 Okay, but it's quarter two, so we should close the gap then, show all of the load. I expect to think we've finally met some of the people online here. My answer to that, how do you know that we've changed? Is my better and previous to the best seven or the only people that we've got in the workshop are so confident in the fact that all that I've talked about is going to need to do anyway. So he can welcome Sarah Knight and Hannah Heathen, we're all going to need this workshop here, it's on the report that you've got in front of you. Thank you, it's not got one, but if you sit here and have it for now, I'll bring one over to you. And I joined the workshop, welcome Sarah and Hannah. Thank you very much. And as you'll see, we have also got two colleagues who are also named on the slide, that aren't in the workshop today, but we do need to recognise their work as well, which we will do, that's Sheila McNeill and Elizabeth Neill. So thank you so much for making it on a really warm afternoon, on a really packed day, and we're really excited you're able to join us today. We are going to make your work, I'm afraid, but hopefully in an enjoyable way, we have got some activities planned, but we want to give you a bit of an overview around the work that we've been doing at JISC over the past year. And some of you in the room have been very much part of that work through our advisory groups, through events that have been running, and it's a way of also recognising the contributions that we've had from the sector. So we're going to give a little bit of context in relation to where we are post-pandemic, and I think that's a theme that's been picked up in quite a few of the sessions that we've been hearing over the past two days, and where we are with learning and curriculum design. We're going to be introducing, and I think this is a really exciting bit because it's hot off the press, the beyond blended report and materials that you've got on your tables, and we have also got a QR code on the back of the postcard, if you want to download an electronic version of that as well. We're going to be looking at some of the materials from this work, which relate to some of the key concepts in that guide, in really looking at ways in which we can move our practice forward, with thinking about the ways in which we are designing post-pandemic learning. And you have got an opportunity as well in the group activities to discuss and share, so please do make a note of the URL that's on the screen at the moment, because that's the one that we are going to be using today in the workshop. So take a photograph of that, we will have it on as well when we go through into the activity section as well. So, where does this work come from? For us, and I'm showing my age here, but I've been at this nearly 20 years and worked with Helen for a large proportion of that time, as well as Sheila McNeill. And during that time, we have always had an interest and a focus on curriculum and learning design, and I can see people in the room have been involved in some of that early work and those projects. We have led quite a large change programme back in 2008, where we funded projects to look at organisational change in relation to curriculum design. And it's been interesting, I think, for us both to reflect back on some of the lessons from that programme, some of which are still absolutely relevant today, but also to look at where we are now and some of the differences that are coming to the fore. We produced a wide variety of guides, and I think again, you know, recognising the work that the alt community played and has played over that time as well in moving forward this agenda and this discussion. And that really led us post-pandemic to thinking, actually, we need to review where we are now with learning and curriculum design, particularly thinking more about ways we can more effectively ensure that we are designing learning that does better meet the requirements and expectations of our students coming in. So, in phase one, which we conducted last year, we ran a survey, we did a desk review, we had some in-depth interviews, and that guide is available, and that report is available on the JISC website. You can tweet some links to that. But that was really important for us to say, well, where are we now? What is the current state of play? And also to pick up on all the excellent practice that is going on in the sector, but also to look at some of those challenges and where some of the differences lie where we are now, as opposed to pre-pandemic. That then allowed us to think about ways in which we could take that work forward, to think about what support and what materials could make a difference, both at a curriculum level, but also thinking back to that larger transformation change agenda, where we do need to be having a more strategic look at the spaces, the places that we're working in, the ways in which we are planning our assessment and curriculum design. And that's the work that Helen is going to talk through with us today. But I think also just to recognise the consultation, the involvement that we've had with the community around these areas of work, as you'll see there. So, at that point, I'm going to hand over to Helen, who's going to talk us through the next set of materials, and you should be plugged in. Yeah, I'm in. Thank you, Sarah. There's such a wealth of experience in the room, actually, it's quite daunting. So, although we've set this up very much as a workshop, we're the chance to go and look at the resources. At the end of this sort of introductory bit, I think it would be good to stop for some questions maybe, just to see some challenges. We're always welcome to that before we go and look at the resources, because there's not going to be long in an hour to cover everything that we've developed. But there is a chance to go and get a taste for them, hopefully come back with an appetite for more or with some thoughts about it. So, out of the first phase of this project, and Sheila McNeill, my colleague, very much led on this phase, we use these two definitions, and it's very much not to impose them on the sector, it's really just to describe the ways we found these terms being used by the sector. That curriculum design seems to be used very much for those