Students Staff
University of Essex

March 20, 2018

Ten really useful Excel functions you should get to know…

Filed under: Uncategorized — sgswaine @ 10:55 am

Excel can do some really great things like SUM and AUTOSUM, SORT and FILTER, and some other clever functions that you may not be using like CONCATENATE or VLOOKUP? I’ve put together a list of 10 really useful functions that I think you should get to know…

(combining data in columns): Let’s say you’ve been given a spreadsheet with a list of names in it. The names are in two separate columns called Firstname and Lastname, but you want to combine these to make one column called Name.

The formula for the example below would be =CONCATENATE(A2,“ ”,B2). The space between the quotation marks gives you the space between the first name and last name in the results.


Want to see it in action? Watch the Joining data from multiple cells (4m 18s) video on Lynda.


TEXT TO COLUMNS (splitting data in columns): This time your spreadsheet has just one column called Name, but you want be able to sort by Lastname so you need to separate them out into Firstname and Lastname.

To do this select the column you wish to split, go to >Data >Text to Columns >Delimited >Next then tick >Space (for example) >Finish.

text-to-columns text-to-columns-step1

text-to-columns-finish text-to-columns-results

See how it works in the Splitting cell data into multiple cells (2m 22s) video in Lynda.


AUTOSUM: this function is probably the most widely used, but did you know you can use it horizontally at the same time as vertically? Just select the data you want to add as well as the column and row you want the results to appear in, then choose >AUTOSUM and it will add the results instantly.

The keyboard shortcut for AUTOSUM is Alt + equal sign (=).

auto-sum-whole-worksheet auto-sum-whole-worksheet-results

Watch the Adding a whole worksheet (1m 48s) and Adding numbers using Sum and AutoSum (6m 11s) videos in Lynda.


COUNT: want to know how many items you have in a column? To do this you use the COUNT formula, and if you delete a value from the column it will recalculate the number of items automatically.

The formula for the example below is =COUNT(B3:B8). Use AUTOFILL to extend the results across columns – hover over the corner of the cell until you see a plus sign (+) and then drag to the right.

count count-results

Want to see COUNT in action? Watch the Working with numbers in columns (4m 53s) video in Lynda.


AVERAGE: if you want to know the average value of a group of numbers, the formula for the example below
is: =AVERAGE(B3:B8). press Ctrl + enter to get results and stay in the same cell.

average average-results

Want to see AVERAGE in action? Watch the Working with numbers in columns (4m 53s) video in Lynda.


IF STATEMENTS: will output one result if the statement is true and output a different result if the statement is false. The general syntax for this is: =IF(statement, value_if_true, value_if_false).

The formula for the example below is: IF(B3>=500,$G$4,$G,$3). To get the ABSOLUTE REFERENCES (eg $G$4) use and to display the results as %, select the column then go to >Format Cells > Number >Percentage > no decimal places.

sumif-formula sumif-results

Need to see this step-by-step? Check out the Using IF (4m 49s) video in Lynda. Want more? Have a look at Using SUMIF and AVERAGEIF (4m 15s) in Lynda.


CONDITIONAL FORMATTING: lets you format numbers and dates according to the value. Often this is used to highlight high or low values but it can also be used to highlight values within a range.

To use the automatic conditional formatting options, select the range of numbers you want to format > Conditional Formatting (from the ribbon) >choose your selection from the dropdown menu eg Colour Scales or Data Bars.

cf-colour cf-data-bars

To learn more, check out the Using Conditional Formatting (4m 6s) and Using Custom Conditional Formatting (5m 49s) videos in Lynda.


DATA SORTING & FILTERING: one of the most useful Database functions in Excel. If you haven’t got to grips with Sort & Filter now’s the time to learn – they’re some of the most powerful functions in the Excel arsenal.

To sort a column, select the Column header >Sort & Filter > then either Sort A to Z or Sort Z to A. In the example below, I sorted highest to lowest ie Sort Z to A.


If you choose >Sort & Filter >Filter you’ll notice Excel adds drop-down menus to each of your column headers – this allows you to perform multiple sorts on more than one column.

To see Sort & Filter in action, check out the Basic and multi-field sorting (6m 30s) video in Lynda.


PIVOT TABLES: are really useful when you have a lot of data to analyse and it’s not obvious how they relate to each other. For the example below I selected my data then chose >Insert >Tables >Pivot Tables >New Worksheet (Sheet3) >OK.


