Welcome back folks, this is Dipankar Basu from the Department of Economics at UMass Amherst and you are listening to the course Marxian Economics. Let me quickly remind you we have looked at three modules so far. The first module gave an overview of the whole class. In the second module we looked at some methodological issues and in the third module we started an analysis of political economy by looking at the argument laid out by Marx in Volume 1 of Capital. The argument that we studied in the previous module helped us understand the processes related to the generation and accumulation of surplus value. When we looked at that argument we abstracted from an important issue which is related to the realization of surplus value. The simple issue is how does the capitalist system generate enough demand to buy all the commodities at prices which are necessary to realize all the surplus value. Today we are going to talk about that issue and that issue is the issue that is discussed by Marx in Volume 2 of Capital. So, this present module will give us an idea of the argument that Marx develops in Volume 2 of Capital and the main issue that we will study is the issue about realization of value. Now, realization of value and surplus value happens when commodities are sold in the market. The process of selling commodities happens in the sphere of circulation. So, therefore, in the first two parts of Volume 1 Marx studies the general circulation of capital the issues related to the general circulation of capital that is where we will begin. Once he lays out the framework of understanding the general circulation of capital he comes back with within that framework to understand issues related to the realization of value and surplus value and that is the plan we shall follow. In the first part of this module we are going to present a general analysis of the circulation of capital and in the second part of this module we will come back and look at issues related to the realization of value and surplus value through sale of commodities ok. So, let us begin with the circulation of capital. So, we are going to study the argument laid out by Marx in parts 1 and 2 of Volume 1 of Capital which looks at the process of circulation of capital in general. The starting point of our analysis will be the circuit of capital. So, let me write the circuit of capital once more for you and I will explain the parts of the circuit in a minute. So, this is the circuit of capital. This is something which we are already familiar with when we looked at the argument in Volume 1. So, this circuit has three stages or three parts. The first stage is this one. So, this is stage 1. This is the second stage. So, this is stage 2 and this is the third stage. This is stage 3. So, let us look a little bit at what these stages are. In the first stage which is represented by m c, what happens is the capitalist comes to the market with a sum of money represented here by m. So, he comes to the market as a buyer of commodities with that sum of money he purchases a bundle of commodities which is represented here by c. So, m c which is the first stage of the circuit is where the capitalist comes to the market with a sum of money as a buyer and purchases two types of commodities means of production and labour power. So, that is the first stage of the circuit. Once that stage is complete the capitalist withdraws from the market and comes to the production process. The second stage of the circuit is therefore, represented by this letter P within brackets. We put this letter P within brackets for two reasons. P represents the process of production. So, stage 2 represents the process of producing the commodity. We have put it in brackets because it is a process which goes on outside the market. We will see that stage 1 and stage 3 refer to processes that happen in the market and the process of production happens outside the market. To emphasize that we bracket out P and therefore, stage 2 which is represented here by P refers to the process of production. Once the process of production is over the capitalist returns to the market with the finished commodity bundle which is represented here by c prime. So, he comes back to the market, but now as a seller he wants to sell those commodities. So, the third stage of the circuit is represented by c prime m prime where the capitalist sells the finished products which is represented by c prime for a sum of money m prime. So, we can summarize this by saying the following. Stage 1 and stage 3 happen in the sphere of circulation. The sphere of circulation is where commodities are bought and sold. On the other hand the second stage of the circuit happens in the sphere of production. So, once we look at the circuit of capital carefully we realize that it is composed of 3 stages. The stages are arranged in a particular order. The first stage happens in the sphere of circulation followed by stage 2 which happens in the sphere of production followed by stage 3 which happens in the sphere of circulation again. So, at this stage let us pause and think a little bit about the difference between circulation and production. The key difference between the sphere of circulation and the sphere of production is the following. In the sphere of production value is created. In the process of production we know that workers who have sold their commodity labor power use the means of production the machinery to work on the raw material to produce the commodities. During the process of production the workers add to the the means of production more value than what the the capitalist paid to purchase the commodity labor power. So, therefore, in the sphere of production value is created because labor is involved in producing the commodities moreover not only value but also surplus value is created. So, the sphere of production is the sphere where value and surplus value is created. How is it different from the sphere of circulation? Let us come back to the sphere of circulation. Let us take stage 1. What is happening in stage 1 is the capitalist is coming with the sum of money and selling it for using it to purchase a bundle of commodities C. So, what is happening here is that value is merely transforming its form from the monetary form to the commodity form. So, in distinction in contra distinction to the sphere of production what happens in the sphere of circulation is merely a change in the form of value. So, let me write it down. What is happening in the sphere of circulation is merely a change in the form of value. In stage 1 the change in the form of value happens from the monetary form to the commodity form. In stage 3 the change in form of value happens from the commodity form to the monetary form. The important point about the change in form is the following. In the sphere of production value is created. So, the content of value increases. In the sphere of circulation only the form of value changes. Therefore, there is no increment in the magnitude of value when it is in the sphere of circulation. So, that is the key distinction that Marx wants her to take away from this initial discussion that the circuit of capital is composed of three stages. The stages there stage 1 and stage 3 happen in the sphere of circulation in which there is merely a change in the form of value and therefore, value cannot be created or increased in the sphere of circulation. On the other hand, stage 2 happens in the sphere of production and it is precisely here that value and surplus value is created. Now, when we make this distinction between production and circulation we need to think about production a little more broadly. What do I mean by that? Well, what I mean is the following when we think of production in more concrete terms. Production of a commodity not only is the physical act of creating that commodity, but it also involves transporting that commodity from where it was produced to where it will be consumed. That change in location the physical change in location is essential because without that the commodity cannot be consumed. Therefore, Marx understands production broadly. So, production therefore, is composed of the physical act of production itself. So, the physical act of production, but it also includes transportation and the storage that is essential to facilitate the transportation. So, therefore, when we are thinking of production in the context of the circuit of capital by production we mean production in this broader sense which not only includes the physical act of producing the commodity, but also in the case when it is necessary the activities involved in transportation of the commodity from the location of production to the location of consumption and the storage the warehousing all of it that is necessary to facilitate the transportation. Therefore, when we distinguish production from circulation by circulation we will mean in more concrete terms only the pure act of buying and selling. So, the pure act of buying and selling is represented as MC what is happening is a commodity is sold for a sum of money. It is also represented by C prime M prime because there also what is happening is a basket of commodities, a bundle of commodities is sold for a sum of money. So, here is what we mean by the pure act of buying or selling all that is involved is a transformation of the form of value all that is involved is a change in the ownership of the commodities. When the commodity is sold by the merchant to the consumer all that happens is the ownership of the commodity gets transferred from the merchant to the consumer. So, this is the first important distinction that we should keep in mind the distinction between circulation and production with respect to the circuit of capital. The next question we want to ask using the circuit of capital is what is the sense in which the circuit of capital is a circuit. Now, by circuit we usually mean a movement which is circular in nature whereby the movement returns at the end to its beginning. So, is there a sense in which the circuit is a circular movement and the answer is yes. So, let us see how to understand what is the sense in which the circuit is a circuit. Let us look at the circuit of capital again and consider the beginning and end point of the circuit as we have written it here. The beginning point of the circuit is the sum of money M. So, the capitalist has a sum of money M comes to the market uses it to purchase a bundle of commodities which we know are of two kinds means of production and labour power then brings them together in the process of production. Once the process of production is over the finished commodities arise which is represented here by C prime and then in the final stage of the circuit the commodities are sold for a sum of money M prime. So, what has happened when we look at the whole circuit the beginning of the circuit M and the end of the circuit M prime are same in terms of the form of value. So, the form of value at the beginning was money and at the end is money. So, it is in considering the form of value that traverses the circuit that the circuit of capital is a circular movement and therefore, a circuit. The