kind of formal organisational processes that might have some kind of committee-based structure, they produce a lot of documentation, they define the graduate outcomes, they might be mapped to other kinds of organisational agenda. And learning design is often used to think about how students will learn within that curriculum structure in terms of activities, materials, assignments, environments that might be used, but in all, in practice, those two processes are iterative and they are interrelated to one another. So, we use this term curriculum and learning design to reflect both that iterative nature of it and the lack of, I guess, certainty about which is being used. So, we talk about the whole process of curriculum and learning design, designing a course of study, thinking about how students will learn within it. And part of the reason for working in this space, I think, going back to the theme that I feel was set with the keynotes and various other sessions today, is to have a common vocabulary and the gap that Sheila and I felt we were working in was very much the gap between curriculum teams and practicing academics and the strategic thinking around things like place design, platform design, timetabling, workload modelling. But, of course, if we find the right vocabulary to bridge that gap, we also hope we might find a vocabulary to bridge the gap with students and how students talk about their learning. So, as we go through, I think it would be interesting just to think about how some of the terms that we're suggesting and we're not alone in suggesting because there's been parallel work that the QAA have been doing, that Advanced HE have been doing, if there are some terms we might use that might also help students to get involved more deeply in the conversation. And also, in a while, I'll show you some visual resources that we really think have got a lot of potential to be used with students for them to describe in visual ways the times and spaces that they feel they occupy in the curriculum. So, in the report, we don't so much talk about the pandemic shift as the pandemic push because so many things on the left side of this slide were happening already unevenly, differently in different institutions, in different parts of the institution, but definitely there was already a shift to thinking about, for example, not just activities and resources being digital in the curriculum, but what if the whole curriculum or whole parts of the curriculum were delivered online, were delivered in a hybrid space? There was definitely a shift from thinking about digital media and resources as something that we produced, discreetly, maybe with some support, to thinking about everything we do just as now being recorded. So, every single thing that happens potentially in a learning space, whether it's officially as I'm being recorded now or unofficially as a student might be making their own notes and records, could emerge from that space, could might have been distributed, could have a new life in another space, a distributed space, or in another time as a student was reviewing it. So, that was already happening, but the pandemic gave a big push to some of these moves. The move from thinking just about our own productivity tools being digital, to thinking about our collaboration tools, our collaborative environments being digital, and in terms of learning teaching and assessment, that move from how do we embed technology, which was certainly the terminology we were using five, ten years ago, to how do we change pedagogy to be more blended, more hybrid, more flexible, more digitally inclusive, more post-digital even. And this bit of thinking about new sessions, I think that came through very much from some of those student voices that we heard at the beginning and also from Peter Bryant's session, if some of you were in there, that students are kind of asking questions like, well, what is a lecture? What is a seminar? Why don't I get more time in an immersive space? Why don't I get more tutorials that could be online? You know, what is this hour that I have to spend here when I could be there? And thinking about those sessions perhaps in a more diverse way. We can't stand up with Jisk on our badges without mentioning the transformation framework, and this is where we mention it, that you've heard from Sarah earlier about that if you came to that session. But in terms of the organisational transformation, we're thinking about a push from integrating platforms to whole space, place, and even timetable redesign. How many of you feel that at your institution there is new thinking about what the purpose of a space is if we have online access to it, some nodding going on? So there's rethinking about space. I think rethinking about the phrase we keep coming in with, what does it mean to be at university or college? Right, could mean something very different from what it seemed to mean pre-pandemic. And of course, they've always been students who had a very transitory experience of being at university or college. But so many of our students and so many of us and our staff went through that experience that suddenly being in a place, being at a place, on the one hand it has a new value, a new set of values for us. On the other hand, we can always choose not to be there. And so we need to rethink as campuses, as institutions, what do our spaces mean to our students? What could they mean? How could they be different? And that's very different from thinking about how do we bring these learning platforms into an existing university college which we know what it looks like. It's on the front of our prospectus. There it is. And I think also we're thinking about then support moving from embedding particular technologies to thinking about the whole pedagogy of online. Of course, we all went through an amazing process of rethinking and upskilling there. But how much of that do we want to consolidate and hang on to? How much of that is in risk perhaps of being lost or forgotten about in a rushback to a more embodied and on-campus experience? So I think the first kind of message that came out for us of the phase one and phase two work was that all learning we could imagine is at least potentially blended. That there are diverse spaces and places of learning