the better. Teachers and students can develop and share coding skills with multiple or Jupyter Notebook Service. Our DigiMap services deliver high quality mapping data for all stages of education. Future developments include a text and data mining service, working with satellite data and machine learning, and smart campus technology. Edina's work with learning technologies helps to develop skilled data literate students who can change our world for the better. Teachers and students can develop and share coding skills with multiple or Jupyter Notebook Service. Our DigiMap services deliver high quality mapping data for all stages of education. Future developments include a text and data mining service, working with satellite data and machine learning, and smart campus technology. Okay everyone welcome. It's half past one so let's go on to the next parallel session. We have three speakers for you this afternoon. For those of you who are following online I want to remind you of the Q&A ID for the V-Vox session. The ID is 103-237-391. So once again 103-237-391. So for any questions during the last five minutes of each session. Okay we kick off with Ewan McAnthroo. Ewan the floor is yours. Thank you. So yes hello my name is Ewan. I work as the Wikimedian in residence at the University of Edinburgh. So my role here today is to explain a little about what I do and why we think there's a role and need even for Wikimedia in teaching and learning. You can find more about the residency and its work by typing wikipedia colon University of Edinburgh into the search bar of wikipedia itself. You can find more about wikipedia aged 18 years old in the state of the project at the bits.ly link wikipedia 2019 and you can find student and staff feedback video interviews that we've done at tinyurl.com forward slash student vids along with approximately 255 videos and video tutorials. So this conference is a very timely one for reflecting on the work we've been doing here at the University of Edinburgh over the last three and a half years now and it's my first time at ALT. So time, time for thoughts and reflection. So I thought it'd start because we're all back from lunch is let's just start by taking a deep breath. Actually take two because I invite you to imagine you're in a sauna. Bear with me for a little wiki mindfulness. If you want to you can close your eyes and just imagine you're in this sauna. You can smell the wood, smell the chlorine, feel the heat on your face, your arms and hear the playful splashing in the swimming pool outside. You're in your happy place. Now I imagine a guy called Patrick is asking you what you do for a living and you tell Patrick why I'm a wikipedia at the University of Edinburgh and Patrick replies, cool. What's wikipedia got to do with universities? So have a think for a moment. What is the link between wikipedia and universities? Put it in the VVox if you like. What would you say? How would you answer? We'll be having a panel just after this session where we'll be discussing just that. I was a bit stumped for a minute when I thought about it until I remembered my Held Higher Education Award. But I don't like to talk about that. But in terms of answering Patrick's question it was a fair question. Let's see. How about the shared vision and mission statements? This idea that there is the both communities, the wikipedia and higher education communities are involved in the creation, curation and dissemination of knowledge. And as Sue Beckham said, it's about understanding and engaging with the relationships we have with the open web. How people are creating, curating and contesting knowledge online.  So what about digital skills? The digital skills aspect, it's widely recognized that digital capabilities are a key component in graduate employability. So many reports make this clear. So supporting learning good digital research skills, synthesizing that information, and then communicating it in a rapidly changing digital world is so, so important right now. And it's also about supporting developing a more robust critical information literacy. This is the SILIP definition of information literacy. To think critically and make balance judgments about information, it empowers us as citizens to reach and express informed views and to engage fully with society. Our experience with our academic support librarians is that working with wikipedia achieves this. At its heart though, it's about the fact that search is the way we live now. And it's about engaging with all sorts of different aspects. Wikimedia work affords working in looking at open access, looking at copyright, looking at how we support open science, public engagement with research, public engagement with collections, and so more, and so on. And it's about this. When you turn on a tap, you expect clean water to come out. And when you do a search, you expect good information to come out. And the fact that information that's on Wikipedia spreads across the internet. And what's right or wrong or indeed missing affects the entire internet. Representation matters. Fact-checking matters. This is how Wikipedia is often framed in teaching and learning. It's about warning students about its use. Pros and cons. Something to be consumed at your peril. When Wikipedia in education should really spin this on its head. It's about what you can also contribute as an institution, as staff and as students, and what you can then get out of that teaching and learning experience as a result. Indeed, the Alts website defines learning technology as the broad range of communication, information, and related technologies that can be used to support learning, teaching, and assessment. Wikipedia's learning technology. We don't often think of it like that. But it is. The largest open knowledge resource in human history that is free and open and anyone to contribute to. Now, aged 18 years old, Wikipedia ranks among the