 Yes, got it. Right. OK, Naomi, please introduce yourselves and let's leave the floor up to you. Thanks, Jim. So yeah, hi, I'm Naomi Beckett. I work in the Digital Education Office at the University of Bristol. I'm a senior digital education developer. And with me today is Olivia Murgleton, Georgie Pipson, Helena Thornton, who are all student digital champions in the DEO. They study law and psychology. They're not technical subjects. They're not really sort of digital subjects, but they're all really interested in digital education. Helena, Georgie and Olivia have actually been working with us since July 2021. So coming up sort of nine months with us now. So we have sort of maybe a sort of smaller sub-team within the sort of student digital champion teams because they've been with us for such a long time. And they were really, really interested to sort of share their thoughts and experiences with sort of like-minded people. So we're just going to sort of take you through a few of the sort of highlights, experiences of the student digital champion teams of how it got set up and sort of thinking about like challenges and limitations as well. So we'll sort of run through everything and then, yeah, open to questions and please pop questions in the chat as we go through. So the student digital champion project came about in autumn 2020. So right in the middle of the pandemic, obviously, we realised that because the DEO is a very sort of staff facing team, we realised that we were actually producing a lot more student facing content and we just, there was a lot more going on that we felt like we needed sort of more of a student facing team, sub-team within the DEO. One of the big things that started this project was the results from the digital impact survey that we had done that summer. A huge part of the sort of feedback in that was how students didn't feel like they had a voice when they were sort of thinking about the digital experience and how they wanted to collaborate more. And so that was really the sort of kickoff of the project. We realised we needed to be working with students. And we actually started with the student union funding and recruiting the students for the digital education office. And we recruited 12 students across all faculties, which was quite sort of daunting at the beginning. We weren't really sure how it was going to work, but we created a team site. We ran training with them and it started from there. They were given three-month contracts with the option to extend if they wanted to. It was a paid position. They didn't need to have any technical experience. They just needed to have an interest in online learning and digital education. There wasn't an interview process. We had an application form where they answered some questions to do with digital education and their sort of experiences, and we sort of took it from there. So that's really where the project started. We're now in our third run of students of sort of student digital champions team. So we recruit 12 each time, but we have a lot of students wanting to extend, which is great because we get to work more with them and have a bit more of a working relationship with them. So that's sort of how we've done it. And the sort of main, the start of their sort of job was to sort of go out to their course reps and get that really vital feedback from the students and their peers about their sort of digital experience at the university. And the sort of very primary thing that they were doing was coming back to us with that feedback. And we were thinking about what we could do to change that. From there, it's sort of the students sort of took on their own interests. They might have picked up a bit of feedback that they thought they wanted to run with. And we sort of ran projects from there. The great thing about it was that we sort of worked in collaboration with the CEO. So obviously in sort of my team, we have a lot of people with really sort of quite a variety of experience, you know, video production or creating a sort of animation online. So the students were able to sort of go to our team and say, this is what I want to do. This is what I want to create. This is what I think the students need. And they were able to work with our team to sort of create outputs. So that was sort of the main part there, their role. Another part is just we have them as like a hive mind. So the digital education office can sort of go to the students and get those really quick bits of student insight that sort of actual like real game changes in projects that we're working in as well. So that's really how it started. After the first run, we sort of ran a sort of evaluation and it was decided then that the CEO were able to fund the project. And so we would give them the budget to run with it, which we've got through the rest of this year and hopefully sort of onwards. But it's been a really, really fun project to work with the students. And I'm just going to let the students. So I think Olivia is going to sort of start just firstly explaining a few of the sort of projects that they've been working on, just so you can get a bit of an idea of the kind of things that they've been looking at. So I'll pass over to Olivia. Hello, so I'm Olivia. So I've just talked about one of my favourite contributions to the project so far. So with coronavirus being quite a rapid change in all of university's traditional modes of teaching, moving to online learning methods, I thought it would be quite useful to reduce some of the detachment and disconnect that might be felt by the students