Excel will create the shell of your Pivot Table, you then need to drag and drop the Fields into the appropriate areas. In the example below I put Month into Filters; Region into Rows; Size into Columns; and Sum of Quantity into Values.


The Month is automatically set at All, but I can filter by a different month quickly and easily to change my results.


Want to know more? Have a look at the Creating a basic Pivot Table (2m 46s) video in Lynda.


LOOKUP FUNCTIONS: when you have a lot of data in a worksheet, VLOOKUP (vertical) which is for data arrange down columns and HLOOKUP (horizontal) which is for data arranged across rows, can help you extract specific data.

The general syntax for this is:

Lookup value = which row do we want?
Data range = the entire data area (all of the columns)
Column # = the column to match
True = approximate match
False = exact match

I want to look up the Product Code and have it return the exact Description. The formula for this is: =VLOOKUP(A7,A6:F14,FALSE)

vlookup-syntax-false vlookup-syntax-false-results

To see how VLOOKUP works, watch the Creating look up tables (3m 6s) video in Lynda.

All of these functions are more can be viewed in the Excel 2010 Essential Training (6h 21m) video in Lynda. Good luck and happy spreadsheeting!

March 19, 2018

Digital Storytelling and Curriculum Confidence with Jisc

Filed under: Uncategorized — Alex ONeill @ 11:26 am

There are two interesting courses coming up delivered by Jisc, who provide digital solutions for UK education and research. See below for how to book on if either is of interest (and please do let us know if you go!)

Digital storytelling *NEW*
17 and 24 April, 1 and 8 May (one course over four sessions)

This online workshop is aimed at anyone with an interest in developing the use of stories within their personal or professional practice. It will help you develop your understanding of the use of narrative and storytelling in education, research or student support; learn how to write stories that are memorable, entertaining and engaging for your audience; use digital tools to create and share stories; and facilitate your own collaborative storytelling projects.

Curriculum confidence
1 May, Bristol
18 June, Belfast
10th October, Manchester

This one day workshop will build confidence to design and deliver a digital curriculum that will prepare students to learn successfully in digital settings and to thrive in a digital world. It will include a series of activities which will support participants with designing in opportunities for students to develop relevant digital capabilities into their course, module or unit of learning.

If you have any queries, contact Jisc on 01235 822242 or The full schedule of courses is available at

February 12, 2018

Listen Again myth busting

Filed under: Uncategorized — Alex ONeill @ 11:41 am


There are a lot of rumours going around the place about our Listen Again lecture capture service. It was one of the first in the country to be rolled out across the whole University and set up to automatically record lectures without any lecturer involvement, however, some lecturers were and still are understandably concerned about what this means for their teaching practice. To put your mind at ease, here are some myths busted about Listen Again:

  1. Listen Again causes low attendance – Myth
    There have been numerous studies[1] into the impact of lecture capture on student attendance. The broad conclusion is that there is a negligible correlation between the two; with low attendance often caused by other factors. Studies tend to show that lecture recordings have a slightly positive impact on student achievement.In 2017, a Task and Finish Group on inclusivity concluded that lecture capture had no impact on attendance.
  2. I have more control if students use their own devices to record a lecture – Myth
    Recordings made by Listen Again are stored on-campus and are only made available to the audience(s) you dictate. You can request that we destroy these recordings at any time. Additionally, we warn students that any unauthorised redistribution of recordings is considered an academic offence, and track which students have accessed which recordings.If a student makes a recording on their own device, we do not have similar safeguards in place. We have no control over how personal recordings are subsequently used, where they are published, and the context in which they are presented.
  3. Lecture recordings can be used against me – Myth
    Recordings are only shared with the audience(s) that you have chosen when changing your recording preference. Recordings are never shared with HR or line managers within a department and are never used for performance management.
  4. Students can view my recordings as soon as the teaching event finishes – Myth
    Listen Again gives you 24 hours exclusive access to a recording before it is released to students. You can use this time to edit a recording or request its removal from Listen Again.
  5. I cannot edit a recording once it has been made – Myth
    Panopto, the software used to drive Listen Again, allows you to edit a recording at any time; even after the recording has been published to students. Additionally, staff can pause a recording that is in-progress, for example, if you discussed sensitive topics with students.

