{"id":272,"date":"2023-03-06T12:09:45","date_gmt":"2023-03-06T12:09:45","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=272"},"modified":"2024-10-29T11:49:38","modified_gmt":"2024-10-29T11:49:38","slug":"gwella-dysgu","status":"publish","type":"page","link":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/gwella-dysgu\/","title":{"rendered":"Gwella Dysgu"},"content":{"rendered":"<h2 id=\"section1\">Dechrau arni<\/h2>\n<p>Mae gwella dysgu yn gylch parhaus sy&#8217;n dechrau wrth i chi ddod \u00e2 myfyrwyr i&#8217;ch rhaglen a&#8217;ch modiwlau, a dod \u00e2&#8217;ch cynlluniau a&#8217;ch dyluniadau yn brofiadau byw. Y nod cyffredinol yw bod eich rhaglen yn darparu profiad dysgu difyr i fyfyrwyr; mae gwella dysgu yn helpu i sicrhau bod eich rhaglen yn tyfu ac yn darparu profiad rhagorol flwyddyn ar \u00f4l blwyddyn.<\/p>\n<h3>Cwestiynau allweddol i&#8217;w gofyn yn y cyfnod Gwella Dysgu:<\/h3>\n<ul>\n<li>Sut ydych chi&#8217;n sicrhau eich bod chi&#8217;n dod o hyd i le i fyfyrio ar sut mae&#8217;r addysgu&#8217;n mynd?<\/li>\n<li>Sut ydych chi&#8217;n gweithio gyda myfyrwyr i wrando ac ymateb i&#8217;w profiadau o&#8217;r rhaglen? Ble gallwch chi weithredu ar y dysgu hwn o fewn eich addysgu?<\/li>\n<li>Pryd mae angen i chi wneud newidiadau mwy ffurfiol i&#8217;ch rhaglen?<\/li>\n<\/ul>\n<p>Mae yna lawer o opsiynau posibl i wreiddio gwella dysgu yn eich modiwl neu raglen. Mae\u2019r rhain yn cynnwys eich ymgysylltiad \u00e2 phrosesau sefydliadol yn ogystal ag arferion myfyriol eraill y gallwch eu hymgorffori yn eich addysgu o ddydd i ddydd. Bydd pob un o&#8217;r meysydd canlynol yn cael eu harchwilio a&#8217;u hegluro&#8217;n fanylach yn adrannau&#8217;r dudalen hon.<\/p>\n<p><strong><a href=\"#section2\">Arferion Myfyriol<\/a><\/strong><\/p>\n<ul>\n<li><a href=\"#section2-1\">Mabwysiadu ymagwedd fyfyriol at ddysgu ac addysgu<\/a><\/li>\n<li><a href=\"#section2-2\">Partneriaeth myfyrwyr mewn gwella dysgu<\/a><\/li>\n<li><a href=\"#section2-3\">Ymchwil Weithredol<\/a><\/li>\n<\/ul>\n<p><strong><a href=\"#section3\">Dulliau ar lefel modiwl<\/a><\/strong><\/p>\n<ul>\n<li><a href=\"#section3-1\">Cylchoedd Adborth<\/a><\/li>\n<li><a href=\"#section3-2\">Gwella Modiwlau<\/a><\/li>\n<li><a href=\"#section3-3\">Adolygu modiwl yn y Bwrdd Astudiaethau<\/a><\/li>\n<\/ul>\n<p><strong><a href=\"#section4\">Dulliau ar lefel Rhaglen (ac Ysgol)<\/a><\/strong><\/p>\n<ul>\n<li><a href=\"#section4-1\">Ymateb i adborth o arolygon (e.e. NSS\/PTES)<\/a><\/li>\n<li><a href=\"#section4-2\">Gwneud newidiadau i fodiwl neu raglen<\/a><\/li>\n<li><a href=\"#section4-3\">Ailddilysu&#8217;r rhaglen<\/a><\/li>\n<\/ul>\n<p><strong><a href=\"#section5\">Archwilio\u2019n ddyfnach<\/a><\/strong><\/p>\n<h2 id=\"section2\">Arferion Myfyriol<\/h2>\n<h3 id=\"section2-1\">Mabwysiadu ymagwedd fyfyriol at ddysgu ac addysgu<\/h3>\n<hr \/>\n<p>Mae myfyrio yn arf pwysig ar gyfer datblygu gwelliant dysgu ar draws eich modiwlau a&#8217;ch rhaglen. Mae\u2019n ein galluogi i ddeall sut a ph\u2019un a yw ein haddysgu wedi cefnogi dysgu myfyrwyr, i adolygu tystiolaeth o ansawdd yr addysgu, ac i werthuso sut y gallwn newid ein hymarfer o ganlyniad. (Mae&#8217;r ddelwedd trydydd parti ganlynol yn Saesneg yn unig.)<\/p>\n<figure id=\"post-2046 media-2046\" class=\"image w-75 clearfix\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/08\/Methods_of_evaluation.png\" alt=\"Diagram enfys sy'n dangos camau olynol fel grisiau. Y teitl yw Dulliau gwerthuso ar hyd oes modiwl\/rhaglen. Cynrychiolir datblygiad y cam cyntaf, y modiwl a\/neu'r rhaglen fel y cam isaf, gyda chogiau y tu mewn i'r meddwl fel delwedd ategol. Mae'n dweud 'myfyrdod yn seiliedig ar brofiad blaenorol'. Cynrychiolir y cam nesaf, 'modiwl\/rhaglen yn dechrau' gan deledu glas. Oddi tano, ceir disgrifiad 'adborth anffurfiol i fyfyrwyr'. Y cam nesaf i fyny yw adborth gan gymheiriaid a gynrychiolir mewn gwyrdd golau gyda chymylau trafod. Y cam nesaf eto yw adborth ffurfiol gan fyfyrwyr, a gynrychiolir yn oren gan gr\u0175p o fyfyrwyr. Darlunnir y cam terfynol ac uchaf mewn coch fel rhestr wirio, o'r enw 'asesiad'. Trwy hyn i gyd mae rhuban o hunan-werthuso a myfyrio mewn porffor. \" width=\"602\" height=\"343\" \/><\/figure>\n<p>Mae yna lawer o eiliadau lle gellid ysgogi myfyrio yn y cylch academaidd:<\/p>\n<ul>\n<li>Cyn dechrau&#8217;r modiwl neu&#8217;r rhaglen;<\/li>\n<li>Cyn, yn ystod neu ar \u00f4l sesiwn addysgu;<\/li>\n<li>Trwy ryngweithio ffurfiol ac anffurfiol gyda myfyrwyr neu gydweithwyr;<\/li>\n<li>Yn dilyn asesiad ffurfiannol neu grynodol o waith myfyrwyr;<\/li>\n<li>Trwy&#8217;r broses adolygiad datblygu perfformiad;<\/li>\n<li>Trwy&#8217;r cynllun <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/learning-and-teaching-development\/peer-review-of-learning-and-teaching\">Gwella Partneriaethau mewn Addysg trwy Rannu Myfyriol<\/a> (PEERS), neu yn ystod hyfforddiant a datblygiad neu&#8217;r Cymrodoriaethau Addysg;<\/li>\n<li>Yn ystod pwyntiau yn y prosesau sicrhau ansawdd (er enghraifft: mewn byrddau arholi, byrddau astudio, ar \u00f4l gwella modiwlau, arolygon myfyrwyr, mewn AGRh ac ailddilysu)<\/li>\n<\/ul>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 30 30\"><title>Globe<\/title><path