Lost (and found) in Translation: Transfiction, Tropes & Transnational Imaginaries.

The RAU & SDAU annual general meeting took place on Thursday 7th January 2021. It was a privilege to be invited to contribute to the meeting and share a summary of the research Marieke Guy, RAU’s former Digital Learning Manager (@digitalrau) and I carried out on the transnational online pivot in 2020. The presentation can be accessed here. The China blog series can be accessed here.

The RAU & SDAU annual general meeting was an opportunity to hear from a range of individuals from both institutions deliver their annual reports and reflections. SDAU staff attended the meeting in a face-to-face capacity on campus, RAU staff attended the meeting in a virtual capacity using Zoom, the popular videoconferencing tool.

A Road Less Translated

We heard from Prof. Ran Zhang Vice President of SDAU in the opening speech with translated version in English.

A slide from the presentation delivered by Professor Ran Zhang, Vice President of the SDAU

It was possible to relate to a great deal of what Prof. Ran Zhang was saying particularly the trope, concerning how the “…road ahead is long and striving is the only way forward” and how both staff and students have been “…striving hand in hand, together at heart to overcome challenges posed by the Covid-19 pandemic” (Zhang, 2020). This felt like an incredibly positive narrative, almost poetic, to both in order set the tone of the AGM itself and to share the transnational partnership narrative with SDAU. The translation intrigued me and led me down a path of exploring how we can make sense of translated text in a meaningful way.

Translation has been argued to be a “…a travelling concept” (Kaindl, 2014: p2). a “master metaphor epitomizing our present condition humaine in a globalised and centreless context, evoking the human search for a sense of self and belonging in a puzzling world full of change and difference” (Delabastita, 2009: p111 in Kaindl, 2014: p2). Having worked in a University Language Centre in a technical capacity working with translation and interpreting software called Sanako and having taught English for Academic Purposes (EAP), I was keen to explore translated texts of presentations and the verbal contributions of both institutions. A trope “…can refer to any type of figure of speech, theme, image, character, or plot element that is used many times. Any kind of literary device or any specific example can be a trope” (Literary Terms, n.d.). What tropes have we used and can we use to make sense of transnational learning realities? Transfiction can be defined as “…the introduction and (increased) use of translation-related phenomena in fiction” (Kaindl, 2014: p4). It felt like the stories were telling and the way that language was used in the meeting in a translated capacity and other contexts was compelling and opened up new ways of framing transnational projects. Drawing on fiction as a tool helps us to frame the transnational narrative as an opportunity to tell stories in a collaborative capacity. How can we use the translated realities to create new transnational imaginaries? Whilst it may seem odd to draw on translation as a lens through which to reflect on the AGM itself, it has been argued that translation can be applied in an interdisciplinary capacity in virtue of its “chameleonlike changeability” (D’hulst. 2010: p54 in Kaindl, 2014: p1).

A really positive message from Prof. Ran Zhang was that the “…epidemic did not stop the pace of cooperation. Our cooperation was more profound, more extensive and more fruitful” (Zhang, 2020). The use of the word “pace” invoked the idea of acceleration and speed.

A slide from the presentation delivered by Professor Ran Zhang, Vice President of the SDAU

The part of the speech exploring the idea of building “…a community with a shared future for mankind in higher education” reminded me of the question of the purpose of education. This question has a long genealogy. For example, in the Robbins Report in 1963, it is acknowledged that “The question is not a new one” and the  goes on to ask “…what purposes, what general social ends should be served by higher education?”  (London. The Robbins Report. 1963, p6).

@pipmcdonald delivering a presentation at the RAU & SDAU annual general meeting

I was required to submit my presentation a few days before the meeting itself for the purposes of translation. It would have been interesting to see the translated version.Whilst it is important to “…to acknowledge a plurality of aims”, it is identified that “There are controversial issues here concerning the balance between teaching and research in the various institutions of higher education…” (London. The Robbins Report. 1963, pp6-7). The tension between teaching and research is an issue I discussed in the presentation I delivered. It was argued that research-informed practice was an important professional value.

A slide from the presentation delivered by Professor Ran Zhang, Vice President of the SDAU

The final message about friendship and fruitful cooperation was also positive. Ultimately, learning  is about relationships and I hope this transnational partnership will also continue to be “fruitful” in a cooperative capacity (Zhang, 2020).