taking place that when learners are in one place, they might be having a conversation that extends into another space. That there are collaborative environments which in an interesting way can be used live. A bit like some of the environments we've been using today, you can use them live and that's very responsive and immediate and engaging. But then the trace can be carried forward to another time, time of review. Or maybe you did the preparation in that space and then when you come together, it's to think about what that preparation means in a more responsive way. There's a lot of talk about how space is reconfigured by digital, isn't there? But I think there's less talk about how time is changed by digital, by those ubiquitous recordings that students can access pre-lecture, post-lecture, speed it up to twice times if my teenagers are anything to go by, stopped and started, how time is changed by having those collaborative environments and documents that can move with us from a preparatory phase of learning to a live phase when there's that excitement of getting in there together, seeing other people's cursors moving around and their anonymous rabbit over here. And then the more reflective space where we go and look back in the same environment at what happened. And I think all of that means that learners have this new power to make choices, to connect learning to participate, to not participate, but to also connect, to make new conversations for themselves, to make new groups for themselves. And again, that's something that the students were saying, wasn't it? Well, why can't we have different WhatsApp groups that do a lot of this thing that you want us to come on campus to do? Learners are very often in transit in this cost of living crisis. Maybe not every learner can come on campus as much as they might want to. Perhaps they're accessing learning as they cross borders for some of our students, or as they get into town for others of our students, or as they don't get into town because they can't afford to get into town. So there's a lot of learning in transit and in transition, which means that technology can allow for some of those transitions to happen that wouldn't have been possible, but also creates new vulnerabilities, doesn't it? Because some of our learners may be in transit while others might be securely located. So what we're thinking about in this idea that all learning is blended is that when we design a programme or a session even, we need to be paying attention to space and place, to time and pace, as well as some of the more traditional learning design issues like media, resources, tools, environments, groupings, as resources we can deploy. The resources we have as the university were massively resourced in all of those things, but also resources that students might be choosing to deploy or not to deploy. And if we can meet them, then we can persuade them that spending the right sort of time and place with us might be worth doing and engagement really runs throughout this idea of time and place as resources. Now Sheila being a wonderful visual communicator. Sheila's done some great posters and then when we get to the online workshop, you can have a look at some more of them that's expressed and it's much better than I've just done it with words really. So there's a number of posters that think about where am I, where am I in, for example, in a live lecture on campus, something a bit like this space and I don't know exactly where all of you are right now. Some of you I can see are here with me, which is lovely, hello. Some of you may be doing other things, which may be entirely relevant, maybe for you relevant, they may be the sorts of distraction you need to keep focused. We could have bought in Sheila, sadly we can't because she's doing a workshop somewhere else from another space to talk to you. We could have bought in other stakeholder voices here to this space. You might be going in a minute you will to a padlet to go and do something relevant to what we're doing here. So being in this space is a much broader, more diverse experience. You're not all having the same experience that perhaps five, ten years ago you'd all have been having the same experience. I could rely on you having the same experience of being in this room together. It's not exactly the same and I think this poster and we're finding ways of developing versions of these posters that we can then work with students to get them to express what it's like for them to be in place or not in place, in platform and the different ways that they coordinate things into place. What about time? I mentioned that we could reconfigure time. This is a learning journey in time and it's the journey in time of a lecture recording. So maybe you know you come from an institution where there's a lot of preparatory work. You may have put your slides upon line first so students are already doing some work to prepare them for this lecture to think ahead about what's going to come up in the lecture and then there's a time when the lecture actually happens and hopefully it's really dynamic and interactive and they're doing some of those different things we've talked about and then there's the time after the lecture when they can take that lecture and they can create learning time for themselves that they wouldn't otherwise have had because they have access to that recording because they can bend and shape it to their own needs, to their own revision, to their own lack of understanding. We've come across students having watch parties together. Let's get together and look at that lecture again because there was bits of it we really need to revise together and have a chat about or what about the collaborative design board, something like a padlet? What's the journey of that in time? The board you're going to go and look at has a prehistory. We did eight workshops. We had about 700 participants in total. Some of the traces of those workshops remain in that padlet although we always take them out and respectfully write them up afterwards. You will go and hopefully interact in that padlet with each other, with the resources that are there and then that padlet will continue to have since in time for you. You can go and find all these links that Sarah's told you about. We