d=\"M15,2a15,15,0,1,1,0,30A15,15,0,0,1,0,17,15,15,0,0,1,15,2ZM10.34,7.44L10,8a5.88,5.88,0,0,0-.31.63C9.53,9.06,9.31,9.53,9.16,10H14V4.16a2.78,2.78,0,0,0-.66.25,5,5,0,0,0-.69.41,6.52,6.52,0,0,0-1.22,1.09,10.24,10.24,0,0,0-1.09,1.53h0ZM16,10h4.84c-0.09-.22-0.16-0.47-0.25-0.69A12.87,12.87,0,0,0,20,8a5.49,5.49,0,0,1-.34-0.56,10.13,10.13,0,0,0-1.09-1.53,6.55,6.55,0,0,0-1.22-1.09,7.68,7.68,0,0,0-.66-0.41A3.67,3.67,0,0,0,16,4.16V10h0ZM5.81,7.81q-0.52.52-.94,1C4.59,9.22,4.28,9.63,4,10H7A15.68,15.68,0,0,1,8.09,7.44,11.33,11.33,0,0,1,9.41,5.28,11.54,11.54,0,0,0,7.5,6.38,10.52,10.52,0,0,0,5.81,7.81ZM23,10h3c-0.25-.37-0.56-0.78-0.84-1.16a13.7,13.7,0,0,0-.94-1A10.58,10.58,0,0,0,22.5,6.38a11.51,11.51,0,0,0-1.91-1.09,13.28,13.28,0,0,1,1.34,2.16A19,19,0,0,1,23,10h0ZM6.5,12H3a9,9,0,0,0-.62,2A10.61,10.61,0,0,0,2,16H6a14.66,14.66,0,0,1,.16-2.06c0.09-.66.19-1.31,0.31-1.94h0ZM14,12H8.56c-0.16.63-.25,1.31-0.34,2A10.67,10.67,0,0,0,8,16h6V12h0Zm2,0v4h6a14.19,14.19,0,0,0-.16-2c-0.12-.66-0.22-1.34-0.37-2H16Zm8,4h4a13.75,13.75,0,0,0-.31-2A11.21,11.21,0,0,0,27,12H23.5c0.13,0.63.22,1.28,0.31,1.94A14.51,14.51,0,0,1,24,16h0ZM3,22H6.5c-0.12-.62-0.22-1.28-0.31-1.94A14.51,14.51,0,0,1,6,18H2a10.6,10.6,0,0,0,.34,2A9,9,0,0,0,3,22H3Zm11-4H8a10.67,10.67,0,0,0,.19,2c0.09,0.66.19,1.34,0.34,2H14V18h0Zm2,4h5.44c0.16-.62.25-1.31,0.38-2A14.06,14.06,0,0,0,22,18H16v4Zm7.5,0H27a11.21,11.21,0,0,0,.66-2A13.9,13.9,0,0,0,28,18H24a14.66,14.66,0,0,1-.16,2.06c-0.09.66-.19,1.31-0.31,1.94h0ZM7,24H4c0.25,0.38.56,0.78,0.84,1.13a9.9,9.9,0,0,0,.94,1.06A10.58,10.58,0,0,0,7.5,27.63a11.51,11.51,0,0,0,1.91,1.09,11.33,11.33,0,0,1-1.31-2.16A15.79,15.79,0,0,1,7,24H7Zm2.12,0,0.28,0.69A7,7,0,0,0,10,26c0.09,0.22.22,0.41,0.31,0.59a9.78,9.78,0,0,0,1.09,1.5,6.78,6.78,0,0,0,1.22,1.13,3,3,0,0,0,.69.38,2,2,0,0,0,.66.28V24H9.16Zm10.5,2.56c0.09-.19.22-0.37,0.34-0.59s0.22-.41.31-0.62c0.19-.44.38-0.87,0.53-1.34H16v5.84a2.45,2.45,0,0,0,.69-0.28,3.51,3.51,0,0,0,.66-0.37,6.78,6.78,0,0,0,1.22-1.12,9.78,9.78,0,0,0,1.09-1.5h0Zm4.53-.37a10,10,0,0,0,.94-1.06c0.28-.34.59-0.75,0.84-1.12H23a19.07,19.07,0,0,1-1,2.56,13.28,13.28,0,0,1-1.34,2.16,11.54,11.54,0,0,0,1.91-1.09,10.52,10.52,0,0,0,1.69-1.44h0Z\" transform=\"translate(0 -2)\"><\/path><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Mewnwelediadau Gwerslyfrau<\/h3>                <p>I gael astudiaeth gyflawn o sut y gallwch werthuso eich dull o addysgu drwy fyfyrio, ystyriwch gylch myfyrio Gibbs (1988), sy\u2019n nodi dull chwe cham o fyfyrio ar brofiadau. Fel arall, mae 'Reflective Teaching in Higher Education' Paul Ashwin (Ashwin, 2020) yn rhoi trosolwg cynhwysfawr o sut y gall myfyrio gefnogi pob agwedd ar eich r\u00f4l fel athro.<\/p>\n            <\/div>\n        <\/div> \n\n    \n<p>Er bod llawer o fframweithiau\u2019n bodoli ar gyfer sut y gallech fynd ati i fyfyrio ar eich dysgu a\u2019ch addysgu, byddem yn eich gwahodd i ystyried sut y gallwch ddefnyddio\u2019r pecyn cymorth hwn fel canllaw, yn enwedig drwy them\u00e2u Cynwysoldeb, Cyflogadwyedd a Chynaliadwyedd, sy\u2019n hanfodol i\u2019n dull o ddysgu ac addysgu ym Mhrifysgol Caerdydd. Meddyliwch er enghraifft am y cwestiynau hyn: sut ydych chi&#8217;n defnyddio&#8217;r them\u00e2u hyn yn eich addysgu? Sut mae\u2019r them\u00e2u hyn wedi\u2019u gwreiddio yn y modiwlau a\u2019r rhaglenni rydych chi\u2019n ymwneud \u00e2 nhw?<\/p>\n \n\n                        <div class=\"alert alert alert-error with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 196 148\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g clip-rule=\"evenodd\"><path d=\"M37.5,-0.5c44,0,88,0,132,0c.283.78913.783,1.455796,1.5,2c.667,44,.667,88,0,132-10.418.987-20.918,1.32-31.5,1c.167-26.669,0-53.3354-.5-80-31.035,30.868-61.8682,61.868-92.5,93-.6667,0-1.3333,0-2,0-6.6307-7.132-13.4641-14.132-20.5-21-.6667-.667-.6667-1.333,0-2C54.8333,93.6667,85.6667,62.8333,116.5,32c-26.6646-.5-53.3313-.6666-80-.5-.3091-10.7483.0242-21.415,1-32Z\" opacity=\"0.967\" clip-rule=\"evenodd\" fill=\"#fefffe\" fill-rule=\"evenodd\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Awgrym Cyflogadwyedd<\/h3>                <p>Un o Rinweddau Graddedigion y Brifysgol yw bod graddedigion yn 'Fyfyriol a Gwydn\u2019, gan gynnwys y dylai graddedigion:<\/p>\n<ul>\n<li>Mynd ati\u2019n bwrpasol i fyfyrio ar eu hastudiaethau, eu cyflawniadau a\u2019u hunaniaeth<\/li>\n<li>Dangos gwydnwch, hyblygrwydd a chreadigrwydd i ddelio \u00e2 heriau, a bod yn agored i newid<\/li>\n<li>Adnabod a chyfleu eu sgiliau, eu gwybodaeth a\u2019u dealltwriaeth eu hunain yn hyderus ac mewn amrywiaeth o gyd-destunau<\/li>\n<li>Ystyried syniadau, cyfleoedd a thechnolegau newydd, adeiladu ar wybodaeth a phrofiad i wneud penderfyniadau gwybodus am eu dyfodol eu hunain<\/li>\n<li>Gosod nodau uchelgeisiol ar gyfer datblygiad personol a phroffesiynol parhaus, cynllunio\u2019n effeithiol ac ymroi i ddysgu gydol oes.<\/li>\n<\/ul>\n<p>I ba raddau mae'r awgrymiadau hyn yn llywio eich ymarfer addysgu, a sut rydych chi'n gweithio gyda myfyrwyr?<\/p>\n            <\/div>\n        <\/div> \n\n    \n<p>Bydd adrannau dilynol y dudalen hon yn rhoi rhai enghreifftiau o sut mae prosesau ac arferion Gwella Dysgu yn y Brifysgol yn cefnogi myfyrio gyda golwg ar wella profiad modiwlau a rhaglenni.<\/p>\n<hr \/>\n<h3 id=\"section2-2\">Partneriaeth myfyrwyr mewn Gwella Dysgu<\/h3>\n<p>Yn unol \u00e2&#8217;r ymagwedd tuag at <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-3-partneriaeth-a-chyd-greu\/\">Bartneriaeth Myfyrwyr a Chyd-greu<\/a>, dylai myfyrwyr fod yn ganolog i&#8217;ch dull o wella dysgu. Mae hyn yn golygu y dylech ymgysylltu \u00e2 Chynrychiolwyr Myfyrwyr ar eich rhaglen ar gam cynnar i sicrhau eich bod yn gallu clywed yn gynnar yr hyn y mae myfyrwyr yn ei werthfawrogi a lle maent yn wynebu heriau gyda&#8217;ch rhaglen.\u00a0\u00a0\u00a0 Mae&#8217;r cylch academaidd yn ffurfio asgwrn cefn taith myfyriwr trwy eu profiad o&#8217;r brifysgol. Mae hyn yn golygu ei bod hi&#8217;n bosibl paratoi ymlaen llaw ar gyfer adegau o&#8217;r flwyddyn lle gallwch chi ymgysylltu \u00e2 myfyrwyr i drafod pynciau penodol a fydd yn helpu i wreiddio gwella dysgu trwy gydol y flwyddyn.\u00a0\u00a0 Darllenwch yr <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/learning-and-teaching-development\/engaging-students\/student-engagement-timeline\">adnodd mewnrwyd<\/a> hwn gan y T\u00eem Ymgysylltu \u00e2 Myfyrwyr, sy\u2019n nodi sut y gallwch chi feddwl am daith y myfyriwr drwy eich rhaglen, ac adeiladu llinell amser ymgysylltu.