In my current role as Faculty Learning Technology Lead (FLTL) my learners are predominantly faculty staff members, with a combination of Academic and Professional Services roles, and post-graduate teaching assistants. One of the most difficult parts of my role has been to identify how best to support these colleagues in a meaningful way.

To capture these requirements I created four surveys using MS Forms. Three were targeted at staff and the other at PG Teaching Assistants:

  1. FLTL and CLL interaction proposals (Preview) Microsoft Forms (PDF)
  2. 20-21 Teaching Approach Feedback (Preview) Microsoft Forms (PDF)
  3. Summer 2021 FLTL support requirements (Preview) Micorosft Forms (PDF)
  4. The Bartlett PGTA Training and Support Survey (Preview) Microsoft Forms (PDF)

The surveys targeted at specific staff groups within the faculty, Connected Learning Leads (CLLs) and Programme Leads – surveys 1 and 3, received limited numbers of responses. Both the first and third staff surveys only received 6 responses, whereas the second survey received 41 responses.

All surveys were promoted in the weekly Bartlett Bulletin, a faculty-wide staff newsletter. CLLs and Programme Leads were also emailed directly about the surveys targeted specifically at them.

Selected survey results of desired interaction with FLTL
Selected survey results showing preference for online sessions
Selected survey results, Summer 2021 FLTL Support requirements
Support requirements specified for Summer 2021
Selected PGTA survey results showing training preferences
PGTA Survey – training preferences
Selected Bartlett PGTA survey results showing interest in and preferred time for drop-in sessions
PGTA Survey results – Drop-in preferences












As a result of the survey results the following activities were undertaken:

  • Monthly combined Connected Learning How-to and session and show & tell sessions
  • Weekly Connected Learning drop-ins were retained
  • A Bartlett PGTA Support Moodle course was created
  • Weekly Bartleet PGTA drop-in sessions were instated

Bartlett PGTA Support course

The videos included in the Bartlett PGTA Support Moodle course we originally hosted in YouTube. However, as the faculty has a large number of students, in particular from China. The recordings were re-hosted on MediaCentral, UCL’s media streaming service.

Throughout the Moodle course a number of Hot Question activities were added with the purpose of gathering additional feedback on what would be useful.

Screenshot showing details of drop-in sessions and topics covered in course

Screenshot of course Moodle Activity report showing very little engagement with course content
Activity Report

Weekly PGTA only drop-ins were scheduled for 9:30-10:30 on Monday mornings and to take place via Zoom. The drop-ins could only be accessed via the Moodle course. Low enrolment on the Moodle course (34) may account for non-attendance at the drop-in sessions. I enrolment method originally required an enrolment key, this was shared in the Bartlett Bulletin article promoting the course.

Due to the lack of attendees at the PGTA specific drop-in sessions, these were cancelled and students have been referred to the Wednesday afternoon drop-in sessions.

In addition, due to the lack of engagement I have also not been checking the Hot Questions very regularly, and the course is in affect dormant.


I have tried to be proactive in supporting colleagues in the faculty, however, an ongoing concern is the low engagement with the weekly drop-ins and monthly how-to sessions. However, faculty colleagues do tend to contact me directly via email or MS Teams for support. This isn’t that surprising as the main preference from staff was for 1:1 support.

As I grow into my role within the faculty I am starting to feel more confident in approaching colleagues and requesting attendance at departmental teaching and student consultative committees. By attending these meetings I believe I will gain a better understanding of the issues colleagues are facing and their successes. Some of this is already shared in the Faculty Teaching Committee, Faculty Education Team and Faculty E-learning meetings that I attend. However, by attending the department meetings I will become known by more colleagues and therefore become a known source of support.