00:23:34 Mark Andrews: Good morning everyone - hope you have your festive beverage in hand and are ready for an engaging discussion. 00:24:43 Debbie McVitty: Welcome everyone! Looking forward to today’s discussion 00:24:59 Kate B: Morning everyone, from Southampton! 00:25:18 Parmjit Dhugga: Good morning from the University of Warwick 00:25:19 Matt Townsend - Jisc: Bore da, from Cardiff. 00:25:20 Sabrina Altariva: Morning everyone :) Sabrina here in Nottingham 00:25:24 Abby Gaya: Morning from rainy Bristol :) 00:25:28 kstrudwick: Morning everyone from Nottingham! 00:25:29 Martin M: Good morning all from rainy Ealing! 00:25:30 Karen: Hello from UCL! 00:25:31 Grace Ladkin- UON: Morning from University of Northampton! 00:25:34 Hannah: Good Morning! From Bournemouth :) 00:25:39 ben bristow: Morning everyone! Ben here from pointblank music school! 00:25:41 Nat Weatherer: Morning from University of Staffordshire 00:25:42 Marie Salter: Greetings from Bath! 00:25:42 John Lean: Hello from Manchester Met! 00:25:42 Joanne: Morning from Aberystwyth 00:25:45 jpc11: Morning from sunny Aberystwyth 00:25:49 Henry Dorling UWTSD: Bore Da from Carmarthen, West Wales 00:25:50 Julie Powell: Good morning from University of Roehampton, SW London! 00:25:52 John: Greetings from Lincoln 00:25:54 Cecilia Lowe: Morning from University of York 00:25:55 RM12174: Hello from Aberdeen! 00:25:57 smp22: Hello from Milton Keynes 00:25:59 Leanne Bisatt: Good morning from Exeter! 00:26:01 Nayaab A: Good Morning from Middlesex University 🙂 00:26:02 Team Wonkhe: What’s everyone having to drink during today’s Education Espresso? I’ve gone for a strong latte to power me through this Thursday! 00:26:03 Louise Hague - University of Reading: Good morning from Reading 00:26:10 mariedevlin: Morning Everyone. 00:26:11 James Layton: Hello from University of the West of Scotland 00:26:21 Mark Lee: Good morning from Northumbria! 00:26:23 Kamila Bateman: Good morning from Brighton! 00:26:26 Diego Canciani: Good morning! 00:26:27 Matthew Jarvis: Hello from Bournemouth! 00:26:30 Sally Challoner: Good Morning from University of Staffordshire 00:26:33 Chris: Hello from Manchester! 00:26:34 Zack: Morning from Canterbury! 00:26:36 Lucy Leake: Good morning from sunny dartmoor 00:26:38 Katy Turff: Morning from Bournemouth! 00:26:41 Giovanna Comerio - University of South Wales: Hello from South Wales! 00:26:44 Chrissie: Good morning 00:26:45 Alex: Good morning from Cambridge! 00:26:46 Maria: Good Morning from the University of Suffolk 00:26:46 Rosa Watkin: Morning everyone 00:26:46 Nick Clarke: Hello from Hertfordshire 00:26:49 Simon O'Grady: Hello from Worcestershire 00:26:51 Emily: Bore da from Bangor! 00:26:53 Pam Thomas, LSBU: Good morning everyone! 00:26:54 Bianca Cartin: Good morning from University of Portsmouth 00:26:57 Will Morlidge NTU: Morning from Nottinghamshire 00:26:58 Susan Wilde: Good morning from a very wet Ormskirk! 00:27:00 Kerry: Hello from Bradford 00:27:02 Steve Riddle: Good morning from Newcastle 00:27:24 Kelly Griffiths: Good morning all from Kingston University! 00:27:40 Cameron Malcolm: Good morning from Aberdeen! 00:27:46 SB8727: Good morning from Aberdeen 00:27:52 Stewart Eyres: Hello from Swansea. Watery winter sunshine here. 00:27:55 Sarah Cook | Imperial Business School: Good morning from Imperial Business School and a drizzly South Kensington 00:28:15 Josh Dimbylow (Cardiff University): Good morning from Cardiff! 00:28:26 Deborah Pearce: Hello from Oxford Brookes University 00:28:29 Ginny Henderson: Good morning from School of Health Sciences, University of Dundee 00:28:44 Dai: Good morning, also from Cardiff. 00:28:47 David Whitelock: Good Morning from Hull 👋🏻 00:28:52 Lynne Wyness: Hello from Plymouth Marjon University 🙂 00:28:59 Kirstin Barnard-UoNottingham: Good morning from Nottingham 00:29:00 Federica Bocciarelli - University of Chichester: Morning from Chichester! 00:29:21 Fiona Mc: Morning from UHI Inverness, cold and cloudy day, with snow on the hills 🏂 00:29:34 Kirstin Stuart James: Good morning. Tuning in from an overcast Glasgow. 00:29:39 Sam Hemsley: Good morning from Sussex Uni 00:29:47 Kimberly May-O'Brien: Good morning from Newcastle University :) 00:29:55 Mark Andrews: https://blog.adobe.com/en/publish/2025/10/22/new-research-finds-creative-ai-skills-help-students-get-hired-faster-thrive-workforce 00:30:02 BISA Office: Good morning from the British International Studies Association 00:30:13 Gemma Garrett (she/her): Good morning from Arden University 🙂 00:30:15 Gerhard Kristandl: Top of the morning from the University of Greenwich 00:30:23 Valerie: Good morning from University of Portsmouth 00:32:59 Karl: Morning all from Leeds Beckett University :) 00:33:09 John Murray: Good morning from SCUC 00:35:09 Ginny Henderson: I liked the idea of technical fluency but this it can be much more in terms of wider competency and other considerations. 