Rwy'n iawn, wrth gwrs. Rydyn ni'n ei wneud i gyd, fel yma yn ymwneud y dyn nhw'n ddaw yn Ffosod ac Christine Bone, ac mae'r ysgolion yn ddim yn ddwy'r unig gyffredinol yn unig, ac mae'n ddweud y gallu cyfnodau digital i gyd yn gyffredinol hwnnw o'r Unig, ond rydyn ni'n fwy o'r unig cyfrydd. Rydyn ni'n ddwy'n ei bod nhw'n gyd yn rydyn ni'n ddweud i gyd. Felly, gwaith eich ffodol. Gweld i'n gweithio i'r cwestiynau Cymru, fel Custiniaid i'r ffordd, rymdyn ni'n ddoron Ffosod, ac rydyn ni'n gweithio i'r gwaith ymgyrchu a'r gweithio i'r Gwerth Custiniaid i'r gwaith ymgyrchu a'r gwaith ymgyrchu i'r gweithio i'r gwaith ymgyrchu. Mae'n gweithio i gael gwaith i'r gwaith i'r gwaith i'r gwaith i'r gwaith a'r gweithio i'r gwaith i'r gwaith o'r ffordd, o'r gwaith i'r gwaith i'r gwaith o gwblわith yr ales. Rydyn ni'n adrodd i'r honny neidio i'r gweithio i'r Gwerth Cbynch, ymwneud i'r gwineisio mewn cywel yn gweithio'r gwahog, fel gyda'r gwylliant ar gyfer y grwyng yn imbryd, i'w amhwytoedd yn digwydd a'r gweithio i'r cym beepsrein gyda'r gwaith ymwneud i wneud i'r cefnidau yn gweithio a'r gwweld sydd yn ddonwch yw i ysgweld o'r ddygiad yn enifet i dylwn i'w dfaith. Mi roi ddweud â'n ei hunag o bryd o'r ddygiad. Roedd yn gwybod i ysgrif若or, cryf amlu a'i gyr wych yn cymunod pdA o'r ddrygiad o bryd o'r ddygiad i'r ddygiad. Fy nid o'r rhan o unrhyw ysgrif hon i ddygiad o bryd o'r ddygiad, a'i rhai rwy'n cael ei wneud oherwydd y pandemi, ond o'r learning online. We were very lucky with these projects because we had strategic buy-in from our senior leadership across the university to build student and staff digital capabilities. This gives us the remit to progress the projects. From the university strategy to the IT strategy to our tell strategy to PDA objectives these were priority targets and we had to deliver. Fy angen i'r projeg, mae yna gweithio'r portlethau fath o ddweud iawn i gydag studiadau ar hynny o'r gyhoedd o'r cymdeithasol digitalu, lle mae'r ysgol yn ei ddweud yn cael ei ddweud o'r cyfnodol, ac mae'r cyfrifio'r rhai ddweud. Mae'r projeg yn cael ei sylwedd ymddangos yn ddysgu i'r cyfrifio'r rai cyfrifio a'r ddwylliant yn ymddangos iddynt i gael ei ddwyng.  Mae'r chyfnod o'r Llyfrgell電iddor Material Cycleu'n ddefnyddio os ym mwy o gyflaeniaid o sydd yna i amlwg cyfryn. Mae yna'n mynd i gweithio y rocketau, yma eisteddam i chi fod am hwnnw, byddwn i weithio i ddweud yn ymweld. Felly, maen nhw'n gobeithio y format, y cwmno cymdeithaseth, yn y tŴn ymweld. Mae'n gweithio'n gweithio'n gweithio, fel y gallwn eu ddechrau, ffwrdd i'r llangwadau ymlaen, ac rwy'n gweithio i'n eu ddweud yn eithaf. Rydyn ni'n rwy'n gweithio i ddweud, fel y taltym yn ysgolir o'r gwneud ddweud nifer o'r gweithglyniad yng Nghymbriddag, i'r hyn o'r gwneud ymgyrchau o hyn o'r newid sy'n mynd i'r hollol yn yr unigol. Rhywbeth bod y projec ymgyrchau yn symud o 4-6 ysgwrs mewn unigol i'r hollol yn yr ymgyrchau a'r hollol yn yr unigol. Rhaid quechol i'r sgwpio o'r rhai sgwpio, sgwrs o'r hollol yn yr unigol. Rhaid rhaid iddyn nhw'n gwirionedd ysgwrs ymgyrchau am ddod yn y Unedol a'r hynod. adnw'r sefyllfa cyd-16, I stones, a afshun amser, a gynhyrchon gwybodaeth ddweud am bwysigol arweig. Seld, os yw ddweud o newydd ychynig cyd-fynolion. Felly, cydym wedi'u gael cofio ar gyfer y lleoliadol sy'n amser�r yta yn yr unig, ac yn ymwysigol yn ddwybyng. Mae'r bydd yn modd iawn ei wneud partnerau meddwl. Felly, ni'n gweld gofio'r gwneud y pwysigodau gwyd-a'r projektyd. Mae gennym i gymuned ymgyrchu, a byddwn i'n gweithio'r program. Mae gennym i ddweud i'r cyfrusio ymgyrchogol ysgolio gymuned fydd ymgyrchogol fydd ymgyrchogol yn Ycwysigol, ac yn ddwy gilydd ei gydag i gydag i'ch cyfrusio cyfrusio ymgyrchogol ymgyrchogol ymgyrchogol. Roedd ymgyrchogol ysgolio ar y ddiogel, Our Student Digital Suitcase and our Academic Staff Suitcase. We have time at the end for any questions. On this slide you can see, the Student Digital Induction consisted of three phases. Phase one was targeted at prospective students and students who had accepted offers, The material was used in welcoming and enrolment emails and other communications. Felly, mynd i'r gwaith o'r gwaith o'r ddechrau. Mae'n gwaith o'r labb o'r laptopau, a rydyn ni'n gweithio'r ffordd mewn ei wneud o'r url oedd yn fawr, oedd yn ymgyrchio'r ddechrau. Gweithio'r gwaith o'r gwaith, mae'n ddweud o'r ddweud o'r gwaith, a mae'n gweithio'r ddweud o'r ddweud. Mae'n ddweud o'r ddweud o'r gwaith o'r ddweud o'r ddweud o'r gwaith. Yna, i ni'n gweithio'n ddweud o'r ddechrau. Mae'r ddweud o'r gwaith o'r ddweud o'r ddweud o'r ddweud o'r ddweud, mae'n ddechrau'n gyfrifedig,美味ib y pln ynglynig. Mae'n ddull iawn o ddweud o'r cyffredig, boeddwn nhw'n hynny yn cael ei ddechrau'n cysylltu maen nhw. Gweithio ar ei abod. Mae'r pwrdd Ff3 yn ddefnyddio'r Ff1, was in our blackboard ultra programme sites. It included information at a higher level, included videos with captions and some images, but still used the same friendly tone and language style. We also included some skill checks and some feedback opportunities. Phase three was for our students going out on placement or leaving us to start their professional life. The material was