can go and see what you said and create new learning resource from it. I'm going to get into a couple of things that have numbers attached to them because they always make for good outcomes. You always have to have numbers of things and then you can create a nice visual and then people hopefully remember it. We had a long look at what we are talking about when we're talking about this blend with the view that blended, flexible, hybrid. These are all really nice aspirational words, but they don't really tell anybody what is going to happen in this session. What's going to happen in my curriculum? Okay, it's a blended curriculum. Which bits of it are actually going to be helpful for me for learning from? Actually, I went all the way back to Brona Sharpe and Greg Benfield did a review of blended learning way back in 2006, which blended meant media, blended meant all. There's this thing called online resources that you might be using as well as your traditional resources and that was what blended meant. Now, we're thinking more about these blends of place. Are we in place or in a platform or in a place that has a platform embedded in some kind of immersive space? We're thinking about time, which has always been there. We've always had live study time and independent study time. That is the nature of post-16 education that we want students to become more capable of studying in their own time, but we've got these new ways of bending, blending and shaping time. And I think one of the things we all learned in lockdown was that students like different paces or learning that for some students, the live experience, which is very responsive, very sociable, they miss that terribly. They couldn't get motivated online. Whereas there were some students for whom actually some of that live learning had been quite overwhelming, which maybe we hadn't seen those students very clearly. And when they had more reflective time, they were more engaged because they were able to think, they were able to slow things down, they were able to look at what was expected of them in a slower time frame. Then we still think about media and about how groups and interactions can be coordinated around all of that. So, we took the first two of those, the time, pace and place issues, and they kind of arranged themselves nicely into a quadrant. And what was really nice was that a team at Advanced HE brought a team together to think about exactly the same issue. What is it we're talking about when we talk about different modes of participating? And they've come up with very, very similar ways of talking about it. So obviously we've got the live online, which we're familiar with from the pandemic and post pandemic, being in a video webinar type environment with audio, video, chat maybe, other kinds of resources, polling. We've got live in place, which might have all kinds of material resources, might be a lab session, it might be in place because we want live exchanges to happen. We've got asynchronous online and asynchronous in place. And interestingly, the Advanced HE report puts asynchronous online and in place sort of together because you can see why, because if it's your time, you can decide where you are. But one of the things the cost of living crisis has really highlighted is that a lot of students don't have a good place to be, to be doing their online, their independent learning. And there's a new sense that the campus has to be a place where students can find themselves in place, services they need, a sense of belonging, a sense that they're supported, while doing quote, independent study. So it's not enough just to say, well it's independent study, you know where you want to be, that's fine. We actually really need to think about the campus as a place where students have to find a place even when they're not required to be in a place at the same time as other people. And that's why we had this separation in these four modes. I'm nearly there to the bit that you get to do some stuff. So that's also a quite high level. And when we went out to talk to people, you know, we really had conversations about, well, what's it like to design? What's it like to actually design either a programme or a session or an activity when there are these options available? And especially how do we engage learners? Because we know that learner engagement, given that there's all this choice, you know, you'd think that this choice would create a kind of massive amount of engagement, but actually it's had the opposite effect, having a lot of choices created a crisis of engagement along with other things. It's not only that. And what we were hearing is that we need to focus on what are the high value spacetime, place-pace combinations that students will commit to, that they will be engaged with. It may not be the same answer for every student. It certainly won't be for the same discipline, for every discipline the same. We need ways of describing that. And when you begin to drill down into our workshop materials, you'll find that we've started to attempt to describe some of the value of different session types and spaces that we were hearing that hopefully focused very much on engagement. They were saying we need to see time and place as resources in a new way. So instead of like, well, we have the campus that's kind of obvious and we have timetabling and we have room bookings and that's all just given to us. So when we start design, we've got 12 sessions and they're going to be in this room and we've got an hour a week actually thinking about those as resources that we need to deploy in new ways. And we need to have that conversation in a pedagogic way, like we need to be able to explain why it doesn't suit this group of students or this course or this particular discipline or topic to have those 12 sessions in the same place, but some of them might want to be flexibly online. Some of them might need to be on site. Some of them might need to be in a different place with different materials. Of course, those conversations have always happened, but it's finding of a vocabulary to explain why student engagement really critically means why do I need to be in this place with these people at this time when I might not be, I might be engaging differently. We know that as educators we have to