00:35:12 Gerhard Kristandl: Personally think that it's not just technical fluency - I think it's a blend of technical/ethical/social/practical dimensions. Not just how it works, but why and for whom. 00:36:23 Gerhard Kristandl: Just because one knows how it works does not inform decisions whether to use AI in given scenarios or not. 00:36:45 phil murray: morning as with all digital transformation it is a combination of People,processs and technology skills 00:37:43 Josh Dimbylow (Cardiff University): Very difficult as AI and AI use is such a rapidly evolving area right now 00:37:46 Ginny Henderson: I wonder if education is more entrenched in historical practices and when we add to this it takes time for this to become embedded 00:37:49 Parmjit Dhugga: Are our institutions updating course content fast enough or are we relying on extra curricula to plug the emerging gaps due to AI impact within sectors? 00:39:29 kstrudwick: Absolutely as educators we need to adopt a holistic/joined up approach - there is a role for digital technology colleagues, T & L/ pedagogical expertise, Careers and also listening to other voices- stakeholders and importantly students. 00:39:33 Chris Thompson: That's a really good point Parmjit, I think you're right - extra curricular (both from formal provision and informal, student led activities, either for interest or developing skills intentionally) 00:40:51 Stewart Eyres: It isn’t possible to “update fast enough”. Employers and other stakeholders need to be involved in the learning. But that is challenging given the traditional separation between educator and employer domains. 00:41:55 Parmjit Dhugga: The challenge is that this years intake of students have been using AI actively for the past 2-3 years and are often more skilled in using a portfolio of AI tools than their teachers. 00:42:20 David Whitelock: Our recent employer engagement boards have suggested that employers are apprehensive to use AI within their work. We need to include employers in discussions of skills and ways of working to see where we need to focus the need on technical, ethical, practical skills in using AI 00:42:33 Lorna Devlin: This is a real opportunity for experiential learning, bringing employers in as guest lecturers to tag team 00:42:42 phil murray: Academics need to provide thought leadership in this space 00:42:46 Helen King: An expertise approach draws collaborative on expertise of learners and teachers. The teacher doesn't hold all the power :-) 00:43:50 hl-mooreelly: I think employers are still figuring all this out themselves - what works and what doesn't work, and the impacts of using AI (not all of these positive, hence the rumblings about the AI bubble bursting 00:44:15 David Whitelock: Really good point Parmjit - I work in CBHE, we have seen a gradual increase in students reporting using AI within their FE studies - this year we hit 100% of responding students using AI in their FE studies 00:44:38 Keith Pond, EOCCS Director: Helen is right when she says that AI is the newest challenge to HE. Similar challenges have been met in the past but Universities are slow to react and support for the faculty to embrace AI should be an eraly step. 00:45:10 Gerhard Kristandl: My students are largely not beyond the beginner/playful level with AI tools. Structured workflows with several tools - that's a level I don't see at all 😂 Lots of misconceptions about what the "digital" in "digital natives" is referring to. 00:45:46 Andy: Human in the loop is really important, however some employers have already announced they expect to replace a percentage of their workforce by AI over the next 3 years 00:46:31 Ginny Henderson: It's great to see that others have similar views and challenges with the fast changing world of AI and the use in HEI and education 00:46:35 Dai: We recently did a short workshop for students on digital tools to support them with their independent learning, where we had a look at a few Microsoft tools to help them with time management, planning and organisation, note taking and revision (Outlook, To-Do, Planner, OneNote), and we touched upon some of the AI functionality that is built in and can assist them. 00:48:17 Henry Dorling UWTSD: Perhaps we are restricting student AI fluency as opposed to supporting and developing it by restrictive regs and a slower pace in curriculum design eg AI integration in assessment practices/requirements 00:48:45 Lynne Wyness: We are the cusp of publishing an AI policy, led by our Digital Team. We are attempting to give it a proactive and innovate twist but the team have approached it from a high risk from a data perspective? How do we negotiate risk and opportunity in this rapidly evolving HE space? 