# data[].attributes.body
Lack of interaction in some sessions was challenging - especially when we had multiple sessions during a week and no meaningful interactions with colleagues either.

# data[].attributes.body
The chat pane was really useful for student questions in larger lectures. I also - eventually - realised that calling on individual students was generally very effective and most students engaged when I did that.  Some simply didn't respond, so not sure if they just logged on to get attendance registered or were just temporarily away from desk, but most did respond and that was quite nice.  It's been difficult not seeing students, but having their names on screen at least allowed us to call on them by name in a friendly way and they generally responded well. Can students wear giant name badges when we go back to f2f?! 😁

# data[].attributes.body
Project lab didn't work as well as many seemed to. Didn't really get to know students and as far as I can tell they didn't get to know each other. We tried to facilitate that but engagement wasn't great and it didn't get any real traction. It's a shame, because I keep seeing how amazing everyone elses labs were.

# data[].attributes.body
Working flexibly - enabling staff to attend more workshops/seminars/meetings is a great thing (including overseas events). This should be countered though, with the experience of some staff who have found themselves being involved in more meetings than in typical years. Scheduling back to back meetings is draining!

# data[].attributes.body
when on campus, we need to make sure the environment is safe to ensure staff and students feel comfortable. Wipes were sometimes not available or there wasn't ventilation. We need to ensure students are turning up to ftf sessions too.

# data[].attributes.body
cameras on/off policy had an impact on attendance

and on teaching -very hard on staff and on knowing students=should enforce a cameras on policy

# data[].attributes.body
People found the structure a lot better than individual meetings. A lot of general content covered and students appeared to take this on board (ethics forms, introductions). Students attendance was good, and most people (in our group) managed to do the supervision through the bi-weekly labs and a few 1 to 1 meetins for each student.

People might have referred F2F.

# data[].attributes.body
It felt like small-group interactions were improved in some classes (although not all), as students seemed to feel more confident speaking to group members, knowing that the rest of the class weren't able to hear them.  Especially where those groups were consistent across the module, and there were some really nice relationships and support that developed over the year within those groups.  Not sure how that would translate to a world where online delivery isn't an absolute necessity, because maybe then they would view online as 2nd best, but that's been good this year.

# data[].attributes.body
-attendance drop in the second lockdown so good option to say that ftf is required
-first 2 weeks attendance was reasonable they did not have to get to the session and became a preference, they thought they were not getting enough out of the sessions

with group tasks this was problematic
-safety in the rooms is an issue/concerns about going back in ftf until all students are vaccinated
-

# data[].attributes.body
For inclusivity - flipped learning should be encouraged.
When online, we need to set the expectation that having camera's on is the norm. At the start of the early, we need to explain why this is expected. Students who can't have there camera on, need to email lecturer in advance of the session to let them know they wont be engaging with camera.

# data[].attributes.headline
Problem: they don't know each other in person, or know us. We will not recognise the students in person.

# data[].attributes.subject
Problem: they don't know each other in person, or know us. We will not recognise the students in person.

# data[].attributes.body
positives

-fast transition and use of online

-students managed o learn and engage quickly

-ftf was good to have in Term 1 to maintain this interactive element
-theoretical things pre-recorded and then more interactive group-work with questions was good, but they need to do the watching prior to the group

# data[].attributes.body
Online teaching as part of what we offer.

# data[].attributes.body
Option for students to respond in chat sort of environments with gifs etc

# data[].attributes.body
Some thinks We really liked. e.g. majority of RM1 was really good except breakout room. Same for stats 1. Many students more interactive online.
More non-typical students engage.

# data[].attributes.body
- extra "energy" required to maintain virtual engagement
- time keeping for multiple breakout group discussions with instructor dropping in to each B/O rm
- extra overhead of time required to coordinate groups and provide step by step procedures...

# data[].attributes.body
Pre recorded videos by the experts in the department before practical labs.

# data[].attributes.body
1). More digital literacy for students
2). Updates on digital developments that come in in last 12 months, because we can't keep up to date with the changes that have occurred
3). For students AND staff - the ways of 'being online', professionalism

# data[].attributes.body
Discussion Boards worked well for a tutorial group in Analytical Thinking

# data[].attributes.body
1). Cameras not turned on
2). Not being able to 'read the room'
3). How to get engagement from ALL students in breakout rooms - often only 1 or 2 students engage/talk/lead each week
4). Split tutorials - some online and some F2F, really difficult to manage
5) Internet problems for some students/connectivity issues

# data[].attributes.body
NOW room training, setting up , making changes, etc

# data[].attributes.body
What has gone well?
Lots more interaction in live lectures.

# data[].attributes.body
1). The RM labs being online, seem to have more engagement with this than previous F2F
2). 2 hour lectures split into 1 hour async for content, then 1 hour sync for workshop/discussion based application of knowledge

# data[].attributes.body
Classroom based tech training

# data[].attributes.body
using chat to provide options for students to "like" to register a vote!