 Llywodraeth gydigol, ddim yn ddim yn cael ei wneud. Alun i gael yr ystafell ar gyveldiau'r ystafell. O'r Unibynt yn gyfath rhan o'i gwasanaeth ar gyfer y cysylltu swampio a Lolaith. Yn y gweithio'r lŵr i'r Lloeddan Lucy Anhysledo ac Alas Kestillol. A gallwch chi'n ffobl. Woof, ddim yn ddweud. mae'n dweud yw'n dweud yw'n dweud yw'n dweud yw'n dweud yw'n dweud yw'n dweud, ac mae'n dweud yw'n dweud yw Arden University yn y pandemi COVID-19, yn ymgyrch, yn ymgyrch, yn ymgyrch, yn ymgyrch, ac mae Lluciaenna Clethw. Mae'r cyfnodd cyfnodd yw'r cyfnodd yw'r cyfnodd ar Arden University. A mae'r colleg. Yn ymgyrch. Yn ymgyrch. A dyna ni yw a ni yn fawr am gyfnodd ymgyrch a bywyd yn fwyliadau i ddygiadol yw'r cyfnodd ar Arden University. Mae'r cyfnodd ar Ysgriffa o hyd yn ymgylch i Lleidafolion Lleidafolion Ffisiadol. Yn ymgyrch. Mae llawer am gyd-oedd y gallai gilydd yn y pryd. Byddwch, bod ymgrifiad pa gweith rydyn ni'n gwybod a fywyd i chi'n meddwl gydag ynddo i ddweud â'r Arden. Ond yna, rydym wedi'i gwneud y rhai yn y model yw'r swampillolau. Dyna ymddefnyddio'r ddweud sefydliadau o'r hyn. Rwy'n dweud hynny'n gweithio ymddiadol. Wrth gwrs, rydym wedi'i chi'n siaradau'r ddiadol a'r cyffredinaf i chi'n hynod i gael ar y dyfodol, ac mae'r gweithio'r ddaeth yn dweud â'i ddefnyddio'r ddweud â'r cyffredinaf a'r gweithio am hynod i chi. Why did we choose Charn Swampilolans? Basically, in higher education we work and learn in the Swampilolans by trial and error and from learning from mistakes. Everybody needs a map or a method to sort through and learn from all the muddles, the uncertainties and the clarities and mistakes that happen along the way. The Swampilolans was a useful image for our reflection your degree your way. As during the pandemic we couldn't climb out of those lulans and had to do our best down there. And it required us to enter that place of not knowing. And so it fitted very well with with what we wanted to reflect on and we chose this method because of the reflection in action, and the reflection on action. And the reflection in action is this hovering hawk or this image of this hovering hawk that is in the mind, that has about remembering skills, experience and knowing at the right moment and then allowing us to draw on theories and knowledge as we go along. Whereas the reflection on action is the reflection after the event and it's there to increase the effectiveness of that reflection, in action. So with this in mind I'll begin by giving you a short introduction to your degree your way, which is a teaching model which originated at Arden, with the premise of attempting to provide a have your cake and easy approach to our provision. We wanted to give the students the chance to continue their learning, not pressing pause, but attend and engage by whatever way they felt best during this period. At Arden we have programmes that are distance learning and blended learning and so this particular approach was for the synchronous sessions for our blended learning students. So how did we start? Well we put together a working group which was formed in June of 2020 to look at how to take teaching forward during lockdown for our blended learning students who are required to attend face-to-face classes as part of their learning which is coupled with asynchronous content and activities. The initial roll out of your degree your way took place in September of 2020 so we had between June and September to get things into place and whilst that was happening students attended online sessions only. So as a working group we had to think about the safety of the staff and the students as well as the setup for the rooms so as well as protective equipment and social distancing parameters for all of our study centre rooms worth fitted with equipment for online sessions such as cameras which were controlled with remote controls by the lecturers and shore microphones to enhance the same quality. Students could use a booking system to book onto the sessions which each week for each week so then they would come into the centres and they could choose to either join the class online or in the centre and this meant that our teaching staff would be teaching to a class of students who could be in the room or they could be joining in the Zoom room and this model was chosen with the aim of accommodating all of our students to give them optionality in access and to avoid pausing their learning. I'm thinking now about reflection in action and what lessons were learned so more time for intensive training would have been a real benefit and as with the rest of the sector this is something that obviously it wasn't possible but our lecturers were they were very used to teaching face-to-face and they were thrown into using Zoom to teach via this new hybrid model and some had never taught online before so that intensive training that took place would have really benefited from having more time with them. It's not just the teaching that I shifted so working practices of a university had to change the working group consisted of people from academic and professional service roles across centres and the head office meeting online and we needed to use meeting software to test the model remotely so we did this by having some centre staff present to others that were working at home or in our offices. We needed to check connections to make sure the equipment would work as intended and would be accessible for all of our students joining on varying devices and in addition to this we needed to test these things not just in our UK centres but also deploy and equip our centre in Berlin as well. There was also a need to acknowledge the differences between teaching a live session online and a live session face-to-face to deliver a good learning experience for our students and I think not only at Arden but across the sector having gone through this experience there is a better understanding now of online distance blended and face-to-face learning and particularly with those hybrid models there is a need to have engaging and interacting activities which are asynchronous and that complement and support