actively manage pacing presence and a lot of educators I talked to have taken that insight from their online teaching experience back into the classroom, have realised how they use their body and their voice and their position and their movement around the class and their relationship with eye contact with students that they were missing and have really committed to developing their pacing presence live as well as online and I think that's a really exciting opportunity for us as educators to think about and to understand the trade-offs. So when we get on to our six pillars, we've got pillars around flexibility, but that doesn't mean that every element of every curriculum should be as flexible as possible. It means that there are trade-offs for flexibility, trade-offs like coherence, trade-offs like the cohort effect being on the same page with your peers as you move through the curriculum. Finally, we need to obviously make this very local. What works for you, what works for your students will be different to what works for other student groups and those issues about responsive versus reflective time that I mentioned, first structured versus open-ended, what the different rules are of these different spaces need to be taken into account. So where we've arrived at, and if I'm clever, I can, oh there you go, falls open in the middle. Just because it's a good graphic, but actually I quite like this graphic for this set of principles. We distilled from those conversations, that feedback, those many, many participants who spoke to us, we distilled what we've called the six pillars, and they're pillars rather than principles because I'm sure every single one of you already has principles for curriculum design at your institution. You know to have learning design frameworks you use, you know to have graduate attributes. So this is not to replace any of that, it's just to give another perhaps way of thinking about those decisions you're already making. And the top three are called place, platform and pace. So it's thinking about the blend of obviously in-place learning with online learning and how that interacts with the pace you want students to be learning at, you know, and need them to be learning at, and what choices they could have about pace. And then when you're combining those, the bottom ones are about blend, flex and support. So blend is that going back to that slide and that discussion about all learning is blended potentially, but what parts of the blend are going to work for this student cohort? What flexibility is useful for students to have? Again, not all parts of the curriculum need to be maximally flexible. There's often a case for parts of the curriculum being very structured perhaps in place because we need to see everybody having this experience together, maybe it's a very high value discursive experience, maybe it's a site visit, maybe it's a really important concept that we're all going to address together through an experimental method or through going and collecting some data. And finally, all of this needs support, you know, doing all of this is different, it's difficult, it's not what we used to do for our staff but for our students. Workload modelling needs to be aligned with the reality that, you know, some of this takes a lot of preparation before and after, needs to be aligned with the fact that not all of teaching may be in contact, it may not all be in place and live and that requires workload modelling. Managing pace and presence is something staff really want to learn how to do better after the pandemic, that takes resources. Students want to know how to connect all this up and they've got the technology to do it but do they know how to use the technology to make their own pathways through these resources of time and space and place that are being offered? So we're going to go to activities to go and have a look at those but I'm really happy to take five minutes first to Sarah if you want to come up and just if people have any thoughts or any questions, it's been a high level gallop through. If you have any thoughts, any questions, any contributions, we're doing it like this, how does that fit in? Please let's take five to do that before we go and actually look at the resources. You will stand after lunch in the AGM or needing your pick up of tea and coffee. Sorry, I think we need a mic for the, thanks Sarah for that. Thank you very much Helen, really interesting. I was having a discussion with Dave Weiss earlier on and came up with a reflection after the student panel that quite often students have a certain perception of learning that teaching is learning rather than learning is learning as we might broadly understand it. Not quite sure if this is a question but do you think students get designed learning or could? Well I think student expectation is part of what we need to work with isn't it? So students comes to university college with a series of expectations about what that culturally will look like and some of that is quite helpful actually because it means it feels you know there are things we can work with in that and some of it is really unhelpful like if I'm not sitting in a lecture being lectured at I'm not properly being taught and I think this kind of vocabulary around where am I going to be and why am I going to be there and is that going to be in my own time? Is it going to be you know students are used to having a lot of flexibility around how they devote their own time and a lot of students need that because they have part-time jobs they have caring responsibilities they're in transit so how do we persuade students that when we have them together in a space in a life space on campus that is worth their time now some of that happens because they value the lecture whatever we say about lectures being rubbish students continue to think lectures are the real deal but we can use that as a positive thing like because students tend to think getting lots of people together in a room is going to be good and we can use that as a motivating thing but I think we have to have that conversation right from the beginning and some of that might look like I mean I've seen a brilliant graphical curriculum don't know some of the rest you saw it on the thing that used to be called Twitter going around