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https://www.ctl.ox.ac.uk/digital-education-strategy

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Rapid expansion of the use of MS Teams, both for teaching and for meetings, with the associated chat, calling features etc

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Rapid expansion of the use of MS Teams, both for teaching and for meetings, with the associated chat, calling features etc

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CTL as a support agency - 'getting things done'

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CTL as a support agency - 'getting things done'

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Quick transitioning to new ways of working digitally. Adapting to the use of Teams and Panopto to offer online sessions/resources.

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Quick transitioning to new ways of working digitally. Adapting to the use of Teams and Panopto to offer online sessions/resources.

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Leadership from CTL with teaching "scenarios" or recipes that could be adapted.

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Leadership from CTL with teaching "scenarios" or recipes that could be adapted.

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building new connections

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Microsoft making changes to Teams without sufficient prior warning, and also sometimes withdrawing features without warning

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Microsoft making changes to Teams without sufficient prior warning, and also sometimes withdrawing features without warning

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Care about the difficulties that everyone was facing and create opportunities that online platforms can bring 

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Care about the difficulties that everyone was facing and create opportunities that online platforms can bring 

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FIT model to help 'glue' the bits together

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FIT model to help 'glue' the bits together

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Variation in Teams, Zoom, etc and can't be expert in everything

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Variation in Teams, Zoom, etc and can't be expert in everything

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No requirement for staff to do basic level training in IT - left some floundering. ITLC caught most of them but not all.

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No requirement for staff to do basic level training in IT - left some floundering. ITLC caught most of them but not all.

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Trying to support departments with centrally supported tools which in some instances perform better than localised choices of tools but were not always engaged with

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Trying to support departments with centrally supported tools which in some instances perform better than localised choices of tools but were not always engaged with

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immersive tech but not at the cost of replacing face to face interactions

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Technical IT support was expected from CTL 

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Technical IT support was expected from CTL 

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Short-term contracts led to uncertainty (although temp staff were good!)

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Short-term contracts led to uncertainty (although temp staff were good!)

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Lack of equipment for some distance working academics caused some issues - headsets, webcams

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Lack of equipment for some distance working academics caused some issues - headsets, webcams

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Working in small agile teams, like our current discipline groups

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Working in small agile teams, like our current discipline groups

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More resources needed for staff development including digital education capability 

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More resources needed for staff development including digital education capability 

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Transformative
Disruptive
Focused around one industry
Impact the economy
Create new jobs
Forge global collaborations
May solve global challenges
Can be delivered at a speed

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Consider opening up some Google apps like Google docs and Google classroom, Google meeting (after addressing data privacy and other issues)

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Consider opening up some Google apps like Google docs and Google classroom, Google meeting (after addressing data privacy and other issues)

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Panopto was crucial but some functionality appears too complex for the beginner user.  Would be great to simplify some bits.

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Panopto was crucial but some functionality appears too complex for the beginner user.  Would be great to simplify some bits.

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Embrace more technologies - allow (and encourage) our users to use what they are comfortable and will enable them to get the job done without the tech getting in the way.

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Community of Practice worked well and is a good way of  empowering staff 

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Community of Practice worked well and is a good way of  empowering staff 

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will there be a review against the past strategy, it would be nice to look at history of transformation in digiatl education at Oxford for the last 40 years or so we can see how it moves

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will there be a review against the past strategy, it would be nice to look at history of transformation in digiatl education at Oxford for the last 40 years or so we can see how it moves

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Oxford needs to be more open-minded and innovative in terms of digital education.  For example, explore how different modes of teaching can compliment each other rather than play safe : face-to-face, blended and online teaching modes should be funded and explored.  

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Oxford needs to be more open-minded and innovative in terms of digital education.  For example, explore how different modes of teaching can compliment each other rather than play safe : face-to-face, blended and online teaching modes should be funded and explored.  

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We're getting requests for open courses with lots of external users, can Canvas and our data systems cope with that or should we have other systems?  Will the University fund the more boring but vital infrastructure (platform or access management systems)

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We're getting requests for open courses with lots of external users, can Canvas and our data systems cope with that or should we have other systems?  Will the University fund the more boring but vital infrastructure (platform or access management systems)

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(mentioned above...)

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Due to the nature of Oxford being technology agnostic, more CPD time for those who support the tools/services and maybe partnering with tool/service providers to provide general technical training so DEG can concentrate on the more pedagogic focus of technology use.

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Due to the nature of Oxford being technology agnostic, more CPD time for those who support the tools/services and maybe partnering with tool/service providers to provide general technical training so DEG can concentrate on the more pedagogic focus of technology use.

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Personalised pathways - students need support but tend to know what works best in relation to their learning preferences. We should facilitate an ability for them to tailor how they attend courses/consume content and let them work as partners in the development of resources/tools.

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Personalised pathways - students need support but tend to know what works best in relation to their learning preferences. We should facilitate an ability for them to tailor how they attend courses/consume content and let them work as partners in the development of resources/tools.