Positive messages for the future from the SDAU

Prof. Neil Ravenscroft, Pro Vice Chancellor at RAU then delivered a speech. I am very grateful to both Prof. Neil Ravenscroft and Dr Xianmin Chang, Associate Pro Vice Chancellor for the opportunity to be involved with the AGM. Steve Finch, Director of China Programmes, who taught on the cohorts during both summer and winter in 2020, Tiger Wang, Director of RAU China Office & Daniel Wang, Deputy Director of RAU China Office were also present.

Professor Neil Ravenscroft delivering his speech at the RAU & SDAU annual general meeting

Lola Huo, who supported the SDAU project, contributed to a blog post about the SDAU project previously with Bonnie Wang here, delivered a presentation. We are very grateful for the contribution of both Lula Huo and Bonnie Wang to the SDAU project.

It was helpful to see how staff and students from SDAU experienced what I had been curating from RAU in both synchronous (interactive sessions) and asynchronous (pre-recorded lecturers in Panopto) capacities.

How the work we did at the RAU was turned into a pedagogical reality at SDAU

Lola’s thoroughly presentation included key points from the digital learning evaluation which was positive.

Positive Digital Learning Evaluation

Imaginaries have a rich genealogy and application and can be argued to be “…a jargon term that has been gaining currency in a number of social sciences” (Nerlich & Morris, 2015). A history of the term imaginaries and the different types including sociotechnical imaginaries can be found here (Nerlich & Morris, 2015). Castoriadis explored the imaginary and the “institution” in the book The Imaginary Institution of Society (Castoriadis, 1987: p115). Having studied Philosophy at Durham University, I discovered discussions about imagination in The Imaginary: A Phenomenological Psychology of the Imagination by Sartre. The critical question is how can we collectively re-imagine the transnational partnership?

It could be argued that the AGM itself was a multimodal experience in that visual, audio, and video modalities were present simultaneously. Multimodality can be defined as “…representations in many modes…” (Kress, 2010: p22). One of the core findings from the poster presentation delivered at the University of East London Learning & Teaching Symposium and the and the presentation delivered at the University of Manchester #ChinaHE2020 China and Higher Education: Navigating Uncertain Futures conference was that multimodal learning was identified as a significant type of learning that was taking place. I have explored multimodality in the context of technology enhanced language learning (TELL) in a blog post for the Association of Learning Technologists (ALT), in the Twitter conference, PressEd Conference in 2019 and at the MFL Twitterati conference in 2019 oragnised by the Association for Language Learning (ALL). Perhaps the presentations containing both text and image were more powerful than those containing text alone. Potentially, the case for the multimodal imaginary is compelling.

Both text and image: a powerful multimodal message for future intentionality?

There is a sense that the transnational online pivot has enabled us to travel “…through sociocultural space” (Kaindl & Spitzl, 2014). I concluded the presentation I delivered with a tweet from Virna Rossi, an Education Developer (@VirnaRossi) which I also discussed in the presentation co-delivered with @MariekeGuy at the University of Manchester #ChinaHE2020 conference in December 2020. The slides are available here, blog post here, and recording is here. The idea of of the university operating in a “…translocal…[and] transtemporal form…” is compelling (Ross, 2020). This echoes the idea of translation as acting as a ‘deterritorialisator’, perhaps “virtual space” creates “non-places” (Rapport & Dawson, 1998: p6 in Kaindl, 2014: p3).

(Rossi, 2020) @VirnaRossi

It felt like what was discussed in the SDAU AGM helped us reflect on what the university is and what it could be in the context of adaptive, resilient, and hopeful transnational partnership. Lost in Translation was a film in released 2003 exploring how strangers meet in Tokyo (IMDB, n.d.). The title of this blog draws on the notion of being ‘lost’ but then also stresses being ‘found’, a critical transformational process. This blog is entitled the ‘RAU Digital Trasformation’ blog. Supporting the SDAU project through the lens of learning technology has truly been a transformational opportunity.

