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- Make it more visible - widget
- Seeing what people thought about it (follow up 85 people who have viewed)
- why people use it/why not
- better integrating it with resources
- checklist doesn't fit practice due to rolling over content
- core ideas - how do these look to you (work on a faculty basis) - work with faculties and link to exemplars.
- look at it before a workshop?
- work with the digital education champions?
- use for people to review their last year's module - and link it to the data that they can see.
- anything actively misleading
- continue convo in next meeting
-is there anything else we need them to do while rolling over.

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There's only two sections.

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People may find it difficult to scroll down specially in mobile view.

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This would help people see the ideas in practice.

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Would it be worthwhile asking them what they have thought about using it too?

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the introduction was written with academics

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the introduction was written with academics

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I am putting myself in the shoes of some academics I've talked with who would like to be the ultimate judge of how their students learn 'successfully' through SL

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we emphasised more the evidence-based nature of the checklist

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we emphasised more the evidence-based nature of the checklist

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It wasn't quite so static (only written content) 

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It wasn't quite so static (only written content) 

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future versions of the checklist are developed to take into account specific pedagogies e.g. problem-based learning in FEPS, how would a SL module look like in that case?

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future versions of the checklist are developed to take into account specific pedagogies e.g. problem-based learning in FEPS, how would a SL module look like in that case?

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one challenge is that because staff 'roll over' materials they may be too far down the line before using. not sure how best to addrees this

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we would better integrate and streamline all our development resources more

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we would better integrate and streamline all our development resources more

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I wonder whether the comprehensiveness and perceived time required to work through it might put some people off

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Usage could be incorporated into a requirement

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Usage could be incorporated into a requirement

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i.e. tutors had to confirm they'd met minimum requirements before being able to make course available

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that information is 'layered' and that users can choose what they want to find out more about

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that information is 'layered' and that users can choose what they want to find out more about

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We re-structured so collaboration and active learning are emphasised?

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We re-structured so collaboration and active learning are emphasised?

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We used the sandboxes/templates to communicate structure, and used the checklist to emphasise changes in teaching practice?

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We used the sandboxes/templates to communicate structure, and used the checklist to emphasise changes in teaching practice?

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It linked out to more indepth guidance, e.g. on different ways of structuring a module 

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It linked out to more indepth guidance, e.g. on different ways of structuring a module 

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We didn't present the idea as a literal box ticking exercise 

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We didn't present the idea as a literal box ticking exercise 

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the additional support pages were linked to case studies from Surrey and to more guidance about Surrey tools that can be used by academics

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the additional support pages were linked to case studies from Surrey and to more guidance about Surrey tools that can be used by academics

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some comments on the importance of a checklist. Why academics need it?

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that it links out to further information 

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that it links out to further information 

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People could find it and found it useful

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People could find it and found it useful

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The image in the introduction page wouldn't be stretched sideways

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The image in the introduction page wouldn't be stretched sideways

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We put ourselves through using the resource

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We put ourselves through using the resource

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e.g. how long would it take to work through, read the sections, find out what we need to find out. There's a lot there, which is good and bad

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with regard to the Assessment section, it would be good to mention a discussion forum specifically for Qs from students?

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with regard to the Assessment section, it would be good to mention a discussion forum specifically for Qs from students?

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It could be presented in a visual way, e.g. mindmap hotspots - personally, I am more engaged with diagrams or visual maps than a linear scroll?

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It could be presented in a visual way, e.g. mindmap hotspots - personally, I am more engaged with diagrams or visual maps than a linear scroll?

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students could be presented with a week of activities presented in different ways (models) and ask them which model is clearer or easier to use. we could get academics to compare their layouts with the preferred ones?

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students could be presented with a week of activities presented in different ways (models) and ask them which model is clearer or easier to use. we could get academics to compare their layouts with the preferred ones?