00:49:01 Simon Starr (CCCU): Agree Henry, that's a real risk. We need to lean in to it, whilst continuing to work to mitigate misconduct. 00:49:03 Stuart Purcell: I agree that, in many cases, students are relatively well-versed in using AI tools and have progressively been using them through school (though to different extents, depending on the schools/councils/etc.). But what I've found, in my experience and in general, is that they don't understand what AI tools are and how they work, e.g. AI vs. GenAI, what a LLM is and how it works (including understanding training data, tagging/tokens, etc.). I think understanding this helps frame all of the ethical/practical/social discussions re: GenAI use and helps them be more aware of the shortcomings in using GenAI in research. I think we're often guilty of putting the cart before the horse if we try to have conversations about criticality and ethics without first ensuring students understand how these tools are developed and how they work (which also ensures a better grounding of knowledge for 'future-ready' graduates). 00:49:05 Martin M: "Digital natives" is not always a helpful term and, I think, can lead people to overestimate capabilities and knowledge. Growing up with technology may well mean that one can use it easily but does not necessarily mean one understands it any better. 00:49:18 Ginny Henderson: My experience around 10 years ago working at Griffith University in Queensland was that digital technologies was working at a greater pace than when I can back to the UK. I wonder if this is the same now in the world of AI? 00:49:51 Keith Pond, EOCCS Director: Good point Andy - and one that some banks I am familiar with have adopted - human in the loop needs an understanding of AI plus higher level cognitive skills. 00:50:40 Ginny Henderson: Natives and Dinosaurs can be somewhat unhelpful phrases as they tend to put people into boxes that don't necessarily reflect the actual landscape 00:51:06 Gerhard Kristandl: Yes, Stuart, fully agree - you said it much better than I. 00:51:17 Debbie McVitty: Here’s the link: https://www.researchgate.net/publication/395245852_The_Wicked_Problem_of_AI_and_Assessment 00:51:40 Gerhard Kristandl: Yes, Ginny - it'd be yet another binary without a spectrum. It's not helpful. 00:51:53 Debbie McVitty: Also World Economic Forum Future fo Jobs report in case anyone’s not seen it https://www.weforum.org/publications/the-future-of-jobs-report-2025/ 00:51:54 Stuart Purcell: Thanks, Gerhard - very much building on your point! 00:52:00 Henry Dorling UWTSD: I agree Stuart. I am seeing lots of AM cases where students don't actually realise what they have used is classified as AI. More awareness and clarity needed at all levels 00:52:29 Ginny Henderson: Yes, Gerhard - I like the notion of the spectrum! 00:52:38 Helen King: This paper provides a great overview of expertise: Skovholt, T.M., M. Hanson, L. Jennings & T. Grier (2016) A Brief History of Expertise. In: Skovholt, T.M. & L. Jennings (Eds.) Master Therapists: Exploring Expertise in Therapy and Counseling, 10th Anniversary Edition. Oxford University Press https://doi.org/10.1093/med:psych/9780190496586.003.0001 And, if you're interested in the expertise of teachers in higher education, I recommend my edited book :-) 00:53:30 Ginny Henderson: Thanks Debbie and Helen for the links 00:53:36 Debbie McVitty: This one Helen? The Artistry of teaching in HE: https://www.taylorfrancis.com/books/edit/10.4324/9781003437826/artistry-teaching-higher-education-helen-king 00:53:48 Karen Hudson: Sorry to be 'that person' but useful to know that the originator of the digital natives and immigrants concept later distanced himself from it, arguing in 2012 that the distinction was already becoming less relevant and that a new set of distinctions would be useful. 