face-to-face sessions. Okay, so after the event then we reflected on and used the reflection on action to see what improvements needed to be made and this is just a summary of some of the main things that we found which first of all was that the digital capabilities of not only the staff but also the students needed to be improved to use the tools that we were using really well and obviously hindsight is a wonderful thing but we want to use this experience as a learning opportunity and that has included collecting regular feedback from both our staff and students but one of the main themes that came up for us was about humanising online teaching and by humanising online teaching we can be more inclusive we can use digital pedagogy as a tool to support with delivery rather than it just being the form of delivery so digital technologies instruct teachers how to teach and how to interact in digital spaces and we have adopted these without sort of looking critically at them and their impact on the teaching and learning so what's come to light from this pandemic and across the board in the sector really is not that we need better digital tools although of course in some cases we could do with that as well but more that educators have no idea how to reach out across the screen to students that we can't see so how do we start thinking about humanising digital learning well we need to start thinking of learning as happening solely online and because learning does not happen online without that human interaction and it happens in real places with other humans we need to add space into our relationships with students because the immediacy of the classroom is no longer an affordance and technology alone does not know how to teach or how to build relationships it's vital to build that connection with our students and we as educators need to trust ourselves we need to invest in digital capabilities and we need to grow in to create learning experiences that ensure our students are more than just faces on screens that we can mute and we can give grades to and we also need to start thinking about acting inclusively to help with promoting humanising learning and all teams and departments can use inclusive practices which help to make things more personal more accessible and more human and it's been really great to see access and inclusion in so many of the presentations at the AUK conference highlighting the way forward for us as a sector really and we would like to invite you now as we continue this discussion by input into our padlet board which the link will be shared in the chat with you and if you've not used padlet before you just need to click on the plus sign at the bottom of the screen on the right hand side and you can add in your thoughts there and we are asking what does humanising online teaching mean to you and why is it important and hopefully there'll be some time at the end of the session for us to have a look at at some of your thoughts and while that's happening we're going to talk through some of our thoughts on this area as well. Yes so the next section really is about practices to humanise education or humanise online education so we're going to focus on the pedagogical practices that promote care for the whole student and class experience rather than just the technical aspects of online teaching so these are some of the areas that we're going to cover over the next few slides and the first one then is build and maintain community which is one of the really crucial areas when humanising online education and we're just going to focus on online class commitments, building connectedness and then temperature checks as well because it can take time to establish norms and practices of being present and mindful and safe when you're online and so you might bring a set of values to your students so that they can expand on and provide feedback so that you co-create what is expected in your online space with your students and some examples that you know you might put in there are things like about being present, listening deeply, using one mic and trying not to interrupt each other and if you do to apologise you know and making space and also taking that space so that it is there for everybody, being open to learning and being comfortable with being uncomfortable as it often can be when we're learning new things and even also to some people in an online space. Other things are things like using personal pronouns and gender-conscious language and you can support that by using the rename function online so that students can add that as well and so can you, being punctual and that you know saying that we expect full and safe participation in online sessions so you know trying to avoid distractions like driving while they're in a lesson, multitasking and I know it's unavoidable at times but just sort of trying to make that expectation as well and you know and also just asking students how we need to engage to foster respectful and creative community and asking them to participate in that so authenticity does tend to transfer across the digital platform so it's wonderful practice that sort of makes space for co-learning and being transparent with students when you're working out technology glitches for instance to support their learning as well and it can be really helpful to engage students in a temperature check at say at the beginning of a lesson because it's just much harder to tell how students are doing when you're in a virtual space and this can help get a read on the virtual room that you're in and can just help students to feel more comfortable and warm up to speaking online as well. There's lots of different ways you can do that and also quite quickly so whether it's like a high and a low point for them or representing their week with an emoji or a hashtag or sharing how they're doing in the form of a weather pattern or forecast are just some ideas that you can bring in as well. Also things like inviting announcements, celebrations because these are the sort of things that students would do in person when they walk into a classroom so it's