just before this conference you know the way we talk to students about what's going to happen in the curriculum doesn't have to be a 14 page document about you know learning outcomes it could be some of the sorts of things that were on those you know visual bursts of like well when you're in a live lecture on this course here are some of the things that are going to go on boom boom boom boom boom you know when you're in a lab here are some of the resources you're going to build yourself that you can build into your own timeline of learning you can take away and build them into however you choose to learn with them you know whatever note capture you use whatever ai you're using behind the scenes so I think just having the the conversation with students about what the curriculum looks like literally looks like is going to be quite important part of what could come out of this does that exactly yeah exactly it's the aesthetics yeah the aesthetics of course design exactly and I think that's something that we've picked up over the years with all our student research isn't it Helen that students always say we actually want stuff to be a bit more explicit about the role that technology is going to play or or why we are doing the things that we're doing so you know going back to that student panel this morning a lot of those experiences from students if they had had that support or things were a bit more explicit rather than us as staff thinking they're explicit to students may then help students to understand what is expected of them and how that learning is going to take place and also the choices that are open to them you know I think you know when we design a curriculum we want some flexibility we want to build in a certain amount of flexibility and you know how flexible do we want it to be possible for staff to be like you know I've programmed in for there to be a lecture at this hour every week nobody's turning up have I got the flexibility to turn that on its head and do something different with that hour that I've got for that I've got in the timetable just as we want that some flexibility for students like I've got an hour two hours to devote to this course this morning what's the most productive thing I could do with those two hours right now you know we want to be able to answer that question because time and space are resources for students as well as for the curriculum should we do should we go to some activities because I think time we need we can eat it on so hopefully you've gone most of you've gone to this this space here and there's lots to explore there but what we'd like you to use as resources since we are in this high value with incredible colleagues around you really high value space genuinely um we'd really love you to go and have a look at the six pillars in the light of things I've said about them and possibly the four modes as well and just have that conversation about terminology you know hybrid high flex flexible blended you know do some of the terms that we are using here will they land okay or is it too late to change the terminology where you are is this a helpful way of thinking about curriculum design if you can add anything to the palette that's great but we'll also since we are live do a bit of life feedback in kind of eight minutes or so five or eight minutes so hopefully you will enjoy I thought I was going to have to take any of that because one of the things I have to be learning is that it's so easy to get all of your energy on that and it's happy to be in the class with you because it makes you get into the class and you've got to be able to take that out of there because you've got to be able to do that because that's how you do it and then why not involve in the additional learning by me quite a large number of things because they need to be shown to us because that has to be done on the way to the way you can do it because they need to be able to do it because you can do it on the way you can do it but they don't really get it so it's happy to have a couple of my friends who are doing the work and they have to be paid to them and they need to be on that and we always bear that in mind because we all really want to make you a content editor and you can do it Mae Yng Nghymru yn ffordd hwn. Rwy'n gweld yn ymddai Ediolwyr yn ddegglu. Felly, mae'r pob آ samplingo yn ymddangos i'r ddeglu. Wel, mae'n ffordd hynny, ond mae'n ynchangos yn ffordd maen nhw. Mwysyllt ymddangos, Ediolwyr yn ddeglu ffordd yn y ffordd. Rydyn ni'n ddeglu ymddangos yw'r rwy'n ddeglu. Ond mae'r rydyn ni'n ffordd... Mae'n byw yng ngwybod nifer. Rydw i'n mynd i'n rhaid o'r hwn o'i bwysig. Mae'n mynd i'n mynd i'n bwysig. Yn ystod yw'r ffordd, dwi'n fawr, dwi'n fawr. I think we'll have one more minute, one more minute and then a little bit of feedback, one minute. Thank you very much also. One more minute. I'm going to just have one more minute to discuss. I'm going to work on this. It's kind of like in the English, and we are, if I said it, and it was a different world than I had with it. I have experience with a few sessions and they are not all going to be in the middle of the meeting, and I'm moving with a lot of them, and then we will have to do a lot and the AC comes to them, and I know this is fine. Your session types does that, which is online, which we'll look at next session. No, no, no, you're absolutely right. We've tried using the term responsive time and reflective time. It's like responsive time is when you're live together with people and reflective time is when you're on your own, because that, but not everybody likes that. The thing about asynchronous is that it's very technical and people agree, or live and independent, that's the other possibility. If you guys would look in the next activity, if you were going to look at session types matched in the form modes and see if that makes it any clearer, that would be really useful feedback. Not saying we shouldn't do glossaries, because I totally agree, but I think it would be really helpful to know whether when you get examples, it looks a bit clearer. So, we'll move on first, and then we'll do feedback again. I can hear what is known as wide ranging conversations happening, which is usually time to train bring people back together a little bit. Some of the questions