 Ie, ac mae'n gweithio bod yna'r sefyllfa hynny. Can I just ask that you speak a bit closer to the mind. Ok. Yes, you are not mind-telling. No, we're just relying on the... ...for you and my. That's fine. Ok, our next session we've got Fiona Hadleif. She'll be talking about students as partners in technology initiatives. Sorry, we've started a bit early so... ...we might have a bit more time at the end for questions. Rym ni'n gweithio? Is that sound OK? Can you hear me? Can you hear me? I think it's probably because two people before were standing a bit further back, but if I lean in then probably you'll be able to hear me. OK, so I'm Fiona Handley from the Centre for Learning and Teaching at the University of Brighton. I'm here to talk about some research that I've been doing into students' partners in technology initiatives. i wneud do i'n ddwych yn gwneud o'r lluniau a'r lluniau yn deilogydd. Rwy'n gwaen nhw'n cyfrifio gwymit o'r rh lively, i wneud o bethau fodloniaeth o'r lluniau yn ddwych yn bau, i wneud o'r lluniau, i wneud o'r rhai o bêil ar y gallwn gyffredinol o ddefnydd y lluniau. Ie, os y gallwn y bydd oedd mynd i'r parlau, y parlau mynd i amddangos yn llawer o'r dillusti o'r cyfle o ddysgu o'r parlau hefyd a'r atifol yn hyn, yn constitute i'r parlau mynd i'r parlau sy'n dysgu o'r dillusti ar yr uneddiais yn hyn newydd yma ar y cwrdd panfyn chi a'r ystyried ac yn ddweud i'r cwmfenedd ychydigol o'r newid, ac oedd gweithio dweud i'r cyfrannu sydd wedi amlwg iawn, ac mae'r parnwys ar draws wedi ymddei, mae'n ddim yn fwy o ddweud, ac mae'n dweud i'r cyfrannu am dweud i'r cyfrannu cyfrannu, yr edrych ar y dweud i'r parnwys arweud, yn ymddech chi, oherwydd i'r cyfrannu. That is the background of my interests in this. In particular... ...we come back to that idea. Why is this important? Thing to do with the students' partner get more picking attention? The idea, actually, that students' partner's work, can do some of that challenging of the hierarchy within education systems between students and teachers. ac yn y rhaid i'r rhaglen cyfnoddol o'r rhaglen cyfnoddol. Felly, ar yr ysgol ei ddeudydd ffarnwyr, yn y ffarnwyr oherwydd, mae'n ffarnwyr ffaith o'r cyfnoddol o'r ffaith yw'r rhaglen cyffreinol i'r ddweud ymlaen o'r gleisiau cyfnoddol. Mae'r ddangas llai o'r rhai o'r rhaglen gyflym yn y cyfnoddol mae'n gweld ei wneud i gyd yn ymddangos iddynt yn ddweud mewn mynd i'r unigot. Mae'r unigot wedi'i gyfreithio gael o'i ddwylo bwysig i'r cyflwyno leol, dwi'n meddwl i'ch gyd yn ddechrau diolch i ddweud eich ddweud i'r unigot yn y Chyflwyno. Ieithwyrdodd, mae'n rhaid i'r rhaid i'r ffordd o'r rhan o'r gweithio sydd ei wneud o'r llyfr yn ysgol. Mae'r ffordd o'r gweithio ar gyfer cyfnodd y cyfnodd sydd wedi'i gweithio ar gyfer gyfnodd ysgol. Yr hyn o'r defnyddio, mae'r gweithio'r ffordd yn ffocosol. Mae'r gweithio ar y cyfnoddau ymddangos yn y rhaid i'r ffordd. Os ydych yn�ir, ar y cyfu ar y maesafod yma, am learnedry, at y Llywodraeth os yw yn rhaid eu castwrs anhygyrchu, sy'n byw yn defnyddio'r Gweithledig ydy o'r sorg. Yn y fraeddiad, os ydych yn ein gofynu'r cyflwyngau, nad ydych yn ein gofynu'r cyflwyngau. Rwy'n meddwl ar y teimlo gyntaf, ac yn oed yn gallu rhoi, fe olw, ac yn gyfer rhywbeth, diolch yn ysgarf. Rwy'n meddwl ar hyn o mynd i'r cyfrwng. the positive and the negative sides of the projects and also that we begin to explore the broadness of those projects. In particular to think about other partnerships and this is where my bit of work, my interests is. So I'm not just interested in the lecturer-student relationship but the other people, the learning technologists, the librarians, the academic developers who are involved in these partnerships. Rydyn ni'n debyg ymgyrchu wybodaeth ar y cyfnodd, sydd wedi'u bod yn ymwybodol am y teimlo. A oedd, i'r cyfnodd, sydd ymweliadau mewn teimlo, mae'n amlwg yw yma wedi bod y cyfnodd arall, yn gyfwilio ar y cyfnodd, mae'n cyllid ymgyrchu i fynd i'r cyfrifio ar y cyfnodd i'r cyfrifio ar y cyfnodd. mae'r ddweud hynny'n meddwl gyda'r ddweud, y lectora ac y ddweud. Felly mae'r rhagwm yn cyfleoedd yn rhan o'r cyfnoddau gyda'r hynny'n meddwl gyda'r cyfnoddau. Felly, mae'n meddwl i'r ddweud, mae'n meddwl i'r ddweud yn cyfnoddau ar y ddweud o'r cyfnoddau. Mae'r ddweud yn cyfnoddau'r arnau ar gyfer. recently found easy man i atl entities that happen in their cafes at the end of October or two months before they happen on their account. Så, mine World then has been caught up in researching the DigiChamps, the I-Champs, the partners, the ambassadors, the Chains Agents, familiar terminology that you might have come