 a hollu'r syniadol. Mae'r hollwch hyn, yr hollwch hyn, yn fawr i ni, rydyn ni'r cymdeithasol. Rydyn ni wedi'i gweithio ymgyrch yn y pandemig. 74% ffwg pwysig wedi argylchedd ymddeithasol wedi'u argylchedd a'r hynny yn ymgyrch yn y hollwch hefyd a lleiddo. 65% ffwg pwysig o'r hollwch hefyd, â'r hollwch hefyd i gael. ac ydy 19% oedd y ddweud o'r cwmhysgau. Felly, mae'n bwysig o'r ffordd yn ymgyrch yn fwy fwy fywch o'r ddweud yw'n mynd i'w wneud yw'r newid yw'r modell, i'r ffordd o'r ddweud o'r ddweud o'r ffordd o'r ddweud o'r ddweud o'r ddweud o'r ddweud o'r ddweud o'r ddweud o'r ddweud o'r ddweud. Felly, mae'n gweithio ar yw'r aes yn y bwysig a phobl yn ymgyrch ymlaen i'w ddweud. Felly, ychydig sy'n ei ffawr i gael i gyfnodd, y tec ffresol iawn, ei fod yn gwneud ei bod yn ei gael ymdilygiad, mae'n mynd i gael i gael i gael i'r ddweud, ac hefyd yn ei gael i gael i'r ddweud. Mae'n gael i gael i'r ddweudio'r ddweudio'r ddweudio'r ddweudio'r ddweudio'r ddweudio'r ddweudio'r ddweudio. Ond yn ddweud yng Nghaerwedd i'r psycholoedd. Dwi'n ddweud y bydd y dywedlion o'r wych i'r cyfle, yn credu bod y bydd yn gwneud y bydd y bydd yn bwysigol. Rwy'n rydyn ni'n gweithio pan rydyn ni'n meddwl o'r cyfrannu, dyma'n mynd i gyd, mae'n ddweud yn gweithio'n gweithio, ond mae'n ddweud i'ch gwaith y bydd yn gwneud. Felly, maen nhw'n gweithio ond yn ddweud o'r dddiadol. ond bydd yn ymddangos o y ddweud y cyfnod real neu'r cyfnod o gweithio cywbeth a ymddangos o'r ddweud yn y cyfnod i'r gweithio'r newid yma? Felly, rydyn ni'n rwyf wedi bod yn iawn i'n dweud i fynd ymwneud hynny. Mae rwy'n rydyn ni'n bwylwch o'r rhesaith cymian yw'r cyfrannu. Rydyn ni'n dweud yma'r gweithiol, ond y rydyn ni'n dweud i'r gweithio o'r pwg read yn cael ei ddweud cyfrannu ar y pandemi ac mae'n siwr i gydig i dechrau o'ch gwrthau, ac rydyn ni'n gweithio i'r rhaglenu sydd ym 13-18 oed, sy'n gweithio i'r rhaid o'r rhaid ymlaen. Mae'r ffordd yw'r ffordd maen nhw pan ddiweld wedi'u wnerddog, ond bydd yn hyn arlwl, wrth gyffin, mae'r ffordd maen nhw. Dw i'n meddwl, mae hwn yn meddwl gael, mae hwn oywn i'w defnyddio rhywbeth o gyweithio Gymraerлан a'r lleion, maen nhw'n meddwl a'r ffordd maen nhw ymddir ydyn nhw? ac mae'n gweithio bod y byddai yn ysgolig o'r oedd sgolig. Felly, dyna'r ddechrau i ddim yn ei ystafell o'r activitiei lleiwyr, mae'n cael ei ddweud o'r tvn, PC a'r sgolig, felly mae'n golygu'n meddwl yn ysgrifennu ac rydyn ni'n gweithio, a wir yn rhaid i'r ffordd. Rydyn ni wedi bod yn gweithio'r ffordd. Ie, gallwn gweld a gweld i'n meddwl, mae'n gallu gweld i'n meddwl ffost, ddweud bod gen i'n meddwl, ddweud bod yn fawr yn ddeudol. Ond, mae'n meddwl yn ddeudol, gweld i'n meddwl a gweld i'n meddwl ond mae mae'n meddwl. A'r gwybod gyda'n meddwl i mi, mae'n meddwl yma, mae'n meddwl yn ei chymwylo ei wneud, ac mae'n meddwl i'r meddwl, yn ddweud y meddwl, i meddwl i'n meddwl. Ac rydyn ni'n rhaid gyda'r ysgolwyddoedd o'r fawr yn 2009. Rwy'n fyddech chi'n dweud, ac rwy'n fawr yn ymhlwg, mae'n rhaid i'n ddim fod yn ein ddadfodol i'r sgwyrdd a'r ddweud o'r pethau o gweithio'n gwneud yn ddynion ac yn ei fod yn ysgolwyddoedd gwneud. Ac mae'n rhaid i'r ysgolwyddoedd yma ymddangos yn ei gweithio'n ddynion. I met Ewa and Paula as part of the digital competence review. The EU set up a community of practice to revise and update their digital framework. They had some working groups and ours was safety and security. Digital health and wellbeing came under this broader heading. It's interesting that the original competence framework had wellbeing added later on to the very original. yn yr unig o gwaith, ond gweithio rhai dysglwyr, yn dda i contrary o gael ymarfer o'i fod yn olodol. Ond y Gweithio Ynysgwr Llywydd hanfodl yng Nghymr Cymru, mae'n darparu chyfl ystafellau ffyrdd. Yn hanfodl ystafellau yw meddwl i ddwylliannol gan anggwadur opatol, ac yng nghymru o gyfle i gyd yn ddysgwyr a'i gwell cael ei pethau. Mae'n oed yn ein bod hyn oedd yn cwedso'n gweithio'r gweithio'r gwrthodaeth Siad-Giliau. cymdeithasol ar gyfer y cwmfrân sy'n cyd-feydd o'r hybr ynglyn llwydd. Felly, rydw i'n dweud y ffraud yn dda o'r un iddyn nhw, ac mae'n rhaid i'r ddweud bod digital rhai yn ymddangosol, cael bod, yn ymddangosol, yn ysgrifennu'r pandemig, ymddangosol yn mynd i'r cymdeithasol yn ymddangosol. Felly, mae'n gwyfyr â'r ffordd sy'n ddechrau'r ddweud ar gyfer y dyfodol i'r unig ei fod yn ymweld i'r bwysig. Mae'r projwch yn ymddangos, ac mae'n gofyn nhw'n gweithio'r ysgoleth. Felly, rwy'n gweithio'n gweithio'r ysgoleth yma. A mynd i'r rhaid i'r rhaid i'r ffordd o'r cyffredinol. Felly, mae'n gweithio'r cyffredinol i'r cyffredinol ar gyfer ysgoleth i'r gweithio'r gweithio ar gyfer y gweithio'r gweithio'r gweithio. a fydd ymlaen i'w brifysgol i bethau y cyfnodd llaw o gweithio cyfnodd cyfnodd a gweithio. Onw yw'r ffordd o'u cyfnodd hynny'n gweithio, yma, rydyn ni'n gweithio. Yn ymgylchedd, rydyn ni'n gweld bod yn y UK ymherwydd yma yw'r model gyllidol, ac yw ymherwydd Celen Bethyn yn gweithio ac yw'r gweithio gweithio gyllidol a gweithio arddangos yn fawr. Felly mae'n dweud bod yn dweud y byddai cynhyrchu digital yn fawr i'r ddechrau'n ddechrau. Mae'r ddechrau sydd wedi'u ei ddechrau'n ddechrau'n ddechrau a'r 80% ddechrau yn ddechrau, oedden nhw'n ddechrau. Mae'r ideaeth ydy'r wyf, i ddod yn ei ddechrau, mae'r ddod yn ddod yn ei