# data[].attributes.headline
First and foremost creating a positive and supportive environment where real learning can take place--mistakes can be made, questions asked, things made clear if any doubt arrises. Getting to know the students so you have a larger picture of the unique challenges and assets each person has is a continual process. LISTENING! When students are faltering, reach out in empathy rather than a judgemental or disciplinary tone. Solutions arise from dialogue not confrontation. Create positive social spaces where staff and students can interact and share ideas, experiences, concerns in a non-formal environment -- I continually hear from prospective students that the 'academic language' around the course material is intimidating, so de-mystifing is essential 

# data[].attributes.subject
First and foremost creating a positive and supportive environment where real learning can take place--mistakes can be made, questions asked, things made clear if any doubt arrises. Getting to know the students so you have a larger picture of the unique challenges and assets each person has is a continual process. LISTENING! When students are faltering, reach out in empathy rather than a judgemental or disciplinary tone. Solutions arise from dialogue not confrontation. Create positive social spaces where staff and students can interact and share ideas, experiences, concerns in a non-formal environment -- I continually hear from prospective students that the 'academic language' around the course material is intimidating, so de-mystifing is essential 

# data[].attributes.body
How students receive signals that they don’t belong through other student/staff/representations – implicit signal based on historical injustice. Does the uni /course feel like a place a student can belong, as a student do I have shared interests and do I matter here?

Foster belonging for POC, flexible, ecs recognise different circumstances and supporting students better in peer interaction/cross racial interactions. Sanction on inappropriate language verses worry about getting things wrong…anonymous forums?

Whiteness resides in imagination which refers more specifically to a structural position of superiority in relation to other races. Understanding the way whiteness reinforces, power, wealth and privilege. Whiteness is not about white people it’s more about position in relation to privilege. Don’t impose view points based only on what I was taught as student, diversify view point an reading lists don’t rely only on the western cannon.

Students can’t achieve as much without feeling like they belong.

Online approachability, set assignments to get to know each other. Online learning, humanise the learning, 15mins open beforehand, post pictures of the cat/dog, your environment. Offer to hang around after and have a chat.

Not all students want an online footprint, data identity is built so we have to take seriously conversations about online identity.

# data[].attributes.body
Difficult to really share empathy and create a connection with studenst online, especially when cameras are not switched on and you don’t receive feedback. There is no sense of presence or embodiment so belonging and engagement can be quite limited.

The sense of belonging that comes from sharing a physical space is lost, feeling like you have been part of a particular moment in time/event is gone.

You know everyone receives the information when you see them in person through social contract. Not all students have access to tech and quiet space at home to learn creating unequal advantage to those who have access.

# data[].attributes.body
Material is accessible so students who need greater flexibility are able to learn when it suits them, This only works if student are engaging with each other (e.g Unit 6). Make point of asking what times work better for students tutorials at the beginning of the year.

# data[].attributes.body
Speaking to students by name, saying Hi in course and let them know their contributions/thoughts/ideas are listened to, valued and cared about - Listening to students to makse them feel more equal.

SSM and Second Year Meetings, let them know they are missed when they don’t attend. After listening to the podcast I can now use absences as ways to engage students, “Hi, missed you to day, is everything ok. I was looking forward to talking to you about … today, especially because of what you said last week. If you need anything let me know,

We hold social events to encourage new connections between students and staff, getting to see the studio as a safe and trusting space that is theirs. We posting content online covering social events create engagement and belonging.

# data[].attributes.headline
If used well (good organisation and comms, options to download text versions of lectures, resource lists, chances for students to follow up with questions, communal digital spaces for dialogue between students) then online teaching can reach students with complex needs, caring / job duties, global cohorts. 

# data[].attributes.subject
If used well (good organisation and comms, options to download text versions of lectures, resource lists, chances for students to follow up with questions, communal digital spaces for dialogue between students) then online teaching can reach students with complex needs, caring / job duties, global cohorts. 

# data[].attributes.headline
Online spaces highlight differences in access students have to facilities, materials, making space, digital technology, online research skills, caring duties etc. The studios at UAL and workshops, if used well and supported, foster fairness and equal access. 

# data[].attributes.subject
Online spaces highlight differences in access students have to facilities, materials, making space, digital technology, online research skills, caring duties etc. The studios at UAL and workshops, if used well and supported, foster fairness and equal access. 

