I enrolled on this session on digital learning to help me gain a better understanding of the issues that arise on digital platforms in HE. What I learnt from engaging with the session and some of the questions that arose for me were:

• How can I gauge efficacy of interactive teaching and student learning on different platforms? Teams functions: Polls (though these can be misleading or unreliable as individuals can vote more than once on a single poll…), emojis, images, text chat, camera on, live chat; Microsoft: forms; Moodle:quizzes; Padlet: posts, at time of learning and post event. Synchronous and asynchronous possibilities. Break-out rooms are another way I can facilitate and check individual and peer-peer engagement, bonding, and support. To check for student engagement the ‘Do then Review’ model model can be employed: eg. capture imagery or written feedback, then ‘share’ feedback/responses in chatroom, verbally. A consideration is as a teacher I may be limited in viewing, reviewing or knowing who students are sharing information with. Therefore at the beginning of an online session boundaries would need to be explained about confidentiality and the sharing of content outside of the meeting/session. Although, in reality, I have limited control over this. UAL Social Media policy states staff and students are not permitted to share information in certain circumstances, however in the digital world how much control or influence can I have to limit any individuals freedom of speech or expression through a personal device (mobile phone, laptop or pc)? The policy is supportive for me as a teacher because although it is not realistic in terms of HOW to limit undesirable engagement with social media, the fact this policy exists protects me as a representative and employee of UAL.

• How can students gauge their own learning? As above. Discussion in the workshop revealed that on digital platforms it is sometimes better to set a specific activity for students to engage with, rather than just discussion.

• Padlet platform: can be better for students who struggle to engage socially as posts can be anonymised. Good for peer-peer engagement and feedback as students can add responses in their own time, and respond to peer posts

• an introduction to UKPSF and the three areas for engagement for the TTP unit. I began to think about how I might engage with these three areas in my teaching practice, and how my past experience of teaching in secondary education compares to the standards.