 Ond yma yma eich br aunquech yn cael ei bwysig er mwyn sy'n cyd-y-rhyw y rhai eich ddimen, fel yma hefyd yn y cyd-y-rhyw sy'n cyd-y-rhyw sydd sy'n cyd-y-rhyw onionsol mawr. Thosehwn gyda'r proses yn y dddwyd yn eich cyd-y-rhyw mae hyn, ond, yn y proses yma yma hynny yn y sylfaen cael ei parau okelodau Cymru, sy'n ei helpu i gyd-dryf chi, ac yn ffio ar amser yma'r cyd-y-rhyw. I'm Fiona McConnell. So, when we look at the sort of the background and problem, I currently work as a Digital Skills Jane Officer supporting staff and use of technologies and their teaching practices, for example the virtual learning environment. Now, during the pandemic where previous work perhaps was given face to face, this had to suddenly shift to using only online methods such as Teams. So this study looked at this period and the effects and potential benefits of using online methods for conducting training. So, during the lecture review, I looked at online methods, which included Microsoft's Teams and its features, and also the Office 365 package, which included PowerPoint, Word, Outlook. I also expanded that to look at ever-popular other virtual companies and software such as Zoom, and also Google Meeting and Cisco WebEx meetings. I also explored experiences of others delivering training and obviously trying to invite staff to attend events with some choosing not to use technologies and their academic practice. I also expanded that to look at the influence of COVID-19 restrictions and the effects of having both staff and students. Now, this also included a major shift in teaching practice, while trying to maintain classes and learn to use technologies and teach at the same time. Now, I think it's really difficult to maybe think back or maybe no. COVID restrictions were implemented overnight and we had no idea for how long or what impact that would have again whilst trying to retain some sort of normality. Looking at the challenges professionals at services staff, there's only a sort of a few number of academic staff perhaps would be contacting them for assistance. However, overnight this completely changed and almost all academic staff were looking for support, especially in using virtual conference and softwares. There was also changes in the working environment from being on campus to being at home, which meant challenges with hardware, where to put it, your laptop monitor was getting chucked into a spare room and others were perhaps setting up in a kitchen table. This in turn, when looking at literature, developed into what called panic odysche. This was due to the very changeable nature against the panic-like state of trying to sort of teach, use new technologies and also the restrictions. Looking at, you know, being sort of forced to live and work in the same place with your partners and children. This was in a backdrop of changes and updates have ever changed in regards to the virus, which needs to be on the news and also perhaps on social media. So, the demographic methods, well, this already took place in one campus in a tertiary institution in Scotland. The university has 12 campuses and over 70 learners across Scotland. So, they are widely geographically positioned with some campuses smaller than others, so they do not have a dedicated support perhaps from a training officer. Data collected, the themes were created using reflective thematic analysis. A survey was sent online anonymously to 76 participants who attended training events using online methods such as Teams. 25 responses were gathered back from that. The survey was made up of liker-scale questions based on the topics the experiences staff had to the training and the influences COVID-19 had with any benefits intending online events with an open question at the end just to gather any more detail and information that the person wished to add. With the quality of data, three interviews took place using Webex meetings. The interview schedule was based on the similar top areas that the survey did regarding the experiences staff had, the benefits COVID-19, the influence I had on them, including pre-COVID and the use of technologies in their teaching practices. Looking at the data collected from the survey, looking at the experiences of using Teams, 20 agreed that they are a positive experience using Teams during training, adding that 21 agreed instructions given by the trainer helped in any queries online were easy to follow. Looking at the effects of COVID-19 restrictions, no in-person sessions could take place. Looking at the future, if staff would attend further online sessions using Teams, 17 agreed, they would. However, the opposite end, there was one disagreeing. From this, it seemed choices very much key to staff and how they would attend any future training. However, using online methods such as Teams would be a vital option for some to use. Just looking at the benefits, these would explore to see if online methods helped and these would be using any other technologies or perhaps helping giving confidence. 19 agreed increased their confidence in using other virtual confidence software such as our initially proved Webex meeting tool. Also, 17 said that it improved their own professional practices while working online. Just looking at the high-level data, which came in from the open question for that, comments of missing interaction with others during training was noted and the technologies used were complex for them and the students. However, it was also noted that COVID-19 and the restrictions had forced them to use technologies and teaching where previously they may have been apprehensive to do so before. Out of the qualitative data, eight themes from the study were generated and some were split into sub-themes. Now, during this presentation, we will concentrate on two of the themes, which should seem three and theme four. You'll see that theme four has been separated and that relates because it supports perhaps more disadvantages of using online methods in COVID-19 restrictions. So, theme three, an exhaustive shift to online, hand-held by immediacy, looks at the immediate shift to online and staff having to respond to that. So, not only were they learning new technologies, but also the pedagogies to convert in-class materials to online ones. Now, this in turn was basically looking at impersonal practical sessions and moving these online using Webex meetings. So, the support offered via teams-based staff to you to work and adapt the teaching practices using your technologies, confident with your students, noting it felt that their hand had been held from the very beginning of the restrictions. Looking at theme four, on reasonable obstacles to using technologies when the essence of teaching is face-to-face, looks at the various obstacles staff faced when trying to use technologies for the first time with students. It was also particularly challenging for them as we're undertaking the learning about using these technologies whilst using teams, new technology, where previously perhaps we've attended at a face-to-face training event. Frustration was noted by the restrictions, meaning in-person sessions could only take place rather than obviously face-to-face, finding online very difficult and impersonal. This also mirrored their own students with them not wanting online classes due to the practical nature of the subject. It was also noted that their own beliefs were students should be taught in-person and as a face-to-face setting. Now, this obviously looked at the literature as well, where the online persona and how it differed from the in-person sort of persona was explored in the review, where educators perhaps struggled with these online identities versus their face-to-face ones, which suggests that training support needs to include more than just how to move the materials and teaching online. For further research and discussions that there were missed opportunities due to the time and scope, however, you know, basically exploring the results perhaps more deeply from the staff interviewer, who really did focus quite a lot on the situations of using technologies with her students. At the centre of these discussions are really rich examples using technologies with her students and further research perhaps should be looked at to explore this with staff and a wider institutional population. Perhaps even look at the student perspective to look at the focus and the support they would receive in using technologies and apply this in their learning. Again, this perhaps would give a more balanced perspective in the requirement of technology training for staff that direct the links to the student capabilities and perhaps their technological needs as well. So just looking at the conclusions and recommendations. So the study looked at staff who are geographically spread, include myths to engage with those staff who otherwise perhaps may not participate in digital skills training. The themes generated invalidate the continued use of teams to be used to conduct digital skills training in doing so it does not automatically translate into attendance or the inclusion of technologies with staff using this in their teaching practices. It could mean that teams using it with staff during training could grow their confidence, perhaps take one step forward into using it, perhaps teaching practice or even perhaps professionally with their peers. As a diagram suggests, future solutions for online training support should be done alongside institutional aims and with staff and with what they want and what they need. So using teams for training would also benefit those geographically spread where institutions due to size, possibly allocation of funding could not have an on-site trainer at all times where an online one could be proficient instead. So this study offers suggestions that training support using face-to-face methods and teams to build digital competencies and confidence in using technologies could be effectively implemented. Just lastly, just a few slides here regarding references and thanks.