    [1] Bradley et al 2009, Traphagan et al 2009, Harpp et al 2004, White 2009, Bongey et al 2006, Grabe and Christopherson 2008, Harley et al 2003, Holbrook & Dupont 2003, Von Konsky et al. 2009; Holbrook & Dupont, 2009; Pursel & Fang, 2012, Gorissen et al. 2012, Morri, 2015; McGowan 2015.

If you have any further questions about Listen Again, IT Services is always happy to answer them, just email

January 30, 2018

Managing your digital footprint – part 1

Filed under: Uncategorized — Tags: , , , — sgswaine @ 11:02 am
digital-footprint 2017

Managing your digital footprint (part 1)

I recently did a Google search on my name for a ‘health check’ on my digital footprint. I’m usually fairly careful about what I post online, but even I was surprised by how much unwanted content was floating around. It prompted me to spend a valuable half hour cleaning up posts, anonymising my numerous account profiles and checking my login and access history.

One of the things that popped up was a picture I tweeted in the summer of some guys playing naked rounders at ‘The End’ of term celebrations. Something that was a bit of harmless fun at the time, now looks somewhat dubious when taken out of context. In hindsight, I wish I hadn’t posted it because even though I’ve deleted my original tweet, that picture still pops up in Google images and links back to my twitter feed (I tagged the University’s twitter account), and there’s nothing I can do about it.

Managing your digital footprint needs regular attention or ‘housekeeping’ as I like to put it. It’s very easy to lose track – not only of what you’re posting and where you’re posting it to, but also who is inadvertently linked to you by proxy. For example, the default settings in WhatsApp means that photos and videos sent to you from other people are automatically added to your phone’s photo library. If you don’t like what you see, you have to manually delete it. You can change this default setting by turning off Save to Camera Roll in the WhatsApp Chats settings.


Riley Connor on CISCO job offer

Like it or not, employers are becoming increasingly interested in potential candidates’ online presence and will often look beyond the carefully constructed resume and cover letter to find clues online about the type of person you really are, not only professionally, but also socially. Employers want to know if you have the right personality to fit in to their team and ultimately their organisation.

Don’t make the same mistake as Connor Riley, a 22 year old information management graduate who, after being offered a job, wrote a Tweet that was eventually passed on to someone in HR and her job offer was subsequently rescinded.

The bad news is that unfortunately gaffes like this happen all too often. The good news is that we can learn from this and avoid making the same mistake in future. Business Insider has some more stories of How people who were fired for using Facebook.

There’s nothing wrong with being outspoken or having strong viewpoints, but you should never insult others because they think differently to you, nor write racist, offensive or abusive comments on social media, news articles or blogs. It will almost certainly come back to haunt you.


Given the current climate, you may be tempted to wade in on a political debate, but this rarely ends well and people can be much more aggressive when it’s anonymous than when face-to-face. If things are getting heated, it’s best to take a step back and think how a current or future employer might view your remarks. If in doubt, don’t say anything at all.










Of course social media can produce some spectacular wins when done right, like the Twitter conversation between customer @RiccardoEspaa7 and mobile operator @tescomobile. The ‘conversation took a surprising turn‘ when they were joined by @YorkshireTea, @RealJaffaCakes, @CadburyUK and @PhileasFogg.










How do I start my health check? Try viewing your Facebook profile as ‘Public’ to see how much of your personal life is on display. Just follow these steps:

  • Open your Facebook page
  • Click on the ? in the top right of the menu bar
  • From the drop down menu choose Privacy shortcuts > Who can see my stuff? > What do other people see on my Timeline? > View as

January 15, 2018

Getting the best out of FASER

Filed under: Uncategorized — Tags: , , , — Alex ONeill @ 1:44 pm


On Monday 22 January 2018, there will be a new version of FASER released to all staff and students.

FASER originally started life as a project in Computer Science and Electronic Engineering (CSEE). When it was adopted by IT Services in 2005/6, FASER had roughly 5,000 submissions per academic year. With ongoing increases each year, 2015/16 saw nearly 150,000 student submissions in addition to 120,000 items of feedback, which is over 50 times the number of items FASER was initially designed for. It became clear that drastic change was needed, so a new version has been developed.

Over the last year a lot of Learning Technology Services’ blood, sweat and tears has gone into developing a new and improved version of FASER that is more scalable, more robust and paves the way for future developments.