just making an intentional space for that to happen so also just taking time for students to share appreciation of one another again whether it's related to class or not so that it can help to foster community when you're not in person and also you can ask students to use video to help maintain human connectedness I know that's not also always possible but again encouraging students to have that connectedness with each other outside of the lessons as well. So one of the other areas is about being prepared and one point we were thinking about is about sharing your agenda and I know we've added in our contents at the beginning of this slide but it can be useful for students to have that separately so that they can actually look at it while you're going through the session and sort of know what's coming and have that in advance. The other points about being prepared are all sort of linked to group work and also making sure that we have group rules so things like the breakout rooms you know so planning that in advance and deciding you know if you're going to add in polls and things you can always set that up before but then also giving really clear instructions about how those groups are going to run in the breakout rooms giving people assigning roles to them so whether they're the timekeeper or the facilitator what they're going to do when they come back into the main room and being really clear about that starting classes with a tech tutorial you know not assuming that everybody knows what they what they can what they have to do and you know giving instructional activities so when the students come into the session they can already be working on those before you get started on the session. So it's sort of looking on from that really it's really important to be prepared for your sessions and part of knowing what to do with your tools is part of that and at Arden we use Zoom to teach our online sessions so using that as an example we encourage our educators to use the functionality within that and so it's really important for our students to have the time to learn how to use the tool just as much as the educator and so taking the time to explain how to use Zoom at the start of a module means that they can fully utilise and access it properly making the most of the breakout rooms the different views and things like the keyboard shortcuts as well and the chat function is a really good way to help with humanising learning we can encourage our students to use the chat function during class you might want to set some community norms for your course as well but you could you can do things like sending comments sending thumbs up using the emojis as as whilst others are speaking because when you are face-to-face you have things like gestures and remarks that students might make and that's when you know that they might be engaged but by using the chat function you can invite this interaction into those sessions as well and students might share encouragement or appreciation for each other's ideas too and something else that we have reflected on to improve in this area in terms of our practice is to think about selecting certain tools to use throughout a module or a programme so it might be padlet or jambord, weight clear tool, mentimeter it's a really good idea to choose one or two tools and stick with them for the duration of a module as well as helping to overcome institutional license queries this just give both educators and students the opportunity to learn functionality and really enjoy the tool for learning and encourage more participation and taking the time to know your tools can also encourage the use of them to support and foster equitable participation and thinking about access of tools and the content and give yourself time to ask questions and think whether there's something that you can do around this area so while you're setting things up could I do this if I couldn't see could I do this if I was using a keyboard instead of using a mouse could I do this if I am colour blind and can't distinguish between red and green could I do this if the content triggers memories of something traumatic that might have happened in in my past and these questions could be related to several different things so access needs queries on inclusivity, digital poverty, decolonising digital learning and sensitivity so it's really important to think about these areas while we're planning four sessions and using things like trigger warnings ahead of especially difficult topics and clear signposting to university support can help with students feeling more confident in wanting to engage too. Other areas that we can think about with this really we can use the raising of your hand function to track and making sure that you are tracking so it might be the tech hand it might be the real hand but you might want to have a protocol in place in acknowledging as these hands come up so then the students know that they're their their engagement is appreciated and wanted in the session and if you have to do a roll call to check in on a topic let students know in advance that you're going to be doing this so that they don't feel vulnerable and put on the spot and think about as students are sharing out pause to invite anyone to speak who hasn't yet spoken and obviously that's a difficult thing to do while we're we're all working online and trying to encourage that participation but give them that opportunity and and it's you can be surprised as to how many students are going to take you up on that as they are asked to engage and looking now at sort of sharing out well when we want to when we want each person in the class to have an opportunity to speak to something we could be asking for a volunteer who would like to begin and when that person finishes we could ask them to then tag in another student so this keeps the flow going and ensures everyone's speaking it builds up the community environment for students to engage in in that collective work and thinking as well about things that we would do in a face-to-face setting so a student might be having a difficult time and students or