00:54:39 Debbie McVitty: I didn’t know that Karen, thanks for being “that person” 🙂 00:55:09 Helen King: That's the second book, Debbie. Here's the first one, based on international contributions to a 2020 symposium (watch this space for info about a third event in 2025): https://www.routledge.com/Developing-Expertise-for-Teaching-in-Higher-Education-Practical-Ideas-for-Professional-Learning-and-Development/King/p/book/9781032057002 00:55:19 Helen King: *2026 00:55:29 Fiona Mc: with AI now embedded into Copilot/word/powerpoint like mr clippy on steroids, students can mistake using it as just being helpful - however at times we need to put the responsibility back to the student - if you log into an AI tool, (ChatGPT, Claude)etc, and ask it questions, upload docs, get it to create content as part of the assessment, then that could be classed as academic misconduct, if you don't reference using that or how it informed your work, or use it when the entire assessment is meant to be your own work. 00:57:23 Gerhard Kristandl: And yet, Karen, the term is in wide use as a "bucket" to throw most, if not all, of Gen Z and Alpha into. Uncritically. 00:57:40 Helen King: Agree! There's always been a culture of referencing your collaborators, people or literature; if we think as AI as an assistant/collaborator then it makes sense that we should be transparent and reference that (citethemright includes examples of how to do this in various referencing formats) 00:57:42 Gloria Oliomogbe: Great contributions and insightful...but are we asking what biases AI may also be introducing in the student learning journey... we still need to frame AI use for students to be aware of the multiple voices about 'good or bad AI'. For example are all LLMs the same?? ..leading to maybe use of RAG? etc 00:58:57 Gerhard Kristandl: My home-grown teenager knows her social media and quick video creation for her WhatsApp groups - but zilch about applied software (not just GenAI). 00:59:01 Kate B: Continuing on from Karen's comments on Digital Natives...in 2011, White and Le Cornu suggested 'Digital residents and visitors' as a replacement. It worked better then, but seems dated now. https://firstmonday.org/ojs/index.php/fm/article/view/3171/3049 01:00:03 Helen King: There's a discussion about the role of educators now that students have easy access to knowledge. But this makes the assumption that all knowledge is out there. If we just keep recirculating what AI produces then it will emphasise the biases and no new knowledge will be created. Education, and HE in particular, has a key role in instilling creativity and curiosity to explore and create new knowledge. 01:00:10 Martin M: I think that a lot of this also comes down to really communicating the "why" to students. Why is it considered Academic Misconduct to use AI in one context but not in another? It may seem obvious to us at some times but it's not always the case that everyone will think so. Understanding the why will really help. 01:00:19 Sue Beckingham: The difference with citing GenAI unlike a published resource is that another person cannot go and find the same information. However being transparent about the use and providing screenshots of prompts and outputs and the process of bulding on the information found is to me the ways forward. 01:00:57 Karen Hudson: Thanks for sharing Kate B - not seen that one. Prensky (the natives/immigrants originators) argued for an updated framing in terms of 'digital wisdom' which perhaps has a bit more longevity. 01:01:08 Martin M: That is such a powerful point about the difference between collating existing knowledge and creating new. 01:01:34 Henry Dorling UWTSD: I definitely agree on the need for student responsibility with AI tools. However for students where English is their second language they often see using these tools as just 'tidying up' their grammar or language which leads to confusion and lack of understanding around the extent to which it has been used to inform or create their work 01:02:01 Gloria Oliomogbe: @Sue, I concur. This is the approach I have adopted and with the prompt, you get some understanding of the students understanding and framing of he problem that AI is cocreating with the students 01:02:28 Martin M: I very much agree Henry, particularly with tools like Grammarly, which have added lots of functionality beyond the original purpose. 01:02:38 Lorna Devlin: I would love to be a participant in some of these sessions Dan, it sounds like you've created a very authentic learning space that uses AI. 01:02:43 Cameron Malcolm: Some great examples of activities Daniel! Useful for inspiration for some activities I could include in my teaching 01:02:47 phil murray: Apologies as a Digital Entrepreneur gate crashing your webinar, i get the feeling we are looking at the stable door when the horse is accelerating across the far field 01:02:53 Kate B: I find I talk about use of GenAI in a holistic sense with both staff and students - what is education in your subject? What is knowledge? I emphasise taking responsibility for how you choose to use AI - exercising agency along the lines of Ethan Mollick's ideas - cyborg, centaur or (I add) 'just me' - to reflect the choice NOT to use AI (for good pedagogical reasons) not avoidance. 