With a bunch of coursework marking coming up, now might be a great time to look at ways FASER can make marking easier for you:

  • Annotate coursework online
    No need to scribble on paper or carry loads of coursework around with you, you can login to FASER and edit coursework wherever you are. It’s just got better too – based on feedback from users, the system now uses an alternative supplier to provide improved online annotation.
  • See outstanding tasks
    There are now calls to action in FASER to guide you towards common outstanding tasks relating to an assignment, reducing how long it takes you to get through your work.
  • Support for you to support disabled students
    FASER now has increased visibility of and guidance about students with a Specific Learning Disability (SpLD) or Asperger Syndrome Disorder (ASD).
  • Improved performance
    New technology behind the scenes has made FASER quicker and will enable even more performance improvements in the future.

If you would like a sneak peek of the new version, simply click on the blue banner when you next log in to FASER.


Book onto one of our drop-in Lunch and Learn sessions running this term in Colchester:

  • 25th January, 1 – 2pm
  • 26th January, 1 – 2pm
  • 29th January, 1 – 2pm
  • 30th January, 1 – 2pm
  • 31st January, 1 – 2pm
  • 1st February, 1 – 2pm
  • 2nd February, 1 – 2pm

Or in Southend:

  • 30th January, all day

In addition to these, you can find out more about the new FASER by:

  • Using the Take a tour of this page link on FASER pages;
  • Browsing FASER’s help and support pages;
  • Looking out for updates to the FASER Training Moodle courses.

December 12, 2017

Digital Deep Dive: the first plunge

Filed under: Uncategorized — Alex ONeill @ 1:30 pm

Anti-clockwise from top: Simon Kemp, Niki Kearns, Emma Wisher, Ai Gooch, Marty, Jacobs, Alex O’Neill

This term a group of Professional Services staff from IT Services, the Library and the Technology-Enhanced Learning team embarked on a project with the School of Law to explore how digital tools and skills could make a difference to student engagement. Instead of taking a “solution first” approach and suggesting particular programs or practices that the School could implement, we chose to adopt a “Human-Centred Design” methodology (see video below), immersing ourselves in the day-to-day experiences of staff and students.

What is Human-centered Design? from on Vimeo. You can learn more about human-centred design and join’s online learning community at

The decision to take this approach arose from work done last year via the Digital Skills Delivery Stakeholder Group (or DSDSG) to try to map digital skills support across the University. What emerged from this was a realisation of how disparate provision is, and in some cases how little awareness there is of the full offer to students, with particular challenges around how to capture what individual schools and departments provide. We wanted to try to pull together a more coherent picture of what could be offered, but also of what was needed by staff and students. A partnership between some of the key support providers, working closely with one department in particular, would offer us the chance to get in-depth knowledge and to formulate a joined-up response.

The School of Law had already been in touch with the TEL team due to challenges arising from the growth in student numbers and upcoming changes to the process of becoming a solicitor. They agreed to work with us more generally on our “digital deep dive”, and after some initial discussions with a group from the School, we formulated our initial design challenge together: “How might we increase student engagement with teaching material and assessment feedback?”.

Inspiration, ideation and implementation

There are 3 phases of the HCD process: inspiration, ideation and implementation. In the inspiration phase, the idea is to immerse yourself in the world of the people you’re designing for to get a real sense of their needs. We therefore carried out a series of interviews with academic staff and students to discover their experience of teaching materials and assessment feedback. We also carried out observations of a lecture and a tutorial.

Moving into the ideation phase, the project team then shared insights from the interviews and observations to develop our sense of specific needs and to begin to identify opportunities where digital approaches might help. The next step is to check back in with the group from Law and to put forward ideas for prototyping. Prototyping possible solutions will help us gauge whether our ideas actually work for Law, before attempting to implement something on a wider scale.

The overall plan is to use our findings across the University to make improvements to the digital advice we provide. Our HCD work this term has been a bit of an experiment and we’ve discovered both good and bad things about the approach: it requires a lot more time than originally anticipated, but has also been incredibly useful in making us aware of how important local issues are (for example the introduction of the Solicitors Qualifying Exam for Law). It has also been fascinating to see what assumptions we all make about how other students and staff work and how different that can be to reality.

Our longer-term aim is still to be decided, but we would like to to do more work with individual departments to produce tailored digital solutions that are truly fit for purpose.