Bibliography

Association for Language Learning (ALL) (n.d.) (Online) Available at: https://www.all-languages.org.uk/ [Accessed: 10th January 2021]

Castoriadis, C (1987) The Imaginary Institution of Society. [e-book] (Massachusetts: MIT Press) (Online) Available at:  https://books.google.co.uk/books?id=6UiOqYO0fx0C&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false [Accessed: 10th January 2021]

IMDB (n.d.) Lost in Translation (Online) Available at: https://www.imdb.com/title/tt0335266/ [Accessed: 10th January 2021]

Guy, M & McDonald, P (2020) Presentation slides: The certainty of uncertainty: Transnational Online Pivot in China (Online) Available at: https://www2.slideshare.net/MariekeGuy/the-certainty-of-uncertainty-transnational-online-pivot-in-china-239927325 [Accessed: 10th January 2021]

Guy, M & McDonald, P (2020) Research poster: The Transnational Online Pivot: A Case Study Exploring Online Delivery in China (Online) Available at: https://www.slideshare.net/MariekeGuy/the-transnational-online-pivot-a-case-study-exploring-online-delivery-in-china-238494582 [Accessed: 10th January 2021]

Guy, M (2020) Quán lì yǐ fù: Delivering online teaching in China. Digitalrau.wordpress.com, Digital Transformation Blog [blog] 16 June (Online) Available at: https://digitalrau.wordpress.com/2020/06/16/quan-li-yi-fu-delivering-online-teaching-in-china/ [Accessed: 10th January 2021]

Guy, M (2020 Checking the Tech in China. Digitalrau.wordpress.com, Digital Transformation Blog [blog] 26 June (Online) Available at: https://digitalrau.wordpress.com/2019/06/26/checking-the-tech-in-china/ [Accessed: 10th January 2021]

Guy, M (2020) Yībù yīgè jiǎoyìn: Delivering online teaching in China. Digitalrau.wordpress.com, Digital Transformation Blog [blog] 29 June (Online) Available at: https://digitalrau.wordpress.com/2020/06/29/yibu-yige-jiaoyin-delivering-online-teaching-in-china/ [Accessed: 10th January 2021]

Guy, M (2020) Dēng gāo bì zì: Delivering online teaching in China. Digitalrau.wordpress.com, Digital Transformation Blog [blog] 31 August. Available at: https://digitalrau.wordpress.com/2020/07/31/deng-gao-bi-zi-delivering-online-teaching-in-china/ [Accessed: 10th January 2021]

Guy, M (2020) Dēng gāo bì zì: Delivering online teaching in China. Digitalrau.wordpress.com, Digital Transformation Blog [blog] 18 Sep. Available at: https://digitalrau.wordpress.com/2020/07/31/deng-gao-bi-zi-delivering-online-teaching-in-china/ [Accessed: 10th January 2021]

Guy, M (2020) The Certainty of Uncertainty: Transnational Online Pivot in China Digitalrau.wordpress.com, Digital Transformation Blog [blog] 11 Dec (Online) Available at: https://digitalrau.wordpress.com/category/china/ [Accessed: 10th January 2021]

Kaindl, K & Spitzl, K (eds) (2014) Transfiction Research into the realities of translational fiction. [e-book] (Amsterdam & Philadelphia: John Benjamins Publishing Company (Online) Available at: https://books.google.co.uk/books?hl=en&lr=&id=bUeNAgAAQBAJ&oi=fnd&pg=PR1&dq=transfiction&ots=_9ddOS3Knk&sig=HrL-qfZ-cFhV1kQRSrgPh6Sxcfk&redir_esc=y#v=onepage&q&f=false [Accessed: 10th January 2021]

Kaindl, K (2014) Going Fictional! Translators and interpreters ion literature and film: An introduction in Transfiction Research into the realities of translational fiction. [e-book] (Amsterdam & Philadelphia: John Benjamins Publishing Company. Ch.1 pp1-27 (Online) Available at: https://books.google.co.uk/books?hl=en&lr=&id=bUeNAgAAQBAJ&oi=fnd&pg=PR1&dq=transfiction&ots=_9ddOS3Knk&sig=HrL-qfZ-cFhV1kQRSrgPh6Sxcfk&redir_esc=y#v=onepage&q&f=false [Accessed: 10th January 2021]

Kress, G (2010) Multimodality A social semiotic approach to contemporary communication (Oxon, Canada & USA: Routledge)

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McDonald, P, 2016 in MacKinnon, T (ed) (2016) Close Encounters of the Multimodal Kind. altc.alt.ac.uk/blog, learning technology blog. [blog] 4 July (Online) Available at: https://altc.alt.ac.uk/blog/2016/07/close-encounters-of-the-multimodal-kind/#gref [Accessed: 10th January 2021]