# data[].attributes.headline
The podcasts highlighted how seemingly small differences can make a huge impact in destroying or fostering belonging, to name a few: assumptions around expectations of students based on identity, digital aptitudes, commuting students, social constructs of power, all these intersectional issues and biases need to be sensitively addressed--the need for empathy, caring, reaching out, but also actively changing things

# data[].attributes.subject
The podcasts highlighted how seemingly small differences can make a huge impact in destroying or fostering belonging, to name a few: assumptions around expectations of students based on identity, digital aptitudes, commuting students, social constructs of power, all these intersectional issues and biases need to be sensitively addressed--the need for empathy, caring, reaching out, but also actively changing things

# data[].attributes.headline
The podcasts highlighted how seemingly small differences can make a huge impact in destroying or fostering belonging, to name a few: assumptions around expectations of students based on identity, digital aptitudes, commuting students, social constructs of power, all these intersectional issues and biases need to be sensitively addressed--the need for empathy, caring, reaching out, but also actively changing things

# data[].attributes.subject
The podcasts highlighted how seemingly small differences can make a huge impact in destroying or fostering belonging, to name a few: assumptions around expectations of students based on identity, digital aptitudes, commuting students, social constructs of power, all these intersectional issues and biases need to be sensitively addressed--the need for empathy, caring, reaching out, but also actively changing things

# data[].attributes.body
Being able to reach International students and vulnerable students who have stayed at home as a result of the pandemic.

# data[].attributes.body
Resonated: the importance of checking in, and of offering asynchronous options
Surprised by: that tutors might express lower expectations for BAME students and doing so may make them feel less like they belong.

# data[].attributes.body
set aside timetebling and budget resources for (un)related fun events/ trips/ one off ideas, since the social impression seems so important

# data[].attributes.body
being honest and relatable about how hard and weird it is from the off

start early and be casual, play music, show off duty images or video, say hi by name, ask what are people eating,
offer up functions like change avatar/ video on for a wave then off if need be, chat comment to everyone comment to one another/ host/ type shared notes into anonymous docs and comment on one another, set 5 minute tasks, read aloud together....

try everything at least once, ask students which things they liked and didnt...

# data[].attributes.body
1-1 online sessions can function as a pastoral check in, come-as-you-are is more likely than in person, for those feeling anxious, sick, have other responsibilities on their time

# data[].attributes.body
its hard for everyone to level out their experiences of where and when they arrive at an online session.

making facilitation into an event or a live feeling as opposed to one way delivery

# data[].attributes.body
It resonated with me how much the SOCIAL spaces between peers and student-teacher relationships mattered to belonging- the impact of missing out whilst being a good commuter student, for example, or the lasting memory of a first/good/bad impression from a single interaction.

thinking of a good creative affirming experience needing to have basic needs met first

# data[].attributes.body
Students from large courses can be disadvantaged as they have less oppertunity to build strong relationships with staff.

# data[].attributes.headline
Students with poor internet connections.

# data[].attributes.subject
Students with poor internet connections.

# data[].attributes.body
How important belonging is for achievement.

Tutors might have lower expectations on BAME students.

Tutors might not show empathy for students because they are overworked.

# data[].attributes.body
'not having a quiet place to work at home'
commuter students face difficulties, research suggests they make proactive choices to prioritise academics; however what they're missing out on in the informal learning and prof development opps, and this might be affecting their achievement in the classroom and in future jobs

Proposal: bring more of the informal and prof development into the classroom

# data[].attributes.headline
Faculty have to care about belonging, administrators need to care about belonging...

# data[].attributes.subject
Faculty have to care about belonging, administrators need to care about belonging...

# data[].attributes.body
Empathy
LCC grad speaking about need for faculty to be 'freed up' to be more empathetic

# data[].attributes.headline
From 1st podcast: Belonging is related to two simpler ideas, 'contact' and 'fit'

# data[].attributes.subject
From 1st podcast: Belonging is related to two simpler ideas, 'contact' and 'fit'

# data[].attributes.body
contact = importance of individual relationships
fit = that the wider community suits the needs of the students and tutors (not the same as 'fitting in'). 'Do I matter?' in this community.

