 Good afternoon, colleagues. Welcome to one of the final sessions in track two of day one. Hope you had a really good first day of alt. My name is Keith Smythe. I'm the chair for this session. And we have Debbie, Holly, and David Biggins from Bournemouth University with us today. They're going to be talking about digital well-being to institutional policy, a co-created journey question mark. This session will be a little bit different from other ones you've been in. There'll be opportunities for audience participation throughout. And then we'll take two or three minutes or so at the very end for any final wrap up questions. So, David, Debbie, over to you guys. Thank you. Thank you ever so much. And it would be brilliant if you can get your mobile phones out and ready and handy because we've got QR codes for you to link straight through to things. And we also are trying out a Mentimeter. So that would be wonderful if you would. So, welcome. I'm Debbie Holly. I'm the professor in learning innovation at Bournemouth University. And I'll hand over to David to introduce himself. Hi, I'm David Biggins. I'm a lecturer in project management with a very strong interest in learning design and the employment. So if you're happy to just scoot on slides, David, that would be lovely. So basically what we're talking about today is we're talking about some of the research we've been doing over the last five years. And most of the alt community have been contributing all the way through. So we've done some we've done some work in terms of looking at the literature. We've done some work interviewing people across across the alt community. And we started to pull that together with a digital learning model that we offered to the community last year. And this is now kind of looking at digital digital students, digital health, mental well being, and starting to consider that student minds the mental health charity. It did an amazing report earlier this year called Life in a Pandemic. And 74% of students said that COVID had had a negative impact on their mental health. 65% said they needed help and advice, and they reached out. And only 19% felt they got the help and advice they needed. So if you just kind of bear that in mind, we're going to do a little bit sort of about the overall model, drill down to well being and then talk about a small scale case study we've been doing internally. So this is our beautiful model that we've come up with a digital learning maturity model. And David, can you say a little bit about what a maturity model is about, please? Yes. So maturity is a concept about how well people carry out their processes. And normally they're measured on a scale from zero to five. Zero being they don't carry out the process. One being we do ad hoc do it differently each way. Number two might be we do it, but not repeatedly all the way through up to a level five, which is the highest level where people are measuring how well they do and continue trying to improve that. So we can apply that method to all sorts of different processes that we carry out, be it the exam boards or assignment re-sign-offs, or in our case here, looking at how well organizations manage digital learning in their organizations. Lovely. So if you're happy to just move on one slide, we can kind of really look at where we're looking at today. So we're looking at well being. And then I think we need to start off with just defining digital well being. And we're looking at this as the impact of technologies and digital service on students and staffs, mental, physical and emotional health. And that's from the big GIST report that they brought out last year. But if we look at this a little bit more in the round, I think you can see this is a lovely image by Simon Ray, but digital well being, it's not sort of something there on its own. It's all kind of wrapped up with all kinds of other factors that kind of make up the whole person. So I really think we need to look at that holistic approach and we'll kind of come back to that at the end. So there's all these different things we're going to be looking at and that's included with us. So we're just going to talk a little bit about our digital well being dimensions now. So you can see here we've got the dimension and David can kind of talk us through the level zero to level five. Yes. So this is looking at how involved students are in the learning design of their organizations from zero that are involved at all, all the way through up to level five, where really students and staff are really driving the agenda for digital learning. And we see that organizations can benchmark themselves against these different levels to find out where they are. And we'll see you later today, look at where they want to be and then work out how they move across the different levels of the model. Thank you. So here we go. We're hoping this is going to work and you're going to have a little go at doing a Mentimeter. So if you could get out your phones and if you could go to menti.com and then you've got the code in there nine zero zero five six three three nine. So it would be lovely if Caroline you could pop that into the comments so everybody can see the code there. You can direct link in the chat as well. Thank you. So we've got all of that there and what we're hoping to do is we'd like you to just say using the maturity level where you're working. What's your current level of co-creation? Do you really involve students with everything or not very much at all? So if you haven't got a mobile phone with you or a device or your batteries are flat at the end of the day because you've done so much in terms of participating in in alt, you can obviously pop into the you can pop something into the comments you know one to five. Thank you. So no consideration that's good tools selected on well-being. Those involved that's really that's really nice that one as well. Interesting so some consideration oh yeah we really want number one to get in touch with us later on. We'd love to know what you're doing. Thank you so much everyone that's brilliant. David are you happy to toggle back and to have we can just sort of just talk a little bit and we're thinking about slides and the levels of co-creation and we suggest that sort of where there's no consideration of staff student well-being there's very low there's very low dimensions of co-creation and that at level five there's sort of much higher levels of co-creation. So our next thing is you know we've all got these different experiences and this is a something just pop this into the comments if you can have a little look at the barriers to success. So what are the barriers to success? I absolutely love this just a new size of report that came out a couple of years back. So what are the barriers? The biggest one was organizational culture