more skill centric and built on how they would use the tele technologies that they used at university and how they would transfer into the workplace and beyond. The material again was designed to be a fast read, informative and easy accessible to encourage revisits. On the screen here you can see our pre-enrolment and there is also a short URL if you want to go in and visit it. You're more than welcome, it's available to all. As you can see here it was split into various sections and each section had a web page that was split into the same format. It asked the question, for example, if we were talking about OneDrive, what is OneDrive? When will I use OneDrive? How do I access it? How do I use it? And where can I get further help? We did not duplicate any additional material we short URL'd into existing documents, help and guidance and videos. This was phase two. This was created on Blackboard and went into all of our program templates. You can see it also has additional material from other departments in the university, so this was a package of material that students could use and revisit. We did not duplicate any material, we always highlighted two other resources. For example, under employability, we're not employability specialists but we are tell specialists. So, from the top topics then you had sub topics and in each sub topic we also told them how long it would take to complete so they knew it wasn't time intensive and they could revisit. So, in the example of the document of this phase, we had a video at the top, we also had learning outcomes and we split it down into what it is, when will I use it, how do I access it, how do I use it and where to get additional help and resources. We linked into, say, Microsoft Learn and other training platforms. The final stage was our student-to-professional. This was more skill-centric. It brought in thoughts from the Microsoft skills to digital skills to employability papers. We also had problems at Northumbria where students wanted to access material after they'd graduated and no longer had their login credentials. So, what we did is we created all the materials in the downloadable format so they could take it away with them. We also had a next step section to advise them on what they needed to do before they left. This was a self-enrol organisation. We could not pre-enrol all of our students because they would get more increased announcements. We also advertised free certified Microsoft courses in this material. As you can see, here's some of the sub-topics. What we did as well is, at the end, because it was more skill-centric, we had what is the topic and why it's important, how will this help me to stand out from other students, what tools can I use, how do I get started, what should I do next and how does this help me at. And we had a document at the end which had a table and this included information about how this skill would improve their ability at university and how they translated across into the workplace. We also pulled some statistics for this presentation. The pre-enrolment launched mid-July 2021 and as you can see, we've had quite a few hits and these were the sub-pages highlighted on the left. We also noticed that it was working because we're getting lots of hits from overseas countries so this was representative of our student intake from overseas. So we knew that our marketing and promotion was successful. Unfortunately, in phase two, we can't access the statistics for the Blackboard programme sites material because this is across hundreds of programme sites. The phase three, student to professional digital skills from September 2021 to September 2022, we had 79 students who spent on average 81 minutes in the material. What was nice though, we found that professional staff in our student library and services and other departments had heard about the material and were actually using the material to make notes and to break forward into their annual appraisal and develop their own digital skills. The next section was, I've only listed a sample of the good, the not-so-good and the surprises. We've had a lot more but these are just a sample. At open days, we were told that this type of support was a deciding factor in where they would study. They loved the three phases and felt supported from being a prospective student right through to employment. The downside was we were actually limited on the platforms. We had to make sure phase one was accessible to all, hence it was written on site code and our web pages. Phase two had to only be for our students and embedded into the teacher and support delivery and phase three had to only be for our students but available and for them to download and take away with them. So, as I mentioned before, the surprises were that our professional staff wanted to use. How have we changed the materials throughout the project lifespan? Well, we've added more videos to match learning styles. All these videos have captions in. We have, as I've mentioned before, downloadable options. We've added in skill checks and within that skill checks, they have completion certificates so they can add these into their portfolios. We've