Research of belonging has a strong impact of students's ability to thrive and reach their potential

# data[].attributes.headline
Change the mental metric of success in a learning space. set reflective tasks between sessions to review uptake of content and individual progress.

# data[].attributes.subject
Change the mental metric of success in a learning space. set reflective tasks between sessions to review uptake of content and individual progress.

# data[].attributes.headline
Easier to follow up absences in a way that indicates care.

# data[].attributes.subject
Easier to follow up absences in a way that indicates care.

# data[].attributes.headline
Setting interaction between staff and students as a deliverable prior to class. Platforms such as Miro can work well here.

# data[].attributes.subject
Setting interaction between staff and students as a deliverable prior to class. Platforms such as Miro can work well here.

# data[].attributes.body
Reducing dependence on one way communication. UK tutors to students....possibly pairing a buddy in uk and remotely to build trust. Pairs better than groups. Forums better than one year group.....

# data[].attributes.body
Music makes the best of everyone. What are we all listening to when we are working ? We put music on when we have a blended workshop....

We also want our kings cross students have the ability to connect to remote students via a global studio environment.... students cobuilt a huge lego man....

# data[].attributes.body
One must at least get proper audio input/output devices for a proper conversation.

One should not walk around to listen or join in a lecture.

One should not assume that remote students or staff would have good broadband speed, let alone the sporadic downtime in UAL services.

# data[].attributes.body
Teleportation isn’t real and we won’t be able to traverse into cyberspace easily via kings cross.

Less but focused sessions online makes it a better learning experience than long hours of hybrid or online activities. Less, in this instance, is more.

# data[].attributes.body
Projects that amongst other things are designed to be fun.

# data[].attributes.body
As Ellen mentioned, a lot of group working - the entire first block. Short burst workshop challenges, and longer project challenges. All the work requires daily communication amongst the groups. Everything is orchestrated so the students spend time together online.

# data[].attributes.body
Getting creative on Teams. Icebreaker using the green screen backdrop tool as a way to discuss students cultural backgrounds.

# data[].attributes.body
We ran a group project that questioned 'what is studio culture and BAPID community?' The students were handed the problem and challenged to design actionable solutions.

# data[].attributes.body
Within our student groups some are on the blended model and some are purely online. For the sessions onsite those 'tuning in' just aren't able to communicate and bond on the same level as their group members.

# data[].attributes.headline
Creating 'social' spaces/events that we (staff) can drop into in a way that is not about observing, but about being interested in the discussions.

# data[].attributes.subject
Creating 'social' spaces/events that we (staff) can drop into in a way that is not about observing, but about being interested in the discussions.

# data[].attributes.headline
Being accessible - so that students know they can have conversations with us, rather than just lectures. 

# data[].attributes.subject
Being accessible - so that students know they can have conversations with us, rather than just lectures. 

# data[].attributes.headline
The podcasts were very good in explaining the principles. My question is, how can we create good engagement tools that enable the connection to the structure of education we are defining?

# data[].attributes.subject
The podcasts were very good in explaining the principles. My question is, how can we create good engagement tools that enable the connection to the structure of education we are defining?

# data[].attributes.headline
I was surprised at the disparity between the Educational focus on belonging within its establishments and the reality of fostering belonging in the wider communities in society. With educations role as a place to foster individual and community growth, how can we more effectively prepare students to gain the skills required to address further inequality that they will likely experience later in life?

# data[].attributes.subject
I was surprised at the disparity between the Educational focus on belonging within its establishments and the reality of fostering belonging in the wider communities in society. With educations role as a place to foster individual and community growth, how can we more effectively prepare students to gain the skills required to address further inequality that they will likely experience later in life?

# data[].attributes.headline
Utilising Miro as a platform that enables group engagement and visibility of teh group. The multi-facetted aspect of teh toll enables a variety of forms of engagemnt, increasing choice ralted to individual students sitautions.

# data[].attributes.subject
Utilising Miro as a platform that enables group engagement and visibility of teh group. The multi-facetted aspect of teh toll enables a variety of forms of engagemnt, increasing choice ralted to individual students sitautions.

# data[].attributes.headline
ensuring that everyone gets to indicate they are present and that others can interact easily.

# data[].attributes.subject
ensuring that everyone gets to indicate they are present and that others can interact easily.