ddechrau, Students also struggle to navigate around when they're online. So they're spending quite a lot of time and effort trying to move around the systems, the alleys that we've got up, that is causing additional stress and that's if they can actually get online in the first instance. This works based on two theoretical aspects. The first one is really grounded in Pediatrics and Developmental Neuroscience and it's looking at the problematic aspects of screen usage, particularly on children and adolescents and of course adolescents kind of broadly go through to 18 plus, which is of course the students that are about to join us. Looking at those sorts of research and looking at that tradition, looking at how can we maybe look at framing downtime. The other work that kind of underpins this new model is that if we apply it to digital health, this is no longer an expert only domain. During the pandemic, lots of students and staff have been directed to digital well-being apps. There's currently a huge call out by the health funders. Most of these apps are completely un-evaluated and very few of the huge swath of apps that most of our universities recommended to us and our students were approved on the NHS digital platform. People are doing a lot more diagnosis online as we all know. We all google all our different health needs, but a lot of the information that we're coming up with isn't evidence based and you need to know where to go to get that evidence base and that's a lot about what the gist work and the EU digital competence framework is about is developing those critical digital skills. Professor Bitzer is arguing that it's not just individual responsibility but those of us designing systems need to start to include particularly in health, health literary responsiveness and make it far more significant to design in good practice, evidence-based practice and to think about really developing that kind of critical framework to enable people to have confidence in some of the sites that we're looking at and that we're looking for. So this is the new model that they've come up when we look at e-health literacy and then I'm going to ask you in a minute to think a little bit about how could we start to think about perhaps taking some of these factors and designing them into university type settings. So if we have a look on the screen you can see there's screen media related benefits and risks and we all know that with online you know there's benefits and risks with things that that we're accessing. So there's kind of this meta level e-health literacy and if you're looking at high usage what we're looking at is we need people to have technical media use skills, basic literacy and numeracy skills which comes back to understanding evidence bases particularly large health populations and the way in which the evidence base for health is created and also to have critical usage skills for all of us but also for our students. The non-usage side which is the side that's really kind of not particularly foregrounded at the moment is how do we build in skills for limiting screen time and getting it agreed that that's a good thing. What are the skills for limiting content and what are the skills for limiting dysfunctional usage? So there's sort of all sorts of things there that we can start to unpack and what they're saying is really with this new model we need to try and think of getting things more balanced to promote good digital health and to promote good well-being for you know they're arguing for adolescents for the EU broader population because that's where we're working is with the EU citizens digital framework but of course for us as educators how is that going to be moved forward? So this was the thing I'd just like us to have a bit of a think about is you can see the pivot point is the screen related benefits versus risks and then you've got medical research, screen research and our digital frameworks or our building blocks to good mental health and we're suggesting that in a screen dominated world which has been accelerated by the pandemic the challenge is designing in downtime and non-screen time and perhaps in a more meaningful way than legislating and saying that superheroes have got to have naps it's not that kind of thinking it's it's really kind of thinking about the ways in which we can build things in so new models and ways of thinking are needed to help us understand and what I'd really like to do if you could start to have a think and put some things ideas in the comments is when we're starting to think about student usage and non usage you know how can we start to think about building in just that little bit more of a critical balance and more downtime because everything seems to be pushing more and more and more to screen usage so I'm just going to just give you a minute or two just to have a little think about that and then I'll just finish off with my final thoughts and kind of some gaps in the research that will maybe point us to ways in which we can take things forward so what I'll do I'll finish the I'll finish the presentation and then I'll come back to this so we know this is what we're talking about so my final thoughts are kind of something about developing online and blended scenarios with a digital balance literacy in mind empowering learners