beginning point and the end point of the circuit has the same form of value and that is the sense in which Marx thinks about the circuit of capital as a circuit. Now, if you think about it you will see that in the circuit is embedded not one, but three circuits. We have already seen the first circuit which starts with money value in the form of money and ends with value in the form of money. Now, once the capitalist has gotten back the revenue from selling the commodities what does he do? Well, he uses it for making a further he uses it for making a further investment. So, we can write the next circuit of capital which comes right after this. So, if we do that we will see that this sum of money M prime is then used to purchase a new bundle of commodities which again will be means of power means of production and labor power which will again be brought into the process of production which will lead to finished commodities which will again be sold. Therefore, if we start the circuit not from M, but from the productive capital which is represented here by P then we can see that there is a circuit of productive capital also. If we consider the circuit from the perspective of productive capital then we see that as the circuit progresses through time at some point capital takes the form of productive capital and then it returns to it that form of course moving through different forms of commodity money commodity and back to productive capital. So, therefore, hidden within the circuit of capital is the second circuit which is the circuit of productive capital. There is a third circuit the third circuit can be understood if we look at the commodity bundle C prime. So, C prime represents the commodity bundle which is the finished commodities which is waiting to be sold. Now, this commodity form of value also returns if we look at the second stage the second circuit of capital and understand the finished commodities that will arise in that process of production. So, if we start the circuit from C prime which is the finished commodity bundle in the first circuit we see that value which is in the form of commodities returns back to its form of commodities at the end of the second circuit and therefore, we can see the point that Marx emphasizes that the circuit of capital which is a circular movement in terms of the forms of value hides within it not one, but three circuits. But most of our analysis will will involve considering the circuit as a circuit of money capital, but nonetheless we should keep in mind that within the circuit are embedded three different circuits. With that now let us consider the various forms that capital take as value moves through the circuit and here what will be important will be the distinction between flows and stocks. So, let me first wipe out the in essential details and focus on what we need. So, what we need for our argument is really one circuit of capital. Now, we know that the circuit of capital has three stages. So, this is stage one, this is stage two, this is stage three. Each stage of the circuit involves some flows. So, economists make distinction between two types of variables flows and stocks flows are quantities which can be meaningfully measured only over periods of time like your income. Stocks on the other hand can only be meaningfully measured at a point in time like the balance in your bank account. There is always a relationship between flows and stocks. It is the flows which lead to the creation of stocks either when there is excess flows the amount of stocks go down or when the flow slow down that leads to an increase in the amount of stocks that is precisely what we will see happens within the circuit also. Now, if we consider the three stages of the circuit we know that each of those flows take positive amounts of time to finish meaning they cannot be completed instantaneously. For instance, let us consider the second stage. The second stage of the circuit is the stage of production. Now, any item of production requires some time to produce. So, therefore, the flow of value that goes through the second stage completes itself only over a period of time. What does that mean? It means that as long as the flow has not completed itself, value shows up as a stock of value. So, therefore, because the flow represented by production the production of output takes over a period of time until it has completed value shows up in the form of what we call productive capital. So, this also represents a stock of productive capital. Now, we will see details of the productive capital stock in a minute, but let us first look at the other two types of stocks that are hidden in this circuit. Let us look at the third stage of the circuit. The third stage of the circuit involves the sale of commodities. So, in terms of flow what the third stage involves is the flow of revenue created by sales. Now, the flow of revenue only occurs over a period of time. So, commodities once they are produced cannot be sold instantaneously. Think of cars once a million cars have been sold it will take a lot of time to sell them maybe a month. So, for that period of a month value gets accumulated as a stock of commodity capital commodity capital meaning commodities which are awaiting to be sold. So, because the third stage of the circuit takes time to complete itself there is an accumulation of value in the form of commodity capital. And then if we now go back and look at the first stage of the circuit we will realize that this also gives rise to a stock of value. What is the first stage? The first stage is where the capitalist uses money capital to purchase commodities. This is what economists call capital outlay when money is used to purchase means of production and labour power. Now, if you think about it the process of capital outlay the flow represented by capital outlay the purchase of means of production and labour power also take time it is not a instantaneous process. Therefore, this stage because it takes time to complete itself gives rise to stock of money capital. So, therefore, in the circuit we have three flows and because those flows take time to complete themselves we have emergence of stocks of value. We can represent this relationship between the three flows and the three stocks in an interesting diagram which will allow us to conceptualize the capitalist economy and see the relationship between its important flows and stocks. So, let us construct this diagram. This diagram which you can think of also as a circuit representation of the circuit of capital instead of allowing time to flow horizontally looks at the flow of time in a circular process. This diagram has three nodes. The first node is composed of the stock of productive capital. So, this is what we have represented earlier as p. The second node represents the stock of money capital. This is what we have earlier represented as m and the third node is composed of commodity capital which we have earlier represented as c. Now, these three nodes are linked with each other through flows. So, let us start with money capital. We can think of this what we are constructing here as a diagram representing an individual capitalist enterprise or the whole capitalist economy. So, the whole capitalist economy you can think of as starting with the sum of money and using it to make capital outlays. Capital outlays remember are uses of money to purchase means of production and labour power. So, this is the capital outlay the flow which only is meaningfully measured over a period of time. This represents the stock of productive capital. What flows out of this node is output because the process of production leads to the production of output. Let us think of cars. So, every month let us say one million cars get produced in the US economy. If we think of the flow that emerges from this node what we have is the flow of output. So, this is the flow of output the flow of finished commodities which emerge from the process of production and then get accumulated in this node as commodity capital which is nothing but stocks of value awaiting to be sold in the form of commodity. This node in turn is connected to the next node through the flow of sales. So, sales is the flow that happens when these commodities are sold and revenue is generated. So, this we can call sales. So, you can think of this as the relationship between the three important forms of stocks and flows that can represent the totality of the capitalist economy. One interesting thing to realize is that out of the sales two different types of revenues emerge. One of one component of sales goes back to recoup the cost of production. But another part of sales emerges as surplus value that is the value created in excess of the cost of production. We know that happened here, but that gets realized only when the commodity is sold. Now, part of the surplus value is appropriated by the capitalist class and by the state to support consumption. So, we can think of two flows coming out of this node. One is what recoups the cost and another is what gives us surplus value. Part of the surplus value flows out of the circuit and that gets divided into three parts. One part supports consumption by capitalists. Another part comes to support the activities of the state, the bureaucracy, the police, the military all of which the incomes of all of which comes from the surplus value that has been generated in the process of production. And the third part goes to supporting unproductive activities meaning activities that do not generate surplus value. And we will come back to look at the logic and some examples of unproductive activities. Now, it is only a part of the surplus value that goes towards goes out of the circuit and supports consumption of the capitalist, the state and unproductive activities. The larger part of surplus value is reinvested back into the production process. So, it goes back and accumulates as money capital in the capitalist system out of which a fresh round of capital outlays take place which leads to the creation of productive capital. Since the process of production takes finite amounts of time to finish positive amounts not zero amounts not instantaneous some value accumulates in the form of productive capital and then out of that emerges the flow of output. Now, if we look at this in a little more detail what are the elements of productive capital? The elements of productive capital are unused machinery machinery which has not yet been totally used up and depreciated unused raw materials and unused labour power. So, all of this is what we can see if we look inside any capital's factory that is productive capital that is value accumulated in the form of productive capital. Once the flow of output happens then we come to this node and in this node what we have is finished products awaiting to be sold. So, commodity capital is just the inventories of finished products which have not yet been sold. Once those finished products are sold you have the flow of sales part of which seeps out of the circuit, but part of which comes back. There are two flows which comes back one is the recruitment of the cost of production another is a large