# data[].attributes.headline
The digital infrastructure of the University which includes the VLE, digital tools for learning, and digital management of teaching activities. Our digital estate is at the heart of learning, bringing people together by enabling connections between students and the knowledge that they shape. The digital estate is most effective when it is seamlessly integrated into the learning for our students. The digital estate is most visible when things go wrong or don't work as they should. We have invested in making digital tools work when we really should be investing in making digital knowledges (and digital literacies). 

# data[].attributes.subject
The digital infrastructure of the University which includes the VLE, digital tools for learning, and digital management of teaching activities. Our digital estate is at the heart of learning, bringing people together by enabling connections between students and the knowledge that they shape. The digital estate is most effective when it is seamlessly integrated into the learning for our students. The digital estate is most visible when things go wrong or don't work as they should. We have invested in making digital tools work when we really should be investing in making digital knowledges (and digital literacies). 

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The primary challenges of online/hybrid learning are the following:

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The primary challenges of online/hybrid learning are the following:

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1) The challenge of engagement: both students and staff say that they want to be more digitally engaged through participatory dialogue. Academic staff complain of student disengagement and students complain that not enough opportunities are given for student engagement. Both staff and students are demanding greater engagement, but just saying 'have your say' or 'what do you think?' doesn't remedy this challenge of engagement.

2) The challenge of hybridity as a juggling act: academic staff think they are being asked to blend both face-to-face and online. Rather than think of hyridity as a juggling act the challenge is to think of hybridity on its own terms. Hybridity has its own means of engaging staff and students. It is not about being asked to do both types of teaching (e.g. face-toface and online) but about accepting that the mode of delivery is different from both face-to-face and online, Enabling staff to recognise the unique identity of hybridity is the biggest challenge,

3) The challenge of letting go: both students and staff need to be empowered to let go of modes of teaching they are used to. Online and hybrid learning entails being open to other ways of doing things. You can't do what you are used to doing in the face-to-face world when developing hybrid or online learning.

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Our students will be expecting greater flexibility and choice in relation to study modes and patterns of delivery. They are digitally enabled by virtue of necessity; but being digitally enabled does not mean that they have an active disposition in relation to their digital knowledge. We must find ways to support student choice and tailor their learning around these choices. For example, we should be able to allow students to select an online delivery one week and a face-to-face delivery the next. Allowing a student to track their progress and engagement across the digital estate and physical estate will be important in addressing any awarding gaps.

# data[].attributes.subject
Our students will be expecting greater flexibility and choice in relation to study modes and patterns of delivery. They are digitally enabled by virtue of necessity; but being digitally enabled does not mean that they have an active disposition in relation to their digital knowledge. We must find ways to support student choice and tailor their learning around these choices. For example, we should be able to allow students to select an online delivery one week and a face-to-face delivery the next. Allowing a student to track their progress and engagement across the digital estate and physical estate will be important in addressing any awarding gaps.

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the digital estate includes the University's virtual world and the software & hardware that enables access. This includes student facing spaces and resources (e.g. BB, e-books/journals, student hub, specialist software, laptop loans...), colleague facing spaces - Teams, SITS, Qlikview, Sharepoint.....) and shared spaces, including digitally enabled classrooms, social learning spaces etc

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For me, hybrid is simultaneously onsite and online (live streamed) and online occurs separately to the onsite, whether synchronous or asynchronous. In no particular order:
- understanding what the different modes are!
student confidence and capability
- colleagues as above, plus strong -e-pedagogy: including knowing techniques to encourage online engagement
- connectivity issues
- managing attendance where choice is given
- ensuring that online teaching is no more resource heavy that onsite (or vice versa)
- timetabling so that students can study part online and part onsite
- developing the estate to support online learning
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continued good professional development for colleagues
- one pilot 'hybrid' (simultaneous onsite/online room per campus
- solution to attendance monitoring that allows UKVI compliance

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Anything owned by the university that is digital, rather than physical. This could include all things like Blackboard, Engage, Sharepoint, file storage, student and staff email, the university website, evision, panopto, MS Teams

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anything I access on my computer. Email, shared drives, Sharepoint, teams, SITs

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digital poverty - access to the right equipment and wifi speed
students knowing what they need to do and when
clear timetabling
clear blackboard sites

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hybrid rooms to support new ways of working for all colleagues

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challenges for dual delivery by staff, designing delivery that works for those choose either option.

student wellbeing must be considered, as well as digital poverty, poor bandwidth of both staff and students

how to continue/increase engagement levels when teaching - need to learn from best practice

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spaces on campus that allow seamless delivery of hybrid teaching styles, all staff having access to the correct equipment and high bandwidth, high speed connections.

Students should be allowed to choose different delivery methods at short notice and this should be facilitated by seamless technology.

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The knock-on to our physical spaces and how they will be used, is potentially significant. Do we need to develop our estate differently to allow people to participate in online learning whilst not in a classroom or lecture theatre? This also relates to the point someone has made above about digital poverty.

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Spaces on campus for staff and students to participate in online activity which may require them to have privacy (or at least a degree of quiet), without being silent.

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Clear route for support for students trying to engage digitally on campus, who run into problems.

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I assume we can think of the University's digital estate as being all the digital assets associated with its operations, including websites, social media channels, servers, digital platforms and so on, plus all the digital content. Clearly the University will have a large digital estate beyond that related to learning and teaching.

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I see the biggest challenge as removing the perceived divide between the physical and digital/virtual. We should not be differentiating between on-campus learning environment and the online learning environment. Ideally, it should just be a learning environment, where the learner can move seamlessly between the physical and the digital.

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In an ideal world, all modules will have been set up in a holistic way that accommodates student learning through both physical and virtual engagement.