McDonald, P (2020) Hold Your Digital Horses. Time for an Online Symposium. Digitalrau.wordpress.com Digital Transformation Blog [blog] 18 Sep. (Online) Available at: https://digitalrau.wordpress.com/2020/09/18/hold-your-digital-horses-time-for-an-online-symposium/ [Accessed: 10th January 2021]

McDonald, P (2020) Qiānlǐ zhī xíng, shǐyú zú xià. Laozi: Delivering online teaching in China.Digitalrau.wordpress.com Digital Transformation Blog [blog] 29 June (Online) Available at: https://digitalrau.wordpress.com/2020/06/29/and-remember-each-10000-mile-journey-begins-with-just-1-step-%e5%8d%83%e9%87%8c%e4%b9%8b%e8%a1%8c%ef%bc%8c%e5%a7%8b%e6%96%bc%e8%b6%b3%e4%b8%8b-qianli-zhi-xing-shiyu-zu-xia-laozi/ [Accessed: 10th January 2021]

McDonald, P (2020) SDAU Research Projects. SDAU Annual General Meeting. Online. January 7th 2021. Online.

Rossi, V. (2020) 2nd December. Available at: https://twitter.com/VirnaRossi/status/1334246842176040973 (Accessed: 10th December 2020)

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Nerlich, B & Morris, C (2015) Imagining Imaginaries. Blogs.nottingham.ac.uk, Public Science blog, [blog] 23 April (Online) Available at: https://blogs.nottingham.ac.uk/makingsciencepublic/2015/04/23/imagining-imaginaries/ [Accessed: 10th January 2021]

Sartre, J, P (2010) The Imaginary: A Phenomenological Psychology of the Imagination (Oxon: Routledge)

Hold Your Digital Horses. Time for an Online Symposium.

The University of East London (UEL) hosted their Learning & Teaching Symposium on Microsoft Teams on Thursday 17th September. A slide from the final keynote delivered by Simon Thomson (@digisim) from the Centre for Innovation in Education exploring the Physical and Digital: Exploring places and spaces for hybrid teaching in a post-lockdown world.

Pivot within a Pivot. Digital Wheel within a Digital Wheel.

Both Zoom and Microsoft Teams have played an important role at RAU, a Zoom with the SDAU project which was the topic of a poster presentation delivered at the event by @digitalrau, Digital Learning Manager and @pipmcdonald, Learning Technologist. The event had different rooms with different themes where presentations were delivered simultaneously. Our room explored Teaching Principles in Practice. We successfully submitted a proposal to the symposium exploring the transnational online pivot relating to the longstanding project the RAU is involved with working with Shandong University in China. The transational pivot was almost like a pivot within a pivot, a digital wheel within a digital wheel.

A Learning & Teaching Symposium: Tech Incognita for Terra Incognita?

As a learning and teaching event, my initial concern was that both our roles and activity were concerned with learning technology and not pedagogy in an explicit capacity. Some Learning technologist roles are more technical and others are more focused on pedagogy. However, the more work I carried out on the project the more I realised the pedagogy was driving the narrative of the project rather than the technology. This was echoed In the Microsoft Teams chat during our poster presentation.

Never Mind the Buzztech. Putting the Learning in Learning Technology.

“When a ‘learner’ sits alone in front of a computer and engages with a text displayed on screen there is more going on than the interaction of that individual with the screen” (Jewitt, 2006: p76). An evaluation form in Microsoft Forms with a range a questions including using Likert scale and ranking was created and emailed to lecturers who taught on the project. The benefit of using Microsoft Forms is that the results are created in real time. One of the questions asked what types of learning took place during the interactive sessions? Lecturers identified that multimodal learning was form of learning that took place the most. Multimodality can be understood whereby “…all modes of communication are attended to as part of meaning making…” (Jewitt, 2006: p3 ). More specifically, multimodality can be seen as “…images, sounds, space, and movement representing and communicating meaning (Kress, 2010, in Miller & McVee). Multimodal approaches to pedagogy are becoming widely used in academia (Jewitt, Bezemer & O’Halloran, 2016). Having explored multimodality in education at the MFL Twitterati conference at the Ashcombe school  in Dorking organised by the Association for Language Learning (ALL) in 2019 and at the Missing Maps mapathon event at University College London (UCL) in 2019 – , I was keen to explore this more. Zoom could be argued to be a platform for “multimodal discourse” (Kress & van Leewen, 2001). It could also be argued that multimodality literacy could potentially help to move across any potential language barriers. Participating in a Zoom meeting is a multimodal experience – “When a ‘learner’ sits alone in front of a computer and engages with a text displayed on screen there is more going on than the interaction of that individual with the screen” (Jewitt, 2006: p76). A further study could be completed to explore the impact of multimodal approaches to learning and teaching.  