part of the surplus value. Since that sales revenue will not be immediately committed to new and fresh capital outlay that accumulates as money capital. So, money capital therefore, is the cash and the net worth the financial net worth of the firms that is the loans it has made to other capitalists or to other entities minus the liabilities that it has to to the system. So, this gives us a complete picture of a functioning of a capitalist economy. It is captured by the relationship between three important flows and three important stocks and we can think of the capitalist economy as a system which is continuously generating more and more surplus value and therefore, more and more value and which is increasing the size of the flow of value through the system. So, this is what emerges from an analysis of the first few chapters of volume 2 of capital a very nice and comprehensive picture of the capitalist economy. With that now let us move on to considering the circuit of capital again, but now from the perspective of the flow of time. And here we will come up with some interesting concepts the concept of turnover of capital and the concept of and we will see how that concept can help us understand some key features of capitalist economies. So, let us go back to the circuit of capital once again. The circuit of capital is a key tool that we are going to be using over and over again. Now we know that the circuit of capital has two stages which are in the sphere of circulation and one stage in the sphere of production. If we consider the circuit from the perspective of passage of time how time flows we call the total amount of time that is required by an atom of value to traverse the whole circuit the turnover time of capital. The turnover time of capital is the total amount of time that is required by capital every atom of value every atom of capital to traverse the whole circuit from here to here. That we can break up into two parts the amount of time that value spends in the sphere of production is what we call production time. So, this is the time that is spent in the sphere of production by value. Now production time itself composed of two parts one is the physical process of creating the commodities, but sometimes there are other natural processes which we can club together under the title of waiting time. For instance think of the production of wine it takes time over that period labor is not constantly working on that sometimes you leave it alone for nature to take care of some certain processes. So, the total amount of time that value spends in the sphere of production is production time. The rest of it is what we call circulation time which is composed of the two segments that are this and this. So, the amount of time spent by an atom of value in stage one and stage three together is known as circulation time. So, turnover time is the sum of production time and circulation time. So, this is the total amount of time that capital requires to complete its circuit once. Now why is this important? Well it is important from the perspective of generation of surplus value why? Because if there is a finite amount of turnover time it means that for some period of that time capital is lying idle. It is lying idle in the sense that it is not participating at that point in the generation of surplus value in the process of valorization of capital that we have seen in the last module. Therefore, there is a structural incentive built into capitalism to reduce turnover time. Turnover time since it is composed of the sum of production time and circulation time can be reduced if either or both of production time and circulation time is reduced. Production time is reduced through technological change, through industrialization, through new methods of management which reduce the amount of time that is required for production. On the other hand circulation time is reduced by technological change in the sphere of communication, in the sphere of transportation, in the sphere of the financial industry. All of which reduce the amount of time that value has to spend either in circuit first either in the stage one or stage three of the circuit. So, all the innovations in the financial system, the banking system, the transportation industry, the communications industry, all of which suddenly make sense from the perspective of the circuit of capital because by reducing circulation time, the capitalist system is able to use capital more to generate surplus value and therefore, to generate and realize more surplus value. Therefore, there is a structural necessity and incentive of the capitalist system to constantly improve the methods of communication, transportation and the financial system. Similarly, there is a structural need of the system to continuously bring about new methods of production which reduce the amount of time necessary to produce anything that happens both through technological progress and through changes in the management system. So, the circuit of capital looked at from the perspective of passage of time allows us to understand these key features of the capitalist system. The circuit of capital will also allow us to understand one another important distinction which is the distinction between fixed and circulating capital. So, let us go back and see what that means. Now, we have seen that in the circuit of capital there are three stages and each of those stage because they take some time to finish themselves leads to the accumulation of stocks of value. In the stage that relates to production since the process of production takes a few takes time to complete itself what emerges in the process of production are stocks of value which we have called productive capital. Now, productive capital can be broken up into two types. One is what Marx calls fixed capital and another is what Marx calls circulating capital or he often uses the term fluid capital. What is the difference? The difference is the following fixed capital transfers its value to the product over many production cycles. So, think of machines think of buildings what today economists call fixed assets which remain in the process of production for a long period of time. The amount of value that has been used to purchase the fixed capital returns to the capital in the form of money only over several periods. Think of a machine which lasts for 10 years and say each cycle of production is one of duration one year. The amount of money that is used to purchase the machine therefore can be thought of as giving up its value to the product one tenth every year so that only at the end of 10 years will the total value that was used to purchase the machine come back to the capitalist that is precisely an example of fixed capital. Circulation capital on the other hand gives up its value transfers its value to the product within one production cycle. So, think of the raw materials that are used up the raw materials that are used up to produce a car transfer their value to the car all once the car is produced on the other hand the machine that was used to produce the car will remain in the process of production for several production cycles. So, therefore, the raw material is an example of circulation capital. Think of auxiliary materials like the power or the electricity that was used to produce the car the value represented by that is transferred to the product immediately and lastly labor power. Labor power transfers its value not only its own value, but something in addition that is surplus value to the product. Now, this distinction between fixed capital and circulation capital should be should not be confused with another distinction we have made earlier which is the distinction between constant capital and variable capital. That distinction is important from the perspective of production the distinction between fixed capital and circulation capital is only important from the perspective of circulation the two should be kept separate they should not be confused. So, with that now we will be able to summarize our discussion of the circuit of capital by looking closely at the process of economic growth and trying to see what are the sources of economic growth in capitalism. Now, to do that let us go back to the circuit that we drew earlier the circuit drawn not horizontally, but the circuit that was drawn circularly. So, that circuit had three nodes one was P which represented productive capital another was M which represented money capital and another was C which represented commodity capital. These nodes in turn were linked together with flows this is the flow of capital outlay this is the flow of output and this is the flow of sales. Some of the surplus value of course gets removed from the circuit and supports the consumption of capitalists the state and unproductive activities. This figure is very important and useful to understanding key features of economic growth under capitalism. What do we mean by economic growth? Well this allows us to answer that question in a succinct way by economic growth we mean an increase in the magnitude of value that is flowing through the circuit. So, the magnitude of value that is flowing through the circuit gives us an idea of economic growth the amount of value that flows through the circuit round and round and round is precisely what we mean by economic growth. If that is the case then there are two important sources of growth. The first source is how much surplus value is extracted in the process of production for each unit of value that was used to start the production process. Therefore, the rate of exploitation of workers how much surplus value is extracted for each unit of capital invested in production that will be one of the key determinants of the size of value that is flowing through the circuit. The other important determinant is how quickly one atom of value traverses the whole circuit. Why? Because if an atom of value traverses the whole circuit quickly then it will be available in the form of money capital which can then be used for capital outlay for the generation of more surplus value. So, the rate of turnover remember what we have seen turnover is the amount of time that is required by value to traverse the whole circuit. So, the rate of turnover means how quickly value can traverse the circuit. So, if the rate of turnover increases then each atom of value will be used more frequently to generate more value and that will increase the total flow of value through the circuit. So, this gives us the two important sources of growth in the capitalist system. It rests finally, on how much surplus value is extracted for each unit of value invested which is captured by the rate of exploitation. Secondly, it is captured by the speed with which value traverses the circuit which is captured by the turnover time of capital. So, the circuit of capital which is a general analysis of the capitalist circulation process has allowed us to understand several important features of the capitalist system. With that now, we will be able to go to an analysis of the issues that are relevant to understanding the realization of surplus value that is what we will take up next.