# data[].attributes.body
observe a combination of informality to foster communication and formality to structure teaching and engage students

# data[].attributes.headline
The truly blended teaching means that students can be in a physical space and virtual space and this means we need to adopt a hybrid model of teaching that may be a compromise for both scenarios. 

# data[].attributes.subject
The truly blended teaching means that students can be in a physical space and virtual space and this means we need to adopt a hybrid model of teaching that may be a compromise for both scenarios. 

# data[].attributes.headline
I would like to discuss methods of building confidence, esteem and identity within curriculum activities that are not based around getting good/bad academic outcomes... ie not only linking confidence, esteem and identity around being (academically) the best. 

# data[].attributes.subject
I would like to discuss methods of building confidence, esteem and identity within curriculum activities that are not based around getting good/bad academic outcomes... ie not only linking confidence, esteem and identity around being (academically) the best. 

# data[].attributes.body
Methods of explaining the value of engagement in creative/ workshopped ways.

University induction/ introduction/ continuity sections by course that is less factual and more course/studio culture led... ie in non covid times, make the studio your second home, encourage eating meals together, celebrate birthdays as a cohort in weekly meetings, acknowledge big cultural events Diwali, Eid, Christmas etc etc

Pro-active empathy rather than reactive empathy.

# data[].attributes.headline
Encouraging social engagement as much as academic engagement. Getting students to work on projects as teams, getting them to work in a relay fashion so they can see and build on academic approach but also engage as a team socially, celebrate collective achievements, not just individual gains.

# data[].attributes.subject
Encouraging social engagement as much as academic engagement. Getting students to work on projects as teams, getting them to work in a relay fashion so they can see and build on academic approach but also engage as a team socially, celebrate collective achievements, not just individual gains.

# data[].attributes.headline
Ensure that cameras are turned on for all, try and encourage as much face to face to allow reading of body language and engagement... Too often its is very difficult to gauge on mass what the 'room' is feeling.

# data[].attributes.subject
Ensure that cameras are turned on for all, try and encourage as much face to face to allow reading of body language and engagement... Too often its is very difficult to gauge on mass what the 'room' is feeling.

# data[].attributes.body
Encourage debate and collaboration in a less linear format using tools such as Miro that in an online world would otherwise be hard to cultivate.

# data[].attributes.headline
Being able to build confidence and esteem without being to read some of the physicality in an online world... a smile, eye contact, seeing how we (other students/staff) are engaged as they speak online...sharing screens often removes this readability.

# data[].attributes.subject
Being able to build confidence and esteem without being to read some of the physicality in an online world... a smile, eye contact, seeing how we (other students/staff) are engaged as they speak online...sharing screens often removes this readability.

# data[].attributes.headline
The complexity of the commuter student experience. Belonging less likely to be a feeling that resonates for this portion of the cohort as a result of prioritising academic engagement over social and institutional non-academic opportunity engagement.

# data[].attributes.subject
The complexity of the commuter student experience. Belonging less likely to be a feeling that resonates for this portion of the cohort as a result of prioritising academic engagement over social and institutional non-academic opportunity engagement.

# data[].attributes.headline
Online belonging is often second nature to our students, as they will 'belong' to multiple social media groups. We are all getting used to it in an educational context though.

# data[].attributes.subject
Online belonging is often second nature to our students, as they will 'belong' to multiple social media groups. We are all getting used to it in an educational context though.

# data[].attributes.headline
A list of faceless students and talking into the void. The huge pause between asking a question and getting a hand up icon or a message in the chat. You can't just make eye contact with someone and encourage them to contribute. 

# data[].attributes.subject
A list of faceless students and talking into the void. The huge pause between asking a question and getting a hand up icon or a message in the chat. You can't just make eye contact with someone and encourage them to contribute. 

# data[].attributes.headline
Lots of ice breakers with Year 1 both in face to face classes and online. Mixing groups up so they are not always talking to the same people. A couple of pre-session tasks, inc an interactive map of where everyone is from for the whole course. Introducing first years to students in Years 2 and 3 via panels. Pathways in Year 2 have meant smaller teaching groups and the idea of 'belonging' to a specialism together. 