<\/p>\n \n\n                        <div class=\"alert alert-info with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 793 696\" shape-rendering=\"geometricPrecision\" 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transform=\"matrix(1.13937 0 0 1 503.331 1752.58)\" fill=\"url(#etZNF97Wf1q6-fill)\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Awgrym Cynwysoldeb<\/h3>                <p>Wrth fyfyrio ar brofiad myfyrwyr a chynllun addysgegol sesiynau, modiwlau neu raglenni, sicrhewch eich bod yn casglu lleisiau'r holl fyfyrwyr, trwy ystod o dechnegau myfyrio a gwerthuso. Ystyriwch sut y byddwch yn casglu barn ac yn parchu lleisiau grwpiau sy'n aml yn cael eu gwthio i'r cyrion neu eu heithrio o weithgareddau gwerthuso a phartneriaeth.<\/p>\n            <\/div>\n        <\/div> \n\n    \n<p>Gallwch siarad \u00e2&#8217;r Cydlynydd Cynrychiolwyr Myfyrwyr yn eich ysgol i sefydlu&#8217;r ffordd orau o gydweithio \u00e2&#8217;ch cynrychiolwyr.<\/p>\n<hr \/>\n<h3 id=\"section2-3\">Ymchwil Weithredol<\/h3>\n<p>Mae Ymchwil Weithredol yn ymchwil ysgolheigaidd sy\u2019n:<\/p>\n<ul>\n<li>Ymarferol gan ei fod yn arwain at newid arferion<\/li>\n<li>Damcaniaethol gan ei fod yn cael ei lywio gan theori a gall arwain at fewnwelediadau newydd<\/li>\n<li>Yn ymwneud \u00e2 newid a gwella.<\/li>\n<\/ul>\n<p>Mae ymchwil weithredol yn fethodoleg; neu\u2019n fframwaith ar gyfer troi at brosiect ymchwil. Mae ymchwilwyr gweithredol yn credu, neu&#8217;n mabwysiadu safbwynt sy\u2019n eu galluogi nhw ac eraill i weld y byd trwy sawl persbectif gwahanol. Maent yn ceisio deall a gwella ymarfer mewn amgylchedd lle mae llawer o safbwyntiau posib. Nid yw&#8217;n bosib cyffredinoli, ond gellir ei rannu ag eraill a allai fod eisiau cymryd rhan mewn newidiadau tebyg i arfer (Boucher a Piderit 2017).<\/p>\n<p>Mae llais myfyrwyr yn ffurf ganolog o ddata mewn ymchwil weithredol, gyda chyfweliadau lled-strwythuredig, arsylwadau, grwpiau ffocws, cyfweliadau anffurfiol, a holiaduron. Gallwch hefyd fanteisio ar fyfyrio ar eich ymarfer eich hun, data cyrhaeddiad a phresenoldeb, arsylwadau ac arteffactau (megis gwaith asesu myfyrwyr neu drafodaethau fforwm).<\/p>\n<p>Mae nifer o gamau penodol ar gyfer ymchwil weithredol, fel y dangosir isod. (Mae&#8217;r ddelwedd trydydd parti ganlynol yn Saesneg yn unig.)<\/p>\n<figure id=\"post-2717 media-2717\" class=\"image w-50 float-centre\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/09\/Stages-of-Action-Research.png\" alt=\"siart llif yn dangos camau ymchwil weithredol. Gan ddechrau gyda'r ymchwilydd. Nodi\u2019r broblem, cynllunio\u2019r ymyriad ymchwil, gweithredu: cynnal yr ymyriad gofynnol, myfyrio - cwblhau dadansoddiad a dehongliad myfyriol o'r ymyriad, newid - addasu eich ymarfer yn y dyfodol, gorffen gydag opsiwn i ddechrau cylch newydd, neu ddiweddu cylch a rhannu eich adroddiad o'r canfyddiadau.\" \/><figcaption class=\"caption\">Camau Ymchwil Weithredol (Boucher a Piderit 2017)<\/figcaption><\/figure>\n<h2 id=\"section3\">Ymagweddau ar lefel modiwlau at Wella Dysgu<\/h2>\n<h3 id=\"section3-1\">Y cylch adborth<\/h3>\n<hr \/>\n<p>Mae cylchoedd adborth yn helpu i nodi meysydd i&#8217;w gwella. Yn gyffredinol, mae hyn yn golygu gwrando ar fyfyrwyr, myfyrio ar unrhyw faterion y gallent eu codi, ymateb gyda gweithredoedd, a chyfleu&#8217;r canlyniad i&#8217;ch myfyrwyr.<\/p>\n<p>Mae\u2019r Rhwydwaith Llais a Phrofiad Myfyrwyr wedi datblygu cyfres o adnoddau i arweinwyr modiwlau a thiwtoriaid personol eu defnyddio a&#8217;u haddasu, a all helpu gydag \u2018agor y cylch\u2019 \u2013 h.y. gosod disgwyliadau ar gyfer camau cynnar modiwl, a gwneud myfyrwyr yn ymwybodol eich bod yn agored i adborth \u2013 a \u2018chau&#8217;r cylch\u2019, h.y. cyfathrebu newidiadau a wnaed yn \u00f4l i fyfyrwyr.<\/p>\n<p>Mae\u2019r adnoddau hyn yn cynnwys:<\/p>\n<ul>\n<li>Sleidiau, cardiau post a sesiynau torri\u2019r i\u00e2 ar gyfer sesiwn gyntaf gyda myfyrwyr ar thema cysylltu a meithrin cydberthnasau: 1. Cysylltu \u00e2 Myfyrwyr a Meithrin Cydberthnasau<\/li>\n<li>Pecyn cymorth i staff o amgylch adnoddau (cyflwyniad, negeseuon e-bost a baneri) i helpu i gyfleu newidiadau a wnaed (cau&#8217;r cylch). 2. Rhannu Diweddariadau a Llwyddiannau<\/li>\n<li>Set lawn o negeseuon e-bost y gellid eu defnyddio trwy gydol gweithrediad modiwl i wrando a chyfleu newid: Pecynnau Cymorth Negeseuon E-bost<\/li>\n<\/ul>\n<p>Mae myfyrwyr yn gwerthfawrogi clywed am newidiadau sydd wedi&#8217;u gwneud yn seiliedig ar eu hadborth, a deall y rhesymau pam na ellir gwneud newidiadau \u2013 mae hyn yn eu helpu i ddeall bod y Brifysgol yn gwrando ac yn cymryd adborth o ddifrif.<\/p>\n<p>Y tu allan i lwybrau ffurfiol, gallwch gasglu adborth gan fyfyrwyr a chymryd rhan mewn sgyrsiau gan ddefnyddio nifer o offer y Brifysgol, er enghraifft: Gallech ddefnyddio Mentimeter yn ystod darlith neu amgylchedd gr\u0175p mawr i gasglu adborth neu i wirio dealltwriaeth ffurfiannol o bwnc, a all eich galluogi i lunio eich cyflwyniad yn unol \u00e2 dealltwriaeth myfyrwyr (mae enghreifftiau ymarferol a chanllawiau ar gael yma: <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/learning-and-teaching-development\/tools-and-platforms-for-teaching\/mentimeter-help\">Cymorth Mentimeter \u2013 Mewnrwyd \u2013 Prifysgol Caerdydd<\/a>). Yn yr un modd, mae\u2019r Fframwaith Dysgu Cyfunol yn nodi sut y gallwch chi ymgorffori dulliau ymgysylltu ac adborth myfyrwyr yng ngweithrediad modiwl a gyflwynir wyneb-yn-wyneb ac ar-lein: <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/learning-and-teaching-development\/digital-learning-framework\/module-threshold-checklist\">Cefnogi taith y myfyriwr trwy&#8217;ch modiwl \u2013 Mewnrwyd \u2013 Prifysgol Caerdydd<\/a>.<\/p>\n<hr \/>\n<h3 id=\"section3-2\">Gwella Modiwlau<\/h3>\n<p>Mae Gwella Modiwlau (a elwir yn flaenorol yn werthusiad modiwl) yn galluogi staff i gasglu adborth gan fyfyrwyr trwy&#8217;r system &#8216;Blue&#8217;, sydd wedi&#8217;i hymgorffori yn Dysgu Canolog \u2013 a bydd yn ymddangos i fyfyrwyr fel naidlen pan fydd yr holiadur yn mynd yn fyw. Mae&#8217;r Brifysgol yn disgwyl i wella modiwlau gael ei gynnal ar gyfer pob modiwl.