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We got Scottie Pippen and Windelmore one last box guys box number 10. This was down his optic choice number 14 tiered Get some crowns here going next Fred Van Bleet hollow Got a Bryce McGowan's rated rookie hollow this auto is Dan Issel there Dan Issel base auto red to 88 that we've got Kauai Leonard got a black and gold the end Kauai learned to 88. We got a blue. This is Lamello to 24 And black and gold is Kauai Leonard nice one there clippers That is numbered seven out of eight nice Kauai black and gold clippers pretty good. That'll do We should you Keegan and Chris getting some orders in for a week tomorrow Say Kessler rated rookie choice and on the back a Jalen Williams rated rookie choice a lot of Jalen in this 10 boxer Alrighty guys. We'll do a quick auto recap here We had Dan Issel on the auto Cuminga we had Jalen Williams redemption Kenneth Lofton redemption. This was a Grizzlies Was it can often? Yeah. Oh David Roddy Coloco we've got Josh and not T Wolves Tyrese ready rookie Ken Sartre and Jalen Williams Nice one there. Okay. See on the tool Jalen Williams. I must have heard like mad like after the car. Yeah Okay, yeah, Kenneth Lofton is gonna go to the Grizzlies there already guys that'll do it for optic choice number 14 Let's get some some team all crown going next


I'm Brian May with Cal OES. We are as the crow flies just a couple of miles from Pacific Coast Highway 1 in Malibu The Pacific Ocean literally right in front of me, but behind me You see one of more than two dozen cleanup crews continuing to work and clean up the debris from the November wildfires Lot by lot Scoop by scoop Debris removal continues In the burn scar areas of the hill and Woolsey fires Everything's going really well. We've got about 27 crews that are in the field performing debris operations or Ventura and LA County Over 1,000 residents have signed up for the state's consolidated debris removal program between Ventura and LA counties a Process that begins with a completed and signed right of entry form Allowing the state to begin the clearing process There's about eight steps that go into the entire process That process includes site assessments if needed asbestos removal and then the actual removal of burn debris Once it gets put into the debris removal phase the property owners get notified with a 24 to 40 hour Telephone call to let the let them know that their crews are going to be out there so that they can be on site if they like to be It's cliche as it may sound it takes a lot of teamwork. You've got different state agencies You have local jurisdictions. You have your cities your counties. You have consultants. You have contractors Open lines of communication. We're all we we all work out of the same office Once debris has been removed soil samples are taken to make sure that the property is safe to rebuild on the end goal Which is how we measure our success is being able to release these properties back to their their rightful owner in a manner That is clean and safe and that they can start rebuilding and starting their lives over again Mind you all of this is happening at a time when the weather can be Let's just say unpredictable During our interview it actually snowed in Malibu for the first time in 50 years The weather's been a slight factor. We've had some mudslides stewed on the mountain sides in Malibu So we've had some weather days in some areas. We can't reach due to these mudslides Obviously the state's consolidated debris removal operations requires a tremendous amount of safety through every step of this operation With more on that. Here's Justin Jacobs. Thanks, Brian And in keeping safety paramount throughout the debris removal operations You can see crews behind me wearing full body suits as well as respirators to keep them safe during the removal process Additionally, many of these sites have air monitoring equipment set up to check air quality throughout the removal process Protecting the environment and keeping personnel safe is paramount throughout the debris removal operations back to you, Brian If you'd like more information on the state's consolidated debris removal operations You can go to wildfirerecovery.org for all of us at Cal OES. I'm Brian May. Thanks for watching Visit our online newsroom at OES news.com to learn more about this program and get the latest news and information from our team Don't miss our next video on your Facebook timeline Like our page and you'll get the latest posts as they happen if you're an Instagram user you can see the latest snapshots by following our Cal OES Instagram account and Twitter users can get instant access to our tweets from across the state by following Cal OES


okay everybody round of applause let's get the blood flowing you see before you a man who at four o'clock this morning didn't think he was gonna make it here but he's somehow here thanks to coffee and and for breakfast and my same friend and colleague Laurie Fitz here on timekeeping he'd be great round of applause for Laurie just to make things a bit interesting all the speakers are expecting five minutes but there'll be a random one person only get two and a half minutes just for the crack of it I just pretend we were pretending that it's there okay we just started we're already just going to be encountered doing this singing then later on but a dancing and moving around so we're already done for Augusta we just want the whole crowd even the people up in the posh seats I would have loved you to be down here in the middle but hey you know that's okay so anyway I don't want really loud to kick off we just do a count out and then the hands up on the gas every ready okay I can rock and roll I'm told all right I'm gonna get back into serious mode and tell you about our unbundling project which we have been doing over the last two years looking at new models of teaching and learning at the intersection of marketization digitization and unbundling and today I'm going to be just talking about stakeholders and the contestations that are happening between the stakeholders and there is a poster outside which you can look at at leisure and the interesting thing of course is if you look at stakeholders in new models of teaching and learning there are so many more than they used to be there used to be teachers students and maybe some professional staff and now of course there are a whole lot more setting agendas policy makers private companies telecommunications companies search engines etc and as the entire set of services unbundled so do more and more stakeholders appear on the scene and I was really interested just to look around out today at the new stakeholders who are part of our process of providing teaching and learning some of which are private companies some of which are university consortia but they are now part of the process of creating new forms of curricula and provision so our study we looked at six universities in South Africa seven in England and we also looked at six private companies who work in both South Africa and England we looked at publicly available information we interviewed senior decision makers in universities we ran focus groups with academics and we did surveys with students and what we found was that for senior decision makers there was an issue around an opportunity to increase access and reach and an opportunity to get third screen income and they had very pragmatic attitudes towards working with private companies they were tensions for them around core business and global competitiveness this whole thing about the rankings in South Africa there was the need to survive austerity and there's much more of a social justice imperative in South Africa than there is in England where marketized discourses were much more common private companies generally considered university slow and inexperienced they were very interested in the brand and in building trust and they see themselves as the pioneers and prefer entrepreneurial universities and I couldn't resist this quote I had to take all the rest out but one of them said to our researcher it's just like taking candy from a child when you negotiate with higher education institutions they are clueless about how capitalism works and they will enter agreement's blind and be taken for a ride we have more but that one kind of sums it up academics were much more skeptical about the changing nature of universities and concerned about decision-making agency and top-down approaches I'm not really talking about students today but in terms of the contestations we found that universities are balancing competing imperatives they're actually stuck between a rock and hard place around core business and generating third-stream income and this need to to generate revenue sometimes for their core business and there's a tension across the whole I education system as they become more differentiated and they are negotiations negotiations and some alignment between companies and university decision-makers and they're rationale for these partnerships but there are definitely contestations between decision-makers and academics and decision-makers and academics and companies and there they were really strong differences of opinion there are serious negotiations around the control of the academic project and control of teaching and around the question of outsourcing what's considered to be core business and there's some real negotiation around the role of social capital you know the old boys network and how do we get to form these partnerships so can I suggest if you're interested in this conversation our MOOC on this topic starts next week two weeks of it you know it's not it's a conversation thanks very much so ready now I think we've enough people who disregarded my ask and suggestions so they're gonna have the people in the posh seat they're gonna have to do all the counting on this one themselves so you'll have to make