from the university by introducing a student's voice in the form of a walkthrough guide. So I created this walkthrough to illustrate from a student's perspective the uses and functions of Microsoft Teams and then with some tips from my own experience that a new or existing student might find quite useful to know. Then the walkthrough can be found on the DEO's website for all the students to see. And I'm quite proud of it considering that previously I'd never created or voiced any videos like this before and especially proud because I've been involved since that the walkthrough got quite good feedback. So that success then led me to get involved with the digitally skilled video series. So there I voiced another, I did another voiceover for the online identity video. That was created and during that I worked a bit more closely with Chris Anthony, one of the DEO team members and I learned how to use a whole new audio editing program which I'd never come across before. It was quite detailed and technical. So I think that video also went down quite well. I'm quite confident now in creating and contributing to these student voiceover type projects. And I'm now even looking at helping out our new student digital champions who are looking to do something similar. Yeah, so that was my highlights of contributions. So I'll pass on to Georgie now who'll probably give her highlights as well. Okay, cool. Yeah, so hi, I'm Georgie. I'm gonna be talking about the accessibility survey that we created. So having been hired specifically to work on digital accessibility and how students with disabilities might struggle to access online resources, the first thing we decided to do was generate a university-wide survey that gauged students' awareness of what digital accessibility was and how accessible they considered their course to be. And we included some questions that are on the slides. Like who do you think accessibility applies to? Where do you think you can find accessibility support and ask them to rate on a scale how accessible certain resources were, like online lectures, exams and readings that they are often set. The process of generating the survey was interesting, particularly because of the specified code of conduct for student surveys that we had to consider. And we really had to tailor our questions for students and make sure it adhered to the regulations as well as carefully considering how and when to release it to avoid survey fatigue. And this background research was critical, I think, for making the survey a success. In terms of results, they were really interesting and suggested improvements included better captioning on video lectures and they suggested ways to increase engagement with asynchronous content. But most importantly, it showed that students need better direction when looking for support with accessibility and might not even realise that there is support available for them. In fact, 54% of respondents answered, I don't know, when asked where they would look for support. So I'm now looking into ways we can improve the issues raised by the respondents. For example, I'm considering how we can promote Glean, which is an innovative note-taking tool which looks to be beneficial for students with dyslexia. But significantly, the DEO used this feedback to improve their digitally-ready Blackboard course and ensure students were made aware of this information from the start of their university experience. So that's what I have to say. I'll pass over to Helena now. I'm Helena, so my focus so far, my main focus has been on digital skills resources and looking at how these can be promoted to students who might not otherwise consider them a priority. So I started by looking in-depth at the GISC Digital Skills Framework for students and investigating different ways that the framework could be made more user-friendly and really give students a good idea of where they're at and where they might want to try and improve. So I worked with a team of other digital champions to conceptualise the framework as a tree, showing foundational skills as the roots and trunk and then other categories split into branches and leaves. And so the end illustration we created with help from the DEO team is on the right and we included some examples and definitions below it, which was made available on the website. And so the hope is that this makes the framework accessible to students in a more appealing and visual way so that they're more likely to really take those elements into consideration. And then I've also helped to test the GISC Discovery tool so for more for students who wanted to look more in-depth at their digital skills. And I've also spent some time trialling and giving feedback on the Digital Lou Ready courses that our university designed for, well, the DEO designed for students, which I remember using myself as I started university. So that was really rewarding to then be able to give some feedback on the second one and look at how you can take it further. So yeah, that was really, that was also a highlight for me. And then coming to these projects from a student's perspective as someone who doesn't have many digital skills has been really useful as it's taught me a lot more. And it's also meant that I can contribute completely from a user's perspective and sort of create what I think might be helpful. Well, what I know was helpful for me. Thanks, Anna. So yeah, as you can see, sort of quite a lot of different work that the students have been doing. And that's all coming out of them going out to students in the university and asking