added more worth by adding in free Microsoft certifications and we have improved our marketing and publicity and we continue to work on that area. The way forward, obviously, we need to improve our marketing and publicity. The students love the pens that we give them at open days. We've also restarted our student IT inductions for the start of this academic year. We use posters and QR codes and we also promote more actively to other staff and other departments to get them to promote. We'd like more feedback opportunities but we are very careful not to bombard our students with surveys. They get bombarded enough. We'd like to add some student views videos in for students who have completed the programme and want to publicise it to other students. We'd like to advertise more training and guidance. We'll continue to adapt it as we go through this programme and I would like to look at creating customisable material for certain groups of students but it's only an idea at present. This academic year will be the first year that we will have all three phases complete and be able to get more feedback and student use our statistics. Apologies for this only being a light touch and rushed. Generally, I can support talk about this area for about 30 minutes myself. I would like to pass over now to my colleague Christine Bourne who will now talk about the staff digital induction. Brilliant, thank you Dawn. So yeah I'll talk a bit about our staff digital induction. So the key aims of the programme really were to welcome new staff to the university. We touch base with every new staff member. We allocate new staff, their own tell technical mentor and we recognise their existing digital skills, help to nurture new ones and also begin the journey to improve their digital fluency so that they can be part of an active digital community where both staff and students can confidently use the technology within digitally enabled services. We provide an initial programme of digital learning that allows staff to be trained in the core IT and tell technologies across the university so that they that they will require for teaching research and administration. So what we did was we built a Blackboard organisation and you can see a bit of an outline on the screen there. We created learning modules for tell technologies such as Blackboard, Collaborate and the others that we use. There were Microsoft products and we covered online delivery and other options there as well. We put the staff into Blackboard groups and then they received content based on their role. So all new staff receive an email from their allocated tell mentor telling them about this organisation but then also they meet one to one to explain the programme and the resources available to them. And really if it's looking like it's not for them then we can actually use it as a tell sales pitch so that the staff are aware of all the support should they need it at another time. Staff can dip in and out of the resources available and there's no time frames so they don't need to complete by a certain date it's completely driven by them. In the tell technologies section we followed a standard template for the introduction to the technology so very similar to that which was used in the student digital induction that Dawn mentioned earlier. A really nice benefit of Dawn and I both being project leads was we both work in the same team the tell training and innovation team so we ended up discussing a lot and comparing ideas and we were able to then improve our offerings. So in the Blackboard documents we wanted to utilise our existing resources as much as possible. I'm sure like many universities we've got so many guides and resources that we've already created so the Blackboard documents do an awful lot of sound post into our existing materials with a wraparound of additional information that you'd like to know if you're new to the university or new to using the technology. In terms of engagement unfortunately we can't provide usage statistics from the Blackboard organisation as we don't actually receive that information from Blackboard however I can briefly mention the response rate that we've had from staff so far. In the first two months the response rate was 63% and if we didn't hear back after two emails we marked them as not responding and to be honest we're quite happy with 63% as we were just starting the programme but we wanted to improve somewhat. We were thinking as a new starter they're probably already bombarded with a number of emails they don't necessarily know who we are or actually what they might need so we had the idea to start copying in their line managers just into that initial welcome email and that started for our February new starters and this helped to increase the response rate to 95% which we were really happy with. Our colleague Larry McGurk is presenting tomorrow afternoon and he's looking at our tell technical mentor programme in a bit more detail so he's got plenty of metrics so I won't give any spoilers away here but looking at what was good and not so good we were concerned perhaps that academics might not appreciate our insights as we're not