# data[].attributes.subject
Lots of ice breakers with Year 1 both in face to face classes and online. Mixing groups up so they are not always talking to the same people. A couple of pre-session tasks, inc an interactive map of where everyone is from for the whole course. Introducing first years to students in Years 2 and 3 via panels. Pathways in Year 2 have meant smaller teaching groups and the idea of 'belonging' to a specialism together. 

# data[].attributes.headline
It surprised me that the sense of belonging was more impacted by the student/staff engagement (quality of relationship) than the student/student.

# data[].attributes.subject
It surprised me that the sense of belonging was more impacted by the student/staff engagement (quality of relationship) than the student/student.

# data[].attributes.headline
It is difficult to get an overview of the cohort. When you are in a room is easier to sense the atmosphere, pick up if individuals are disconnecting. So your efforts can be more targeted.

# data[].attributes.subject
It is difficult to get an overview of the cohort. When you are in a room is easier to sense the atmosphere, pick up if individuals are disconnecting. So your efforts can be more targeted.

# data[].attributes.headline
Online:Find ways of creating “social / casual” discussion even in online sessions. Eg at the beginning or end of session.Try to use names when responding to queries in chats. Say hi by name when students enter session.Social activity like:Beginning of session ask students to describe their weekend in one word, put on the white boardWhen lockdown started we asked students to nominate “happy” songs. So at the beginning of each session we select one and the “happy” song is being played as they enter into the classroom.Do creative personal activities to get them to know each other a bit better“what is in my bag”“self portrait”Onsite sessions: Y1Try to get them to say their name before the talk so everyone learn each others namesWe put them in groups to go for coffee during break. Set them tasks to find out something about other person

# data[].attributes.subject
Online:Find ways of creating “social / casual” discussion even in online sessions. Eg at the beginning or end of session.Try to use names when responding to queries in chats. Say hi by name when students enter session.Social activity like:Beginning of session ask students to describe their weekend in one word, put on the white boardWhen lockdown started we asked students to nominate “happy” songs. So at the beginning of each session we select one and the “happy” song is being played as they enter into the classroom.Do creative personal activities to get them to know each other a bit better“what is in my bag”“self portrait”Onsite sessions: Y1Try to get them to say their name before the talk so everyone learn each others namesWe put them in groups to go for coffee during break. Set them tasks to find out something about other person

# data[].attributes.headline
Not all staff/students have the latest technology, and as a result is not able to fully participate in the online lessons.  What can UAL do to support these students?  What happens if there is an internet failure, and the rest of the class has to be cancelled - will additional time be allocated for these sessions?

# data[].attributes.subject
Not all staff/students have the latest technology, and as a result is not able to fully participate in the online lessons.  What can UAL do to support these students?  What happens if there is an internet failure, and the rest of the class has to be cancelled - will additional time be allocated for these sessions?

# data[].attributes.headline
Using breakout rooms - randomly selected - so that the groups vary lesson by lesson - in order to complete exercises

# data[].attributes.subject
Using breakout rooms - randomly selected - so that the groups vary lesson by lesson - in order to complete exercises

# data[].attributes.headline
Having a large group, solely online, it is noted that there is not a full attendance - because of the number of participants listed.  How do we get the missing students to participate and feel like they belong?

# data[].attributes.subject
Having a large group, solely online, it is noted that there is not a full attendance - because of the number of participants listed.  How do we get the missing students to participate and feel like they belong?

# data[].attributes.headline
Some students appear to be disadvantaged, as their video cameras and mics are not working when going into break out rooms

# data[].attributes.subject
Some students appear to be disadvantaged, as their video cameras and mics are not working when going into break out rooms

# data[].attributes.body
Accommodating the feeling of social connection and support,  respect and value despite being physically apart. Fostering the sense of matter and care.

# data[].attributes.body
Have some ice breakers to start, some humoresque attempts relating to something I have read or heard and possibly finding the opportunity to relate it to our current topics. Being interested in their processes and practices towards the delivery of their projects, initiating connections with their peers for discussions outside the classroom virtual or physical.