\u00a0\u00a0\u00a0 Dylai arweinwyr modiwlau hyrwyddo gwella modiwlau i&#8217;w myfyrwyr. Pan ddaw\u2019r gwerthusiad i ben, gall fyfyrwyr fanteisio ar adroddiad pennawd ar gyfer y modiwl a gr\u00ebwyd gyda\u2019r data meintiol, a bydd arweinwyr modiwl yn cael neges e-bost \u00e2 dolenni i\u2019r adroddiad llawn ar gyfer eu modiwl.<\/p>\n<p>Mae\u2019r cwestiynau a ofynnir yr un fath ar draws y Brifysgol: <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/staff\/supporting-your-work\/teach-and-support-students\/monitoring-our-progress\/getting-student-feedback\/student-surveys\/module-enhancement\/question-set\">Set o gwestiynau<\/a>.<\/p>\n<p>Mae ymateb i adborth myfyrwyr yn bwysig er mwyn dangos i fyfyrwyr ein bod yn gwerthfawrogi eu barn a\u2019n bod yn gweithredu ar adborth yn y Brifysgol. Mae Gwella Modiwlau hefyd yn ffynhonnell werthfawr o wybodaeth i ystyried newidiadau y gallwch eu gwneud i&#8217;ch addysgu, neu i&#8217;r dull a ddefnyddir mewn modiwl. Mae sicrhau bod myfyrwyr yn gwybod beth sy&#8217;n digwydd o ganlyniad i&#8217;w hadborth yn annog ymgysylltu yn y dyfodol wrth i fyfyrwyr weld y gwerth mewn rhannu mewnwelediadau.<\/p>\n<p>Mae cyfathrebu clir a gonest yn hanfodol i annog myfyrwyr i rannu eu barn. Dylai pob modiwl roi gwybod i&#8217;r myfyrwyr am brif ganlyniadau unrhyw gamau sy&#8217;n cael eu cymryd o ganlyniad. Mae&#8217;r un mor bwysig rhoi adborth am unrhyw feysydd na allant newid, a pham, ac mae profiad wedi dangos bod myfyrwyr yn gwerthfawrogi hyn hefyd.<\/p>\n<p>Disgwylir i adborth Gwella Modiwlau fod yn eitemau safonol ar yr agenda i Fyrddau Astudio eu hystyried a thrafod unrhyw gamau gofynnol.<\/p>\n<hr \/>\n<h3 id=\"section3-3\">Adolygu modiwlau a&#8217;r Bwrdd Astudiaethau<\/h3>\n<p>Yn flynyddol, dylai arweinwyr modiwlau fyfyrio ar sut y cynhaliwyd y modiwl y flwyddyn honno cyn adolygiad yn y Bwrdd Astudiaethau.<\/p>\n<p>Mae\u2019r meysydd i\u2019w hystyried sy\u2019n bwydo i mewn i adolygiad modiwl yn cynnwys:<\/p>\n<ul>\n<li>Adborth myfyrwyr (e.e. data gwella modiwlau, sylwadau a chamau gweithredu, nodiadau panel staff a myfyrwyr, neu gamau gweithredu o weithio gyda chynrychiolwyr)<\/li>\n<li>Canlyniadau unrhyw waith ysgoloriaeth neu arloesi sy&#8217;n berthnasol i&#8217;r modiwl<\/li>\n<li>Sylwadau\u2019r arholwr allanol<\/li>\n<li>Deilliannau rhannu myfyriol<\/li>\n<li>Deilliannau cymedroli asesiadau<\/li>\n<li>Cyrhaeddiad myfyrwyr ar y modiwl, gan gynnwys proffiliau marciau a thueddiadau.<\/li>\n<\/ul>\n<p>Mae\u2019r <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/assessment-and-feedback\/reflecting-and-reviewing\/reflecting-and-reviewing-at-module-level\">dudalen we<\/a> hon yn nodi rhai cwestiynau defnyddiol a allai fod o gymorth i ysgogi eich meddyliau wrth i chi adolygu modiwlau a sut rydych chi&#8217;n cyflwyno canlyniadau i&#8217;r Bwrdd Astudiaethau.<\/p>\n<p>Pan fyddwch yn nodi newidiadau yr hoffech eu gwneud i&#8217;r modiwl, mae&#8217;n bwysig nodi p\u2019un a ydynt yn dod o fewn y trothwyon newid y gall y Bwrdd Astudiaethau eu cymeradwyo, neu p\u2019un a allai fod angen newid ar lefel y Brifysgol ar y rhain. Yn gyffredinol, gellir cymeradwyo newidiadau arferol i fodiwlau (e.e. m\u00e2n ddiweddariadau i gynnwys, dull asesu a phwysoliad asesu, a gwybodaeth gyffredinol am ddisgrifiadau modiwlau) yn y Bwrdd Astudiaethau, ond efallai y bydd angen craffu ymhellach ar newidiadau eraill, yn enwedig pan fyddant yn ymwneud \u00e2 modiwlau craidd neu ofynnol.<\/p>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 30 30\"><title>Globe<\/title><path d=\"M15,2a15,15,0,1,1,0,30A15,15,0,0,1,0,17,15,15,0,0,1,15,2ZM10.34,7.44L10,8a5.88,5.88,0,0,0-.31.63C9.53,9.06,9.31,9.53,9.16,10H14V4.16a2.78,2.78,0,0,0-.66.25,5,5,0,0,0-.69.41,6.52,6.52,0,0,0-1.22,1.09,10.24,10.24,0,0,0-1.09,1.53h0ZM16,10h4.84c-0.09-.22-0.16-0.47-0.25-0.69A12.87,12.87,0,0,0,20,8a5.49,5.49,0,0,1-.34-0.56,10.13,10.13,0,0,0-1.09-1.53,6.55,6.55,0,0,0-1.22-1.09,7.68,7.68,0,0,0-.66-0.41A3.67,3.67,0,0,0,16,4.16V10h0ZM5.81,7.81q-0.52.52-.94,1C4.59,9.22,4.28,9.63,4,10H7A15.68,15.68,0,0,1,8.09,7.44,11.33,11.33,0,0,1,9.41,5.28,11.54,11.54,0,0,0,7.5,6.38,10.52,10.52,0,0,0,5.81,7.81ZM23,10h3c-0.25-.37-0.56-0.78-0.84-1.16a13.7,13.7,0,0,0-.94-1A10.58,10.58,0,0,0,22.5,6.38a11.51,11.51,0,0,0-1.91-1.09,13.28,13.28,0,0,1,1.34,2.16A19,19,0,0,1,23,10h0ZM6.5,12H3a9,9,0,0,0-.62,2A10.61,10.61,0,0,0,2,16H6a14.66,14.66,0,0,1,.16-2.06c0.09-.66.19-1.31,0.31-1.94h0ZM14,12H8.56c-0.16.63-.25,1.31-0.34,2A10.67,10.67,0,0,0,8,16h6V12h0Zm2,0v4h6a14.19,14.19,0,0,0-.16-2c-0.12-.66-0.22-1.34-0.37-2H16Zm8,4h4a13.75,13.75,0,0,0-.31-2A11.21,11.21,0,0,0,27,12H23.5c0.13,0.63.22,1.28,0.31,1.94A14.51,14.51,0,0,1,24,16h0ZM3,22H6.5c-0.12-.62-0.22-1.28-0.31-1.94A14.51,14.51,0,0,1,6,18H2a10.6,10.6,0,0,0,.34,2A9,9,0,0,0,3,22H3Zm11-4H8a10.67,10.67,0,0,0,.19,2c0.09,0.66.19,1.34,0.34,2H14V18h0Zm2,4h5.44c0.16-.62.25-1.31,0.38-2A14.06,14.06,0,0,0,22,18H16v4Zm7.5,0H27a11.21,11.21,0,0,0,.66-2A13.9,13.9,0,0,0,28,18H24a14.66,14.66,0,0,1-.16,2.06c-0.09.66-.19,1.31-0.31,1.94h0ZM7,24H4c0.25,0.38.56,0.78,0.84,1.13a9.9,9.9,0,0,0,.94,1.06A10.58,10.58,0,0,0,7.5,27.63a11.51,11.51,0,0,0,1.91,1.09,11.33,11.33,0,0,1-1.31-2.16A15.79,15.79,0,0,1,7,24H7Zm2.12,0,0.28,0.69A7,7,0,0,0,10,26c0.09,0.22.22,0.41,0.31,0.59a9.78,9.78,0,0,0,1.09,1.5,6.78,6.78,0,0,0,1.22,1.13,3,3,0,0,0,.69.38,2,2,0,0,0,.66.28V24H9.16Zm10.5,2.56c0.09-.19.22-0.37,0.34-0.59s0.22-.41.31-0.62c0.19-.44.38-0.87,0.53-1.34H16v5.84a2.45,2.45,0,0,0,.69-0.28,3.51,3.51,0,0,0,.66-0.37,6.78,6.78,0,0,0,1.22-1.12,9.78,9.78,0,0,0,1.09-1.5h0Zm4.53-.37a10,10,0,0,0,.94-1.06c0.28-.34.59-0.75,0.84-1.12H23a19.07,19.07,0,0,1-1,2.56,13.28,13.28,0,0,1-1.34,2.16,11.54,11.54,0,0,0,1.91-1.09,10.52,10.52,0,0,0,1.69-1.44h0Z\" transform=\"translate(0 -2)\"><\/path><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Sylfaenol allweddol o raglenni<\/h3>                <p>Mae gan y T\u00eem Ansawdd Academaidd grynodeb o<a href=\"https:\/\/intranet.cardiff.ac.uk\/intranet\/staff\/documents\/teaching-support\/quality-and-standards\/programme-approval\/Thresholds-of-change-10.docx\"> drothwyon newid (Saesneg)<\/a> y gellir eu cymeradwyo gan Fyrddau Astudiaethau, a thudalen fewnrwyd gydag arweiniad pellach. Gall Swyddog Ansawdd eich coleg roi cyngor ac arweiniad os ydych yn ansicr: <a href=\"mailto:quality@cardiff.ac.uk\">quality@caerdydd.ac.uk<\/a>.