world's top 10 websites for scholarly resource lookups and is extensively used by virtually every platform used on a daily basis. Receiving over 500 million views per month from 1.5 billion unique devices. Quite simply, Wikipedia is today the gateway through which millions of people now seek access to knowledge. Ergo, Wikimedians are learning technologists. And a Wikimedian, for those that don't know, they don't just appear. They learn how to edit Wikipedia so that they can train other people. My own background is in secondary school English. Others come from different backgrounds entirely. These skills are easy to learn and they're easy to communicate to other people. Ergo, learning technologists are Wikimedians. Or they should be because at the University of Edinburgh, we have quickly generated real examples of technology-enhanced learning activities appropriate to the curriculum that have been repeated year on year because of the positive reactions of staff and students. We have transformed our students and staff and members of the public from being passive readers and consumers to being active, engaged contributors. The courses in red are the ones we did in year one. Courses in blue are the ones we've done in year two, combined with year one. And now we've extended to the courses in green in year three. These courses are growing, they're expanding and we're now looking to support more online environment course programs. The result is that our community is more engaged with knowledge creation online and readers all over the world benefit from our teaching, research and collections. Our Wikimedia and the curriculum activities bring benefits to the students who learn new skills and have immediate impact in addressing both the diversity of editors and diversity of content shared online. Global health master students add around 200 words to global health related articles and their edits to the page on obesity, for example, are viewed something like 3,000 times per day on average. Digital sociology master students engage in workshops with how sociology is communicated and how knowledge is created and curated online. And reproductive biology students. They work in groups in two workshops at the beginning of the semester learning about digital research skills from our academic support librarians so that they can work collaboratively to research and publish new articles on reproductive biomedical terms not yet on Wikipedia. One student's article on high grade cirrus carcinoma, one of the most common forms of ovarian cancer and most deadly, didn't exist on Wikipedia. This student's work includes 60 references that she researched and diagrams she created because she couldn't find copyrighted freed ones online. It's been viewed something like 74,000 times since it was first published. That's impact. Translation studies master students gain meaningful published practice each semester by translating 2000 words to share knowledge between two different language Wikipedia's on a topic of their own choosing from the highest quality articles. World Christianity master students spend the semester undertaking a literature review assignment to make the subject much less about white northern hemisphere's perspectives, creating new articles on Asian feminist theology, sub-Saharan political theology and more. Data science for design students. Wikipedia has a sister project, Wikidata, which affords the students the opportunity to work practically with research data sets like the survey of Scottish witchcraft database and surface data to the linked open data cloud and explore different visualizations and the direct and indirect relationships at play in this semantic web of knowledge to help further discovery. We also work with students societies, law and technology, history, translation, women in STEM, and have held events for Ada Lovelace Day, LGBT History Month, Black History Month, Mental Health Awareness Week, and celebrated Edinburgh's Global Alumni, working with the Uncovered Project and the Commonwealth Scholarship Commission. Students are addressing serious knowledge gaps and are intrinsically motivated to communicate their scholarship because of this. They benefit from the practice academically and enjoy doing it personally because their scholarship is published, lasting long beyond the assignment and does something for the common good for an audience of not one, not just their tutor, but an audience of millions. Why engage at all? I think we know that representation matters and that gender inequality and science and technology is all too real. Gaps in our shared knowledge exclude the vitally important contributions of many within our community and role models, trailblazers are important. You can't be what you can't see. 65% of our participating editors at the University of Edinburgh have been women. That's quite a difference from the normal 10% average of Wikipedia editors. And on the reproductive biology course, it's 90% women who edit on that course. The choices being made in creating new pages and increasing the visibility of topics and the visibility of inspirational role models online can not only help shape public understanding around the world for the better, but can also help inform and shape our physical environments to inspire the next generation. Wikipedia in the curriculum involves identifying reliable secondary sources we can cite and sometimes the lack thereof. Discussing who's knowledge, open access, bias, neutral point of view, writing for a lay audience and copyright, these are all absolutely appropriate for the modern graduate. The skills needed by those contributing to Wikipedia are the same digital literacy skills, which a degree at the University of Edinburgh is designed to develop. Those of critical reading, summarizing, paraphrasing, original writing, referencing, citing, publishing, data handling and understanding your audience. In this