that a few people at some tables have had might be answered if we went straight into the next bit and then did some feedback at the end, because some of the other resources we've got do go more deeply into real kind of real examples, particularly around what the different sessions look like, if you think about them this way. So if it's okay with you, we'll go, I mean, if you're ready to move on, and if you're not, that's fine. If you're ready to move on to something else, you'll see there's two further columns to the right. One of them has got a series of what we've called lenses, curriculum lenses and strategic lenses. And hopefully this is where the so what about the six pillars comes in. So the six pillars are looked at through a series of curriculum design lenses like what does this look like when we're thinking about student capability when we're thinking about student engagement when we're thinking about assessment. There's also some strategic pillars lenses of which there could have been about 20 after our workshops, you know we had, but there are some kind of core strategic pillars as well. So you could go and have a look at that way of accessing the six pillars and give us some feedback, or you could go further on to the workshop resources which include kind of what is the value of live online of the four modes like what is the actual educational value. And there's also a series of session types, which looks at the session types in the different modes, like why you might run a live lecture as opposed to an online one, why you might give students a task to do together live as opposed to in their own time. Either I would suggest because of the time we've got either look at one of the two lenses strategic or curriculum, or go and look at those other workshop resources right at the second last column. And then when we get back hopefully they'll the feedback will be having had the benefit of seeing that slightly more detailed view, as well as the high level view does that sound sensible. Great, so we'll have in a few more minutes to look at the more detailed stuff and then it'd be great to have your feedback and questions at the end. Thank you. We're going to come up and do questions and I'll run around with this. I'll run around with this. You can do feedback. Yes, my dear. No. I think it said you because I can see it fine by that's because I'm all my it's preloaded on my. So it's all related. Some other people seems online fine. Oh, there we go. I just opened it in. Yn y�bryd yn y rIfort, mae'r rifordd yn y rifordd mai'n gwneud. Mae'r rifordd yn y rifordd, yn y rifordd. Greekfarn? So dwi'n rwy'n gyfer ehongod. Be fydd ydw i ddweud gan ddechrau fwy gynnig o bobl pwler a'r wychydig yn ddangos. Yn nhw, mae'r ffydd eisiau ddweud o bobl pwler. Ond rwy'n dechrau mae'n gweithio hyn mor hwnnw wedi cael ddweud e'ch gwir ffyrdd. Mae'n gweithio i'w gwir fydd i ddweud. Rydyn nhw i'r tŷl yn tyfu, eogwch hynny'n gweithio i lefnodu'n meddwl i ddweud. Cymru? gyda'r newid ei ysaflite, y gweithi i llunio eu sleidio'u newid efo'r eitem. Felly, mae'n gweithio, efo'ch cyfrnewun efo'i bleidio. On o'r llei'r sallig yw hyflwysgol yn y cwyd i'r llei'r sallig i ddileu, mae'n cael y ddileu'r llunio. Diolch yn rhoi. Britech chi'n defnyddio. One of the things we say in here is high flex is really problematic because those are their own interactive potential structures and if you're trying to combine them in an education you're trying to meet in two different ways aren't you, trying to meet the need of people in the room. So what's not right, actually, though, is that it's very good idea. We've got an experience of looking at it in like a slightly new control of the island. We're valuating what technology we're using. I don't know if I'm going to say I'm going to say I'm going to sort of work with it long time ago. So I think I've got to work with sort of, you know, this is why I call it really, you're not meeting anyone's needs. And I think this is why we haven't used the term affordance, but so easily have done. Martin was on my shoulder. We did this thing about, you know, what are the, why would we do in place or online though? And, you know, since they're different, you just jam them together. It's not going to work or you're going to need to double up your teaching resource so that you can. Exactly. Exactly. Exactly. I think that's why we need to do all the things that we can do. Well, that's good to know. ond gennym yn chytnod o bach yn un ond pþwyn gaf i'r cyflogaeth, chi paiech chi'n roi roi, i'w ddweud yn bach yn fverlwysbud. not a dyma'r mewn fydd, a'r debyg hefyd, swyddhaeth, unrhyw mewn bobl. Fwy ni dda, rhaid i weithio'r gwaith i'r gweithiwaith i ddefnyddio diolch i ni'n maes gwasanaeth ydych chi'n dod yn gweithio'r gweithiwg? Y onion were comingDIA is again. Right, shall we just gather some feedback? Yes, let's have some thoughts. It's great that the small group conversations are so active. But it'd be lovely to use this large space with so many expertise in it just to share a few high-level thoughts. So we're not going to stretch this to anyone who feels moved to say whatever and feel free. Ew, and Stem. Thanks. Felly, mae'n gweld, yn ymlaen, yn ymddangos, ychydig yn y ddechrau, oherwydd ymlaen, ychydig yn y ffordd yn ffilosofiogol, yn ymlaen, yn y ffordd yn oed yn y ffordd yn y ffordd yn y ffordd. Mae'n ddweud ymlaen ymlaen, ond mae'n ddechrau, yn y ddweud ymlaen o'r wneud yn ei wneud, be Why is in is widely used in normal learning? example, it just means, in my view, that students need to go to probably University provided location in order to study that could be the library that could be artists studios that could be laboratories where where they book independently computer pool rooms and so on all resources is that they don't have access unless it's university provided. So in terms of these places, if you look at the online domain, we are very happy to distinguish between synchronous and asynchronous. But I think the thinking needs to be the same for the physical spaces in the university because they can be used synchronously and they can be used asynchronously. So I think the asynchronous aspect probably needs the firma definition. But exactly why we like, and actually elsewhere we say that a large amount of equity of the equity