Behind the new TELT digital handbook: Student perspectives on effective digital practice

Finding a voice through co-creation

Frankie’s journey into TELT began during her undergraduate study, when she joined the Library Service’s Academic Skills Centre as part of a new student–staff partnership initiative. From there, she noticed a posting for the TELT Ambassador role.

Coming into university after the height of the pandemic, she had experienced first-hand the realities of mixed-mode teaching. “They’d started developing mixed mode education,” she explained, “so a lot of it was like half online, half in person. And they had a lot of… technical difficulties that get in the way of a smooth-running lecture. So I had a lot to say about that. And I thought it’s also nice to get paid for your opinions.”

That blend of lived experience and constructive critique became essential as she stepped into the ambassador role.

The spark behind the Handbook

When Frankie and fellow ambassador Davina first joined the team, the direction of the project was intentionally open: “Our line managers [from TELT] were like… look at our old resources and come up with ideas”, Frankie explained.

As students, Frankie and Davina approached the challenge by imagining the perspective of a new staff member, particularly someone unused to emerging digital teaching practices. “There’s like a ton of information on QMplus for staff,” Frankie said, “but if you're actually new at it… it's not a very standardised practice, so not everyone's going to know everything.”

This reflection led them to propose a structured walkthrough-style handbook—something staff could use alongside learning each tool. “We pitched that idea and I guess the line managers liked it,” she laughed. “So we went through with it.”

Collaboration across screens

Although the team worked entirely remotely, the process was far smoother than Frankie initially expected. “Honestly, it was so seamless… They were the best managers I’ve ever had. They were incredibly supportive and very open to feedback.”

Remote collaboration can be daunting, especially when you’ve never met your colleagues in person. Frankie admitted she was nervous: “I used to be like, oh, I don't know how this is going to work… it’s a bit difficult to break the ice over Teams.” But the experience quickly shifted.

TELT colleagues were able to help guide them through what approaches would really resonate with staff. As Frankie noted, “When we're designing things, they're like, ‘I don't think that's going to make any sense,’ or ‘I think staff would prefer it if you phrase it this way.’” This iterative, reflective process helped shape the Handbook and really focus on what staff need. Below, we’ve highlighted just a couple of examples from the handbook:

In Frankie's video on Q-Review, she highlights important aspects of lecture recording. Such as being aware of how far away you can be from the microphone before students can no longer hear you.

In this interactive activity, the digital handbook highlights how Padlet can be used for community building and may give opportunities to students who don’t feel they can ask questions in class.

What students notice, and why it matters

Part of what made the Handbook so valuable was the student insight behind it. Frankie emphasised how much student engagement is affected not just by teaching content, but by how technology is integrated into the experience.

She recalled a lecturer who made exceptional use of H5P and Mentimeter: “It was the most engaged I've seen most students.” She hopes the handbook helps facilitate more experiences like this by highlighting the technologies that are available and what works for students.

Conversely, small issues, like audio problems or interruptions caused by hybrid setups, have a disproportionate impact. “When [students] come into a lecture and it's kind of droning… and someone has to raise their hand and be like, ‘Oh, someone on Zoom can’t hear you,’ then students start to feel like being there is a little bit like… they could study it themselves and avoid the commute.”

Her takeaway for staff is simple but meaningful: “Students want to be there. They want education.” But the experience needs to feel worth the effort; technology can be a barrier when poorly implemented, but can transform education when used effectively.

Looking ahead

Frankie has since begun a Master’s degree in Cell and Gene Therapy at UCL, but the experience of co-creating staff resources at QMUL remains a highlight of her time here. When asked what she’d say to students considering working with TELT, her answer was immediate: “Oh, do it… I had a really good time. I enjoyed meetings, I enjoyed making the videos—I enjoyed everything.”

Conclusion

Frankie’s reflections remind us why student insight is so vital. It challenges our assumptions as educators, brings to light concerns we may not have noticed, and, through co-creation, enables us to develop stronger resources for both staff and students. Ultimately, by genuinely engaging with our learners, we can design educational experiences that align with our values and foster true inclusivity.