era of fake news is never been more important that our students understand how information is published, shared and contested online. And beyond this feel empowered that they can do something positive to share fact check knowledge and help build understanding. Why? Because it's an emotional connection. Within, I'd say, less than two hours of me putting our page in place. It was the top hit that came back in Google when I googled it. I thought that's it. That's impact right there. Just to finish, things can look bleak at times. Picking up from Sue Beckingham's keynote. A year ago, Tim Berners Lee was on Channel Four News being interviewed about the Facebook and Cambridge Analytica scandal. And he said this, we need to rethink our attitude to the internet. It's not enough just to keep the web open and free. We must also keep a track of what people are building on it. Look at the systems that people are using, like the social networks, and look at whether they're actually helping humanity. Are they being constructive or are they being destructive? Happily, he cheered up a few months later when he was giving his Turing Award lecture in Amsterdam in May 2018. He did, while he still feels that the open web is that something of crossroads and could go either way, constructive or destructive. He found words of praise for Wikipedia. It is amazing that humanity has proved, produced Wikipedia. It is an act of human generosity. And that's my experience of working with Wikipedia for the last three and a half years. The research, the feedback from staff and students all bear this out. People do feel they are doing something inherently good and worthwhile in sharing verifiable open knowledge. And they learn so much from engaging in this process. They become knowledge activists. I commend it to you as a hugely impactful form of learning technology. Thank you. Thank you, Ewan. We've got three minutes for a few questions. Anyone in the audience? No, there's some questions online. The first one is, what's exactly the difference because you talk about Wikipedia and Wikimedia and you sometimes seem to interchange them. Commonly not understood difference. Wikipedia is the free, open online and psychopedia started in 2001. Wikimedia is the foundation, the 100% non-profit foundation that supports and develops around about a dozen open knowledge projects of which Wikipedia is by far the best known. Okay, thanks. There's a comment from someone saying, excellent work example of development of digital literacy. They thank you for that. Someone else asks, do you have examples of assessment criteria used for Wikipedia assessments? Different models. A lot of course leaders like to start off in a small scale way and have it as an unassessed elective but equally some people go straight in and swap it out with oral assessment of 5% of course credit. We do have rubrics we can provide for different ways of judging criteria of quality of articles and we have other sort of peer assessment guides that are also used as well. Thank you. Someone else says, thinking back to my own university days, I had friends who would write their essays from Wikipedia and would go back and reference with proper academic papers afterwards. How do you deal with this kind of? They would write their essays from Wikipedia and go back and reference. Proper academic papers afterwards. So they're citing, yeah, we would not advocate citing Wikipedia. The idea is we want students to write Wikipedia using reliable published secondary sources and Wikipedia does not want it. It's a tertiary source, an academic encyclopedia which based on articles which cite reliable published secondary sources. If you want to cite anything, cite those but check their reliability also. Okay. And they obviously turn it in software that you can use to check copyright violation and things like that. Okay. Any other questions from the audience? Yes, there's a question here. Is the microphone? Okay. Steve York. It's just a really practical question. I just wondered, obviously in the first year, if someone's creating a new page on an underdeveloped topic, I can see how that works really well. I just wondered how you then deal with it in subsequent years, if you start to run out of. Okay. So it depends which language Wikipedia you're working in. English Wikipedia is by far the largest with 5.8 million articles. The other language Wikipedia have a lot fewer. But it's estimated that English Wikipedia, if it was trying to cover all the sum of whole human knowledge, it should have at least 105 million articles. So we're only 100 million articles shy of where we need to be. And that number keeps on going up month on month. So there are articles missing. There are stub articles that need improved. It's always going to be a work in progress. But sometimes you can change the topic or the slight angle at which you're approaching the assignment from. I know that the University of Portsmouth have asked their students to write about villages in England and Wales. And because they had a large cohort year on year, that they started running out of villages. Scotland's been untouched. I'm just saying that. Okay. Thank you again, Yuan. Okay. Our next presentation is about designing a new digital arts curriculum. And it's by Paul Proctor and Jacqueline Butler. Hello, everyone. My name is Paul Proctor. I work for Manchester School of Art, Manchester Metropolitan University. This is a joint paper, myself and Jacqueline. Unfortunately, Jacqueline's busy in Manchester today. So I'm going to deliver on my own. But I'm also delivering actually for all of the staff who have been involved in this project. It's about designing a new digital arts curriculum where technology inspires new stories and new experience and in fact, new realities. I hope that the paper is going to be provocative. It's going to read debate about how we can challenge our students, the digital and