quite used to over the last few years. So I'm looking at those kind of projects, but I'm also looking at the smaller projects oes yna i'r unigwys edrych yn ôl i'w ddiddordeb hwnnw i'r parrwyr ac yn ei wneud yng nghymru a'i ddiddordeb hwnnw i'r cyd-igol, rydyn ni'n gwneud ei wneud o'r ffordd ac yw'r gweithio'n gwneud o'r ystafell yn ymgyrch. Mae'r cyfnoddau yn gweithio'n gweithio'n gweithio. Mae'r ysgolch yn rhan o gweithio'r prgynabod maen nhw'n rhan o'r cyffredinol. Felly, y rhan o'r rherau busg bethau, yn ymgweld â'r cyffredinol sydd gennymau sydd yn ymweld â'r cyffredinol, yn ymweld â 69 cysylltu'r gei, sydd yn ymddangos ar y cwmfrensau ymweld a'r cyffredinol yn ymddangos ar y Unedig, yn ymddangos ar 51 o'r ysgolch ar gyfer 500 unedig. Felly, rydyn ni'r gweithgaf i'w cael ei ddeithas ystod, oherwydd mae'r cwysig i'r methu sempiwys ymwiydd yng Nghymru. O'r fwyfyr, yna'r ffyrdd yma'r hiwgau, yma'r gweithl iawn yma, mae'r bwysig i'w hoffi am hyn o'r holl, mae'r pwysig i'r holl yn gyffredinol eu ddeithas ystod, the unofficial narratives of what's been going on in this area. So the desktop research, as I said I've identified 65 projects, 69 projects, 51 higher education providers and out of those 69 projects 106 pieces of dissemination so that could be conference abstracts, papers and it could be an example, it could be an example for what's been doing ac mae gennym ni i gael o'r fawr a'u cyhoeddfeydd, i gael i'r fawr, i'r gwaith, i'r fawr, i'r gwaith. Yn ddweud o'r tŷnologau, mae gennym ni i'n eich gweithio i ddweud o'r fawr na fawr. Ieithio, mae'n cyhoedd i'n gwneud i'r fawr, ond, byddwn ni o'n iawn i'r mewn uniwysu mae'n gweithio'n cyflei'r cwysylltu'r fawr ac yn y cyflei'r cwysylltu'r fawr yn ymdugwch cydnodd gyda wlad gennych nhw'r pwyntau o'r dysgu. Felly mae'n gweithio'r gweithio'r cwmplec ddarsg. Y ddweud yn ymdugwch am y cwestiynau ar gyfer y pwyntiau ar gweithio'r gweithio'r gweithio. Wyddyn ni'n ymddangos i'w ffyrdd ymddangos i'r gweithio. Ac mae'n gweithio'r gweithio i'r gweithio. A dwi'n gweithio y 6 case study'r, These were chosen because they represented schemes that you're probably familiar with, that have existed over a long period of time. And also included some newer schemes. I chose them because they offered some opportunities where I could see that students were taking on new roles that might challenge these hierarchical things. So basically, kind of inter-teaching roles. Mae gennym ni'n dwybod i'r gwaith o'r partystyn, ac yn ddweud o'r sgamel, mae'n dwybod i'r partystyn. Felly, mae'n gwybod i'r gweithio, yna, oherwydd, y cwestiynau at yr olygu, mae'n gweithio i'r partystyn, ac mae'n gweithio i'r ddeithas cyfraeg i'r dweud. Felly, mae'n gweithio i'r cwmfrensiau sy'n gwybod i'r dweud, mae'n gweithio i'r cwmfrensiau o'r 2014 o'r 2017, mae'n gweithio i'r dweud. Can see that most of the lead partners in these projects, presenting at these conferences were lecturers, which surprised me somewhat, followed by learning technologists, people like you, the rest of that pie chart then really highlighting the range of different people who are involved in these projects. So people from employability and careers, people like me, academic developers, ...a range of different students including students with more co-ordinating official roles... ...librarians or people who work in libraries, and then other staff, perhaps... ...people who are specifically titled student as working in student engagement. What was also interesting and this project really I guess starts to explore is the partnerships that go beyond... oeddo ddiweddysgu'r wych sydd o gael'r cychwyn Person ol ydyn ni arsig ar hetol gyda'r開ffwyr dyma yma Dyma'r cyfreisio gyda'r cyfreisio ar fod yn cyflonau gymdeithas y dyn nhw, wedi cael ei amddir gyda'r cyfreisio ar hyn o'r cyflog sydd yn cyblwyr ddydigon ni a'r cyllid yn cofnideol gyda'r cyfreisio ar gyflog sydd yn cyflog sydd yn cyflog ydyn ni yma Dyma'r cyflog sy'n cyflog sydd y dyfn ni ddyn ni mae'r cyflog erbyn chyflgwy o'r cyflog y Lleinig Technologi, y Gweithgaredd. Felly, oherwydd, mae chefu yn ysgrif iawn. Mae'r Lleinig Technologi yn fy nghymru. fel yng Nghymru, mae'n fawr yn gwneud am ei fod yn ei fod yn gweithio. Mae hynny'n gweithio'r fforddau. Yn ymdw i'r seminadau, mae'n gweithio'r gweithio'r rhan o'i cyfrannu. Mae'n gweithio'r gweithio'r gweithio'r gweithio. Rwy'n gweithio, mae'r rhan o'r ffordd, yn ystod o'r rhan o'r rhan o'r ffordd o'r ffordd. Mae'n ysgolwyddiad yma? Rwy'n gweithio, mae'r rhan o'r pardlwns, ac, dwi'n meddwl, ymgyrchau sydd ymgyrchauser rwy'n pardlwn o'r pardlwns, ond yw'r gwaith yma, ac mae'n gweithio'r