<\/p>\n<p>&nbsp;<\/p>\n            <\/div>\n        <\/div> \n\n    \n<h2 id=\"section4\">Dulliau o Wella Dysgu ar lefel rhaglen ac Ysgol<\/h2>\n<h3 id=\"section4-1\">Ymateb i adborth o arolygon<\/h3>\n<hr \/>\n<p>Yn yr un modd \u00e2 gwella modiwlau ar lefel modiwl, mae arolygon lefel rhaglen yn darparu ffynhonnell gyfoethog o wybodaeth am brofiad myfyrwyr o raglen a&#8217;r profiad ehangach yn y Brifysgol a all lywio gwelliant dysgu ar draws rhaglen.\u00a0\u00a0\u00a0 Mae arolygon Caerdydd gyfan fel a ganlyn:<\/p>\n<ul>\n<li>Arolwg Cenedlaethol y Myfyrwyr ar gyfer israddedigion blwyddyn olaf (cynhelir o fis Ionawr\u2013Ebrill, canlyniadau ym mis Gorffennaf)<\/li>\n<li>Arolwg \u00d4l-raddedigion a Addysgir Prifysgol Caerdydd (CUPTS) (cynhelir yn y gwanwyn, canlyniadau ym mis Mehefin)<\/li>\n<li>Arolwg Profiad Ymchwil \u00d4l-raddedigion (PRES) (cynhelir ddwywaith y flwyddyn yn y gwanwyn, canlyniadau ym mis Mai)<\/li>\n<li>Arolwg Hynt Graddedigion (canlyniadau mis Mehefin, arolwg o raddedigion 15 mis ar \u00f4l cwblhau&#8217;r cwrs)<\/li>\n<li>Cipolwg Caerdydd (arolygon \u00e2 thema rheolaidd ledled y brifysgol drwy gydol y flwyddyn academaidd)<\/li>\n<\/ul>\n<p>Ac eithrio Cipolwg Caerdydd, mae arolygon yn fesurau canlyniadau yn gyffredinol, sy&#8217;n dweud wrthym &#8216;pa mor dda y gwnaethom&#8217; gyda gr\u0175p penodol o fyfyrwyr. Serch hynny, gellir defnyddio&#8217;r canlyniadau i wneud gwahaniaeth sylweddol i fyfyrwyr presennol lle gallant lywio gwelliannau i ddysgu ac addysgu. I gael ysbrydoliaeth, gweler yr enghraifft hon gan Goleg Prifysgol Llundain (UCL), lle cafodd sgoriau asesu ac adborth eu gwella 26% mewn tair blynedd: <a href=\"https:\/\/www.ucl.ac.uk\/teaching-learning\/case-studies\/2018\/apr\/how-we-raised-our-nss-feedback-and-assessment-scores-26-three-years\">How we raised our NSS feedback and assessment scores by 26% in three years | Teaching &amp; Learning \u2013 UCL student engagement \u2013 London&#8217;s Global University<\/a> (Saesneg).<\/p>\n<p>Mae <a href=\"https:\/\/cardiffuniversity.bluera.com\/cardiffGW\/Shib.aspx?data=XejmOUnuDqeGqz8poFMDxxvIlFZZut5SE4oSb78bUPXA8u6WzAmzAA4beKFKxak9Q4PsGcRH6RSCZ94ATLcqGonKwBDMHOlXtwjGNVzzA6gznQTomL90Z6Np3O1t42BV\">Cipolwg Caerdydd<\/a>, sy&#8217;n gweithredu yn ystod y flwyddyn, yn cynnig canlyniadau a all lywio &#8216;sut rydym yn dod yn ein blaenau&#8217;, gan wneud newidiadau a all wneud gwahaniaeth i fyfyrwyr presennol.<\/p>\n \n\n                        <div class=\"alert alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 30 30\"><title>Globe<\/title><path d=\"M15,2a15,15,0,1,1,0,30A15,15,0,0,1,0,17,15,15,0,0,1,15,2ZM10.34,7.44L10,8a5.88,5.88,0,0,0-.31.63C9.53,9.06,9.31,9.53,9.16,10H14V4.16a2.78,2.78,0,0,0-.66.25,5,5,0,0,0-.69.41,6.52,6.52,0,0,0-1.22,1.09,10.24,10.24,0,0,0-1.09,1.53h0ZM16,10h4.84c-0.09-.22-0.16-0.47-0.25-0.69A12.87,12.87,0,0,0,20,8a5.49,5.49,0,0,1-.34-0.56,10.13,10.13,0,0,0-1.09-1.53,6.55,6.55,0,0,0-1.22-1.09,7.68,7.68,0,0,0-.66-0.41A3.67,3.67,0,0,0,16,4.16V10h0ZM5.81,7.81q-0.52.52-.94,1C4.59,9.22,4.28,9.63,4,10H7A15.68,15.68,0,0,1,8.09,7.44,11.33,11.33,0,0,1,9.41,5.28,11.54,11.54,0,0,0,7.5,6.38,10.52,10.52,0,0,0,5.81,7.81ZM23,10h3c-0.25-.37-0.56-0.78-0.84-1.16a13.7,13.7,0,0,0-.94-1A10.58,10.58,0,0,0,22.5,6.38a11.51,11.51,0,0,0-1.91-1.09,13.28,13.28,0,0,1,1.34,2.16A19,19,0,0,1,23,10h0ZM6.5,12H3a9,9,0,0,0-.62,2A10.61,10.61,0,0,0,2,16H6a14.66,14.66,0,0,1,.16-2.06c0.09-.66.19-1.31,0.31-1.94h0ZM14,12H8.56c-0.16.63-.25,1.31-0.34,2A10.67,10.67,0,0,0,8,16h6V12h0Zm2,0v4h6a14.19,14.19,0,0,0-.16-2c-0.12-.66-0.22-1.34-0.37-2H16Zm8,4h4a13.75,13.75,0,0,0-.31-2A11.21,11.21,0,0,0,27,12H23.5c0.13,0.63.22,1.28,0.31,1.94A14.51,14.51,0,0,1,24,16h0ZM3,22H6.5c-0.12-.62-0.22-1.28-0.31-1.94A14.51,14.51,0,0,1,6,18H2a10.6,10.6,0,0,0,.34,2A9,9,0,0,0,3,22H3Zm11-4H8a10.67,10.67,0,0,0,.19,2c0.09,0.66.19,1.34,0.34,2H14V18h0Zm2,4h5.44c0.16-.62.25-1.31,0.38-2A14.06,14.06,0,0,0,22,18H16v4Zm7.5,0H27a11.21,11.21,0,0,0,.66-2A13.9,13.9,0,0,0,28,18H24a14.66,14.66,0,0,1-.16,2.06c-0.09.66-.19,1.31-0.31,1.94h0ZM7,24H4c0.25,0.38.56,0.78,0.84,1.13a9.9,9.9,0,0,0,.94,1.06A10.58,10.58,0,0,0,7.5,27.63a11.51,11.51,0,0,0,1.91,1.09,11.33,11.33,0,0,1-1.31-2.16A15.79,15.79,0,0,1,7,24H7Zm2.12,0,0.28,0.69A7,7,0,0,0,10,26c0.09,0.22.22,0.41,0.31,0.59a9.78,9.78,0,0,0,1.09,1.5,6.78,6.78,0,0,0,1.22,1.13,3,3,0,0,0,.69.38,2,2,0,0,0,.66.28V24H9.16Zm10.5,2.56c0.09-.19.22-0.37,0.34-0.59s0.22-.41.31-0.62c0.19-.44.38-0.87,0.53-1.34H16v5.84a2.45,2.45,0,0,0,.69-0.28,3.51,3.51,0,0,0,.66-0.37,6.78,6.78,0,0,0,1.22-1.12,9.78,9.78,0,0,0,1.09-1.5h0Zm4.53-.37a10,10,0,0,0,.94-1.06c0.28-.34.59-0.75,0.84-1.12H23a19.07,19.07,0,0,1-1,2.56,13.28,13.28,0,0,1-1.34,2.16,11.54,11.54,0,0,0,1.91-1.09,10.52,10.52,0,0,0,1.69-1.44h0Z\" transform=\"translate(0 -2)\"><\/path><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Awgrym datblygu rhaglenni<\/h3>                <p>Mae dadansoddi a myfyrio ar ganlyniadau arolygon yn llywio llawer o brosesau sicrhau ansawdd y Brifysgol, gan gynnwys <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/staff\/supporting-your-work\/teach-and-support-students\/monitoring-our-progress\/annual-cycle-of-review-and-enhancement\">adolygu a gwella blynyddol<\/a>, ac <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/staff\/supporting-your-work\/teach-and-support-students\/monitoring-our-progress\/revalidation\">ailddilysu<\/a>.