creative industries and ourselves as academics as part of a process of rethinking the educational experience. This will be done by charting the journey we've taken and are in fact still taking to develop a future proof, if that is indeed possible, curriculum for a new school of digital arts, which throughout the paper I'm going to be referring to as Soda, the acronym. Soda is due to open in 2021 on campus at Manchester Met. The school will bring together courses and disciplines from around faculty, including computing, business, user experience and media. The portfolio will include animation, filmmaking, games art, immersive arts, photography, sound and visual arts and there are many more courses that will be coming on stream in addition to those. The intention is to build a school that has the capacity to enable students to work collaboratively to co-create across a range of disciplines in a bespoke environment that has the physical and educational resources for students to develop the skills and attributes to gain employment in the UK creative digital sectors, thereby filling hopefully the UK digital skills gap. This will require innovative approaches to nurturing talent that instills transdisciplinary methodologies at the heart of the learning experience for students, challenging our subject disciplines and encouraging not only a willingness but hopefully a desire in both staff and students to cross boundaries and acquire a broader range of skills that are suited to the flexible and adaptable ways of working in contemporary culture and responding to the fast pace of the change that the creative and digital sectors of the world know is facing. The foundational structure of Soda has been to achieve a series of structured design sprints that were modelled on a method developed by Jake Knapp, maybe you know Jake Knapp at Google Ventures. The aim of the sprints was to generate ideas, solve problems and test solutions through the designing of new models of learning and teaching suitable for a new generation of creatives. The sprints involved academics, it involved technical support, it involved professional services from across the university's faculties as well as partners from industry and key influences from around the world including HKU in Holland and Parsons and NYU in New York. These partners formed the crucial, really the crucial first steps for developing an inspired curriculum built on flexibility and an open approach to learning. We're not only the design of the curriculum was redressed but also the academic roles were questioned, this is a really key thing, questioning our roles and the roles of others within the institution. We needed to consider how academics and technical staff may work in an environment of the teacher, the coach, the advisor and the co-learner. This all proved incredibly challenging as you might imagine but also really exciting. So the first three weeks sprint placed a focus on sharing existing good practices as you would expect at the beginning of a process, we're sharing what we already do. Each day was structured to encourage collaborative, active play and creative thinking in relationship to our expanding notion of student experience in HE. So the sprints were rooted in the sharing of knowledge and the expertise across the vast range of academic and technical staff, research professors, students and industry partners via a series of activities. The curriculum in the end was constructed, it was animated, it was gamified, this became known as the lens of perception and it was performed and it's an articulated in a way that signals our school's core disciplines. And those disciplines were given to us actually prior to the development of the school and they are creativity, you may imagine, collaboration, absolutely key and practical and through practical we mean technological application. A key driver for the design of the new curriculum was meaningful engagement with the digital and creative sectors. The landscape of these industries as you probably know is changing and digital companies are increasingly failing to recognize traditional disciplinary boundaries and are instead focusing on attracting young creatives who are flexible and adaptable and able to learn independently and contribute directly to or even maybe disrupt the companies that they work for. In terms of designing the curriculum that's not only responsive but is impactful to change, our challenge is focused on how we as academics and tutors on the one hand recognize subject disciplinarity but at the same time avoid siloing our students into specialisms. It's a really difficult thing to do navigating that boundary between specialism and multidisciplinarity. The aim through the curriculum design sprints was to establish a refreshed ethos to learning and teaching environment we occupy with our students to celebrate the collaborative act by encouraging our students to discover their individual creativity within a team and value the skills of sharing knowledge, imagination, expertise and experience with others. We felt that being open to new ways of learning and communicating with our peers would inevitably lead to fostering a collective voice to alternative approaches to telling stories through digital technologies. As one of our graduating filmmaking students puts it, intersections between audience, participants and me, the filmmaker, sharing the authorship and sharing creative stories. So the collective self is a living, evolving archive capturing fleeting moments, thoughts and feelings of women all over the world. The archive currently contains 800 thoughts and 67 women in 20 different countries. And the process of making this project only took three months but my research journey has been a lot longer than that. And it started off with a frustration with the linear film format and more specifically with the ethical shortcomings of being a documentary