questions and getting that feedback. And that student voice is just coming straight back into the DEO. So it's so valuable and just been really, really rewarding. So yeah, we all just wanted to like offer a bit of our reflection and thoughts of the student digital champion project because I think there's been for all of us for staff and students, there's been a lot of learning going on as the project sort of gone out and we've been running for sort of two years now almost two years. So I will let the students sort of go through their sort of sections in a minute, but from a staff perspective, it was myself and my colleague, Suzanne Collins that started the project. And it's been a huge sort of learning curve for us. I've never, I haven't worked that closely with students before, I've always worked in a very sort of staff facing roles. So being able to work with students, especially I think, you know, 2020 was a pretty horrific year. I think as a sort of learning technologist, we were put on under sort of a huge amount of pressure and it felt quite at times that nothing was going right and everything was quite difficult and working with students who are so motivated and so interested in the work that you're doing has been just wonderful. And Olivia, Georgie and Herna also all fab, but I'll let them sort of share their work, but I think one of the best things that has come out about has come out of it from the staff perspective is the skill building that we've seen the students build and that's not something that we thought of really when we first started the project, we just thought, you know, we're just getting the student voice to sort of help student experience from the DEO, for the DEO. But one of the things that we've seen is when we sort of talk to the students how much they're actually learning and they're sort of gaining digital skills but also professional skills like for their sort of future careers. So that's been a massive thing for me that's been really rewarding. But I will let Olivia sort of talk about her experience. Thank you, Naomi. Yeah, so we've already given a recap of our favorite contributions, but I also thought it would be quite useful to show what the DEO and the student digital champion role has done for us in terms of our personal development. So personally, I really enjoyed my time as a student digital champion. It's given me the chance to gain some real work experience, developing crucial skills like digital literacy and putting things like this presentation together and working completely remotely through teams. I've also been learning how to effectively communicate my ideas and collaborate with my fellow champions. It's also enhanced my ability to manage my own time effectively because it's a completely self-regulated role, as it's so to speak. So on a more personal note as well, I feel like it's really built my confidence and it's given me a strong sense of personal fulfillment because I feel like I'm part of an amazing group of people who are actually making a difference to the student experience and that my voice is actually being valued and hurt. So yeah, so that was my reflections on my personal development, but I'll pass on to Georgie who will offer us. Yeah, so I would obviously echo everything that Olivia has just said, but also I think one thing important to my personal development in this role is the environment that we work in really facilitates the generation of ideas. And I think this is probably the first job role I've had that has allowed me to pick something I'm interested in and work on it creatively and freely. And I think Naomi and Suzanne and all of the others have always said we want you to get stuff out of this position so make sure that you're putting in what you wanna get out of it. So that was always really nice. But the role has also been quite challenging at times in a good way and there are definitely situations where I think how can I improve this or what is something that we could do to help and struggle to find an answer. But those challenging situations are what we're here to advise on and help with and it is rewarding being able to work towards solutions to those problems and use your creativity and initiative to do that. But also this role has developed my practical research and analysis skills. And I've always had to research and analyze in academic scenarios but this role has required me to analyze real life issues and real life obstacles that you come across when trying to solve those issues. And like what Naomi said when she was talking about this, this has definitely had a notable impact on my graduate job applications. And I would credit this role as being one of the reasons that I received an offer. For example, it gives me great examples of when I've used my initiative, how I've worked towards real life problems and collaborated with others independently. And it also helped that the role I applied to was research-based, which is what this champion position is all about and doing the accessibility survey and analyzing the results seem to really impress potential employers. So yeah, I'll pass on to Helen now. So similar to Georgie, I think I found that like self-led initiative-driven element of the role both challenging, quite challenging but also really rewarding. I've loved that I get to choose and shape the projects that I want to be part of because I think as a student, you're not necessarily taught that level of independence. You're often, there's a lot of independent learning but you're often told what to learn and what to create. So being able