<\/p>\n            <\/div>\n        <\/div> \n\n    \n<hr \/>\n<h3 id=\"section4-2\">Adolygu&#8217;r rhaglen a&#8217;r Bwrdd Astudiaethau<\/h3>\n<p>Yn ogystal ag adolygu a newidiadau ar lefel modiwl, dylai&#8217;r Bwrdd Astudiaethau edrych ar draws rhaglenni astudio i ganfod gwelliannau a allai wella profiad y myfyriwr ar draws y rhaglen.<\/p>\n \n\n                        <div class=\"alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 30 30\"><title>Globe<\/title><path d=\"M15,2a15,15,0,1,1,0,30A15,15,0,0,1,0,17,15,15,0,0,1,15,2ZM10.34,7.44L10,8a5.88,5.88,0,0,0-.31.63C9.53,9.06,9.31,9.53,9.16,10H14V4.16a2.78,2.78,0,0,0-.66.25,5,5,0,0,0-.69.41,6.52,6.52,0,0,0-1.22,1.09,10.24,10.24,0,0,0-1.09,1.53h0ZM16,10h4.84c-0.09-.22-0.16-0.47-0.25-0.69A12.87,12.87,0,0,0,20,8a5.49,5.49,0,0,1-.34-0.56,10.13,10.13,0,0,0-1.09-1.53,6.55,6.55,0,0,0-1.22-1.09,7.68,7.68,0,0,0-.66-0.41A3.67,3.67,0,0,0,16,4.16V10h0ZM5.81,7.81q-0.52.52-.94,1C4.59,9.22,4.28,9.63,4,10H7A15.68,15.68,0,0,1,8.09,7.44,11.33,11.33,0,0,1,9.41,5.28,11.54,11.54,0,0,0,7.5,6.38,10.52,10.52,0,0,0,5.81,7.81ZM23,10h3c-0.25-.37-0.56-0.78-0.84-1.16a13.7,13.7,0,0,0-.94-1A10.58,10.58,0,0,0,22.5,6.38a11.51,11.51,0,0,0-1.91-1.09,13.28,13.28,0,0,1,1.34,2.16A19,19,0,0,1,23,10h0ZM6.5,12H3a9,9,0,0,0-.62,2A10.61,10.61,0,0,0,2,16H6a14.66,14.66,0,0,1,.16-2.06c0.09-.66.19-1.31,0.31-1.94h0ZM14,12H8.56c-0.16.63-.25,1.31-0.34,2A10.67,10.67,0,0,0,8,16h6V12h0Zm2,0v4h6a14.19,14.19,0,0,0-.16-2c-0.12-.66-0.22-1.34-0.37-2H16Zm8,4h4a13.75,13.75,0,0,0-.31-2A11.21,11.21,0,0,0,27,12H23.5c0.13,0.63.22,1.28,0.31,1.94A14.51,14.51,0,0,1,24,16h0ZM3,22H6.5c-0.12-.62-0.22-1.28-0.31-1.94A14.51,14.51,0,0,1,6,18H2a10.6,10.6,0,0,0,.34,2A9,9,0,0,0,3,22H3Zm11-4H8a10.67,10.67,0,0,0,.19,2c0.09,0.66.19,1.34,0.34,2H14V18h0Zm2,4h5.44c0.16-.62.25-1.31,0.38-2A14.06,14.06,0,0,0,22,18H16v4Zm7.5,0H27a11.21,11.21,0,0,0,.66-2A13.9,13.9,0,0,0,28,18H24a14.66,14.66,0,0,1-.16,2.06c-0.09.66-.19,1.31-0.31,1.94h0ZM7,24H4c0.25,0.38.56,0.78,0.84,1.13a9.9,9.9,0,0,0,.94,1.06A10.58,10.58,0,0,0,7.5,27.63a11.51,11.51,0,0,0,1.91,1.09,11.33,11.33,0,0,1-1.31-2.16A15.79,15.79,0,0,1,7,24H7Zm2.12,0,0.28,0.69A7,7,0,0,0,10,26c0.09,0.22.22,0.41,0.31,0.59a9.78,9.78,0,0,0,1.09,1.5,6.78,6.78,0,0,0,1.22,1.13,3,3,0,0,0,.69.38,2,2,0,0,0,.66.28V24H9.16Zm10.5,2.56c0.09-.19.22-0.37,0.34-0.59s0.22-.41.31-0.62c0.19-.44.38-0.87,0.53-1.34H16v5.84a2.45,2.45,0,0,0,.69-0.28,3.51,3.51,0,0,0,.66-0.37,6.78,6.78,0,0,0,1.22-1.12,9.78,9.78,0,0,0,1.09-1.5h0Zm4.53-.37a10,10,0,0,0,.94-1.06c0.28-.34.59-0.75,0.84-1.12H23a19.07,19.07,0,0,1-1,2.56,13.28,13.28,0,0,1-1.34,2.16,11.54,11.54,0,0,0,1.91-1.09,10.52,10.52,0,0,0,1.69-1.44h0Z\" transform=\"translate(0 -2)\"><\/path><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Sylfaenol allweddol o raglenni<\/h3>                <p>Mae gan y fewnrwyd ddigonedd o wybodaeth am fyrddau astudiaethau a'r hyn y gallant ei gymeradwyo a'u <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/curriculum-and-programme-design\/approving-and-managing-programmes\/board-of-studies-changes2\">r\u00f4l yma<\/a>. Edrychwch ar y dudalen i gael y wybodaeth ddiweddaraf os ydych yn arweinydd modiwl, arweinydd rhaglen neu gadeirydd byrddau astudiaethau.<\/p>\n            <\/div>\n        <\/div> \n\n    \n<p>Mae gan y fewnrwyd ddigonedd o wybodaeth am fyrddau astudiaethau a&#8217;r hyn y gallant ei gymeradwyo a&#8217;u r\u00f4l <a href=\"https:\/\/intranet.cardiff.ac.uk\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/curriculum-and-programme-design\/approving-and-managing-programmes\/board-of-studies-changes2\">yma<\/a>. Edrychwch ar y dudalen i gael y wybodaeth ddiweddaraf os ydych yn arweinydd modiwl, arweinydd rhaglen neu gadeirydd byrddau astudiaethau.\u00a0 Pwynt hollbwysig i&#8217;w nodi yw y dylai bwrdd astudiaethau ystyried yr effaith y bydd unrhyw newidiadau i fodiwlau unigol yn ei chael ar y rhaglen gyfan, yn ogystal ag effaith gronnus unrhyw newidiadau blaenorol. Lle rhennir modiwlau gan raglenni neu ysgolion eraill (fel rhan o radd gydanrhydedd er enghraifft), bydd angen ystyried effeithiau newidiadau ar gyfer y rhain hefyd a rheoli a lliniaru risgiau. Ni ddylai newidiadau i fodiwlau byth gael eu hadolygu na&#8217;u cymeradwyo ar eu pen eu hunain, ond ystyried yr effaith ar y rhaglen bob amser.\u00a0 Rhai meysydd i\u2019w hystyried wrth edrych ar y rhaglen yn ei chyfanrwydd fyddai (nid yw\u2019n rhestr gynhwysfawr):<\/p>\n<ul>\n<li>A fydd symud dyddiad asesu yn arwain at glystyru asesiadau o fodiwlau eraill?<\/li>\n<li>A fydd newid dull asesu yn golygu bod gormod o un math o asesu?<\/li>\n<li>A yw&#8217;r newidiadau yn effeithio ar ddeilliannau dysgu&#8217;r rhaglen? (Byddai hyn yn gofyn am newid mawr)<\/li>\n<li>A fyddai newidiadau i bwysoliad neu gredydau yn effeithio ar strwythur y rhaglen ar gyfer rhaglenni cydanrhydedd neu raglenni eraill sy&#8217;n defnyddio&#8217;r modiwl?<\/li>\n<li>A yw&#8217;r newidiadau&#8217;n effeithio ar unrhyw gymeradwyaeth gan Gorff Proffesiynol, Statudol a Rheoleiddio?<\/li>\n<li>Pa newidiadau sydd eisoes wedi\u2019u cymeradwyo ar gyfer y rhaglen yn ystod ei hoes? Beth yw&#8217;r effaith gronnus?<\/li>\n<li>Pa fyfyrwyr neu grwpiau o fyfyrwyr a allai gael eu heffeithio gan y newidiadau, a sut bydd <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/cyflwyniad-i-addysg-gynhwysol\/\">tegwch o ran profiad a deilliannau<\/a> yn cael ei sicrhau?<\/li>\n<\/ul>\n<p><strong>Newidiadau mawr<\/strong><br \/>\nBydd angen proses gymeradwyo fwy helaeth a ffurfiol ar gyfer unrhyw newidiadau gofynnol i fodiwlau sydd y tu allan i&#8217;r rhai y caniateir eu cymeradwyo drwy fyrddau astudiaethau, yn debyg i&#8217;r hyn a ddefnyddir ar gyfer cymeradwyo rhaglen newydd. Mae&#8217;r broses yn dilyn y broses tri cham fel y&#8217;i hamlinellir yn y tudalennau &#8216;<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/chwmpasu-chreu-rhaglen\/\">cwmpasu rhaglen<\/a>&#8216; a &#8216;<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/datblygu-rhaglen\/\">datblygu rhaglen<\/a>&#8216; .