filmmaker. I began to question authorship and the power and the control that I had to manipulate other people's stories. Why one to create was a more open and inclusive practice. I was making films with people who were not about them. The web app was used to capture the thoughts so anyone can participate. You only need a phone, the internet and be willing to share your thoughts to take part. So any woman could partake in any country. And that was really important to me to have it to be as accessible and open as possible. I knew I had to have some kind of ordering logic to this archive. So when I made the web app, I also created a second question. The first question was what are you thinking right now? And the second was what are you feeling right now? So then I had eight different emotions that the participants themselves categorized where their thought belonged. So that was my kind of the order of the archive. And I created a control panel on the iPad to kind of... So the audience was allowed to kind of interact with the project and create their own meaning and take whatever they want out of it. By inviting the audience in to engage with it in a different way and interact with the material, it allows for more engagement. You're given an opportunity to kind of select for yourself and control the work yourself. And it becomes this kind of intersection between audience, participants and me sharing the authorship and sharing and creating stories. Okay, so Victoria's approach there about making films with people rather than about them breaks down kind of boundaries of authorship, opening up shared space for creative storytelling, thus giving the participant a voice. This can be quite a challenge for young creative students, but once experienced, as you can see with Victoria, hierarchical structures are challenged in interesting and dynamic ways. A diversity of voices can be heard and new approaches to storytelling emerge when the director examines and alters their role within the partnership and with others. This leads to our strategy to develop a curriculum that's vertical. And by vertical, we mean where knowledge, skills and expertise are shared across educational levels, across subject divides and across academic research, technical support, industry populations, communities and our students that our students engage with. This inspires an approach to learning that's driven by the needs of the research community we aim to create and the open culture of cooperation that we define in our curriculum model. The curriculum we have the ambition to design and deliver is one where participants provide the key driver for the curriculum as disciplines become more permeable, as the levels progress, we increasingly encourage our students with different specialisms to work together on projects, learning from each other and sharing their knowledge and expertise. Such a curriculum will enable students to work with research colleagues on projects as well as with industry partners and non-profit making charities and societal projects. Some of the work as we've already begun in the media department, I don't have time to tell you about those right now, but here they are. Narratives of homelessness, project that we're doing, visualising radio where students have made 30 second, whoops, made 30 second animations about radio and talent lab, which is something that we do annually, where we get students to work with industry. Expectation is such that a model will benefit everybody and in particular our students who will receive direct experience through working with real projects, with a range of people and a breadth of experience and therefore develop their skills as critical practitioners. One of the key things in working on this project was to work directly with industry, very intimately actually with industry and to get them involved in what we're doing. And one of the things that came out of that, or a number of things that came out of that, a number of kind of learning things that came from engaging with a relatively new creative digital sector. The first was that the younger the company is, the smaller it is I should say, and less hierarchical it tends to be, you know, hierarchy tends to be limited to larger companies. Technology is intrinsic in the business, it's not the key driver for them. They seek new talent, they want creative thinkers, they want makers with fresh ideas and approaches to get an edge on their competition. They're more accepting of failure, interestingly, and they are enthusiastic about collaborating with the school to further their own learning as individuals and as businesses. Another key strategy, another key strategy, curriculum strategy, is to fully integrate our technical expertise. Now, like in most institutions our technical services is against siloed, it's in a different part of the university. I'm sure you will come across this, you know, I'm talking about siloing students, but all our services are siloed, so we're trying to create a space where we can bring all of those, all of that expertise together within one creative digital space. I'm running out of time but I just want to finish by saying the idea is to create a community of digital practice that makes best use of the staff and student expertise. It breaks down the barriers and the hierarchies of traditional defined educational roles and to consider the student-teacher relationship and a creative space for open dialogue that crosses a multitude of expertise in our universities, in our schools and in our communities. I have to stop there because I'm running out of time, I think. So thank you very much and I'm really very interested in hearing from you. There's my email address, please do contact me. We want you involved in what we're doing in building this new school. Thank you. Thank you Pa. Any questions in the audience? There's a roving microphone so if you have a question, no question