# data[].attributes.body
* Video feedback (recorded in Panopto, but shorter clips can be created in Moodle). Students appreciate being able to hear tone/ intention of feedback.  Staff can track whether students have accessed feedback. Quicker to give detailed comments than writing.

* Spending time on making marking criteria explicit- using exemplars and peer marking to embed understanding.

* Some colleagues have trialled Crowdmark (online assessment and feedback platform) and have been pleased with early results.

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* Increasing the impact of feedback- how do we improve student feedback literacy so that they use the feedback in future units?  Even with clear signposting, students aren't utilising previous feedback in future assessments.
+ Discussion suggested that in connected future assessments to add the requirement that students include previous areas for development to encourage making explicit links.

*Giving feedback at the right time- it's really difficult to assess and provide feedback to students when it's useful and can have an impact on their next piece of work.

# data[].attributes.headline
How can we accelerate a sense of community, connection and belonging for our PGT cohort given their short time with us?

# data[].attributes.subject
How can we accelerate a sense of community, connection and belonging for our PGT cohort given their short time with us?

# data[].attributes.body
* Staff training / workload support for pastoral / student experience. Identifying staff who want that responsibility.
* Break down cohort into 6-8 people "buddy groups" - criteria could be used for the allocation (eg home/intern: male/non-male etc). These can be used as social groups/"study" groups.
* Interdisciplinary societies.
* Dedicated space - sense of exclusivity.
* Specific programme of activity. Co-curricular. Benefits clear.
* Connection is at department level.
* PG lanyards/freebies.
* Dept societies are predominantly UG (PGT welcome) - need to encourage integration.
* Understand how students define community: expectations - how to match; differences from UG; Welcome Week; Support for late arrivals; intros to staff/student groups.
* Encourage student socialisation (trips).
* Creating opportunities for them to share with PTs/each other.
* Welcome Week - mandated session. Follow up non-attendance.
* Getting to know students in induction.
* Personal tutor. Students don't always engage; Using staff who teach on their programme; How to book time; Regular comms.
* Social events for the cohort. Ice breakers early on; 'Thematic student forums' to address specific issues; International students events; EDNI events.

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How can we make the most of the diverse prior experiences of our PGT students to enrich the learning environment?

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How can we make the most of the diverse prior experiences of our PGT students to enrich the learning environment?

# data[].attributes.body
* Taking an interest in students' own background during induction.
* Practical application of theory to familiar topics/areas.
* Socialisation.
* Regular coffee mornings.
Collaborative mindmaps - informing 'grouping'.
* Formative presentation group work.
* Bringing in different experiences.

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How can we ensure the PGT experience is a focus and priority?

# data[].attributes.subject
How can we ensure the PGT experience is a focus and priority?

# data[].attributes.body
* Identify student reps early and task them with organising.
* Begin in induction week - no time to waste.
* Integrate MSc students with PGRs/staff - belonging (PhD motivation?)
* Decolonising education collective - staff, UG, PGR, PGT.
* Research and academic writing.
* Class trips (companies/events).
* Leadership message - from the top that PGT is important.
* Mentorship - invite previous students.
* Prizes/awards?
* Celebration of success/legacy.
* Link placement PGTs with current/new PGT.
* How does it fit with the new push and focus on PGR?

# data[].attributes.body
* Be instructive to build structure and journey.
* Be transparent.
* Build learning community and trust.
* Exposure to different teaching approaches.
* Create 'norm' to introduce buy-in and manage expectation WEEK 1 + revisit.
* Exposure to different teaching approaches.

How strongly do we want to encourage students to attend? At the moment, we're almost encouraging them not to attend by helping them to do well even if they don't attend.

If only a small number of students attend in-person, can we tailor our in-person activities for those students? Some of them are really struggling, some are very conscientious etc.

Ask students at the start whether they intend to keep attending. Discuss the reasons why it's important.

Balance with inclusivity - can we incentivise students to attend in-person and add value to in-person activities without disadvantaging those who don't attend? Or are they meant to be disadvantaged?

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* Interactive learning environment.
* Make it worthwhile / benefit to students.
* Activity-led.
* Recognition of success/failure as part of student journey.
* Understand the mentality of the group.
* Apply what students learn through placement - adopt change.
* Impactful experience.
* Building relationship - connection - 2-way.
* Learning experience benefits - life skills / working with others / employable.

# data[].attributes.body
* What is the in-person experience? Added value? Activities?
* Motivation & maturity.
* Isolated lectures? Timetabling.
* Assessment.
* Difference between years.
* Short term incentives.
* Evidence of engagement - in person attendance / online.
* Student behaviour. Student choice.
* Student perception of learning & expectations.

# data[].attributes.body
NOW student feedback strong drive to return to in person, especially Year 1.

In Year 1 students looking for consistency.

Perception that flipped learning is 'extra work'.

Time management skills for independent learning.

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Are there differences in student perception by discipline?

# data[].attributes.body
Recordings as pre-work then using quizzes during live sessions to gauge understanding.

# data[].attributes.body
Recordings need to be current - re-using resources not appreciated. Needs student buy-in and commitment.

During COVID - flipped learning = successful.

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Students with DAP's value hybrid learning - value in being able to re-watch.

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workload for students - not falling behind.

Directing when to do pvc-learning = challenging.

# data[].attributes.body
Using polling for interactivity (in person)

# data[].attributes.body
In some cases student attendance in person:
* welcome week + study skills for online/hybrid learning.

# data[].attributes.body
How to get interactivity online - Year groups/stage.
e.g. online journal clubs.

Students at higher level.

Value in person for unpacking higher level thinking, critical reading.

Quicker to get students to answer questions/converse.

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Different type of content for different media, e.g. examples online new material in person.

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Does COMMUNITY make a difference to attendance.

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Students looking at recordings double speed to save time rather than attending in person.

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Procrastinating students looking at recordings?

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Timetable organisation a big factor. What is too early? Or late?

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Low level marks for attending??

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* ground rules
* course expectations

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Student perception of benefit is different from Lecturers point of view