 demonstration on one pedagogy meets technology developing a community of enquiry for digital teaching and learning. Welcome Cecilia. Thank you very much. Am I now, can you hear me? Yes we can hear you loud again. Great. Excellent. Thank you very much. Am I now … can you hear me? Yes, we can hear you very good. Great. Excellent. So yes, thank you very much for the introduction. So I'm Cecilia Goria, digital learning director, and I'll have the easy job here to present, whereas Math East will … …the education lead from Talys Education, you'll have the much harder job to answer your questions later on. Felly, ein bod yn iawn y prydysgwyd cyngor, pedagogi sydd mewn technologi, gallwch i'r cyfrifio'r gweithio cyngor yn ymgyrchiau i'r blaenau. Rydyn ni'n meddwl y bydd hynny i ymddangos i chi ymddangos i'r cyfrifio yma, i'n meddwl i chi'n meddwl i'r cyfrifio wedi'u cyfrifio cyfrifio, ychydig yn ymweld yn y defnyddio yn y môl erbyn ymddangos ymddangos i'r cyfrifio ymddangos i'r cyfrifio yn ymdill, We all... At least here and not even when we experienced that during that period, not much technology was our concern. Our concern at that time was get the tech going and get the academics online really. But Pythagogyr definitely became much more prominent in the subsequent phases of COVID in the one that I'm referring to or called elsewhere, Adopted Remote Teaching. ac yn gyfweld i'n rhan i'r awr, o'r awr 2021. Yn ymgyrch yn gymryd yw'r awr, o'r awr Srin symester o'r 1929, yr awr wrthyr yn Gweithredu, felly mae hi'n meddwl o'r awr o'r awr o'r awr. Yn ymgyrch yn gymryd yw'r awr awr 21. Yn ymgyrch yn cymryd yw ymgyrch yn ymgyrch yw yw'r awr 2021. ac yn y bwysig sydd wedi'i gynnyddio'r syniadau sydd y rhannu'r bwysigau mynd i'ch ddechrau, ond wrth gwrs ymgyflenni, rydym ni'r bwysig sydd yn y ffordd i'r bwysig sydd y rhai a dweud ar y bwysig sydd y tyfaint 22 ymryd. Rydyn i'n gweithio'r bywysig i'r ffordd pedagogigol, ac yn ddau'r prynhau a'r ffordd pedagogigol, y dyfodol digidol sydd wedi'u helpu'n gwneud y dyfodol pedagodigol, y cyfnod cyfnod y Cymru yng Nghymru. Yn amlwg, rydyn ni wedi'u gwneud o'r ffordd o'r ffordd. Yn ymwneud o'r pedagodigol, o'r gwneud o'r ysgrifennu, rydyn ni'n gwneud o'r ysgrifennu yng Nghymru, o'r ysgrifennu'n gwneud o'r ysgrifennu yng Nghymru, o'r rydyn ni'n diuch yn rhaid yn du o'r ffordd ac mae'r ffordd yn usiol y dyfodol. Rydyn ni'n dweud rhaid yn gafod eich fantaeth. Yn ymgol pedagodigol, oherwydd, cyfnod y cyfnod, a mae'r cwerd o'r Cyfnod ym Mhwgol y haf yw ddau cyfnod o'r prethau. A yn Personalio'r Cyfnod ymgol cyfnod, framework. Well, what it tells us is that learning happens at the intersections between social presence, cognitive presence and teaching presence. Social presence refers to interpersonal interaction and is expressed via open communication, group cohesion or commitment, students commitment for personal and affective commitments. Clearly present refers to interaction with content and is expressed via reflection, information exchange, connecting ideas, critical thinking, deep learning. Finally, teaching presence. Teaching presence really refers to learning design in a way the traditional role of the teacher and it is expressed via design and organisation, facilitating discourse, direct instructions. Our digital solution to implement our pedagogical solution to address our pedagogical priorities, TALIS Elevate. TALIS Elevate is an annotation platform for collaborative and personal notes and I will say more about this later. It supports documents, PDFs, audio files, PowerPoints, images, videos, YouTube links. It can be used synchronously and asynchronously. It can be used for preparing for a session, so asynchronously during, synchronously or as a follow up to a session, so asynchronously again. And it can be used face to face as well as online. It's an example. This is an example of a text which was the tutor uploaded to the platform. On the right hand side you see the comments of the students which are colour coded with the highlights on the text. Just below the little red circle you see, so all the comments have been anonymised apart from the one just below the circle and one further down where is the comment of the tutor with that permission to show his name. And this is just to show you how the tutor in this case has established some sort of dialogue by replying to students comments on the resource. Use of an image. This is a bit of an exceptional way of using an image. It's a music script and you have again the comments on the side, student comments which are colour coded with the pins on the image this time. In this example there is no dialogue between the students and the tutor because this particular resource, this particular activity was used in preparation for a face to face seminar during the time, even if it was COVID but during the time when it was actually mixed mode and could do some face to face teaching. The very same kind of activity was then moved on totally online in the subsequent phase of COVID when no face to face teaching was no longer permitted, when face to face teaching was no longer permitted. A more traditional image again comments on the side and colour coded pins. And finally an example of the use of a video comments on the side and you can probably see a bit fainted at the bottom of the video series of coloured bars