so far. There's an online question, do industry partners contribute to the curriculum development process? Yes, very very much so. They were involved in the curriculum design sprints that we were doing and they were encouraged to be involved in other activities that we engaged them in. You probably realize that getting industry to give up time to come into the university or even give up time when we go out to them is quite difficult process but however we you know the industries that we contacted and that we have partnerships with they're really keen in getting involved with what we're doing because they see it as a space that they can use, they see it as a resource for them. So it's an experimental space and a risk taking space as well. Questions in the audience? Okay, thank you Paul. Thank you. The final presentation in this session is by Tim Neumann and it's a peace co-authored with Eileen Kennedy on an online platform to help teachers design meaningful and practical practical learning activity. There you go. Thank you, let me just find my presentation. Fantastic, great to be here in this wonderful hall standing below a pipe organ. I used to play these things so that's why I'm doubly excited. Anyway, I am talking about this topic which is quite a mouthful. So let me shorten this. This is a presentation about the learning designer an online tool that we've developed and that is supposed to do exactly that. Yeah, be an online platform to help teachers design their courses. So this is just a bit of background about me. I'm working at the UCL knowledge lab. It's an interdisciplinary research lab in the middle of London part of UCL and the Institute of Education. But what I'm presenting here actually I only play a really tiny role because to get the learning designer to where it is today all of these people were involved. Probably more who I forgot to mention. Sorry if you should be on there and aren't. But you can also see on the right hand side that there were a number of institutions involved. So it's not just a small cotton industry or a small pet project but quite some significant thing and this thing started back in 2006. It's a quite a while ago. But let's look into the purpose of the learning designer or can I have a quick show of hands. Who of you have actually gone to the website of the learning designer? Oh well yeah a few. Not quite half. Thank you. So yeah let me talk you through the purpose. One purpose is to help people, teachers in particular. Because teachers can juggle multiple things when they need to design a course and that is actually quite a lot of stuff that they have to think of. So we want to provide a platform that provides some support. So that also brings people together to help out each other so that people can learn from other people's designs. But also we want to provide the ready-made molds where the pieces of a puzzle fit in in order to make the design easier. Now when we talk about learning design I'm using the definition brought forward by the Lanaka Declaration that was 2008 or so. Well quite a while ago. And since then we've seen a few learning design frameworks emerge. I've mentioned a few of them in my slides that are on the old session page. These are clickable so you can find your way through there. And alternative frameworks are available. This is not an exhaustive list. But what these frameworks have in common is they work on the assumption of a process with the steps that I've listed there to the left. They are not the exact steps that are replicated everywhere but broadly these are the steps that you follow when you're designing a course. More or less. Now the learning designer does not want to respond to all of these steps. The learning designer focuses on activity development first and foremost. And then I've mentioned another thing the ABCLD, ABC workshops, hands up if you have heard of the ABC learning design workshop. Oh many more hands. Right brilliant. So I don't need to say too much about this but you will know that the ABC workshops address more the first stages when you start learning science and so on. You already get a little bit into sequencing but it stops there. When you want to develop the activities in detail and insert proper pedagogy and think about what students actually do down to the little details that's what the learning designer is for. And in theory the learning designer could also and effectively does already address all of these other aspects but they are not featuring very highly. Maybe in the future it did in the past. Speaking of the past let me run you through the history of the learning designer. As I mentioned starting in 2006 we started with the London Pedagogy Planner at the then the London Knowledge Lab now the UCL Knowledge Lab and at the same time Phoebe the Phoebe Pedagogy Planner from the University of Oxford was developed both JISC funded projects and when they ended we joined forces and found significant funding from ESRC and the TLRPTEL program in 2008 or 2009 or so. So still 10 years ago and we built a really big team to develop the learning design support environment. Out of that resulted a number of resources like the Cram tool, course resources allocation modeler. I won't ask for any hands up if you've heard of that. Probably not but it still exists more than that later. The learning designer arrived from the pedagogical pattern collector which was part of the LDSE and from the learning designer that was actually the origin of the ABC workshops so the learning designer was there first. Just mentioning it. Here's a screenshot of the early version of the London Pedagogy Planner and if you look closely, I'm not sure if you can read the top tabs but it says module outline, module resources, then calendar and session planner. So back in that time we actually thought about the larger things not just activities but how to combine these activities to a proper module