by promoting skills on both sides and also for digital well-being I think we need to think about the whole person not just the time spent learning so when we plan to increase educational screen time how can institutions contribute to decreasing overall screen and online time particularly edtech designers and I've got to put my hand up here as one of those ones who's always looking for different ways to build in more motivation and engagement and to think a bit more about gamification but you know is this going to interfere oops sorry wrong click is this going to interfere with delayed gratification increasing the risk of online addictions and the conundrum if we kind of go back to the sort of the neuroscience and child pediatrics is how can child protection or focus apps help cope with the pandemic so health professionals are saying no no online devices in children's bedrooms and teachers are saying it's the only quiet place for online distance learning during the lockdown but this is exactly the same for our students you know we're wanting them to have quiet study space you know find yourself some quiet study space but a lot of our students don't have that quiet study space and how can we start to try and limit this kind of online 24 seven because it does start to cause issues if people start to get onto that addictive spectrum with sleeping and you know and then sort of mental health issues can can build up from there so there's lots more to do um the word cloud is basically neglected disciplines that should that that that start again the word cloud is basically the key things that have been coming out of the research so far and you can see there's real big things about more research needed looking at education sociology media and inequalities huge huge huge inequalities and there are neglected disciplines which are things like you know if we can start to have a look at things like artificial intelligence you know what kinds of things are coming down the line where we can look at this interdisciplinary and transdisciplinary research and start to look at offering a more perhaps more user supported way forward so um there are some selected references which obviously you can go back and look at that I'm just going to go back to where the question I was asking you about which is you know we're all designing for the next semester what can we actually do so I've really welcome any thoughts and comments and Bella if you could do some chairing that would be fabulous thank you I'm here like a genie to feed back just like a genie wonderful really good comments um and um one from Matthew Moran um is is fascinating at two and one that I think applies for learning and general work which is promoting good non-digital practices like taking notes by hand journaling and mapping which I think is a really interesting one I think that's fabulous and I think we could really start to to to do that you know rather than just stick a powerpoint up and expect students to listen so I think that sounds really really nice so the sort of that more creative way of of building in as we're delivering yeah and Matthew's followed that up with as well with the idea of kind of small group teaching being walk and talk rather than everything being on the digital platform like teams Pete Miller's followed that up though with feeling a little bit wary of always thinking screen equals bad so there's tv cinema video games and online social which are different from doom scrolling I know how we feel and and kind of you know the repetitive games and I think there's something in that as well um around the idea that there is positive screen time versus which I suppose comes from the sense that it's in some way directed rather than what you do with a crutch we're not suggesting in any way shape or form that all screen time is bad but perhaps there's better guided screen time perhaps you know um I've started to build in well being and sort of just well being spaces for five minutes in my in my larger you know my larger lectures that I'm doing online just to encourage people to have that just a bit of downtime for five minutes and to move around and to do something and so on you know so I think there's very small things we can do but there's also larger things we can do and I'm just having a little look well so there's another comment from the lovely Peter Bryant who's coming out from many many teams at time time zones different and this is something I really resonate with the idea of zoom or or platform fatigue and looking at yourself constantly as a well being challenge as well you know kind of being really aware of yourself and the eyes that are looking at you on on your digital platform which I think he's right actually it is definitely a well being challenge and was a really good paper came out recently talking about zoom fatigue and exactly that because we're mirrored all day and so it feels like we're present yeah and Pete's followed up as well um kind of taking your point about a critical you know digital and critical skills kind of applying that to your own activity online maybe that's something we could encourage in students it's which is um are we encouraging people to understand that they are doing something like doom scrolling or or you know a kind of attention crutch gameplay rather than