to learn how to drive that yourself and work out where there are gaps and what needs to be done has been really valuable. And then again, it has been really helpful when it comes to applications and looking at sort of transferable skills. So I also love that the role gives me a voice and the opportunity to reflect on my own learning of the experiences of others around me. That's really empowering and to be able to make use of those experiences. And so the roles also prompted me to take this big interest in existing research that has been done into how digital learning practices have changed during the pandemic and then after it. And I've now spent all this time looking into that and I'm really enjoying combining that those findings with more personal experiences and considering my own takes on how the pandemic should know how the pandemic has and should alter higher education going forward, which is obviously a really time relevant discussion. So it keeps things relevant this. It's definitely led me to engage in these more relevant ideas and it's gone further than just a role. It's now much more of a personal interest for me. Thanks Helena. So yeah, really sort of good experiences from the team which is really, really nice to see. The students where with us about, they have three hours a week contracted. So it's not a huge amount of time, but the amount of work that they've been doing has just been fantastic. So yeah, it's just really nice to hear it coming from Georgie, Helena and Livia as well. So obviously, even though there's been some really great work going on, as the students mentioned, there have been quite a lot of challenges as well. When we sort of started the role, it's not always easy to get everything right straight away and every time students finish their contract, we were always making sure that we spoke to them and said what can we improve in this role in the future? And it was really important to me that we were constantly evaluating how the role was going because it was very important that the students were getting a good experience of the role. And as sort of Georgie mentioned, we were getting so much out of the students working for us that we wanted to make sure that they were getting a good amount out of their role as well. So it was just always important to be thinking about things that might not be going right and how we can sort of improve those things to sort of change. So I think it's Georgie's gonna talk about the challenges, but if I'm wrong when someone else speaks, but I'll just let that, Georgie speak and then I'll sort of talk about it from that stuff perspective. Yeah, okay. I'll go first. Yeah, so there have obviously been some like challenges and limitations and things that haven't quite gone to plan. The main thing that I've noticed is that some of our ideas don't end up being feasible in the end. For example, alongside the student survey that I mentioned, we also developed a staff survey which focused on understanding staff awareness of digital accessibility and whether or not they focus on making their content accessible. And after creating the survey, it wasn't given the green light because the rules regarding staff surveys are even more regimented than student ones with specific time periods and regulations. And so it wasn't possible at that time. And similarly, it can be a struggle to collaborate with other areas of the university. We also got quite far in the process of developing course rep training which focused on helping students with disabilities access their course materials and making course reps aware of their challenges. And again, this didn't quite materialize because communicating with those in charge of training the course reps was quite difficult. And I suppose this comes down to the bureaucracy of universities and the challenges that poses to making large scale change. So I think Helena might speak next. So I'll pass on to her. Hi, yeah, I think just adding onto that, it touches on another difficulty we've found surrounding representing properly the students from all across the university because different departments, they have made such different uses of digital tools in learning and teaching. And as a result, it's been really important to reflect on like how the students from different department need different resources and already have varying skill levels. And therefore tools, resources for tools have been of differing relevance. And I know that that's something that I really like has been taken into consideration by the DEO when hiring us is that they end to hire students from across faculty so that we've all had different experiences and different things we can bring to the mold. But it was definitely this diversity of needs was definitely something that needed to be taken into consideration across the different projects we choose to carry out and has really highlighted the importance of communicating together on what we're working on. Yeah, exactly. Yeah, a huge sort of learning lessons for us just to sort of, you know, and it was great to sort of get those sort of thoughts back from the students and the feedback. Just thinking about it in the student perspective is just completely different to how the staff would be thinking about it. So just on a sort of staff perspective, obviously, so we've been running for just coming up to two years now for the Student Issue of Champion project. And as I said, we've been constantly sort of evolving the project as it goes. There's been things like we run drop-ins every week which was something we weren't sure of at