pardlwns. Mae'n gweithio'r pardlwns, rwy'n gweithio'n mynd i ddweud, ond mae'r bwysig ddweud, ond rydyn ni'n ffwrdd ar y ddweud y blaenau yma ac mae'r rhaid yn ddweud y ddweud yn ddweud y ddweud yng nghymru. A yna'r llef o'r hwnnw i'r ddweud yng nghymru arall ddweud y tŷnw, a'r hanfyd, mae'n bwysig o'r 160 ysgafodd, ychydig o'r ddweud o'r 100 o'r hollwch yn ffosgwylltol, oherwydd i'r pwysig o'r 31 o'r cael eu ddweud o ddweud yn ddweud yn y ddweud. idea of the status of students within that partnership? You have some information from the case study, the interview data. This one is just here to highlight perhaps the complexity of some of these relationships. These are the people that I interviewed. Already you can see in this particular case study honour that there is lots going on in terms of the partnerships that learning technologists were developing and if we considered these are the people I spoke to and they were partnering with other people off the board who I didn't manage to can successfully speak to think of the students working in pairs on this project and the other lecturers that they were engaging with you can begin to see that actually there is enormous networks of partnerships going on if it is something else, which would be to connect those projects in terms of the networks of influence between them, that would be another three-dimensional aspect to that. Fe dewyd o'r cydnogau cynt WannaE, sydd ymddorol yn olygu cydnogau mewn cydnogau. Daeth ffasr o ddylu gwahanol o'r cydnogau a'r papyr, ychydig newid o ffordd o bobl o wneud o fynd yn unig. Ond nadau, mae eich cerddurau eich fit yn gallu gweld. Felly mae gennym wedi bod nhw'n gwneud o'ch gweithio ar ei meddwl ymlaen i'ch gweithio arall. Mae'r cyhoedd dechrau i'r cyhoedd ymlaen â'r cyhoeddau arall, ac yn ymlaen i'r cyhoeddau arall, neu eich gweithio'r cyhoeddau ar hynny ymlaen i'r cyhoeddau. Yn ymdegwyd eich cyhoeddau o'r cyhoeddau ar gyfer y internet, ac ymdegwyd eich cyhoeddau ar gyfer aps, While consultation and research, so students working as consultants, as researchers, finding out about technology, was also quite common. Surprisingly, we found that device promotion, which is a little yellow slice, was actually much lower than I was perhaps expecting. While the other segment really covers the projects where students were doing loads of things, you couldn't really categorise what they were doing. Also, more discipline-specific activities. So, just to give you an idea of the things that those activities would cover, the creation of resources would be things like creating animations, lots of things to do with assessment, and quite a lot of video, work in video. While the research was around running focus groups, students would be running focus groups doing hack days, looking at VLE use, and also doing things like distributing the GISC Student Tracker Survey. And then things like VLE's app software is talking about promotion there of lecture capture near POD, and also supporting people in the introduction of new VLEs. Social media divided into professional social media, things like Twitter and LinkedIn, and other social media that we're familiar with. Particularly, the act of blogging is quite an important thing that students get involved in. So then, I'll try to kind of pick down to that next level, and then we start to move to those numbers getting quite small. These are kind of quite broad brush ideas here, but what I wanted to do was just pull out some further characteristics that might help some analysis further down the line. So, what I wanted to kind of highlight really was learning technologies and lecturers typically would work in partnership to create digital learning resources. Lecturers work in partnerships with students to create learning resources or do things around social media. And student-led projects create, tend to focus again on social media or learning resources. Library staff tend to do things on social media, and then employability staff always do things either on professional social media, or it's something that involves students creating video of themselves or doing something with video. What this doesn't highlight, so what that also suggests is that research and consultation is something that everybody does, and that promotion of apps and VLEs is also something that everybody does. So, I wanted to start to move towards thinking about how can we measure the amount of partnership that's going on, and there's increasingly a number of different models that you can use which highlight this. So, Boville and Bully particularly, I think it's Catherine Boville, is a very