# data[].attributes.headline
In situations where online delivery is required and in the foresight of the curriculum being delivered in such way in the future what else can we do to enhance our students' engagement ? How can we actively take steps on structural inequalities on an online environment ?  Active participation with online ice breakers is one thing but I am wondering if building forums and having live chats would facilitate a sense of belonging for the students 

# data[].attributes.subject
In situations where online delivery is required and in the foresight of the curriculum being delivered in such way in the future what else can we do to enhance our students' engagement ? How can we actively take steps on structural inequalities on an online environment ?  Active participation with online ice breakers is one thing but I am wondering if building forums and having live chats would facilitate a sense of belonging for the students 

# data[].attributes.body
There is a greater difficulty in building presence and belonging in online environments because in a digital room you are not as embodied, resulting in having less control as you would have in a physical space. The lack of immediate face to face interaction can put off some students from participating and following up on the course.

# data[].attributes.body
It surprised me as much as it resonated with me that you cannot achieve the mission of higher education if you do not have the fundamentals of belonging. Belonging is continual negotiation about who you are in the different spaces and us as academic stuff we need to facilitate even more meaningful interactions and fully engange with the intersectional qualities.

# data[].attributes.headline
Online teaching can become one of broadcasting and receiving due to the tools and group sizes.

# data[].attributes.subject
Online teaching can become one of broadcasting and receiving due to the tools and group sizes.

# data[].attributes.body
This makes students passive and alienates groups.

# data[].attributes.headline
Setting up pre-workshop tasks that prepare and personalise the connection online . Inviting students to participate in activities that encourage getting to know each other, sharing experiences. Space for social interactions is integrated into the sequence of the designed learning material.

# data[].attributes.subject
Setting up pre-workshop tasks that prepare and personalise the connection online . Inviting students to participate in activities that encourage getting to know each other, sharing experiences. Space for social interactions is integrated into the sequence of the designed learning material.

# data[].attributes.headline
we are a very small team and we are often working on our own with students online managing the social interaction, the technology and L&T process and thinking. Teaching in twos works so well. We can interact together, have conversations, bring in different views, and it allows time to really listen to the  students. It reduces stress and increases the possibilities for thought and understanding, sharing ...

# data[].attributes.subject
we are a very small team and we are often working on our own with students online managing the social interaction, the technology and L&T process and thinking. Teaching in twos works so well. We can interact together, have conversations, bring in different views, and it allows time to really listen to the  students. It reduces stress and increases the possibilities for thought and understanding, sharing ...

# data[].attributes.headline
how emotional and social (and physical) connection is essential for people to flourish. G Singh's ref to 'un-belonging' evoked how important belonging  and trust are. I think being prepared to share and take risks, as we are asking students to do, is one of the keys.The complexity of how we read situations, the social cues is really challenging. Critical reflection, self -reflection really helps.

# data[].attributes.subject
how emotional and social (and physical) connection is essential for people to flourish. G Singh's ref to 'un-belonging' evoked how important belonging  and trust are. I think being prepared to share and take risks, as we are asking students to do, is one of the keys.The complexity of how we read situations, the social cues is really challenging. Critical reflection, self -reflection really helps.

# data[].attributes.body
Feedback has shown that students have found recorded sessions useful to refer back to.

# data[].attributes.body
I thought Neil Currant's point that belonging is an assumed shared value in HE was a very pertinent one. Think his idea of seeing it through the frames of 'Contact' and 'fit' as ways of understanding how senses of belonging can be created is a good way to think about it.

# data[].attributes.headline
Online, you are trying to belong to the college, studentship and the subject. All three of these are  now sampled as a range of tapas, without becoming a full blown meal. And staff are spending so much time in the kitchen... [as the metaphor continues] to compensate for their absence in the individual dining rooms. It is pushing subjects to become more theoretical.

# data[].attributes.subject
Online, you are trying to belong to the college, studentship and the subject. All three of these are  now sampled as a range of tapas, without becoming a full blown meal. And staff are spending so much time in the kitchen... [as the metaphor continues] to compensate for their absence in the individual dining rooms. It is pushing subjects to become more theoretical.