inequity issue can be talked about in that space because it's the students who need, you know, the lot of those spaces, the university is providing for all students what otherwise you might assume like a private study space or, you know, access to books and resources or computer time, you know, some of it is specialist. But I think the university needs to think about the general spaces it provides as well for. So, yeah, great. And it could, you know, please, right, do some resources around that. That would be wonderful. Yeah, great. Well, but students could be deciding to be together in place, couldn't they, which would be synchronous if they'd be taking the advantage of the capacity to be together, which those those in place things can also provide. It doesn't have to be timetable, but I agree it's usually timetable. I just wanted to add just following on from that, is it when I read that those to the the async online and in place, are we thinking that that's a student on their own or is that students in groups doing things? So when I see read that word independent, there'll be lots of students that may have to do a group task for, say, a problem based learning situation that they've got to prepare it before they come to the live in place. But they may do that as an async and one group decides we're going to meet on Friday afternoon and have pizza while another group might decide let's meet on campus. So that seems to me more around like one learner on their own. But that just might be my interpretation. And the other thing is, why not sync online and sync in place? Was that ever talked about? Had the conversation about. So sync and async are difficult terms and we tried lots of varieties. So live independent would have been a pair, sync async would have been a pair. I quite like reactive, responsive, reflective as a pair, but it's a bit too edgyspeak. There isn't really a great pair, but live async was the one that most people said they recognised, sorry to the person who said async. But I do think that so if you go back to the blend, you know, clearly you can have a whole range of interactions going on. You know, solo learning, informal group learning, formal group learning, highly structured role based learning in all four modes. It's just that some of those modes we tend to use in different ways. And I guess that's why we, you know, we tried to suggest that classic learning design does quite a lot of this, whereas we were trying to think about the bit that classic learning design perhaps has not paid so much attention to, which is time and spaces resources. Because, yeah, you could you could you could map formal and informal, you know, onto those and it would almost match, but not quite because some of this is shifting partly because of technology. Well, thank you for this. I think this is enormously useful. And what I like about the that quadrant diagram is is the simplicity of it and the clarity so I can see that the discussions that have just been had about the asynchronous online and in place. But I think for me, the real strength is about the live online and the live in place and helping colleagues to understand the appropriateness of those different modes and where they add value and where they don't. And in your documents on page 26 and 27, there's a really good table about what you know, comparing in place and online learning sessions. And and you can see that it's almost the cororally of each other. And we were just discussing on our table how this really probably lays to rest any argument for the value of what I think we call high flex, where you've got some students in the room and some students online. Because if we accept that those things, that those do two different things, which I believe they do, I mean, not everybody will agree with me. But I think that is good. It's a good tool to help colleagues see that the high general high flex. You know, there may be specialist uses of it that are value added. You know, that sort of idea of having a big lecture theatre with some people in it and some people online. I just I think this this helps us explain why that's not a great idea. So thank you. Well, it'd be great if it did that task. I mean, I guess another way of putting that is that the resources, teaching time resources, the resources of a teacher are differently allocated when you're teaching live in class and when you're teaching online. We all know they're very different experiences and you're allocating your resources of attention and care differently. So trying to do both at once, you need to double up on teaching resource, basically if you want that to work for people. So that might be another way of putting the same thing. I think we have to come to a close. So do you have any close your view much better at closing statements than I am? Have you got anything to say at the end? And that's fine. Well, just say thank you so much for the engagement that you've you've given us today, especially on such a hot afternoon. This is just the start, although this work has been going on for a year and we've got the report out now. We are working on a new GISC guide, which will take the resources on the Padlet and move them over to our GISC website or feedback that we are gathering through all these workshops on the Padlet, all help, shape and inform and enhance the work that Helen and Sheila have been doing. So go away, bookmark that Padlet link. Please do if you are interested in hearing more about the guide. Please do sign up and you'll get advance notice of when that guide is going to be published in the autumn. And please just continue to engage with us. This work is only is always informed and shaped by yourselves and the community that we work with, and we hugely value the input that we've had today in our advisory group and others. So please continue to discuss, engage, share, get in touch with Helen, Sheila or myself. And we'd love to hear your feedback and work with you on developing these further. So thank you so much for participating. Thank you to Helen as well and to Sheila virtually for all the work that's gone into this. Thank you. Remains my final thing to do is just to say thank you very much to Helen and to Sarah and if you can all show your appreciation before you rush off for a cup of coffee.