up because it's not that many of you so you'll have to count really loud people listen the third seat and the third seat only you're gonna do all the counting everybody else to sit back put your feet up and listen to the loud cacophony of noise that the people in the posh seat they're going to make are we ready and only for the posh people are we ready that was really good that was really good this side not so good so I'm watching everybody there's only about 28 with you so I'm watching each and every one of you right and I want all the people in the poor seats to look at them and see who's not see who didn't count out loud are we ready I only open the posh seats are we ready good afternoon everyone my name is Sho and I'm a postdoc at the University of Tokyo I'm gonna talk a little bit about the development of a new move on English medium instruction EMI so EMI means teaching academic subjects in English and it's different from teaching English itself to begin with let me explain some background on this project so we have already witnessed the internationalization of higher education and it's being synonymous with Englishization we research in English present our research in English sometimes in five minutes and we teach in English the number of territory classes courses or even degree programs offered in English is increasing rapidly in non-angler phone countries like Japan where the provision of EMI doubled in the last 20 years and nearly 30 percent of Japanese higher education institutions are now offering some form of EMI nevertheless there's scarcity of training in how to teach in English researchers have also reported a lack of pedagogical guidelines for totally teachers who are assigned to teach in English there's also a positive of resources for such practitioners who need to develop their EMI competencies by which I mean not only English proficiency but also various various pedagogical skills such as managing international classrooms given these challenges the University of Tokyo is developing a new move on EMI in close cooperation with the University of Edinburgh the move is called U-Tokyo English Academy Up which I shall call EA3 EA3 will be added to the U-Tokyo English Academy Series we launched EA1 in 2017 and EA2 in 2018 both of them are online courses on academic English so we are trying to help learners with the smooth transition from English as a subject to learn to English as a medium of their teaching we use Open edX as a platform and EA has also already got 22,000 users enrolled EA3 is comprised of 10 modules covering various topics such as what EMI is why EMI has expanded in higher education across the globe where EMI has increased how EMI is conducted and the perception and challenges faced by stakeholders such as teachers students administrators and policymakers each module is comprised of pre-lecture activities that are designed to stimulate learners' interest lecture videos that explain the topics I mentioned earlier POTS lecture quizzes for comprehension check and discussion forums where learners exchange opinions discussion forums also serve as opportunities where learners can raise awareness of their own or other local contexts so EMI is truly a global phenomenon but challenges faced by the stakeholders I touched on earlier differ from context to context in Japan for example one of the expected benefits of EMI is to improve learners English proficiency but it is highly questionable whether content classes taught in English meet such an expectation so our aim is to encourage learners to localize or tailor the global boom of EMI to their own local contexts a major contribution of this project to practice is to tackle with the scarcity of resources for not only EMI teachers but also those who develop and implement EMI training the MOOC we are developing can be mixed with offline micro teaching sessions where learners demonstrate their teaching and evaluate each other the project also increases profile of EMI which has been seldom told through MOOCs so this is a brief overview of my project the project has been delayed in my abstract I'm going to present preliminary data collected from learners but actually we haven't launched ESV so my failure I can't tell you much about research into this project but I'll be happy to answer your questions if I need thank you no fun another perfect timing well done our next speaker though are we feeling me torred are we okay we'll have to get the hands up the sway and it's great see yeah the four lads out sitting together it's like a bomb sled team down the back there he's absolutely one fella there his hair so it's ruining for the other three lads yeah he needs to go or shave the head we already get the hands up we're going to go left to right get the hands up come on this afternoon and watching everybody people in the party say get the hands up are we ready thank you everyone um hello I'm a bit off my game today because I have a common cold so please forgive me if I don't make sense not that I make sense of the time so I'm the piñata lady I don't know if you have seen my poster and I won't get into the piñata metaphor you can watch the video there is a cure code so I'm going to talk about my experience of being a change agent so I never saw myself as a change agent or as a leader right and I'm very new to be to consider myself a change agent so in my mind a leader or leadership is for someone to tell me what to do I would say the gentleman in the picture will be the image of a leader for me he would be a white man telling me what to do so when I saw myself in this situation I was clueless so I did a pg3rd and I wrote about my experience so I wrote about organizing a telfest with a team of four people the tel team right so I I read a lot about leadership I'm not here to tell you about leadership you can probably um read a lot about it there are different styles and you will probably favor one over another one so I just wanted to share I never saw myself as a leader and I was just thrown into that experience um but anyone can be a leader that's what I learned so telfest I'm sure you have come across it so I I worked with this team and we were tasked with creating a technology adoption strategy so telfest is fun it sounds sexy and is positive so some some of the literature and leadership says that the way you engage people is through emotion so you keep things fun because change is difficult how do you cope with change no one likes change it's really uncomfortable it is a cognitive load so we don't want more hassle in our lives so when we are tasked with rolling out another yet another technology to our staff how do you do it how do you persuade people that this is it because change is so fast and next month is a different flavor so everything you try to teach people or look this is so cool you have to embrace it it will change in two months in a year it will be a completely different thing so telfest sounds like a good strategy so we organized it there is a lot of um positivity surrounding this so it wasn't successful 88% of change strategies fail that's what the literature says and I think I am I am an optimist so I really am that kind of person that will just dive into things and I always expect the best the best outcome possible but the truth is 88% of changes strategies fail and I wasn't aware of that so I was deeply disappointed that people wasn't people wasn't as excited as I was about embracing technology what a shock so when I wrote my reflection about this so I'm I'm the child trying to break the pinata right is this wonderful experience of trying something new and really embracing it so then I'm here to give you a framework probably you know these things already because you're all pretty much experienced probably more experience than I am so people in process dynamics that you have to think about so when it comes to people the most important thing is people don't like change so I feel like part of my job is to understand the psychology behind what motivates people there are many different approaches and I think it's our job to study a little bit about how do you reward people for being awesome so I don't believe in punishment so reward is the best way forward and the process dynamics I think clarity of the outcome what the success look like to you and to the your institution and when you have this in mind you have a clear vision what is success like what does it look like what percentage of people do you want to use this new technology then you have a clear framework and then you can say that you're not part of the 88 percent of failure okay I think that's all thank you very much no phone no phone yeah I think it's more fun if you don't get in one minute we're on it isn't it's marvelous yeah I think that's all right I think we're going for that no more warnings 10 seconds and that's it competition the voting line pain though three car all together kuih and then arms up in the air I want to see who's gonna be loudest thought are we ready we're gonna start over here um I'm I'm Chris Kennedy I'm from Glasgow dental school part University of Glasgow and I'm I'm sure you've all been here this week and you've you've all taken a look at my poster that's been downstairs since Tuesday so I'm just gonna work on the assumption that you've all memorized everything in there and I can just build from there the project that we were working on was a middle redevelopment and I know that's not exactly the most exciting thing for the people in this room because it's it's what we do we do lots um but the the difference here was the the approach we took and also the course that we were doing it to because dentistry is a five-year integrated degree it's not modular and we've only got three teaching themes which means that we've got three middles per year which means an awful lot of content in each of the middles and clinical dentistry that we've been piloting on is fair to say the biggest