1. Using Student Dialogue Sheets to Inspire Teaching Mary Jacob E-learning Advisor Aberystwyth University

2. Student surveys 2010 and 2013 Technology-Enhanced Learning surveys Experience survey, not satisfaction survey – ‘What helps you learn?’ Students’ tools Tutors’ technology choices Students’ technology choices Recommendations for tutors Learning preferences VARK

3. Issue Get staff to engage with student feedback

4. How we got started SEDA National Conference 2013 AU Student Union UKPSF

5. Making the sheets Print on A0 or use lots of A4 sheets Choose most representative comments Involve Student Union Education Officer Leave space for department-specific comments from student reps Map comments to UKPSF

6. SHEETS record and playback lectures on my phone Evernote - my notes are available where ever I am Flashcards on Windows 8 app take pictures instantly look something up using my smart phone (K4) record and playback lectures on my phone Evernote - my notes are available where ever I am Flashcards on Windows 8 app take pictures instantly look something up using my smart phone (K4) Making sure blackboard use is consistent … would be helpful. (K6) Most tutors do not use Panopto to record lectures which is a shame as it is very useful in revision and for assignments. (K4) Your experience and observations Actions Your experience and observations I prefer interactive lectures not solely reliant on PowerPoint (K3) I am currently revising for a module in which the lecturer did voice overs on the lecture slides and I am so impressed with how much better the information is sinking in. When resources on Blackboard are clearly labeled and put consistently into relevant folders, they are much easier to learn from. (A4) 85.7% have Smartphones (e.g. BlackBerry, Android, iPhone) Comments from SSCC representatives Do not put too much text on PowerPoint slides! (K2) Some tutors could benefit from some extra training in technologies used by the university. (A1) Some lecturers fully integrate technology. Others don't understand technology and refuse to use it. (A2) More interactive learning, posting quizzes for example (K2) Creating quizzes on Blackboard that allow you to test yourself helped me reinforce information in my head. (A3) (V1, V3) Learning preferences

8. How it works Ideally have a student rep at each table

9. How it works ActionsWhat can YOU do? LecturerDeptInstitute

10. Session plan Intro ActionsUKPSF Small group 5 mins/item Facilitator quiet, timekeep Scribe take notes Whole group Participants clarify actions Facilitator explain provision Scribe take notes, contribute Follow-up Send notes to participants Compile report for TELG

11. Response 6 sessions to date – 37 staff – 4 students Most departments/institutes have had one table of participants per session

12. Students’ view Although I get to interact with staff on a collegiate level at student-staff consultative committees, this was the first instance where I got to work with staff and actually felt like their equal. I think sessions like this, on a variety of topics, need to happen more often. I now feel much closer to my department and felt like staff really cared about my opinion. I really liked how valued my contributions were by lecturers: I’m looking forward to seeing the changes we worked together on suggesting becoming reality.

13. Reflections Photo by László Szalai (Beyond silence) shared under Creative Commons licence

14. Next steps When sessions have been completed, compile actions in report to Technology-enhanced Learning Group Review and revise for next year