured way to help to structure big blocks of text and think about how to break it down. Thanks Cassie. The, because the survey was really general and we had so many things we wanted to ask so we couldn't go into the depth like that with that side of things but with the conversations with the case studies. We are getting that picture of how people are engaging and where these tools become relevant and the AI again it's been really interesting to see in the results but how people using for inspiration for case study work to update content. Checking the outcomes. So, yeah, there's a lot of information that Emma's been working through there. That's great. Well, thank you so much for your great show, I appreciate it. And obviously we've got a student here so we've got to show you even extra. Appreciate it.