academics but really that was completely unfounded when we met staff they were really grateful of the support and interested to hear more and learn from us so it was just us worrying unnecessarily. Also everyone can benefit from the scheme so staff that have skills in using the technology that we use they can learn about our instance which is different to what they're already used to and new staff can learn about the technology from scratch. Very early on we did realise that we didn't have enough capacity for engaging with research and professional service staff because the mentors do this alongside our other roles so we soon ran out of bandwidth but we focused on academic staff firstly and I'll mention a bit more about that in a moment. Since the launch of the programme we've had an increase in numbers increase in numbers engaging with our other tell training services such as virtual drop-ins we've had increased requests for bespoke training and also increased traffic to our content development team services and of course we've built relationships that are that have flourished. Something which has been great is that we've had line managers requested more information about the programme so that they can mention this to their new starters and encourage participation so that was a really nice surprise. In terms of what's changed since we started I mentioned that we're now copying in line managers which has definitely helped to increase engagement and very recently we've added an in-house built digital skill scan which has been a valuable tool to help the mentoring but also in measuring the staff improvement throughout the programme and of course we've added to our resources. So moving forward we've now created a specific lightweight offering for professional services and research staff and this allows us to engage with those new starters and it drove a solely asynchronous offering. There's no mentor allocated but we do offer to meet if those staff have teaching responsibilities and then if they'd like to they can move on to the full offering. We have trained more mentors we've gone from four when we first started in December to nine now from May and the new mentors actually shadow a number of sessions with the earlier mentors to see an induction in action and then there's mentors there's more mentors on the programme ready to complete sometime soon and we'll also have a regular review of the programme and make the required updates. In terms of scores on the doors right now we have 36 who are still active we have 10 on hold some of which are now starting to want a bit of support in the new year and we've just had 10 completed. A few of those 10 stopped a little bit early as they felt confident in the technology following the sessions that they'd had but we've very much classed in those as positives. That was a bit of a whistle-stop tour both of the student and the staff digital induction so thank you ever so much for listening we're very happy to talk more like Dawn mentioned so if you'd like some additional information please feel free to contact us. Our contact details are on this next slide and they will be shared but if there's any questions from you that Dawn or I could answer on the student or the staff digital induction please ask away. Thanks Christine we've had really interesting conversation going on the chat you've already got about five people asking questions so it's a very interesting session so far so if you're happy for me too I'll bring the first one on screen. It is from Jackie Oliver she's asked which service does the tell technical mentor sit in? So all of the tell technical mentors they're part of the tell team but they range from there's perhaps more in the training and innovation team that we're in but we also have some in content development and direct support as well so although we have a standard offering of things that we do discuss we all offer something slightly different and then we can direct the staff to the most appropriate help that they require so all over the place within our tell team. Perfect your next question is from Roger what percentage of your tell resources or budget do you give to digital capabilities? I pull some statistics and I think we used from the staff side we used about £5,000 of staff resources that was it we had no budget maybe £1,000 for three pens it was all done as part of our normal day-to-day work. Thanks Dawn your next question is from Lin and she said what is the digital tech that staff and students have access to in class and how do you overcome digital inequality? If we're talking about sort of like technology we found a lot of our overseas students are using their mobile phones a lot more and they're all coming with smartphones a lot of them are coming with laptops but we have over 4,000 open access workstations at Northumbria so they can always get a hand onto kit. They can also borrow kit from our students union if they are socially deprived or financially deprived and they want something to take away with them. I hope that answers your question Lin. All of our staff are given they all have PCs at work and they all have staff and university laptops