and how to link learning outcomes with topics, how to link that all with assessment types. Now we've taken all that out for the moment because these things are properly complex and putting them into a tool is a challenge. It's not easy and it's not a challenge that we have cracked yet. So what we've also developed is this economic modeling of a course and that's the course resource allocation model. It still exists, there's a link in the presentation where you can download a Java version of it. We have developed it already as a web service to be used for the UCL life learning, non-accredited courses, design and so on. I'm not sure if they are using it at the moment. So we have the web service ready but we have not yet released it because it is really rough around the edges. It's very specific to UCL at the moment so but you can still go and download the Java tool if you wanted the economic modeling. The benefit is you can then see how expensive your pedagogy actually is and you can compare how much you are saving or not when you move a course from face to face to online or when you try to capture economies of scale. Now yeah and then we also experimented with timelines in the LDSE, all of which we've taken out. Why? Because we wanted to develop a tool that is usable for normal people. If you have all these tools that I've just shown you with all their complexities, they are complex, use them, you have to put so much data into it that you lose the will to live. So your course design would never be ready. So what we've tried over the years is to simplify the process. We have thought everything through in pretty much great detail but it was unmanageable. So we reduced the complexity and what we've ended up with is the current version of the learning designer which makes a number of pedagogic assumptions, theoretical assumptions, also pragmatic assumptions but these assumptions have been researched over the past few years over these previous activities. Therefore we can be reasonably sure that these assumptions are reasonable to make and are representing reality and that makes it effectively easier for the person who now uses the learning designer yeah because it's a manageable process. So this is what we have at the moment. We have the activity designer as the learning designer, we have the ABC workshops as quickfire team-based workshops when you want to start your module designs and we have the cram tool to model the economics and modeling economics is quite interesting when you consider the stakeholders of learning designs. You know most tools, most frameworks even concentrate on students and teachers. Maybe QA gets involved somewhere and maybe there is some strategic involvement because when you are designing more than the module a whole program that always has strategic components in it but financial planners and support services they are probably an afterthought or do not get involved at all in the learning design and that's what we want to tackle in the long term. We have the basics in place with the cram tool and so on but we still need to find a way to make this manageable in order to get an environment where we can properly involve all the learning science stakeholders that I've listed here. Just a word on the QA people, our learning designer produces outputs you can export for example a work document and the idea is actually that you can then use these documents to pass it into the QA process when your module is validated also. I think it's important to consider all these non-obvious stakeholders and not just focus on teachers and learners but that's our main focus, good pedagogy. This is how the learning designer looks and it's free to use, it will always be free, there might be some paid components later on but that's a long way away. The core and substantial component will remain free. The learning designer theoretically is based on Diana Laurelart's conversational framework going all the way back to Gordon Puss conversation theory and so on. So there's a really good body of theory behind it that's well thought through and more recently, I mean yeah, Diana Laurelart has distilled these learning types, these six colored things here, acquisition collaboration, discussion, investigation practice and production and these learning types I've seen them, well you've seen them in the ABC workshops but I've seen them elsewhere as well. They seem to strike a chord and they actually can represent any activity under the sum that you can imagine, you can represent this as a combination of these learning types. So whether you do resource-based learning, collaborative exercises, some I don't know, debates and so on, you can represent this as a combination of these learning types and that works quite well, it's just six types, easy to grasp, easy to get into and when you stick to these types then you can quite easily, well, design things and when you understand these types that's effectively the framework that you, that we can use to have a common language and when we have a common language then we can communicate our designs much easier and that's the second purpose of the learning designer. I should say you do need to know what these learning types are about, they are more or less almost self-explanatory but you still need to internalize them so you do need a bit of expertise when you are designing. Even though we are making the process easier with these tools, it is not as simple as we see in other industry where you suddenly can create a full movie on your telephone, well you can now create learning designs on the telephone which I'll demonstrate in a second, but you do need some background knowledge, some really serious background knowledge so I'm actually very happy to say that at least in our little bubble of academia for the education in schools we, it is still not time to get rid of experts. So this is where we are with cram to a learning designer