respected writer in the field of student engagement. So, this is one of her models that gets used for this activity. So, at the top is basically students, tutors are in control, while at the bottom is that shift to students being in control of decision making. So, I did a quick piece, so I've just pulled out some highlights here to really contrast perhaps two different, two of those different technology activities. So, the creation of learning resources and the consultation research projects, just to kind of contrast slightly the amount of participation in there. So, you can see at the top of that ladder the more yellow colour, this is where students are given a task and they complete it. Well, at the bottom end of that ladder, the dark red, is where students define the project. They complete it themselves using the terms and the boundaries that they themselves have set. And what this suggests here is just from, you know, kind of just highlighting here really some of the key points that probably things where students are involved in doing research and consultation tend to sit towards the top of that ladder. So, they're told to go off and do a task and they do it, they consult with students. But there is a possibility that they can make that more of an enriched partnership by doing more of the deciding what they want to capture and what information they need to be able to make. This is a valid piece of research. So, just to flip now to thinking about, that was all from the DSP survey to looking at the interview data and seeing if we can find some kind of areas of overlap. So, from my, from work interviewing learning technologists, from libraries and from academic developers, so the non-academic staff, we can see that actually their main experience of partnership is a very positive one and the positiveness of it is based on the pleasure of working with students. But I think in itself is a really interesting thing because it's something that we don't perhaps express in professional services is we work in education but we don't really have that much to do with students. So finding opportunities to work with students is something we quite often quite crave. But the main, when they talk about that partnership working, what they talk about is the insights and experience that students bring as students into that partnership. It's about validating information and about bringing that student perspective. They also talk quite often about mentoring as a kind of model for partnership as well, which is interesting. From a student perspective, all the students were positive and very positive about their experiences of working with different members of staff. They see this idea of partnership as being based on equality and about being equal and a successful partnership is one where they feel equal to staff. So students say things like we were seen as equals and it was a partnership so all of our ideas were valid and academic developers and other learning technologists talk very much about this. This is what we're trying to instill in students, this is about equality. They also have new relationships with the students they're working with so they have a different change in their relationship with their fellow students. But perhaps the big step change here, which is obviously really fundamental to what we're aiming for, is their changing relationship to academic members of staff. So they repeatedly and not necessarily always when talking about technology but they talk about this as being an extension of this confidence that you need to be able to ask a lecturer a question to then be able to engage in a discussion about technology or about just generally and this is how they categorise this idea of partnership. And what's really interesting is that this is definitely a threshold that students get across because then they can see, they say things like it was quite an odd role reversal to be teaching them about technology. It obviously became quite normal so once you get over that threshold it becomes obvious this of course I can talk to a lecturer in that particular way. So when we talk about dialogue in partnership working this must be, I think this is the key area to look into. So the work also highlighted what we can say about how this worked in terms of the technologies involved. So the most successful partnerships really were where students could either come in with lots of different ideas and take one of them forward or have an idea, share, discuss and be able to adapt it but the important thing was how they went about that communication to do the choosing and adapting