# data[].attributes.body
Co-create, activities that are suitable for online, maybe some interactive games that relate to the work. When delivering online don't dump the information get the students involved

# data[].attributes.headline
Starting small ice breakers, Giving sudents choices to put on mic and cam if they want to say hello. Everyday chit chat, it could refer to something on TV, something thats happening in the news, something humerous. Refer to something that is happening outside the online space

# data[].attributes.subject
Starting small ice breakers, Giving sudents choices to put on mic and cam if they want to say hello. Everyday chit chat, it could refer to something on TV, something thats happening in the news, something humerous. Refer to something that is happening outside the online space

# data[].attributes.headline
Recognising not everything has to be video call. Use the lowest possible impact technology to deliver an instruction/information 

# data[].attributes.subject
Recognising not everything has to be video call. Use the lowest possible impact technology to deliver an instruction/information 

# data[].attributes.headline
Recognising hidden barrier to access online teaching (cost of equipment, internet connection, VPNs, time-difference, fireware, administration errors, cost of tch

# data[].attributes.subject
Recognising hidden barrier to access online teaching (cost of equipment, internet connection, VPNs, time-difference, fireware, administration errors, cost of tch

# data[].attributes.headline
There is no time/ capacity/invitation to share good practice amongst my team. Whenever this isa get-together, it is often just how it doesn't work online. Truthfully, it never quite worked offline either. Now it is just another excuse

# data[].attributes.subject
There is no time/ capacity/invitation to share good practice amongst my team. Whenever this isa get-together, it is often just how it doesn't work online. Truthfully, it never quite worked offline either. Now it is just another excuse

# data[].attributes.headline
Online space offers every changing behaviour/interaction options to appear 'friendly'. As a species, we would not survived if we were not friendly, giving and kind to strangers. I found it is funny to discuss the need of 'belonging' as if it is something we get to pick and choose. As if it is something you do only after your others needs are met (disagree with both content and hierarchy of Maslow's triangle).  

# data[].attributes.subject
Online space offers every changing behaviour/interaction options to appear 'friendly'. As a species, we would not survived if we were not friendly, giving and kind to strangers. I found it is funny to discuss the need of 'belonging' as if it is something we get to pick and choose. As if it is something you do only after your others needs are met (disagree with both content and hierarchy of Maslow's triangle).  

# data[].attributes.headline
Overall i think tutors are afraid of being 'friendly' and want to maintain professional boundaries but i think these boundaries don't work in the same way as the physical space. We need to connect with students, human to human. Not approach online spaces in a hierarchical way, "i am teacher, you are student". "listen, take notes".

# data[].attributes.subject
Overall i think tutors are afraid of being 'friendly' and want to maintain professional boundaries but i think these boundaries don't work in the same way as the physical space. We need to connect with students, human to human. Not approach online spaces in a hierarchical way, "i am teacher, you are student". "listen, take notes".

# data[].attributes.body
Everyone's views on teaching methods are different. It's important we all come from the same page to better understand how we can incorporate theory and pedagogy in decisions. As we have all participated in the podcasts it can hopefully help align focus moving forward

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'fostering belonging online has to be designed' opportunity to bring further into curriculum discussion 

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'fostering belonging online has to be designed' opportunity to bring further into curriculum discussion 

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from podcasts - 'socially connected, respected and valued - high levels of trust from peers and tutors sense of belonging from social cues - the attitude of those around them' - hard to work with social cues online.

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from podcasts - 'socially connected, respected and valued - high levels of trust from peers and tutors sense of belonging from social cues - the attitude of those around them' - hard to work with social cues online.

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1st years - setting up a year Spotify playlist, swapping recipes and talking about them with each other, swapping life hacks.  

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1st years - setting up a year Spotify playlist, swapping recipes and talking about them with each other, swapping life hacks.  

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Maslow’s hierarchy of needs being challenged is interesting  - top of the apex - populated with aims of higher education  - you can’t achieve without fundamental needs - belonging is the ingredients - belonging is in the middle 

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Maslow’s hierarchy of needs being challenged is interesting  - top of the apex - populated with aims of higher education  - you can’t achieve without fundamental needs - belonging is the ingredients - belonging is in the middle 

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Exploring the balance between synchronous and asynchronous learnings and how it's reflected in different courses. Also, the shift in digital learning should be reflected in a new framework in terms of deadlines and timings on the course.

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Being more personal in groups and 1:1 tutorials online – having a more relaxed approach can help humanise the digital environment.

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Erasing the great differentiation of commuter students – the digital environment levels the playing field when it comes to students' location.

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While small workgroups on apps like Teams or blackboard can be really helpful, they can also create a sense of segregation within the large group and exclude the otherwise necessary interest and awareness of others which helps foster belonging. Yes, learning in small groups might be easier but that doesn't always mean it's better for everyone in the group!