\u00a0 Dylech ystyried yn ofalus a oes angen newidiadau mawr. A allech chi neu a ddylech chi aros nes bod yr ysgol yn cael ei hailddilysu? A ellid defnyddio m\u00e2n newidiadau i fodloni\u2019r materion a nodwyd gennych yn lle hynny?<\/p>\n \n\n                        <div class=\"alert alert-success with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 30 30\"><title>Globe<\/title><path d=\"M15,2a15,15,0,1,1,0,30A15,15,0,0,1,0,17,15,15,0,0,1,15,2ZM10.34,7.44L10,8a5.88,5.88,0,0,0-.31.63C9.53,9.06,9.31,9.53,9.16,10H14V4.16a2.78,2.78,0,0,0-.66.25,5,5,0,0,0-.69.41,6.52,6.52,0,0,0-1.22,1.09,10.24,10.24,0,0,0-1.09,1.53h0ZM16,10h4.84c-0.09-.22-0.16-0.47-0.25-0.69A12.87,12.87,0,0,0,20,8a5.49,5.49,0,0,1-.34-0.56,10.13,10.13,0,0,0-1.09-1.53,6.55,6.55,0,0,0-1.22-1.09,7.68,7.68,0,0,0-.66-0.41A3.67,3.67,0,0,0,16,4.16V10h0ZM5.81,7.81q-0.52.52-.94,1C4.59,9.22,4.28,9.63,4,10H7A15.68,15.68,0,0,1,8.09,7.44,11.33,11.33,0,0,1,9.41,5.28,11.54,11.54,0,0,0,7.5,6.38,10.52,10.52,0,0,0,5.81,7.81ZM23,10h3c-0.25-.37-0.56-0.78-0.84-1.16a13.7,13.7,0,0,0-.94-1A10.58,10.58,0,0,0,22.5,6.38a11.51,11.51,0,0,0-1.91-1.09,13.28,13.28,0,0,1,1.34,2.16A19,19,0,0,1,23,10h0ZM6.5,12H3a9,9,0,0,0-.62,2A10.61,10.61,0,0,0,2,16H6a14.66,14.66,0,0,1,.16-2.06c0.09-.66.19-1.31,0.31-1.94h0ZM14,12H8.56c-0.16.63-.25,1.31-0.34,2A10.67,10.67,0,0,0,8,16h6V12h0Zm2,0v4h6a14.19,14.19,0,0,0-.16-2c-0.12-.66-0.22-1.34-0.37-2H16Zm8,4h4a13.75,13.75,0,0,0-.31-2A11.21,11.21,0,0,0,27,12H23.5c0.13,0.63.22,1.28,0.31,1.94A14.51,14.51,0,0,1,24,16h0ZM3,22H6.5c-0.12-.62-0.22-1.28-0.31-1.94A14.51,14.51,0,0,1,6,18H2a10.6,10.6,0,0,0,.34,2A9,9,0,0,0,3,22H3Zm11-4H8a10.67,10.67,0,0,0,.19,2c0.09,0.66.19,1.34,0.34,2H14V18h0Zm2,4h5.44c0.16-.62.25-1.31,0.38-2A14.06,14.06,0,0,0,22,18H16v4Zm7.5,0H27a11.21,11.21,0,0,0,.66-2A13.9,13.9,0,0,0,28,18H24a14.66,14.66,0,0,1-.16,2.06c-0.09.66-.19,1.31-0.31,1.94h0ZM7,24H4c0.25,0.38.56,0.78,0.84,1.13a9.9,9.9,0,0,0,.94,1.06A10.58,10.58,0,0,0,7.5,27.63a11.51,11.51,0,0,0,1.91,1.09,11.33,11.33,0,0,1-1.31-2.16A15.79,15.79,0,0,1,7,24H7Zm2.12,0,0.28,0.69A7,7,0,0,0,10,26c0.09,0.22.22,0.41,0.31,0.59a9.78,9.78,0,0,0,1.09,1.5,6.78,6.78,0,0,0,1.22,1.13,3,3,0,0,0,.69.38,2,2,0,0,0,.66.28V24H9.16Zm10.5,2.56c0.09-.19.22-0.37,0.34-0.59s0.22-.41.31-0.62c0.19-.44.38-0.87,0.53-1.34H16v5.84a2.45,2.45,0,0,0,.69-0.28,3.51,3.51,0,0,0,.66-0.37,6.78,6.78,0,0,0,1.22-1.12,9.78,9.78,0,0,0,1.09-1.5h0Zm4.53-.37a10,10,0,0,0,.94-1.06c0.28-.34.59-0.75,0.84-1.12H23a19.07,19.07,0,0,1-1,2.56,13.28,13.28,0,0,1-1.34,2.16,11.54,11.54,0,0,0,1.91-1.09,10.52,10.52,0,0,0,1.69-1.44h0Z\" transform=\"translate(0 -2)\"><\/path><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Sylfaenol allweddol o raglenni<\/h3>                <p>Mae gwybodaeth fanwl am y broses Newid Mawr gan y T\u00eem Ansawdd Academaidd ar gael <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/staff\/supporting-your-work\/teach-and-support-students\/teach-and-assess-students\/curriculum-and-programme-design\/approving-and-managing-programmes\/existing-programmes\">yma<\/a>.<\/p>\n            <\/div>\n        <\/div> \n\n    \n<hr \/>\n<h3 id=\"section4-3\">Ailddilysu<\/h3>\n<p>Mae ailddilysu\u2019n gyfle i\u2019r holl ysgolion adolygu eu portffolio o raglenni er mwyn sicrhau eu bod yn parhau i fod yn addas i\u2019r diben yn strategol ac yn academaidd.<\/p>\n<p>O\u2019i weithredu ar amserlen dreigl, mae ailddilysu yn caniat\u00e1u ar gyfer adolygiad cyfannol o bortffolio ysgol a chyfle i fyfyrio ar yr hyn sy\u2019n gweithio a\u2019r hyn sydd angen ei wella. Y cyfnod cyntaf yw adolygiad cychwynnol o bortffolio&#8217;r ysgol ac yna adolygiad o raglenni a strwythurau unigol, a gynhelir gan yr ysgol a&#8217;r coleg.<\/p>\n<p>Bydd yr adolygiad cychwynnol o bortffolio ysgol yn pennu pa raglenni fydd yn symud ymlaen i gyfnod dau a pha rai y gellir eu cyflwyno i&#8217;w dirwyn i ben os bydd angen.<\/p>\n<p>Yng nghyfnod dau, bydd rhaglenni unigol yn cael eu hadolygu. Mae hwn yn gyfle i wneud newidiadau ar raddfa fawr i raglenni os oes angen, neu rai llai. Dylech adolygu perfformiad y rhaglen yn y gorffennol, data recriwtio, adborth myfyrwyr ac ati. Ymgynghorwch \u00e2 myfyrwyr presennol a chynfyfyrwyr.<\/p>\n<ul>\n<li>Beth sy\u2019n gweithio\u2019n dda? Beth sydd angen ei wella neu ei ddiweddaru?<\/li>\n<li>A oes angen diweddaru&#8217;r rhaglen i gynnwys datblygiadau diweddar yn y ddisgyblaeth?<\/li>\n<li>A yw adborth myfyrwyr neu\u2019r NSS wedi amlygu meysydd i&#8217;w datblygu neu eu gwella?<\/li>\n<li>A yw rhinweddau graddedigion yn cael eu cynrychioli&#8217;n ddigonol yn y cwricwlwm?<\/li>\n<li>A allech chi wneud y rhaglen yn fwy cynhwysol?<\/li>\n<li>A oes cydymffurfedd \u00e2&#8217;r Gymraeg?<\/li>\n<\/ul>\n<p>Mae\u2019n bosibl iawn mai canlyniad ailddilysu cyfnod dau fydd ail-lunio rhaglen neu newid mawr \u2013 gweler adran un o\u2019r pecyn cymorth ar <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/chwmpasu-chreu-rhaglen\/\">gwmpasu rhaglen<\/a> i gael rhagor o wybodaeth am y broses hon ac adran dau ar <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/datblygu-rhaglen\/\">lunio rhaglen<\/a> am ragor o gymorth ar y pynciau hyn.