module and the ABC workshops and we are going to rebrand the learning designer so you see a potential new logo there. What we're currently working on is an API in order to allow other tools to connect with it. We want to develop sharing learning designs and that's that's what we need the common language for that I've just mentioned. So these learning types have propagated quite nicely so well let's use them. We have the platform where we can upload from ABC straight into the learning designer learning designs and then we can share them and people kind of understand what they are because they have worked with these learning types before and then we also want to export straight into the VLE so what that when you create a learning design in the learning designer you can export it not just to Moodle later on also other VLEs they are also available and it automatically populates the structure in your VLE. So in terms of integrations there's this yeah the API we already have a working example for our API so it works in practice which is the rapid input tool which we are developing in conjunction with the further developments of the ABC workshops and yeah I'm not mentioning my program but yeah Simon Walker who has developed this is now also at UCL so there's an option to link it with assessment as well but this is a video demonstration of the mobile friendly learning designer tool so this is how you would design whoops this should be a video this is what how you can design this lecture here how you can represent this lecture based on a mobile device now where's the button here so we choose the read watch list yeah I have done this in the background and in the learning designer this is the live view of the learning designer I can then enter all the details like the instructions for students what they have to do and then I get all the additional analytics experience so I can see what your learning experience of this lecture is very acquisition driven and then I can export it straight into the VLE if I want to and I even have entered some outcomes based on Bloom's taxonomy and so on so it's pretty heavy theory driven but it's actually pretty straightforward to do learning science even on your mobile device um yeah so this is uh let me just finish off this is the learning designer roadmap version one zero already exists and the next step is we want to develop blocks so that we can bundle activities into a module the public API is already working but it's undocumented yet so not available to you wait a little bit we want to develop a new support site um in April I'm starting a new MA module fully online which is about this topic here and we also want to offer some workshops without any accreditation um in order to yeah do better learning designs then we want to develop the community we want to enhance peer review functionality in the learning designer so that people can collaborate on the learning designs and then in the long term we also want to monetize this with a paid plan for institutions so that institutions can have a walled garden and their own review processes and so on so currently we have 150 daily users more than 3000 a month and we do have evidence um there's a paper linked uh that tells you quite a bit uh quite a lot of detail about what the responses to the learning designers were in the past few years and I will stop here and not talk about shareability that's not really necessary only so far if you're interested in an institutional deployment then absolutely do get in touch we'd like to explore this in more detail thanks for your attention thank you Tim uh let's start with some questions in the audience here anyone raise your hand you get a roving mic no there's some questions online there um someone says where's the learning designer available at this address you need the UCL log on is it open source you do need a log in but it's not the UCL log in so you need to create an account so if you go to the ucl.ac.uk-learning-designer website you need to register an account first before you can access okay the environment that answers that question you answered the second one also can be edited by an institution to make it specific they need to come to you and talk to you yes uh we are not there yet with uh creating walled guns but that's on uh that's our plan and we need to engage with the community in order to see how best to take that forward and there was another question I see is the LD open source now the code of the application is not open source but it's open access really so it's a free tool it's open to use and the learning science that you create there's no license or ownership attached to that but the code we are not making available so you cannot install it in your on your own system it's software as a service yeah you also asked you answered this one about running a workshop more than just the abc is the learning designer run as a workshop or something that an academic would use after attending an ad yeah the idea is users would use it on their own at the moment but as I've just mentioned at the end we want to create or offer workshops to help you get to grips with the learning designer and how to make best use of it but also we want to enhance the tools within the learning designer to allow a collaborative design building because at the moment well you can assemble around one screen or so but a student of mine has just written her dissertation and put forward a few ideas of building integrating online community where you have multiple people working on the same design at the same time okay okay thank you any more final questions from the audience no okay this concludes this session we have 15 minutes to move between rooms if you want to move to another room I want to thank the speakers all three of them and see you later for all stages of education developments include a text and data 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