we spent a lot of money given staff laptops so that was all tied in with COVID and people working from home. Is there any other questions? I think Christina might have frozen. We can't see the private chat let me have a look I'm just looking into the comments here Lin's put in thank you for a great talk where can I get the slides if you contact us directly we're quite happy to send you a copy of slides or we can give them to Christina and she can load them somewhere central. Christina said earlier if we provide her with the slides she'll pop them on discord so they can go there but equally yeah we can share them as well. I'm just trying to think how do we measure success and impact I don't know from the staff side it's a lot more obvious because we can see that the new academics that come into the university develop the skills a lot quicker and deliver more effectively. We do have standard surveys that go out to staff and go out to students and there are questions and built into there but we do need to have more feedback and more interaction with them student groups. Absolutely and I think in terms of the success and impact I think Larry will focus on that a little bit when he talks about the tel technical mentor as he's done a lot of work with the feedback and evaluation there. So maybe for him tomorrow. Adam asked the question have you found this removes the need for practical in-person induction for students we attempted similar but it was clearly a skills gap upon arrival and start of module delivery this was a great advantage of having the pre-enrolment they were self-prepared before they got here and then they were prepared again from their module site. We have just restarted during the student IT induction again but we're doing that online we have done recordings of that student IT induction and we also have an animation as well we have QR codes that are going to be used in posters to direct students to this material. The great advantage of phase three that we want to highlight is that we include free Microsoft certification courses and we would like to highlight them more with our students because if they can get certified and put it on their CV it really takes them forward into the workplace. I've just had a look there in the comments thank you ever so much for the positive positive comments there and Emma's mentioned that it strikes her that involving the line managers in the staff digital induction is really key and we did kind of find that when we started copying them in the engagement rows but I did have those couple of requests for a bit more information and at first I was a little bit not sure how it would go because one was perhaps a tricky customer one might say but when we met it was really good and we spoke about the program but then also he asked would it be possible for me to perhaps mention when I met with my mentor that there are these options for them and perhaps that would provide some extra help for them so definitely involving the line managers is key there to the overall message I think. And the other added advantage of having this within our tell delivery and our teams is that we can influence things very quickly and we can be adaptive very quickly. We create all the training guides we create the videos we create the resources we have a liaison role a tell liaison role throughout the heads of departments and academics throughout the university we attend departmental meetings we're quite a small group so we are quite noticeable as well so people contact us directly we get involved in research and research projects so yes I hope this session has been of benefit for you and I see that we're over our time allocation and there will be more sessions starting. So yeah thank you ever so much for joining us enjoy the rest of the conference and please remember to join our colleague sessions we have Larry at quarter past three tomorrow talking about the tell technical mentor program and then Simon Corbett our director of IT services is speaking at two thirty on Thursday talking about a strategic approach to transform and tell so thank you. Thank you Dawn and Christine a big virtual clap to you both I've just joined because Christine I got kicked out on the internet so if you're thinking who's this person where they come from I've just jumped into the help while Christine is trying to get back online so a big thank you and great comments and questions in the chat as well so another great session and hopefully we'll see you throughout the rest of the conference. Okay thank you very much


Good day. I am Baron Ferdinand Rothschild. Welcome to my humble abode. Here at the feast I'm looking for a very large pot. Feast weekend is a weekend of food, drink, hospitality and fun. And it's a reference to the historical Baron's treat which used to take place here at Wadstone. And this weekend thousands of visitors have hopefully had a really good time whilst enjoying the splendour of Wadstone. I really hope that our visitors this weekend have had fun. Maybe they've learnt something about Wadstone, they've had excellent food and drink and they've enjoyed being our guest at our first feast weekend.