The Power of Research Informed Pedagogic Practice

Lecturers wanted to explore how to use the interactive features in Zoom included break out rooms, polling and whiteboard. The technology was a platform for the pedagogy. There is a well-known quotation that ‘When the student is ready the teacher will appear’. What about the Learning Technologist?  The truth is Learning Technologists appeared in a radical way particularly during lockdown to facilitate the online pivot.

When asked what approaches Lecturers took in the interactive sessions on Zoom, the majority used the chat function and share screen. What emerged pedagogically was that some teachers wanted to explore more features such as polling, breakout rooms and whiteboard. As a Learning Technologist, this was exciting to support and a model we hope to follow up on the next iteration of the project. Pedagogy driving the narrative of the project and not necessarily the technology was the critical thread we wanted to stress in the presentation.

With respect to how Lecturers engaged with students in interactive sessions, approaches included  team teaching or having more than one lecturer is a Zoom meeting. This seemed like an effective approach for example while one Lecturer presented content, another Lecturer could manage the chat. This approach makes sense particularly in virtue of the fact that over one time with a hundred students were in meetings at any one time.  Successfully engaging with such a large number of students is always challenge. Lecturers’ ideas were impressive, for example, one lecturer was going to do a live auction in Zoom which was a really engaging scenario-based approach.

Two Hats or Two Tribes: A Teacher & A Learning Technologist

From my experience in the role of a Teacher of English for Academic Purposes (EAP), one of the challenges is that few students speak up in transnational contexts. This was also a point that was raised as part of the research project.  One of the approaches one Lecturer took was to have smaller groups running consecutively where students had to work collaboratively to create a proposal on PowerPoint and each person would have a role assigned to them a bit like De Bono’s thinking hats (De Bono, 2000). We hope to take this model forward. Emergent pedagogies were important for us. We could move towards a model of De Bono’s Digital Thinking Hats. One of the questions we were asked about our research project was about this approach:

My response was to remind everyone that learning is always about relationships and explained how the approach worked in terms of smaller groups helping students to actively contribute. It was also meaningful to feedback to the lecturer who created the approach that the approach he took was shared and successful.

Zoom, Boom & Bloom

Both student and lecturer feedback was similar about not having a personal connection in a face to face setting, there was evidence of valuable personalised touches to pedagogy. The phrase I used in the presentation was that it was not the ‘ghost ion the zoom machine’. For example, one of Lecturers showed the students her garden and environment during an interactive session. Students of Agriculture as a curriculum area would find this helpful in real time. Additionally, a Lecturer allowed students to talk with her son who was a student studying Mining Engineering and they shared a valuable discussion on sustainability. Even given the contextual restraints of the transnational online pivot, unplanned valuable pedagogic moments can still take place. It is not just Zoom, doom and gloom, but rather Zoom, Boom and Bloom! Bloom’s taxonomy has been revised to include digital skills (McNulty, 2020). Perhaps a specific taxonomy could be created for Zoom or video meeting-based platforms.

Back to the Future, Feedback & Feedforward

The first keynote of the symposium was delivered by Dr. Naomi Winstone (@DocWinstone) from University of Surrey exploring moving feedback forwards in higher education. She showed a word cloud about how people feel about feedback and talked about embracing vulnerability in feedback scenarios:

The idea of feedback was also relevant to our research project. We wanted to explore the extent to which peer review of the interactive sessions would be helpful:

We also received some positive feedback from our poster presentation from one of the session Chairs, Ella Mitchell (@meatyloafy) on Twitter:

The Power of Blogging, Reflection and Digital Transformation

At RAU we have a digital transformation blog as a platform for reflection. One of the interesting parts of this project was the reflective blogs posts created by Marieke, myself and Bonnie Wang and Lola Huo from Sinocampus in China. Reflective blogs are useful tool particularly in a case study to dig deep and immerse in the complexities. The blog series can be accessed here. When working in a collaborative capacity with transnational patterns, it felt important to invite our colleagues, Bonnie Wang and Lola Huo from Sincocampus in China to reflect too.