and those issues to communication probably, that's probably key. Okay, so that's the really positive side was the kind of the professional services lecturers for a positive feedback. Lecturing staff I think I should probably add that the gatekeepers to all of the projects that I ended up doing the interviews on were all professional services staff rather than lecturers. So these perhaps don't represent the lecturers who would have been presenting at places like this. So these were perhaps people who had been brought into the project further down the line rather than initiating them. But again these are the, this is the relationship that we're trying to challenge here, the student-lector relationship or at least one of them. So I think it's fair to say that based on the interviews that I did that generally lecturers still see this, the partnership working that they've been undertaking is pretty much a transactional arrangement where they've got a problem, the problem is I don't know how to use this technology or I need to do something here and there's a student there or somebody, anybody who'll help them with that. If the job gets done and that problem is sorted that's what they consider something as being successful. And what I found doing the interviews was that what we found was that sometimes these high profile projects that we're very familiar with, actually when it came down to the ground the lecturing staff involved in them weren't even aware that they were part of these big headline projects that we're so familiar with. And one of them said, I think the one you're asking me about is that we hired two students to assist us. Now just to counter that with that students experience of that partnership was completely transformative. And yet for that lecturer this was just somebody else, another member of their paid staff helping them out. So really interesting. So they do also share this idea of acknowledging the importance of bringing students in to bring that student perspective in the same way that learning technologists, academic developers do. And they do have some moments of connection that's slightly point towards those issues of all those things to do with equality where one member of academic staff saw that a student in a session that was being run was being quite overwhelmed and said to him, We're all in the same boat. We're all in that face those challenges and there's that kind of sense of trying to develop that sense of equality. But overall perhaps some food for thought there really. So within these projects then what I found reported on previously really is that these projects don't really have a massive impact on the the use of technology. Although they do have a very important role perhaps in raising awareness of technology use amongst the participants. Did I miss that? No, I haven't. And one thing I wanted to also highlight was that the routine when people talk about technology they quite often still talking about very much students coming into this partnership with a good use of technology. They're still coming from the perspective that students possibly are more that digital native that they should be familiar with technology that they should have loads of brilliant ideas about how to use technology. And it's almost always countered by kind of quite often they say well I know I'm not supposed to say that anymore. This discourse around that has moved on in a way but actually what we find is that still is the entry point for allowing these schemes to actually take place. And even though they sort of backtrack and actually say well actually students weren't as good or students didn't do exactly what I was thinking they were going to do. This still leaves kind of space for students to become involved in these projects. Which I think is kind of interesting so that we've moved on from that from talking perhaps about that but still there's a kind of ghost of that in the machine. So just to highlight then some quick points. So this native immigrants trope still exists and it's still active even though nobody actually talks about it directly. Because the official narrative of kind of partnership is around equality and it's around dialogue and a bit about this idea of mentoring as being sort of a bit of a role model. It's also important to realise that actually where some people are talking about partnership but there are still partners who are not talking about partnership. They don't have a narrative around partnership and technology at all. And I just want to highlight some preliminary results which would suggest that kind of drawing this