Watch this space…

December 5, 2017

Using encryption to keep your data safe

Filed under: Uncategorized — Tags: — sgswaine @ 11:55 am
Keeping data safe

Keeping data safe

Information and cyber security has been a hot topic for several years, and is becoming increasingly relevant as we all move towards a daily life dominated by technology.  Important documents, sensitive research data, financial and purchasing transactions and even private photos are data meant to be kept private – not for the whole world.

Some websites have taken steps to ensure confidentiality by using end-to-end encryption.  Secure webpages begin with https:// and display a padlock net to the URL. So how can you help protect your data?

The UK Data Archive has over 50 years of experience  in handling data and we offer guidance, support and training to anyone who wants to process, store, transmit and share sensitive data. In other words, you are in good hands, so let’s walk you through the basics…

What is Encryption?

Encryption modifies (encodes) digital information using a mathematical formula (algorithm) and a key (password), in such a way that only parties who have the correct key can view the information.  The situation is similar to locking the door to your house – to get into the locked house you need to use the correct key or resort to breaking in. You can encrypt individual files, folders or even entire disks (including USB disks).

Why use Encryption?

Encryption is essential for safeguarding personal and sensitive digital data.  It also helps to demonstrate compliance with the Data Protection Act and upcoming GDPR. Some types of encryption provide greater protection than others, the type and level of encryption used should correspond to the sensitivity of the data being protected eg a personal interview with a participant would be more sensitive than anonymised microdata. As a general rule, more bits equals stronger encryption ie 256-bit encryption is stronger than 128-bit encryption. The encryption key (ie the password strength) is also critical as strong encryption is rendered useless by a key. In addition to securing data, encryption can also be used to verify a sender’s identity and the integrity of the data.

What Encryption software to use?

You should choose your encryption software based on your device, operating system and the sensitivity of the information being protected. Below are some commonly used encryption software:

  • BitLocker – standard on selected editions of Windows; for the encryption of disk volumes and USB devices
  • FileVault2 – standard on Apple Macs; for full disc encryption
  • VeraCrypt – multi-platform encryption software (Windows, Mac and Linux); for full disk and container encryption
  • PGP – Encryption using PGP is very strong and requires a public/private key pair.  The recipient’s public PGP key is used to encrypt files and only the recipients the private key and passphrase can decrypt them.
  • Axcrypt – open source file-level encryption for Windows

The UKDA also have video tutorials on how to use a variety of encryption software programmes to reinforce our training sessions. These are available on our You Tube channel:

What is Ransomware?

Encryption is not always used for good.  A subset of malware called ransomware is used to encrypt user data without permission.  The user then has to pay the attacker to regain access to the data. Earlier this year ‘WannaCry’ ransomware recently brought the NHS to its knees.

Want to learn more?

In collaboration with the Research and Enterprise Office and the Library Services, the UK Data Archive is hosting several training sessions at the beginning of January as together we are launching NEwComERs (Network for Early Career Essex Researchers). These sessions are aimed at Early Career Researchers and PhD students and are designed to help researchers in the various stages of their research – from funding to data curation and publication. You can find out more and get an overview of the whole programme by visiting the NEwComERs website. To book on to any of our courses, please follow the links below (new users will need to register with Proficio before you can book on a course).

November 24, 2017

Referencing made easy

Filed under: Uncategorized — Tags: , , , , — sgswaine @ 12:23 pm


Cmplaya. (2016) Card catalog room at the Frick Art Reference Library taken during Open House New York 2016. Available at: (Accessed: 24 November 2017).

Referencing made easy

Whether you like it or not, referencing is one of the essential parts of academic life. It can also be daunting as recording the details accurately and citing correctly require constant attention to detail. Incorrect references can be incredibly annoying and you can waste a lot of time locating the correct resource. Reference Management Software (RMS) won’t take away ALL the burden of referencing, but it can save you a lot of time and work.

What is RMS?

RMS can also be referred to as citation management software, citation manager, and bibliographic management software. Whatever the name is, it’s important to note that it’s not a citation builder or citation generator, which many of you may have used, like the ‘cite’ function in Google Scholar or JSTOR. A citation generator provides you with a one-off, ready-made reference, whereas RMS will help you to collect, store, manage, generate and share references.

Why use RMS?