the beginning but the students were really positive about those drop-ins where they could just come in and chat to us if they needed to. So those kind of things we've carried on. A big thing that I think I've had to learn is, you know, understanding students' needs when it comes to the role. We students, I guess as, you know, even in my team we all work in very different ways and that's the same with the students and it's important to always get that right when you're working with the students and we didn't always get it right. For example, they're thinking about like group projects and things like that. And just it was always good because if a student wasn't, you know, enjoying it or wasn't having the best time they'd be able to come to us and say, I'm not sure this is working for me and we were able to look at ways to make sure that they felt like they were getting the most out of the role and they were actually having an enjoyable experience. Georgie touched on this but definitely a really difficult one for us has been on certain projects just having to say no. I think everyone probably understands that we just can't do everything and it's sometimes quite hard when students come with really great ideas from feedback that they've got from students and we just have to say that certain things aren't feasible. The really nice thing about that though, is that at the beginning we sort of think, oh, we know we had to say no, but now we're able to sort of start thinking about it more. We're able to think, okay, can we do stuff in different ways? And I think that's a really positive thing that's come from that sort of limitation is that students are sort of thinking about things differently. So if they can't, for example, do a survey, they think, well, what can I do? So that actually has been a real sort of positive outcome of those sort of situations where we can't always do what the students want to be doing. And the last thing really is just admin of the role. The student digital champion project, I manage the students, but it's not my only job within my job role. So it can take a lot of work and now we're sort of in the swing of things. It is a lot easier at the very beginning. We did feel like we were wanting to sort of check in with the students a lot and sort of make sure that they were sort of doing the right thing. Now, in the training, we really put the onus on the student. If you need to talk to us or if you need help, you need to get in touch with us. And that seems to be working really well because students will just pop in half an hour in our calendar or they're coming to the drop-in if they want to sort of some feedback on some work or they'll go through anything or they sort of, I'm not sure what to look at this week. Have you got some ideas? So again, it's been a sort of development of from the very beginning of then we sort of had a lot of admin to do. Now we have slightly less because we do say to the students they need to be doing more of the work and making sure that they're sharing their work on teams, which is where we have our sort of collaborating group site. So I guess a limitation gets a bit, it has been a bit of a challenge but we're sort of getting there with it. So we, yeah, hopefully we would love to carry the student digital champions on. I think we probably will because we get such good feedback from them. We have done a recent recruitment in March. So we're back up to our 12 student digital champion team. We wanted to do another recruitment after Christmas because it allows the first year to apply and we had a huge amount of applications from first years. So that was a really nice thing because it's just another sort of, those students have spent a year of online learning in school. So they have some really sort of differing opinions and I can mention on the slide this group of students who we have, every group is different, but this group have some really sort of fun ideas, like some quite different ideas, quite some challenging ideas. So it's been great to sort of work with them and sort of work out if we can sort of get to do the work that they want to do that they think is important. So yeah, a few of the things that we're sort of looking at, well, I know the students are actually on holiday from today, but when they're back Instagram takeovers, they're very interesting. So we're sort of going to sort of think about takeovers on the student union or the University of Bristol Career Center on pages to sort of get our reach out of sort of what support we offer. Digital skills that Olivia mentioned, we're sort of still pushing our digital skills video series, which is really important to the DEO. We have three or four post-grad in the team in this run. So they're really sort of interested in the resources for post-grad. They feel the feedback that they've got so far from their course reps is that that demographic of students maybe was missed a bit in the sort of digital experience in the last sort of couple of years. And yeah, and as Georgie mentioned, there's been quite a lot of work that's come out of the accessibility surveys. So Georgie and a few of those sort of team members are sort of starting to look at the assistive technology and sort of how they can highlight those sort of softwares and the information to students. So there's lots going on. And we have the students up until about June, July, and then we will think about doing another recruitment over the summer. But yeah, that's sort of everything from us. If there's any questions for myself or the students, then yeah, please ask, no.