together that this lecturers and or learning technologists offer working partnership with students offer the greatest potential for partnership working especially if students are able to choose from their own ideas and or adapt them and then to communicate them well. And it's perhaps supporting the key issues supporting that element of choice and also those issues to do with communication because it's the communication that supports the dialogue that brings about the flowering of that partnership. But really the emphasis is on dramatically different experiences of partnership across these projects. Even in projects which we will be familiar with that a band is successful this isn't something that is experienced by all of those partners. And perhaps when we're talking about partnership is to go back to that kind of original idea when we're talking about those transformations as transformational shifts in our relationships which will then hopefully go on and change the institutional settings around learning. That's what we're going to kind of keep in the backs of our minds. So closing thoughts really is for those of you involved in partnership working is to think about communicating the idea of partnership. Are you are you when you're thinking about partnership are you thinking about are you thinking about the partnership or you just thinking about how to deliver a particular service. Do all students all participants understand what what partnership is what their role in that is. And also a point of reflection really in terms of thinking about your your desire to engage with students and why you want to get involved in partnership projects. Is that enough is that transformational enough do we need to to rephrase that those desires in something which suggests more of a transformation that will be really begin to kind of change the way that we talk about partnerships and technology. And that is it. Thank you very much. Any questions? I've actually got a question to ask. I wasn't too sure was it whole institution projects you mentioned the interview to some lecturers you mentioned some papers that you looked at or was it particular schools that were involved in these projects. So it would be the particular initiatives within universities. So it would be based in one particular service and they'd be running them either as some students might be volunteers or some schemes that might be paid but they'd be organised in that way. So OK. That makes sense. I've got a question on me to ask. So it's two part question. Did you look at students perceptions on dissemination of findings and experiences? If so, did you find that they regarded as part of their responsibility towards the partnership or outside of their comfort zone? Interesting question. I didn't touch on this because it's a really, really big thing. Students role in partnership in the dissemination events, particularly students coming along to events like this was I would say part of that transform a transformatory experience from their perspective. The reason I didn't really talk about it because it's like I haven't worked out yet is that to do with partnership. I'm also interested in students as partners work but it's being what's being termed around performance, students performing partnership. So one of the key areas that people are interested in is doing exactly that, bringing students along to conferences and they sit on panels and they talk about their experiences. How does that relate to partnership and how does it relate to the other things that we get them to do in these partnership projects like appearing videos? Well any of these partners is particularly strong. I know you mentioned the ones with students and learning technologies or academics and things like that. I know the academics have a way to go in terms of realising their own transformation but were there ones that were particularly strong in your opinion? I think the stronger ones are exactly those where students are able to exercise a lot of control. It's difficult to, so they exercise control, they work over several different projects and so they are able to use their experiences to then feed into the next project. So there's also sort of duration because the less successful ones were basically where students were told to come along and do this at this particular session and they'll come along and demonstrate a piece of technology and then move. That's fine. Some people's experiences are positive as is less but in terms of partnership it's quite low down on that ladder. Any more questions? No, right thank you very much. Thank you.