The Dissolution of face-to-face learning. You have reached the end of education. Stuck between a digital rock and a digital hard place?

Lecturers are used to traditional face-to-face settings and one lecturer made reference to how they checked students faces for understanding in the online questionnaire. As Simon Thompson (@digisim) said in the final keynote, “We hold face to face very dear” (Thompson, 2020). Notwithstanding, the Lecturers’ ability to adapt content and deliver was impressive. In the final keynote of the Learning & Teaching symposium, Simon Thompson (@digisim) said “we have all had to learn new skills in digital space. [It’s about]…digital need not digital skills” (Thompson, 2020).  The need to adapt was undeniable. Perhaps we can change the saying ‘When the student is ready, the teacher will appear’ to ‘when the lecturers are ready the learning technologist will appear’.

Thoroughly Modern Technology. Unpacking the logistics of Online Learning

Other presentations were both relevant and helpful. For example, it was interesting to hear how David Murray, Dr Caroline McGlynn and Khadija Ahmed from the University of East London (UEL) had introduced welcome slides as a simple yet highly effective way to engage students and overcome what they called what they called ‘unexpected barriers’ to online learning and teaching. The Salsa music was an effective way to engage students.

Going, Growing & Knowing?

In conclusion, we hope to explore working with China within the JISC international community, we are keen to unpack how digital accessibility will have an impact on how we plan the delivery of next part of the project, more specifically with respect to captions. We hope to contribute to the #ChinaHE20 online event by University of Manchester exploring how to work with uncertainty – https://www.eventbrite.co.uk/e/china-and-higher-education-navigating-uncertain-futures-tickets-112516945212. A key idea that resonated with me in relation to this project was that “We don’t just go through projects, we GROW through projects”. The opportunity to participate in this symposium in this capacity as a research informed model has undoubtedly helped us with this growth process. Pivots aside, let’s keep growing together.

It is possible to access the poster on Slideshare here.

The video recordings of the presentations can be accessed on YouTube here.

The recording of our presentation can be accessed at 19:04 here:

Bibliography

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Guy, M & McDonald, P (2020) The Transational Online Pivot: A Case Study Exploring Online Delivery in ChinaIn: University of East London (UEL) 2020. Learning & Teaching Symposium. 17th September. Online.

Jewitt, C (2006) Technology, Literacy, Learning: A Multimodal Apprach (Oxon & New York: Routeldge)

Jewitt, C, Bezemer, J & O’Halloran, K (2016) Introducing Multimodality (Oxon & New York: Routledge)

Kress, G & van Leewen, T (2001) Multimodal Discourse: The Modes and Media of Contemporary Communication (London: Arnold; New York, Oxford University Press)

University of East London (UEL) 2020. Learning & Teaching Symposium. 17th September.

McNulty, N (2020) Bloom’s Digital Taxonomy (Cape Town: HH Books)

Miller, S, M & McVee, M, B () Multimodal Composing: The Essential 21st Century Literacy in Multimodal Composing in Classrooms Learning and Teaching for the Digital World (Routledge: London and New York). pp1-13

Murray, D, McGlynn, C & Ahmed, Khadija (2020) The logistics of online learning. In: University of East London (UEL) 2020. Learning & Teaching Symposium. 17th September. Online.

Thomson, S (2020) Exploring places and spaces for hybrid teaching in a post-lockdown world. In: University of East London (UEL) 2020. Learning & Teaching Symposium. 17th September. Online.

UEL Learning and Teaching Symposium 2020 (2020) UEL Learning and Teaching Symposium 2020 – Room 1 – Teaching Principles in Practice [online video] https://www.youtube.com/watch?v=UtvJB4KnO2Q&list=PLuuOV6nj7vpT9pbYj2Xy889O4C0X6_FoZ&index=4&t=1154s [Accessed 6th October 2020]

Winstone, N (2020) Moving feedback forwards in higher education. In: University of East London (UEL) 2020. Learning & Teaching Symposium. 17th September. Online.