and I think given this report was 2019 it'd be really interesting to see if culture is still a barrier about digital well-being given we've been through a pandemic, financial constraints, lack of capacity or capability, legacy IT systems, lack of change leadership competency or capacity well over a third, lack of sponsorship from the institution's exec team a quarter and general risk aversion. So are there any kind of views or examples and we thought perhaps you could just put that in the comment while we're just thinking about this. Marguerite makes an interesting point that a lot of the thoughts about digital well-being are student focused and not at all taking into account staff well-being. That's a really good point Marguerite, really good point yes. So it's good people another moment and then we'll show you. Yeah I think people can be thinking and adding to the comments in the chat I think and we can kind of pick up a little bit later on because we've got time for discussion at the end so people can just have a bit of a think about that thinking about the barriers and whether they've changed at all from from the report that we've just shared with you. So what we're going to go on now is talk about a student case study that we've just done at Bournemouth University and David's led on this so I'm going to let him kind of talk through and to click through as well. David over to you. Yeah thank you David so we had a survey in the summer which probably never a good time to have a survey of our students and we had 92 people so far have come back with their responses undergraduate and postgraduate students. We'll ask them about their use of the VLE, access to certain types of information in the VLE and also about their well-being. I'm not to use this to assess our own level of maturity in this area of the model so just looking at some of the key findings we had from our survey. We asked people how confident they were with different aspects of technology and you can see that there are four plots here all of them have the same y-axis which means you can compare the heights across the four of them and what this shows is which is very interesting we thought when we looked through the results is that students were most confident when they're using their their phones that probably didn't come as much as a surprise and also very confident in the use of social media but the two areas where we really need them to be very confident for their learning experiences is in terms of using computers or the software on the computers but also in using the VLE and as you can see on the bottom right hand chart here there this is the area where they felt least confident of them all in terms of using the VLE and this is important because if students are having trouble using these mediating services to get through to their learning then that could well have a detrimental effect on their on their learning experience. Interesting figures that came out from the survey were only that 25 cent of our students very rarely or only occasionally had a good internet connection and again we've all been there where we have poor connections and that can be a real barrier to to learning. In terms of the VLE we ask people how they access information on our VLE one one in seven so 15 cent had a difficulty accessing the material about assessment which is obviously really important a similar figure had trouble accessing the recording material which gains a real problem because for us a lot of our learning this year has been through online and recording materials so if one in seven students are in trouble accessing that again that's a real barrier to learning and a potential for problems and then not knowing what's going on access the calendar one in three students really can't access that and again speaks to problems I think that we have. Those are some of the results most of the results are in this document the 18 page document which is available here on slideshare for you to have a look at if you wish. It's an ongoing survey so we will come back this semester and ask some more students to participate so we'll grow those results in the future. So the next thing we did we asked students for some textual comments and feedback and we started to map those against our levels of maturity so that's the L0 to L5 so if we told them and said well that's what students are saying what does that mean in terms of our level of maturity I'm not going to read all these out we've been reading these for the last few days with some disappointment but you can take out some of these that students want us to listen to more not make excuses to be more understanding of physical and non-visual disabilities that they have taking time to get to know students organizing the VLE better making the VLE easier to use and this penultimate one on this first slide is all about staff that if staff can't use the technology that we have available that it makes students another barrier for for their learning so against that it looks like our level of maturity is quite low zero or one basically it will be sought in the mentor meter a few months. So some more here about students not feeling supported making assumptions about how much they know how how quickly they learn and not being mindful so lots of problems again all at level zero level one type of maturity for us some aspects here about people wanting to use tools like Padlet which are very successful across more of their units I like the second one here apply one well thought out structure toward units so there's consistency for students and then these next two slightly contradictory one asked for for less email less communication by that medium the next person asked for more communication so this speaks to this issue of personalization I'm really needing to know what students need and give them the option and give them the ability to say what they need in their learning to get the most out of it and the last one just speaking through these have responded to emails set expectations important and recording lectures and there's very last one is slightly longer quote it's all about the university needs to move with the times to allow real-month learning it's actually the third option and only insist on face-to-face but it's absolutely essential for learning for that day so some really helpful suggestions from students but all those go to demonstrate this is university we're really not doing very well in this area debris I hand back for you or if I continue that longer yeah no if you want to do if you do this next one and then I'll kind of whisk through digital well-being and we need to be moving on quite quickly so we've got time to do the next the next activity okay so so wrapping up then so most of our students I would imagine think we're not doing enough at the moment in terms of helping