um so what we end up with is a file dump with randomly named files randomly placed um the students don't know where things are the staff aren't sure what file belongs to who so when it comes to this time of year before semester starts you're trying to clean it up get rid of things that want students to see nobody really takes ownership of individual things so that there's an issue there um so we've got some data about what the the staff and students actually think about the current layout and we found out that 14.8 percent of students can find resources every time um the rest no but that makes sense because only 40 percent of our staff know where they're supposed to be putting their files but it is an issue the other the other issue that came out was the added functionality the use of the active blended tools the all the different things that Moodle can do rather than just be a dump um 64 percent of students love these resources they think it really helped their learning only 16.7 percent of staff actually do it although in the bright side 64 percent of staff say they would love support to be able to do it so the staff are willing the students are willing but the structures at the moment don't really allow it um so it you know we'd say break it two phases we've got let's fix the layouts and then stage two is let's try and get more active blended learning brought in that's quite a big job and frankly i wouldn't know where to start so luckily we found a framework um because there's always frameworks we love frameworks this one is the ad cola et al framework and it's for the holistic framework to support effective institutional transitions into enhanced blended learning um i could spend about an hour going over all the different parts but the the key bit for this is the circle in the middle and i think it's the most important part as stakeholders and more specifically your students because if you don't have engagement with your students then what are you doing um so as part of that we decided to create a project team and we brought in students as partners as co-creators and got them involved on the ground floor they co-own the project um one of them referred to as a hive mind mentality which is interesting but nice um so the the the staff and student problems we've gone into it's on the poster but the challenges we found was organization the layout is awful you know what see having students sit down and help you design the layouts makes it so much easier because you remove those assumptions that we have we know how the course is structured the students don't so we are making assumptions that they know what we know um when they're in the room with you saying that doesn't make sense to us it makes you realize that yeah we should probably listen to them um the awareness is a problem because the staff don't know what blended tools are available so again we got the students we gave them a sandbox access to middle to play with the toys and then when we meet with the staff to say hey why don't you try this the students can put the examples forward and say here's what we've tried out here's some examples why don't you do it in your course this would really complement your teaching and all of a sudden the staff like okay yeah we'll give that a go authorization well i think we're all aware of the bureaucracy in higher education there's a lot of committees and levels to go through um again having students on side makes it a lot easier because you say hey students want to do this so let's do it and students get the students want um but the big barrier was time because we're short on time across the board um even just to meet as a project team is really challenging but i would say we were lucky enough to pilot max off teams uh made our job a lot easier to work as a team and to move forward with that and running out of time um but what this is engage your students trust your students and you too can turn something like that into something less awful thank you now no pressure but from my viewpoint the right was very quiet and largely ineffectual oh sorry i was taking about west minister there sorry right this time we start off here with a hand but i want to hear it i love more gusto from the right a little too bright so my name is Stuart i work at edinbury uni and i'm going to talk about a project we worked on this year starting in february called the we have great stuff color and book i think a lot of you already picked up a copy of my supplies have run out already so i'm going to take you back in time to december 2017 and we had a staff workshop based on our playful engagement strategy you can get to the link there it was just a sort of brainstorming exercise people coming up with random ideas to see how they could improve the quality of sort of work in life and one of the ideas floated was taking advantage of the university's image bank and turned it into a color and book so these were very early prototypes can take you forward to february this year so the university runs a week long series of events called the festival of creative learning and this is an opportunity for staff and students to run any sort of creative event this is run from the institute of academic development and we put forward a proposal to start creating new images from the collection and we ran two three-hour workshops so this was to sort of overview the format of the three-hour session students were encouraged to look at the image bank there's 40 000 images in plus most of them are open licensed cc by and we gave them the means to transform them into black and white outline images and then sent of putting their efforts into a collaborative publication so one of the key outcomes of the workshop was learning a new digital skill for the majority of students and that was using vector drawing tools we used well not open source a free online browser version called sketchpad that's a direct sort of equivalent to adobe illustrator there was everybody started off in the digital method but some people weren't entirely confident or happy with their results so the alternative approach we took was to sort of analog solution with pencil and tracing paper and at the end of the workshop we had a inkjet printer and we printed off their effort and gave them free color and pencils to actually color in their designs and I think that was a nice way of closing the loop of the workshop from start to end and the very last thing we did was a friendly competition where people uploaded their images to padlet and voted on somebody else's image and then we gave out some professional color and book his prizes these are just some of my particular favorites that were created and this is a shawl but I really like how the student just focused on one small area because it's such a detailed image and this one Magnolia sort of blossom is beautiful I think the student had a low confidence level coming into the class thought this one was relevant for today it's a roof plan for mccune hall and this one's a piece of fabric from Barrett College and I really like how the student sort of extended the repetition to make sort of a bigger image for the book and this one I still can't believe was created in one go in sort of three hour session and this is one of the students who created the pencil version and this is Barrett College from the 950s so this is just an overview some of the feedback from the students the main things were learning a new digital skill sort of relaxed friendly atmosphere doing something creative there was a lot of students from the business schools I think they appreciated a different opportunity and I should say also a lot people didn't know about the image bank or the center for research collections so they sort of enjoyed hearing about that we published our book in April we had 2000 copies and distributed through the university libraries we ran a couple of sessions in April for exam week and for mental health awareness week for staff and students these are just some of the sort of pop-up things other people used with the materials at different library locations this is just a summary of some of our outputs and there's a dedicated website to encourage you to all have a look at you can download the book as a PDF and all the images have been uploaded to Flickr and they've already had over 10,000 views and there are some limited physical copies here today for people um there is a handbook for the workshop so if you want to run your own I would encourage you to do so it's very easy and straightforward and I would also encourage you to share your efforts online the library have this hashtag we have great stuff and you're welcome to use that or get in touch with me that's me thank you six seconds is very well done that's a great project now you're doing the next session coloring it brilliant stuff I'll take twice as long and you'd have to drag me off the stage brilliant yep deal okay yeah you're all being too well behaved now the fourth day was the best people running over mayhem absolutely brilliant okay twice as long twice and you'll have to drag me off the stage oh I have to be okay I will we'll sing again now who wasn't here yesterday you're all here okay we're going to sing to the tune of doha there we'll just do a quick rehearsal so to be ahead of the old tree and cover kuih and now you can start your dust so to be ahead a doe a tree a car a kuih and now you can start your agusta we got that one we do a quick rehearsal we're ready we're ready with that one now I'm trying to be all the learning styles we do a lot of kinesthetic stuff now and now we're doing it that overhead was very expensively gained are we ready now now this work you can join in as well are we ready a hey a doe a tree a car a kuih and now you can start your agusta thank you um well um my talk relates to the fantastic keynote that we had this morning uh we're very passionate about learning through play and I'm going to share our