1. Collect

RMS allows you to export one or many references in one go from databases or to collect an individual reference with one click using a browser extension. A word of advice – it’s important to choose a good source when possible. The quality of the reference depends on metadata, and some sources have better metadata than others. For example, citations from Google Scholar often don’t have a place of publication for books or page numbers for articles. This means you’ll need to find these details from other sources and manually add them to the reference. It’s much easier if you make a habit of using sources with good quality metadata.

2. Manage

There are a lot of functions available in RMS to help you manage your references. You can create folders and smart groups/searches, and you can add your own keywords, tags and notes. You can check for duplicates to avoid saving the same references. You can also attach files to the references and annotate PDFs.

3. Generate

All the major RMS packages offer a plugin for word processing software that allows you to insert your citations into your document and automatically create a bibliography. The usability varies so it’s worth doing a little research on how each one performs eg Endnote’s ‘Cite While You Write™’ allows you to generate in-text citations using the formula {author, year} so you don’t have to use a mouse.

4. Share

The sharing feature is relatively new but gaining popularity quickly. Some people use this to share references with people who share the same interest and others use as a teaching platform. One of my colleagues, for example, has been involved with a systematic literature review. The project is cross-continental, so it is essential to be able to share references at ease.

What RMS to use?

There are a lot of different software packages available on the market. The university officially supports Endnote and the library can also offer a general advice on using Zotero and Mendeley. Other software packages include Citavi, Paperpile, BibText, and RefWorks. The question is, which one should you choose? There are all sorts of things you need to think about. For example:

  • Is it free or do you need to pay for it?
  • What level of support is available?
  • How much storage is provided?
  • Which browser does it work with?
  • What kind of resources do you usually work with?
  • What information do you need to collect?
  • What features are most important to you?
  • Do you need to collaborate and share your libraries?

Keep in mind that no package is perfect. So you should choose based on what you need from RMS. You may prefer a package over another because it has a nifty function, but keep in mind that others are likely to develop similar functions to keep up. If you’re not sure which one to choose, we’ve put together a comparison-chart for EndNote, Zotero and Mendeley, or you can find a more detailed RMS comparison chart on Wikipedia. We suggest you just try one, and remember that if you don’t like it, it’s relatively easy to move references from one package to another.

Classroom training (via Proficio*)

29/11/17    09:30-12:30 – Getting started with EndNote
15/12/17    09:30-12:30 – Getting started with EndNote
11/01/18    13:00-14:00 – Introduction to Reference Management Software
22/01/18    09:30-12:30 – Getting started with EndNote

* All sessions are free, you just need to register with Proficio, then book on a course.

Online training

November 13, 2017

Small is beautiful – small data in Moodle can help track student engagement

Filed under: Uncategorized — Simon Kemp @ 9:41 am

When we think about learning analytics, we often imagine big data with complex systems mining databases of thousands of records gathered from whole cohorts of students. This is not necessarily something that individual academics can use to improve the educational experience of their students in the short term. ‘Small data’, on the other hand, can quickly provide academics with insights into student behaviour using very simple tools. Professor Clive Holtham and Dr Martin Rich at Cass Business School have defined small data as:

“The smallest amount of data that can provide actionable information, eg on student engagement, without front-line academics needing specialist expertise.”


Drop-in sessions (Talis, Moodle, Faser)

Filed under: Uncategorized — Tags: , , , — Hannah Groom @ 9:00 am

Feeling stressed about the different learning technologies that the University uses? Don’t know the difference between Moodle or Talis or don’t know why you should be using them? Or maybe you know how to use them but want to make it work better for you. Then these drop-in sessions are for you.

Every fortnight, TEL in combination with the library will be holding drop in sessions for anybody who would like help with Talis, Moodle, and Faser.

Whilst we ask that you sign up on HR organiser, you can come along for any help whether it is a quick simple question or whether you have never used the software before and would like someone to go through it with you from scratch.

The first session was held on Wednesday 18th October and since then both academic and professional services staff have come along to get help with a variety of issues; indeed, often coming along for one issue but then solving another in the same session.

Members of staff are on hand to go through things with you at a pace to suit you and as it is 1-to-1 it can be productive as well as helping you feel more confident with using the technologies (or at least be confident with asking us for help!)

The next session will be on 15th November 8:30 until 13:00. Sign up here.


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