GDPR: I am always surprised by how comprehensive, though inaccessible the GDPR legislation is given that it impacts everyone. The GDPR Information from the EU, text is a good example of how the basics can be presented (GDPR.EU). However there remains a significant amount of misunderstanding about the purpose of the legislation and how it impacts us as researchers and teachers.
Digital Skills: I feel very comfortable reviewing my digital skills. However, I think it would also be interesting to learning more about how the university plans to support this. There is a digitalisation plan, yet some departments are more supportive than others in providing the tools and training for staff to reach these goals. As such I worry that there will be a spectrum of digitalisation and spectrum of quality of education provided both between faculties, departments, programmes and courses as a consequence.
One area that I have become very interested in lately is visual thinking, and how I can incorporate this into digital teaching, I have been exploring this with contacts outside of my immediate working group and outside of academia. I have been inspired by design colleagues to try and draw on this technique. I was however a little concerned how I could do this, while also ensuring that my teaching was inclusive and accessible. While I think this shift to digital visual thinking could be more learner centred and holistic, as Conceição & Howles (2020) not is similar with the shift to digital learning in general, there are concerns.
These concerns can be mitigated by drawing on the Integrated Framework for Designing the Online Learning Experience (Conceição & Howles, 2020). I found this framework very useful to reflect upon the interrelated areas of learning dimensions, particularly emotion, one which I have previously not though much about.