story but before I do that feel it's really important to highlight who I am and what we do and what our philosophies are so I was the undergraduate student that was often referred to as lacking confidence and that's something that as an academic I often think about what does that mean when we say our students lack confidence so I'm really in a privileged position because at London South Bank University I work with South Bank academies our university has sponsored schools and it's my privilege to work with our schools work with our young learners and the teachers and I'm going to share the journey that we've been on for the past couple of years so our project Inventus has been funded through Erasmus and supported through our university's Centre for Research and Form Teaching and Teaching Investment Fund we are here to help support school teachers build their digital confidence in the classroom so we connect teachers with universities learners with universities and our students go into the schools and it helps us so our underpinning philosophy is learning through play enable through technology using as diverse teaching resources as we can in an inclusive environment where curriculum community and can come together in harmony and we're going to I'm going to share how we do it so that word confidence that's something that I've been thinking about if the learning context is right the learners feel engaged so what we try to do is put the scaffold around the learning activities and then ask our young learners to interpret it and to work with each other in a collaborative way so our children work with school children across the globe we have worked with 40 different classrooms in eight different countries reached more than a thousand students we do it by making learning fun I think I have probably the biggest lego robotics collection in London if anyone wants to challenge me later I've got about 40,000 lego pieces in my office we make interactive sessions we engage our senior staff in the university to work with our children and our university students engage with the school teachers they work with the children and together we create an environment whereby the children work on a topic around sustainable development environments and they co-create stories using scratch and then they share these stories using various different technologies as part of what we do not only that we work with our school children we get our school children to work with primary school kids and then that that way the kids feel more confident they say okay we put we took part in a robotics activity we learn from it they come and give us feedback and say how could we enhance your robotics activity and then when we're teaching it to the primary school kids how could we do that better than you so I always love the fact that they come and tell me what you did was not so good this is how we can do it better absolutely love that as part of my job I employ students ambassadors they work with me they're members of my team right now they're training our graduate interns this whole throughout this whole week and our students go into schools they become role models it helps boost their confidence levels it gives them employment opportunities raises their profile at the same time we are aware that our school teachers across the globe we've worked with 270 school teachers in different parts of the world they need support they need support in terms of grappling with the technologies whether it's scratch or blogging tools or the way we operate in terms of our program we help them we support them with their learning needs we connect the teachers with each other it was absolutely amazing to watch teachers in Philippines finding each other knowing that the community that they worked with and how close they were to each other in the geographical location and I know I'm running out of time these are some of our children and some of the work they have done carry on you'll have to drag me off the stage um so uh we absolutely love a tree a color a cooling start thank you thanks for joining me in the graveyard shift here at outsea 2019 my name is Lisa Donaldson from Dublin City University and this is not worry yes it is working fantastic and in the next four minutes and 59 seconds I plan to take you through a whistle stop tour of some of the ways and the steps that we've taken to support lifelong learning for our staff at DCU now it's been a while since I've done a gasta and as Tom will attest it didn't go so well that time either so if collectively we make it through this after the late night conference dinner and the 2am fire alarms I do have something for everybody in the audience and I'm going to leave them just here on the front of the stage in case he gets the crook and holds me off before the end in DCU we launched our learning portfolio initiative in the academic year 2016 2017 so we now have many thousands of students using e-portfolios across all faculties for to support graduate attributes to support reflection for assessment and for extracurricular activities so this year we started to look at how we could utilize the affordances of e-portfolio to support the cpd for our staff and cpd is a core part of academic practice so the affordances of e-portfolio lend itself towards that the ability to have an online space whereby you can showcase multiple media that you can personalize and that you can share with perhaps accrediting bodies or if you were going for promotion or another job so e-portfolio offers a lot of advantages there and what you're seeing there just a snapshot of our e-portfolio system which is based on mohara so these are just a few of the initiatives that we've been working on in this last year some are in very early stages we have recently adopted the advanced he fellowship scheme and what we are currently doing with the first cohort that are going through it is very much a paper-based exercise but we're looking and here's a sample on the left we're looking that eventually that will move to e-portfolio to showcase the learning and accomplishment of our academics another area that we're working with in conjunction with HR is the learning grow initiative for our researchers and we've developed a customized e-portfolio template based on researcher specific competencies that they will be able to use to again showcase their excuse me their skills I have no spit left at all showcase their skills so that's going to roll out shortly as well within the TEU teaching enhancement unit of which I'm a part we offer many workshops to our staff and we've created customized for every single workshop that we offer reflection templates which we now automatically send out after the workshop there's no requirement for the participants to complete them but we are hoping that we can encourage ongoing reflection on the workshops that they take with us and this year for our teaching excellence awards we introduced e-portfolios for all our shortlisted candidates and this greatly enhanced the evaluation process but more importantly the candidates then had an online showcase of their teaching philosophy statements their teaching and learning initiatives their assessment initiatives and perhaps one of the biggest things that we did this year under the auspices of e-portfolio Ireland which is a national community of practice for e-portfolio which comes out of Dublin City University is that we designed and put on a design your professional portfolio workshop so this was a half day workshop whereby we wanted to encourage everybody to walk the walk and have their own professional portfolio so what you're seeing there are some of the the core areas that we we looked at including in a portfolio and they were informed by the frameworks that you see on screen so the professional development framework in Ireland the UK professional standards framework and our own DCU academic development and promotion framework and that's what you have here on the front of the stage it's those categories or sections that if you're looking to showcase your own cpd these are the ones he's going to start walking these are the things that you should look at having in your e-portfolio so i'd like to invite you to take one of those when i'm hauled off the stage and hopefully it can be a starting point for your own professional portfolio thank you i think that last one went well the intro i think that went well i like that but we need a bit more volume so for the person the second time we show no gossip at your cue to go are we ready let's get the hands on hi and so my name is andrew millington and i'm a developer from the university of Edinburgh i'm going to speak about how we used lti to extend our vle so two years ago i became involved in the academic blogging service which is a central blogging service for the university of Edinburgh that is used primarily to support teaching and learning activities and when we were setting up this project we had a number of requirements for it we wanted it to be easy to use with low barrier to entry ideally integrated into our virtual learning environment we also wanted it to be customizable because we acknowledged that not every blog would have the same purpose so we wanted to have different tools available to the blog authors and we also want to have different themes and looks we also wanted it to be portable so we wanted the blog authors to be able to own their actual content if they wanted to they would be free to download the blog and lift it and put it on another platform of their choice we also wanted the blog to be public and or private if they wished if it was public they would be able to share their ideas outside of the normal university colleagues and perhaps of the wider world to get more ideas and finally as a bonus we would have liked it to have been open source platform as well so that we could understand what the system was doing with our data and also we could use the developers