and they correspond to the colour coded comments. And they are bookmarks so if you click on a document sorry on a comment it takes you directly to that point in the video. Pedagogical strength. Well it fostered interaction with peers and tutors sharing and collaborating towards a common goal, the unpicking of the resource. It fostered an engagement with content anonymously and not participation with the activity, deep learning and sustained discourse and reflections element of that teaching presence that I mentioned earlier. Again teaching presence, teacher input, triggers and guidance facilitating discourse, formative feedback through that kind of dialogue that I briefly mentioned earlier and as we will see monitoring by analytics and I hope you recognise here the three presences of the community of inquiry framework. Teaching presence sustained by analytics. So here you have the graph showing the learning behaviour of a whole module. You have on the left hand side a list of the resources in a module and then for each resource first one is you see the little pink dot on the left hand side. It shows you the number of personal notes and personal notes are personal so no tutors or peers can see them. Only the author, number of published or collaborative or class comments and the number of hours and the time spent on the resource. But the analytics go also much more granular on a different screen and here I highlight the fact that you can tell which part of your resource is being used more or less. And also it goes granular in terms of students. I will not show it here because of previous reasons but there is a tab in this module we had the 44 students and again in the students tab you can see the number of notes, personal and class notes per student and the number and the time spent on a particular resource. Impact and evaluation. During our pilot we had 106 modules involved with more than 1500 students registered with more than 8500 class notes annotations and 8000 private notes and what is more relevant is the 65% of our users actually actively used the annotation. They didn't only register to the platform but they were in fact active. We had a staff survey, a student survey and a number of case studies that helped us build our business case. The prominent features coming out of the staff survey was the platform fostered interaction and a very welcome feature it is very easy to use. Prominent from the student service was of the quote here discovery was good for discovering peers perspective and ideas. And then the case studies. Student engagement from the case studies was high or at least higher. It was good for inclusivity and for empowering students especially the anonymity function. Pedagogic fit. It was good for fostering interaction outside contact hours so those that asynchronous element that I mentioned earlier. Engagement with primary resource which is really the aim of the platform. A list for us. Pre-seminar preparation. Move away from textbook and slides. Student teaching. And an unexpected benefit that was highlighted was that it helped creating a link between asynchronous teaching. Specific benefits during this was during the pilot so during COVID-19 it was a good replacement for physical presence especially when as I said we started in mixed mode but then we moved towards online only. Still uncertains what was happening. Suitable for both face to face and online so referring to the first phase. A good vehicle for getting to know students so creating that community of learners that is part of the community of inquiry framework. Conducing to formal informal conversations. Again good for community of learners community building platform a good platform to enable co-creation of knowledge so that cognitive presence that I mentioned earlier. And I hope that again you can recognize features of cognitive teaching and social presence. Our journey. Well we started with setting out pedagogical priorities. We then looked for a pedagogical solution and then for a digital solution that would help us implement that's the pedagogical solution. So the pedagogical solution was the community of inquiry so with the three presences social cognitive and teaching. The digital solution was to celebrate. We started small in the department of history. We then increased usage extending it to languages and then to other disciplines such as music for instance across the faculties of arts and humanities. We establish a strong partnership with Tali's education for the implementation process for the onboarding and support for the development of certain features in fact there is a specific features that was developed out of one of our requests for creating an output and especially for planning the evaluation process. So what's next? The rollout. So the Faculty of Arts has committed to a fully-fledged license to support the use of Tali's celebrate across all modules in the faculty but we're also extending it to other faculties so I'm at the moment dealing with the Faculty of Science and the Faculty of Social Sciences who are piloting it now in their own faculties. We're also piloting the extension of the use for our tri-campus teaching. Now the University of Nottingham has two international campuses one in China, one in Malaysia and we have some modules which are taught tri-campus and Tali's