them that's our amateur level is I don't quite know something really to work on and this kind of reflects the the national picture and some of these big reports that have come out the office for students did a digital equity report which I you know I think is fascinating 104,000 students during the pandemic had no internet access at all you know so there are huge huge issues there so thinking about improving well-being the students want staff and institutions to improve they don't think they're given enough choices and how they learn they think that as staff we lack technical skills empathy and understanding institutions have a very variable approach to using a VLE and tell tools and they'd really like to see better learning design and useful tools so they can get some consistency and they can learn something and use it rather than every single different lecturer they go to using a whole smorgasbord of different types of tools so obviously this is kind of across three faculties and just just quite interesting and then if we start to look at co-creation JISC in their insights report the one that just came out this summer 36 percent of students say that they're given the chance to be involved about decisions in online learning 89 percent of our students in our survey think that they should have more control over the digital tools they use so the students want to be more involved which is why we think that this kind of this idea of having a well-being model where you can measure some of the things might be really useful and if we could try and think about some ways in which we could build this into institutional sort of spider diagrams and targets I think it would be a really useful thing so if you just have a little think you know we've all put down sort of you know zeroes ones a couple of twos and one five which I'm so envious about what would you be your desired level of co-creation because obviously we're all at really different institutions do you have a perfect number and I'm having a bit of a giggle because in the comments it says there's five comments so maybe everybody's the five but please do just add in what what where would you like to be I'm just going to pick up Natalie's comment at 5 23 did confidence in using the VLE have any links with how modules are presented absolutely and we know from from external research from the student minds work that all these barriers to accessing the VLE and everything being all over the place is adding to student pressures and to their their mental health and well-being so I think that's an absolutely valid point and then my grief is also said at 5 23 there we had staff working from home who also had real issues with internet access and I think earlier on my grief you were saying you know it's really difficult because we're just making these assumptions for staff and for students so yes absolutely right let me just move on a little bit then if you're happy to move on to the next slide David so just say we had some targets of fines and falls which is what we would like to see which high levels of perfect perfect perfect yeah that sounds great Jennifer so it's and then it's really the so what and we just think you know there's got to be a way to start to build what we're calling this compassionate university so what could students do obviously they need to be part of what we're doing utilize the well-being services only 33 percent of our students engaged and they need to be taking a more proactive role in safeguarding their well-being what can we do I mean we like to think we're listening and empathizing and it's quite damning when the students tell you you're not become better and more confident in digital learning I know we've had an absolute acceleration but we need to consolidate that practice but what could institutions do they could build in compassion as a performance indicator and to start to balance standardization versus originality because if we give everybody exactly the same all the time on the VLE you can just squeeze out originality and innovation but we certainly think institutions can promote and support staff and student well-being and have this more a personalized approach to learning so there's actually some work out there already there's a really interesting report here you can you can zap it and download and have a look but there's standards already available that the world health organization some of the large banks and institutions are starting to look at in terms of having actionable guidance to improve the health and well-being of employees communities and sort of all of the stakeholders so that sort of framework would fit right on top of our model and I think that would be really really useful in terms of thinking how we can move forward and move forward more strategically so David if you'd like to sort of sum up this yes so we're talking details there about well-being and importance but going back to the broader picture of the model that's just one dimension and the weather we're carrying out at the moment is to develop this model further to validate it with colleagues and also develop some of the steps that will help people move throughout through the model to these different maturity levels so you know how some of us have said we're one or two want to be a four or five we want to work on the the steps that we can do to help organizations to move along the continuum of maturity so our chairs come back just as we go tada we would love you to co-create an alt blog post on this topic either this or you know or the digital learning maturity model so you know if you're one of the people who's just been getting involved in the chat if you get in touch with us we'd really like to do something together and to kind of pull it together and maybe we could see if we can get it posted as a guest post on the alt blog right okay so Keith over to you and how can we just finish the last few minutes most usefully yes I think we're into the last minute and I'm conscious that there's another short session right after this before the seamalt ceremony later so I don't see any other questions that you've not covered already so thank you very much indeed for really great and interactive session I would encourage colleagues to take you up on the offer to contribute to a blog I think that's a fantastic idea and so as we are literally about to hit time I think we'll just offer a thanks to David and Debbie in the usual manner please we're gonna have a little virtual round of applause and we hope you enjoy the the final couple of things of day one and the rest of the conference and Debbie and David thank you very much indeed and thank you so much for chairing Keith and for Caroline doing all the tech behind the scenes much appreciated and we'll catch you all in some of the sessions I'm sure thanks a lot bye bye