at the university to expand upon the service if we wanted to so in our commercial VLE we have a blogging system but unfortunately as you'll all know VLEs tend to be swiss army knives they provide a lot of different tools but they're not always the best ones for the job for example you're not going to use that little corkscrew to open up a bottle of wine if you have a fancy corkscrew in your kitchen with the little handles on that you can pop up easily and that's what we felt about the blogging system in our commercial VLE it didn't allow us to make our blogs public it didn't allow us to easily download that data it didn't allow us to easily extend that or change the look and feel of it but it did integrate well with the virtual learning environment however there was a system that did work well for most of our requirements and this was WordPress WordPress allowed us to customize the VLE it allowed us to download and export the data it allowed us to make the blogs public and with a bit of tweaking we could make it private as well but the one thing that was missing for us is it wasn't easy to integrate with our existing tools and our virtual learning environment now in the php world you have web application frameworks and i'm a php developer and web application frameworks give you the bare the bare tools to make any web application so this is data into database integration email integration form validation and code igniter at the top there used to be the swiss army knife of the php framework world and as time went on people realized that the tools that it was using weren't always needed or weren't required so lara vel and symphony came about and they were more modularized they allowed you to rip out bits and pieces of it and replace it with systems that you wanted to instead and that became a big mess because people realized that they weren't always interchangeable so something came about in 2013 called the php framework interoperability group which writes standards and these standards say how these modules work so you can now take modules from symphony and put them in lara vel and you can take modules from lara vel and put them in symphony and i would love for a vle to work like this and have standardizations and modularizations like this unfortunately we don't so we have the next best thing which is the lti standard now this won't replace the blogging system in our vle but what it will do is it will allow us to use a different blogging system if we want to it's a mechanism for securely transferring data from the virtual learning environment to an external tool and the data that we transfer first name last name email address the role within the vle and so on it eliminates multiple logins if you're logged into the virtual learning environment then by a simple click of a link you will go into the blogging system if you don't have an account there it will create one for you based on the data that's been passed across if you do have an account it will log you into the blogging service so it provides seamless transitions between learning tools and that's what we wanted we wanted to be able to easily cut down the barriers to use wordpress as a as a tool for our blogging service so what we did was we created a wordpress lti plugin and this plugin has two modes available to it the first is a course blog mode and what that means is that if you have an lti link in your course then anyone that clicks on that will be added to the same blog so all students will participate in a single blog alternatively you can have a student blog mode which means that any student that clicks on the link will get their own blog and the lecturer will be added to that blog as well and when the lecturer logs into wordpress they will see a list of all of the student blogs that are associated with a particular course to be able to go in and read about them we've made this plugin open source and it's available at github.com for slash yoe slash dlan for slash ed lti and it's licensed under the ganu version three license we wanted to do this to allow people to download it so please go and try it out and hopefully you'll be able to extend your video as well thank you too good so round of applause to all the gosseteers would you all please stand up please all the presenters to gosseteers not easy big round of applause and can i just say thanks to all of you as well just to only walk by participation so oh i tell you why you weren't sitting in the right place all right your chance is gone i can't guarantee five minutes though okay even better because i doubt myself i doubted a four o'clock in the morning he's stopped me singing and get that thing to work i'm running out of songs to sing and here we go are we ready five hands up and i mean the loudest shout of gosseteer for the whole day particularly the people up in the cheap seats yeah you know your bum has sat on a nice soft seat for the whole day and poor lads are sitting in the wood are we ready hey and uh and watch it stop stop stop there's people not doing it right it's one last thing people say oh the graveyard shift and fall asleep i'm giving you an opportunity to stand up i'm making sure to not waffle on for more than five minutes even if it's so all we ask is get the blue flowing are we ready sweat that drink over here are we ready a hand a dough a tree a car a curic okay hello we're last but hopefully not loosed um i'm Cara and this is my colleague Lucy and as you can see from our first slide this is what we do between us we have over a decades experience working within higher education as digital media producers generating a wide variety variety of video and audio assets we wanted to share with you today one or two of the common assumptions and misconceptions that we've encountered surrounding approach to creating media content that if overlooked can hinder an institution's development of sustainable media practices so this quote is from a paper that presents an overview of current video practices reflects on the relevance of production value in support of learning so the quote reads we encourage an approach that prioritizes learning and pedagogy over glossy high production value videos a diy approach to production prioritizes media literacy for content experts so while no one can argue with the fact that learning and pedagogy is always the priority here and from our experience this value is separated from the contribution of the media expert if i was someone without media experience reading this i would be forgiven for thinking that media specialists only contribute superficially to the making of media assets but media specialists offer something other than merely glossy high production values collaboration with the media expert will allow you to define your goals and approach be it diy or otherwise and to define quality you have to create a brief any quality output is output that meets that brief high production values isn't just gloss it's meeting your learning goals in the most efficient and impactful way and media producers can support those learning goals we're trained in knowing what approach will best communicate your content that's our value so here's shy he's one of our course leaders at edinburgh business school and mary jane who's there as well is our content developer neither of them had any experience of working with media before lucy and i came on board with a team we've collaborated with them over the course of a year developing media content for the new mba program and as you can see from the photos we've created a wide variety of outputs and approaches and so here is what shy and mary jane have got to say about their experience well it started with no experience at all i didn't know what to expect with the media i kind of thought that would be something where we just you would just get on with it and we wouldn't need to be involved i i couldn't understand what is expected out of me um what constraints are involved it was really really hard but what i liked about getting involved was seeing how things are set up seeing how different it is speaking to camera doing a piece to camera from writing something and and what different language you need to use and different skills i can more and more understand how videos interact together with the other material so hopefully you can hear from them and there's the transcript that you can look at um how this really has been a process it's much more of a dialogue it's a nurturing of trust and mutual respect and this kind of leads to an emerging voice and identity which you could call media literacy so rather than separating media specialists from content and that's really anyone involved in content whether that's a learning technologist or designer whether it's an academic integrating them into your culture is absolutely key to sustainable practices and that's us integrating with our team behind the light board um we can help you to find your voice and once it's there optimize its impact so collaborate with media specialists for illiterate and therefore authentic and therefore sustainable practice and our poster expands on that further and please get in touch um if you have any questions we've got lots of references lots of resources lots of ideas thank you tom well done well done well done and once again a round of applause for all the guests that are here it's not just today but over the three days well done thank you very much now before he disappears entirely i wanted to just say thank you to tom farrelly who's been hosting 27 papers at this conference single-handedly and i always feel that he really brings heart to giving researchers and practitioners the opportunity to share their newest work with the biggest possible audience that our community can offer so please put your hands together to tom farrelly 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 our dupe turn notebook service our digi map 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