<\/p>\n \n\n                        <div class=\"alert alert with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 30 30\"><title>Globe<\/title><path d=\"M15,2a15,15,0,1,1,0,30A15,15,0,0,1,0,17,15,15,0,0,1,15,2ZM10.34,7.44L10,8a5.88,5.88,0,0,0-.31.63C9.53,9.06,9.31,9.53,9.16,10H14V4.16a2.78,2.78,0,0,0-.66.25,5,5,0,0,0-.69.41,6.52,6.52,0,0,0-1.22,1.09,10.24,10.24,0,0,0-1.09,1.53h0ZM16,10h4.84c-0.09-.22-0.16-0.47-0.25-0.69A12.87,12.87,0,0,0,20,8a5.49,5.49,0,0,1-.34-0.56,10.13,10.13,0,0,0-1.09-1.53,6.55,6.55,0,0,0-1.22-1.09,7.68,7.68,0,0,0-.66-0.41A3.67,3.67,0,0,0,16,4.16V10h0ZM5.81,7.81q-0.52.52-.94,1C4.59,9.22,4.28,9.63,4,10H7A15.68,15.68,0,0,1,8.09,7.44,11.33,11.33,0,0,1,9.41,5.28,11.54,11.54,0,0,0,7.5,6.38,10.52,10.52,0,0,0,5.81,7.81ZM23,10h3c-0.25-.37-0.56-0.78-0.84-1.16a13.7,13.7,0,0,0-.94-1A10.58,10.58,0,0,0,22.5,6.38a11.51,11.51,0,0,0-1.91-1.09,13.28,13.28,0,0,1,1.34,2.16A19,19,0,0,1,23,10h0ZM6.5,12H3a9,9,0,0,0-.62,2A10.61,10.61,0,0,0,2,16H6a14.66,14.66,0,0,1,.16-2.06c0.09-.66.19-1.31,0.31-1.94h0ZM14,12H8.56c-0.16.63-.25,1.31-0.34,2A10.67,10.67,0,0,0,8,16h6V12h0Zm2,0v4h6a14.19,14.19,0,0,0-.16-2c-0.12-.66-0.22-1.34-0.37-2H16Zm8,4h4a13.75,13.75,0,0,0-.31-2A11.21,11.21,0,0,0,27,12H23.5c0.13,0.63.22,1.28,0.31,1.94A14.51,14.51,0,0,1,24,16h0ZM3,22H6.5c-0.12-.62-0.22-1.28-0.31-1.94A14.51,14.51,0,0,1,6,18H2a10.6,10.6,0,0,0,.34,2A9,9,0,0,0,3,22H3Zm11-4H8a10.67,10.67,0,0,0,.19,2c0.09,0.66.19,1.34,0.34,2H14V18h0Zm2,4h5.44c0.16-.62.25-1.31,0.38-2A14.06,14.06,0,0,0,22,18H16v4Zm7.5,0H27a11.21,11.21,0,0,0,.66-2A13.9,13.9,0,0,0,28,18H24a14.66,14.66,0,0,1-.16,2.06c-0.09.66-.19,1.31-0.31,1.94h0ZM7,24H4c0.25,0.38.56,0.78,0.84,1.13a9.9,9.9,0,0,0,.94,1.06A10.58,10.58,0,0,0,7.5,27.63a11.51,11.51,0,0,0,1.91,1.09,11.33,11.33,0,0,1-1.31-2.16A15.79,15.79,0,0,1,7,24H7Zm2.12,0,0.28,0.69A7,7,0,0,0,10,26c0.09,0.22.22,0.41,0.31,0.59a9.78,9.78,0,0,0,1.09,1.5,6.78,6.78,0,0,0,1.22,1.13,3,3,0,0,0,.69.38,2,2,0,0,0,.66.28V24H9.16Zm10.5,2.56c0.09-.19.22-0.37,0.34-0.59s0.22-.41.31-0.62c0.19-.44.38-0.87,0.53-1.34H16v5.84a2.45,2.45,0,0,0,.69-0.28,3.51,3.51,0,0,0,.66-0.37,6.78,6.78,0,0,0,1.22-1.12,9.78,9.78,0,0,0,1.09-1.5h0Zm4.53-.37a10,10,0,0,0,.94-1.06c0.28-.34.59-0.75,0.84-1.12H23a19.07,19.07,0,0,1-1,2.56,13.28,13.28,0,0,1-1.34,2.16,11.54,11.54,0,0,0,1.91-1.09,10.52,10.52,0,0,0,1.69-1.44h0Z\" transform=\"translate(0 -2)\"><\/path><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Awgrym datblygu rhaglenni<\/h3>                <p>Mae gan y T\u00eem Ansawdd Academaidd dudalen ar y fewnrwyd gydag adnoddau wedi'u neilltuo ar gyfer ailddilysu <a href=\"https:\/\/intranet.cardiff.ac.uk\/cy\/staff\/supporting-your-work\/teach-and-support-students\/monitoring-our-progress\/revalidation\">yma<\/a>.<\/p>\n            <\/div>\n        <\/div> \n\n    \n<h2 id=\"section5\">Archwilio\u2019n ddyfnach<\/h2>\n<hr \/>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-learning-enhancement-deeper-dive-cy-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cyfeiriadau<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-learning-enhancement-deeper-dive-cy-1\"><p>Ashwin, P (2020) \u2018Reflective Teaching in Higher Education\u2019 London: Bloomsbury. Available at:\u00a0<a class=\"collapsed\" href=\"https:\/\/www.vlebooks.com\/Product\/Index\/1826737\" target=\"_blank\" rel=\"noopener\">https:\/\/www.vlebooks.com\/Product\/Index\/1826737<\/a>\u00a0[Accessed 14\/10\/2922]<\/p>\n<p>Boucher, Duane a Piderit, Roxanne. (2017). Application of an Action Research Process: Reflections on an Undergraduate Information Systems (IS) Software Development Project (SDP).<\/p>\n<p>Gibbs G (1988). \u2018Learning by Doing: A guide to teaching and learning methods\u2019. Oxford: Further Education Unit. Oxford Polytechnic.<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-learning-enhancement-deeper-dive-cy-2\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Rhannwch eich adborth<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-learning-enhancement-deeper-dive-cy-2\"><p>\n<!-- iframe plugin v.6.0 wordpress.org\/plugins\/iframe\/ -->\n<iframe loading=\"lazy\" class=\"image w-75\" src=\"https:\/\/forms.microsoft.com\/pages\/responsepage.aspx?id=MEu3vWiVVki9vwZ1l3j8vFjmzr0UHJNEkrFqXd1VVfhURFkwR1E4TzlNNFJGR1VIRDdKRENOOFZFSS4u\" width=\"100%\" height=\"500\" scrolling=\"yes\" frameborder=\"0\"><\/iframe>\n<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-learning-enhancement-deeper-dive-cy-3\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Y camau nesaf<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-learning-enhancement-deeper-dive-cy-3\"><p>Rydych chi ar dudalen\u00a04 o 4 o dudalennau'r broses datblygu addysg.<\/p>\n<p>Y tudalennau blaenorol oedd\u00a0<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/chwmpasu-chreu-rhaglen\/\">Cwmpasu Rhaglen<\/a>,\u00a0<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/datblygu-rhaglen\/\">Datblygu Rhaglen<\/a>\u00a0and\u00a0<a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/dylunio-dysgu-a-pharatoi-i-addasu\/\">Dylunio Dysgu a Pharatoi i Addysgu<\/a>.<\/p>\n<p>Archwiliwch dudalennau sy'n ymwneud \u00e2'r pynciau ar y dudalen hon:<\/p>\n<ul>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/adborth\/\">Adborth<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/cyd-greu-mewn-asesiadau\/\">Cyd-greu mewn Asesu<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-3-partneriaeth-a-chyd-greu\/\">Egwyddor 3: Partneriaeth a Chyd-greu<\/a><\/li>\n<\/ul>\n<\/div> <\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Dechrau arni Mae gwella dysgu yn gylch parhaus sy'n dechrau wrth i chi ddod \u00e2 myfyrwyr i'ch rhaglen a'ch modiwlau, a dod \u00e2'ch cynlluniau a'ch dyluniadau yn brofiadau byw. Y [&hellip;]","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[82],"tags":[],"class_list":["post-272","page","type-page","status-publish","hentry","category-gwella-dysgu"],"meta_box":{"cu_accordion":"","cu_alert":"","cu_tabs":"","cu_quote":""},"_links":{"self":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/272","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/comments?post=272"}],"version-history":[{"count":38,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/272\/revisions"}],"predecessor-version":[{"id":7311,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/272\/revisions\/7311"}],"wp:attachment":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=272"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=272"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=272"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}