01:03:57 Debbie McVitty: Interesting Phil - say more! 01:04:02 Gloria Oliomogbe: @ Daniel, Love multimodal AI and use of infographic and need for critical reflection. 01:04:40 Nicolette Michels: Daniel how much support/development of staff was/is required to be able to do this 01:05:00 Gerhard Kristandl: Yes, Kate, I think so, too, plus going back to the notorious "AI literacy", I think what that means will be very subject-specific, culture-specific, etc. and not a commonly agreed definition. 01:05:34 Karen: I really like how Daniel has bought out AI as a positive tool for use to make improvements for the wider student body, yet learning critical thinking / human skills at the same time. Even if the results were 'low hanging fruit'. Low hanging but big impact for the student experience. 01:05:44 Sue Beckingham: In terms of responsibility Dan do use also reach students about the environental impact of using GenAI? 01:06:35 Kate B: Agree Gerhard - the opportunity and risk is discipline specific. I've tried to encourage individual reflection amongst our educators with this practical, reflective resource https://generic.wordpress.soton.ac.uk/genai/ 01:07:07 Stuart Purcell: I think that's an important point, Gloria - I've tried to talk to students about different AI tools and (from my admittedly still limited experience) what different tools are better/worse at in terms of academic-adjacent tasks (and potentially why). The challenge here is that we don't know how most GenAI tools are really developed outside of knowing that the majority of the 'big' tools (ChatGPT, Claude, Gemini, etc.) being trained on the Common Crawl archives. This becomes even more challenging with the 'big' tools chasing Artificial General Intelligence and us having no idea what this will look like as it develops. Which is intended to sound more realistic than defeatist, as it perhaps sounds 🙃 01:07:18 carmenspano: The environmental impact of AI is a very good point - more discussion should take place about this with students as well, in my opinion 01:07:23 BISA Office: Katie B those resources look great, thanks for sharing. 01:07:52 Martin M: Kate, thank you so much, what a fantastic resource! 01:08:37 Gerhard Kristandl: A massive problem with all the good intents and ideas is the university senior managerial elephant in the room, I feel. 01:08:37 Simon O'Grady: I like the fact that Daniel had to use lot of collaborative and persuasive skills to develop this project. 01:08:45 phil murray: some students are ahead of the teachers in terms of AI understanding. I agree with a collaborative approach but we need more thought leadership from academics 01:11:08 Dai: https://pure.cardiffmet.ac.uk/en/organisations/centre-for-international-research-on-interactive-technologies-in-/ 01:12:49 Dai: I've introduced Adobe Express to my two 7 year old daughters at home. It's excellent and very intuitive. They can be so creative. 01:13:07 Dai: They have access to through their Hwb account in Wales. 01:15:02 Elizabeth Avery: With agentic AI agents now in use though could a student use them and then it will write a reflection in the same tone of voice as they would? 01:16:57 Debbie McVitty: Slides will be available after the session along with the recording and chatbox transcript 01:17:35 Sue Beckingham: Fantastic Debbie! So many useful comments to reflect on. 01:18:01 Fiona Mc: I did wonder also about 'reflective' pieces, with Copilot licences for education now embedded it email, word, PP, OneDrive, SP etc, you could link in to a prompt your resources, MS Teams messages, emails, etc and get it to write a reflective piece based on the resources, conversations and get it to sound like you based on your writing via MS Teams messages/emails etc.. Personally not tested this overall process for an outcome but would assume you would get a good starter for 10 with little editing to do 01:18:25 Lorna Devlin: Nick Samira's presentation is lovely. How did you go about upskilling yourself and your teaching team to understand adobe and firefly well enough to help the students? How to you balance teaching software use in the curriculum? 01:18:29 Mark Lee: Great example of empowering young people to engage with the web in a positive way. We use Canva to do similar and have empowered our own career staff at Northumbria to create event websites/presentations etc. using Canva and their AI tools. Has been a game changer for workshops/developing our own digital skills. 