they might find that they've been triggered by something and students can't give their classmates a consensual hug or if they're sitting next to them they can't just grab a tissue if we're online it's not that easy so if you are teaching a class where challenging topics and experiences come up be prepared to hold that space and offer validation and affirmation and create space for that dialogue and provide guidance for those students that need it and sort of thinking now in terms of our our model your degree your way model we also suggested getting students to monitor chats so having a role for your students within the space within breakout rooms so that being in the class or online wouldn't be a hindrance as they could still participate and interact with their peers and finally the last point that we wanted to look at is just about being flexible being patient and most importantly being yourself because i think we all know that technical glitches happen and that some of the things that were supposed to happen in person just are not the same online so you know we're all still all students and faculties are still adapting to the new challenges of being online and and you know this is something that's happening still now and everybody's holding a lot because of that and it's just important to sort of remind ourselves and the students of this and that we really need to cultivate compassion for one another and ourselves and having that authenticity when glitches happen can create bridges of connection as well and also just remembering to take breaks you know and taking around five minutes each hour as a minimum and encouraging people to to move and stretch as it can otherwise can just take a really long time that you're sitting at your computer without actually taking a break and also just you know logging in a few minutes before class so you can chat informally with students as you would normally if you were in the classroom and invite students to ask questions as others are logging off but obviously keeping boundaries so that you're not spending hours and hours doing that and like i already mentioned just encouraging students to use video conferencing between themselves to connect to one another outside the classroom that can also help as well for group work but socialising and you know sort of sharing virtually as well and you know you need to bring your energy as well because online learning spaces do need energy so that's really important as well and just being being yourself and these are just a couple of our references and thank you all for joining us and we've got our contact details there and we can see that people have already been adding some comments to the padlet which is fantastic there's lots of things on there it was just distracting me a moment ago just having a look at all the all the great comments i'm not sure if we can share that now or if there's a lot of things coming through in the conversation you see and we've got a couple of questions the first one is from Caitlin Caitlin has asked how did you do how did you go about defining each of your modalities we're in the process of creating shared language at our university now that's a great question so we when we were looking initially at the sort of your degree your way model we already had in place distance learning programs and blended learning programs we had when we set up the working group the initial idea came from a conversation where CEO had said i want the students to have their cake and eat it and so for about three or four months of the process that was the reference to our working group and that was the reference to the model and it took a bit of time really to think about how we wanted to take that forward but as we continued to work together as a group and i think having that shared understanding across the departments and bringing in people from all different teams it helped us to distinguish between those models and it wasn't just sort of a something that was siphoned off as an academic project or something that was just sort of led by the academic registry it was we worked together and i think that was where we saw our similarities with what we wanted to bring for the students and we wanted to bring that equitable experience for our students as well and i'm not sure whether that really answered the question but that was sort of how we how we came to that model so my advice would be to have those conversations with across departments not sure whether Lucy's got anything more to add on that really no i think i think you've pretty much covered it and yeah i think it helped that we had the distance learning and the blended learning to start with so so now i think that covered the question thanks um you've got another question come from kaffee kaffee's asked have you considered adopting the same tools across the university rather than just across one module yes yes we have definitely and and that is something that we've we've sort of been working towards rather than just having different ones across all the all the modules because obviously staff new training and those so so we have been looking at some sort of basic tools that that could benefit everybody really and then trying to stick with those because we found that otherwise what what people do is they tend to go and sign up to free tools themselves and then that brings a whole host of other issues so so yes definitely rather than just across modules it's been looking at um you know tools across the whole university i think that's the last question unless anyone else has any further questions they want to ask we've got a lot of applause going on or wash hands as people are saying at the moment so yeah um we seems to be that everyone's really enjoyed the session and it'll be great to carry on the conversation and discord if you could share your slides and resources over on there um i've shared the padlet for everyone already so yeah thank you for joining us thank you thank you to everybody for going getting into that padlet as well i'm really excited to have a good look at what's in there yeah thank you thank you