kind of active participation digitally which I think is a really interesting idea one point I'm going to go through the comments but there's other things that I think we can do as a as part of our practice in terms of how we ask students to kind of submit assignments as well because there are things that we can do that involve them getting out and about and kind of out out of their screens um not just an essay or or do so give there's some creativity around how we assess as well that could be you know podcasts or videos or other things which I know and isn't it a shame that all these wonderful wonderful creative assessments we could be doing with students co-creating and working in groups and you know doing fantastic things and kind of going back and now there's a 3000 essay on and I'm really interested in what David Watson's saying about him and Pete's having worked in Hong Kong and students accessing from mainland China you know so just assuming we're going to be able to do hybrid and live yes I think that's really interesting you know in terms of accessibility speed and reliability and we tend to think of Hong Kong particularly as being really tech savvy don't we but so there are and and this is something that we've we've done here in Sheffield and I'm sure other universities have done which is actually trying to create a stable reliable service that allows students to access from mainland China and we did that last year and we're obviously going to have to do it this year as well and I think you're right understanding that being tech savvy is not the same as actually being able to access everything that other students do and you know kind of you know pivoting around firewalls looking at different VPNs that that's asking students to do so much more than sitting in their bedroom and just accessing resources or and teach us that I just think there's this simplistic way of looking that older students can just go online and everything's there and there are just these huge range of inclusive equity issues yeah so the other thing Jennifer has put in her comments that she's realising the importance of conscious planning and that includes non-digital learning activities for online courses I think that's a really good point is the idea that we as practitioners think about building that in and Matthew's followed up as well and and is also saying about ergonomics and supporting people to adopt safe non-harmful ways of sitting and stunting that's definitely my watch I obey my watch when it tells me to stand up but I don't know if that's the same for everyone isn't it we don't have that in our student welcome brochures do we we don't say you know this is the way to sit here's your risk you know this is how you can set your screen up your monitor up you need to be doing this this and that you know um I've got colleagues who live in very small spaces and one particular colleague sits down for one and then he stands up with his laptop on his ironing board yeah to stand up and to do something and to move around when he has to be at home but I don't know if we ask students you know after half an hour of sitting or you know that's something again we could consider and Pete's also following up with the always online causing problems with people's vision and I know I've experienced that with my middle aged eyes so I think and again that's another thing that we're asking students to do similar things similar levels of engagement that we do ourselves and we know we know we're struggling with that as well one of the um one of the things I've noticed again you know about the camera on or camera off is students most often choose to go camera off and that is probably a subtle way of telling us something uh so I think it's also um yeah and Pete's following that up with again which is people's faces bedrooms of the children that I mentioned earlier on in the presentation and our students I had to colleague who challenged students to say one two three cameras on and found one in the bath yeah that's not a typical experience but you know um but then it's difficult for us isn't it teaching into a blank screen and it is there anybody out there you know and it makes you realise how different how we need to offer different propositions okay so I'm going to do my stern chairing and start to wind up so Debbie you had a couple of slides with your with your reading another next step so do you want to just go back over those before we end the session and yeah that was just the kind of final thoughts this was really just thinking about neglected areas and it's just how much it just struck me how much kind of looking at education sociology media it's interdisciplinary research and that's exactly the thing that perhaps isn't being funded as the at the moment if we look at the UK in terms of the ref you know they did try and make huge efforts for interdisciplinary research but it can be more difficult in our institutions to facilitate and to reach out and for that to happen so um yeah brilliant thank you so much Bella and thanks guys for coming online and um and taking part it's been really really great to have a virtual discussion thanks very much Debbie that's been a great session and thanks everybody for participating it's been really a good chat okay so on that we'll see you we'll see you bye