01:19:51 Gerhard Kristandl: Elizabeth, I have my students do their reflections spoken because of many of them outsourcing that part last year when I asked them to write them. 01:20:31 Elizabeth Avery: That is great but might not be scalable for large cohorts with limited numbers of module leaders. 01:20:44 Gerhard Kristandl: And I make sure that what is marked there is authenticity and honesty, not polish and what the students may feel the markers want to hear. 01:21:25 Debbie McVitty: Maybe ask them to record it spoken and then generate the transcript as an alternative to a written reflection…or ask them to interview each other? 01:21:27 Gerhard Kristandl: I am leading a module without a teaching team and 100+ students. It's scalable with some tweaks. 01:21:28 Fiona Mc: We have Abode Express and webpage features, the slides look fab and will be off to do some more testing, we have Brightspace. As something that looks engaging (though content is critical) is also half the battle at the moment with students. 01:21:33 Elizabeth Avery: Yes I think one issue is learners compare themselves unfavourably with AI outputs so we need to change the drivers of their behaviour 01:21:38 Henry Dorling UWTSD: Looks great Nick. Assume this assessment explicitly allows the use of AI in certain areas and makes that clear in the assessment brief and regs? 01:21:57 Kirstin Stuart James: Got to dash. Thanks so much for a great session. 01:21:58 Gerhard Kristandl: I use Shortlister for those reflections. 01:22:29 Martin M: I have to run, brilliant session, thanks so much. 01:22:33 Elizabeth Avery: Thanks @Gehard very useful hearing your experiences 01:23:43 Gerhard Kristandl: To be fair, Elizabeth, the impact on them really trying to reflect and not "polish" that came from me changing clearly what it is I assess there - made a big difference. 01:23:54 Cameron Malcolm: Cheers Nick, great to see 01:23:56 Steven Fletcher: Thanks Nick - that was great! 01:24:09 Alicia Owen (Manchester Met): Thanks everyone got another meeting now 01:24:11 Lorraine Smith: Sorry I will need to go to the next meeting - thank you for a very informative session. 01:24:20 Henry Dorling UWTSD: Thanks all see you again soon! 01:24:22 55060955: Thanks Nick, really interesting! 01:24:25 Team Wonkhe: https://cirtl.net/ 01:24:26 Claire Santorelli: Thank you all. 01:24:29 Kate B: Thanks everyone - this has been great. Thanks to all the speakers and chat conversation! 01:24:34 Robert Ajani Global Banking School (Leading Consultant Lecturer): Thanks for the great session - truly eye opening. 01:24:46 John Murray: 👍thanks. very interesting 01:24:47 Elizabeth Avery: Thank you Nick - look forward to exploring Adobe Express now! 01:24:51 Susan Wilde: great session thank you 01:25:03 carmenspano: Thank you very much for this! I’ll have to go now! 01:25:17 Gloria Oliomogbe: Great session and insightful...thank you to all the speakers 01:25:31 Karen: Sorry - have to leave . Interesting session. Thank you. 01:26:27 Valerie: Very interesting session and a big thank you to all the speakers. My take away points are that 'there is no one right way', we need to think differently about risk and regulation, that digital and that the concept of AI literacy is subject specific, sector specific, culturally specific - so it will be a very dynamically evolving concept. Thank you again 01:26:56 Elizabeth Avery: I've seen durable skills replace the word soft :) 01:27:00 Caroline Norris - ISD Digital Skills - Southend - wild swimming: human, durable skills 01:27:14 Caroline Norris - ISD Digital Skills - Southend - wild swimming: snap Elizabeth! 01:27:21 Team Wonkhe: https://wonkhe.com/events/the-secret-life-of-students-2026/ 01:27:29 Alastair Murray: Great session, thank you all. 01:28:00 ben bristow: This was very interesting and insightful — thanks so much! 01:28:00 John: Thank you to all the speakers, really interesting and informative session. 01:28:03 BISA Office: Thank you! 01:28:06 Nick Clarke: Great session, thank you. 01:28:07 Sue Beckingham: Brilliant session, thank you 01:28:09 Joanne: Thank you great speakers 01:28:11 smp22: Many thanks all 01:28:14 Ben - Derby: Thank you all 01:28:14 Team Wonkhe: Thank you all! 01:28:14 Chris: Thanks you. Very interesting. 01:28:15 Aneesa Zafar: Thanks for really insightful presentations everyone. Excellent conversations! 01:28:16 Parmjit Dhugga: Thank you :) 01:28:17 Elaine Harrison: Thanks to the hosts and speakers! 01:28:19 Deborah Pearce: Thank you 01:28:20 Maria: Thank you, very informative session 01:28:23 RM12174: Thank you! 01:28:23 Nat Weatherer: Thank you