celebrate provides the perfect platform for bridging the geographical distance in a kind of focused manner so to speak around specific resources and we're also looking at we're also starting in fact a new research project which will specifically look at the learning behaviours around annotations and therefore will give us much more insight on how our students learn. So this is it from me so thank you very much for listening and I would direct you to a podcast where Professor Helen Lovett, Professor in Classics, she actually talks about the use of Tali's celebrate for her classes in conjunction with Padlet and she makes a very good argument for well using the two platforms with two platforms with two different purposes but yet complementing each other so that's the link to the podcast, the QR code and of course our email address is in case you need to contact us. Thank you very much so Sarah are you coming? Thank you Cecilia that was an absolutely fascinating presentation if I invite people to put any questions they have into the chat I thank you Cathy for clapping there and also of course Matt if you would like to say anything in the chat then you're very very welcome to do so. Will you share all of the resources in Discord afterwards Cecilia? Yes yes I will I will and is there I mean are the questions just via the chat or would it are there any questions via the webcam and the microphone or is it all via chat? It's all via chat. It's all via chat so is there any in particular that so that's Matt just saying thank you to everybody and what a great project it was I would like to ask Cecilia I noticed that you're all class but you had lots and lots of students so this scale to large classes of students? Yes it does absolutely in fact we did start it in our very first pilot because even the pilot itself can be a seeming phases really but when we actually started it we started in the department of history where we had it was around 200 students really and that's where it was and it was actually pre-covid as a matter of fact it was way pre-covid but the tutor and well it was a team of tutors in history they used it to engage students around manuscripts and they found it extremely useful and that's when then a much kind of fully shaped pilot that's what I took on board the pilot and kind of shaped it into into being a full project really but yes absolutely for for large classes is it's not the problem at all. Perfect and we've got lots and lots of questions coming in now so Fiona Handley did you face any challenges in getting academic staff to take up and expand the use of new technologies? Yes so this is actually a very very good question and I haven't really I've only very briefly mentioned the easy easy easy to use kind of aspect so one of the the plus point absolutely of Tally Salivate is the intuitivity of the of the platform so it's literally you know I mean Tally Salivate would give us the support they do give us the support but in fact we found that with some online tutorial if needed people can get on very very well so one of the major one of the success was actually the fact that people were introduced they were given by people I mean academics they were given the instruction account and that's it they went on it and they uploaded their resources and they they started using it and it's used easy to use not only for staff but for students too so it's very very easy to use so you don't need any training for the students you don't need any specific account in fact Matt could well step in at this start at this point and talk about the integration with VLEs we use Moodle and it integrates very well with our Moodle so that kind of easy access and easy to use aspect is very very very prominent. Perfect there's a lot of other questions coming in that Simon's actually asking one did you look at any other tools besides Tally Salivate? So specific well well as we know I mean we use Teams here at the university and there is the old Google documents so there's been a lot of experiments you know by sharing documents in Teams images in Teams or on Google and so on although the Google platform is not supported by the university but some people have been using it for for their own but we've seen that the the beauty really of Tally's is the fact that it brings that focus on a specific resource and and it kind of keeps the students in the virtual classroom so to speak it creates a virtual class around that resource and that is is is absolutely a plus point so anything else that we looked at and in particular we looked at as I said a collaborative tools that which sometimes may be actually quite strong you know powerful some such as Teams one node for instance is extremely powerful so to speak but it could be in a way too powerful whereas Tally Salivate is as I said easy to use very much focus on the activity and it works very well and it didn't work yeah very well that's perfect look Cecilia thank you very very much for this presentation I hope every we all head over to discord and continue the conversation particularly about community of inquiry I'm sure you'll be there and I'm sure Mac will be there and I'd just like to invite everybody in the audience to use your favourite emoji to thank thank you very very much thank you very much so what do I do do I just leave this room we'll close the