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Hearing from Terrell Strayhorn who explains how students are unable to learn and progress in their education without feeling the sense of belonging, as well as the staff who can't produce knowledge without it.

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Setting up online profiles for both staff and students. So we have that on Microsoft teams. Set it up as an assignment.

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Setting up online profiles for both staff and students. So we have that on Microsoft teams. Set it up as an assignment.

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Using the 15 minutes before the lecture starts to chat to students and have the 'water cooler' moment.

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it needs to be done in smaller groups.  We currently do not have the capacity to do that.  Online learning is actually giving us a lot more work and that is becoming a real challenge. There is constant pressure to make it more inclusive/fun/social 

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it needs to be done in smaller groups.  We currently do not have the capacity to do that.  Online learning is actually giving us a lot more work and that is becoming a real challenge. There is constant pressure to make it more inclusive/fun/social 

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How much asynchronous delivery we should be embedding?

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How much asynchronous delivery we should be embedding?

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Building in times that suit students and their commitments as a result of Covid 19. The complexity of student's diverse lives - so diversity appears in many different ways. 

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Building in times that suit students and their commitments as a result of Covid 19. The complexity of student's diverse lives - so diversity appears in many different ways. 

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How to boost student community and social aspects that are usually a huge part of student journeys. We only have so much contact time with students, but sometimes the social events allow them to relax and feel less pressure. However, we tend to find the same students attend and are absent.

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How to boost student community and social aspects that are usually a huge part of student journeys. We only have so much contact time with students, but sometimes the social events allow them to relax and feel less pressure. However, we tend to find the same students attend and are absent.

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Staff also feeling a lack of belonging is something to be mindful of. Some staff are shielding and missing out on the physical delivery which is a challenge for them to build a closer rapport with students too.

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Staff also feeling a lack of belonging is something to be mindful of. Some staff are shielding and missing out on the physical delivery which is a challenge for them to build a closer rapport with students too.

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There are plans to connect Year 1 students with Year 2 students ie. Peer Mentoring so they have some support and guidance of someone more experienced and to foster a culture of belonging across the year groups.

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There are plans to connect Year 1 students with Year 2 students ie. Peer Mentoring so they have some support and guidance of someone more experienced and to foster a culture of belonging across the year groups.

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We have allocated an external research visit for students to explore an area of London for IFC and just having them discuss this has enabled us to see how much they are craving a sense of connection and group work. However for online, students will be reporting on the area in which they live and using it as an opportunity to again showcase personal background (if they feel comfortable with that.)

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We have allocated an external research visit for students to explore an area of London for IFC and just having them discuss this has enabled us to see how much they are craving a sense of connection and group work. However for online, students will be reporting on the area in which they live and using it as an opportunity to again showcase personal background (if they feel comfortable with that.)

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Online and digital is going to be heavily embedded into all future work applications, so students are at an advantage with navigating this world now in some ways. However, this works better with smaller groups and cohorts. 

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Online and digital is going to be heavily embedded into all future work applications, so students are at an advantage with navigating this world now in some ways. However, this works better with smaller groups and cohorts. 

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Attendance is usually much better online, certainly for one to one tutorials which definitely has its advantages and students seem to be more relaxed in their home environment I have seen. 

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Attendance is usually much better online, certainly for one to one tutorials which definitely has its advantages and students seem to be more relaxed in their home environment I have seen. 

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Leading sessions with large numbers of students does make it difficult to make personal acknowledgements with every student and foster a sense of belonging. It takes time, some students don't even want to turn their camera on for a while.

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Leading sessions with large numbers of students does make it difficult to make personal acknowledgements with every student and foster a sense of belonging. It takes time, some students don't even want to turn their camera on for a while.

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That belonging is linked to Maslow's hierarchy of needs and that during and post covid students are more starved than ever of human connection and belonging.

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That belonging is linked to Maslow's hierarchy of needs and that during and post covid students are more starved than ever of human connection and belonging.

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That belonging has such a crucial impact on attainment and that BAME students in particularly may have had a negative experience before coming to university in prior education settings.

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That belonging has such a crucial impact on attainment and that BAME students in particularly may have had a negative experience before coming to university in prior education settings.