Hello everybody and welcome to the launch of Ireland's National Digital Experience Survey results. I'm delighted that you could join us today. We have hundreds of people linking in. It doesn't seem that long ago, since we were in Smithfield in October and we were at the launch of the survey itself. I remember telling you then that we'd over 34 institutions participated in the survey. I also remember giving out about the job it was to get agreement on how we would work the questions and maintain the benchmarking. But we did and we managed to do it. And as a result, Ireland has a fantastic data base, an evidence base to inform the decision making, especially at this crucial time. The survey hasn't just given us the national data. Institutions have had their own data since December and I'm sure that they've been using that data to make informed decisions over the last few weeks. But what they do have now with the new data set is we're actually, they're able to compare what's happening in their institution to the national data set of the similar institution type. And they're able to benchmark with what's happening in the UK and what's happening in New Zealand and Australia. We've got an interesting setup. We've got a number of people to speak to us on the couch this morning. We'll be talking to them, getting their input, how they feel that what the data is actually telling us. But before we start, I'd like to introduce the chair of the forum, Dr. Lynn Ramsey, to start proceedings and to welcome the minister. Lynn. Hello everyone. It's an honour to welcome you all to launch of this important report on behalf of the Board of the National Forum. The National Forum Board includes representatives of students, all institution types and policy and industry partners. When the preliminary index findings were presented at one of our recent board meetings, the interest they raised in the discussion that followed reflected the importance and value of this new national data set. I don't doubt today we'll hear some equally fascinating discussions of the findings that are presented. This report is a major milestone in the digital journey the National Forum embarked on with the sector back in 2013. From the collaborative development of a national vision for building digital capacity, published in the form of a roadmap in 2015, through various reviews, research projects and enhancement efforts across the higher education community, we have reached a point where we are well positioned to make sense of this treasure trove of insights. The expertise, experience, understandings and commitment to collaboration that have been built in recent years can be applied usefully to consider and respond to what the index findings reveal. This survey reflects perspectives and experiences of close to 30,000 of us. The fact that it attracted so many contributions from such busy people is a testament to the remarkable effort of the steering group at a national level and the army of students and staff volunteers who organized promotional events and response opportunities across all of our higher education institutions. But the extensive engagement with the survey is also a testament to the importance of this topic. Digital has infused our lives in higher education as it has outside of education for many years now and at an increasing pace. And thankfully, tens of thousands of people recognize the opportunity presented to them and that's the opportunity to build an understanding of what digital means to people in higher education, how they use it and why. It's only with this understanding that the national form can continue to lead an advice on this important topic. Working with our national forum associates, steering group advisory groups and sectoral partners, we want to ensure coherence and aligned decision making based on the reality of engagement with digital teaching and learning. When all this began, Ireland's first ever minister of state for higher education, Mary Mitchell LaConnor, kindly took out time to say a few words about the survey. I'm now delighted to welcome Mary back to reflect on what has been achieved since that launch day and to share her thoughts with us as we look to the future. Welcome, Mary. Good morning. I'm here to launch the findings of Ireland's national digital experience. So in launching this survey, it really highlights now the importance of the digital lives of our students and of our lecturers and educators and our teachers, especially now during the COVID-19 pandemic. This survey is illuminating and Ireland now has a rich data base delineating what the students and teachers and staff are experiencing. We have a unique data set at a unique time. So it is with great pride that I launch this report on behalf of the higher education community. Thanks very much, Lynne. And I'd like to thank the minister for taking the time to do the recording. Now I'd like to introduce Alan Wall, the CEO of the HEA to say a few words. Thank you, Terry, and to know everyone. I'd like to begin by commending the National Forum Board Executive for all they've done to enhance teaching and learning in recent years. The central place of teaching and learning in higher education is more evident than ever, and this is as it should be. I believe enhanced teaching and learning to be fundamental to the realization of all our aspirations in higher education and to our recovery from these challenging times. The evidence-based approach of the National Forum takes its work, takes its work is particularly welcome, and the index survey is a prime example of this approach. The first time we have an accurate picture of engagement, experiences, and expectations with regard to digital amongst those who teach and learn across our institution. Digital transformation is the major item on the agenda of the HEA and all higher education institutions and representative departments. And we recognize that without the ability to harness the potential of digital technologies, we won't be able to keep pace with and influence decisively the direction of change. As outlined in a recent HEA discussion document, digital transformation is not a destination for the journey, whereby emerging technologies will necessitate a constant evolution of the ways of working systems and processes across those systems. Such constant evolution requires agility, adaptability, responsiveness, and crucial and awareness of evolving needs. The index survey provides much-needed information regarding the degree to which our sectors evolve and respect the future. I particularly welcome the data that reflects the degree to which students feel prepared for the digital workplace and findings regarding related practices and provisions. In the current climate, with difficult economic times forecast, institutions would do well to interrogate the detail of those findings within their own context. Indeed, the comparative aspect of the index finding is also very useful. Differences within and between institution types will make for fruitful discussion and we're also now in a position to compare digital provision in Irish higher education with that of other jurisdictions. The index findings are important to all institutions and everyone within them, whether you learn, teach, support learning, develop policy, and short quality of provide essential services to the higher education community.  So I say to higher education leaders across Ireland, please note the index finding. Become familiar with your own institutional data set and hold conversations with staff and students consider why the numbers are as they are and what can be learned from them. Use these conversations to evolve provision and support further. Ensure that resources and efforts are targeted in the most useful direction and that the potential that exists within your context is fully leveraged. The report concludes with actionable first steps for both institutions and those at national policy level. And for our part of the HEA, we'll be working along with our colleagues across the country to attend to these issues and provide whatever help we can. Thank you, Dylan. Thank you very much, Alan. And I look forward to working with you and your staff on the coming months on the results of the index survey. And now I'd like to invite three other guests to speak with us. I'd like to invite Claire McGee from IBEC, Kevin Max Travick from the USI. But first, I'm going to talk to Deirdre Hudson from the digital education team in the EU. Morning, Deirdre. Hi, Terry, great to be here. Perhaps you should start by just giving us a kind of an insight into what you actually do with the EU. Sure. So I'm working at the education department, Terry. I'm in the digital education team. And basically what we're doing is that we're helping countries and institutions across Europe to adapt to digital transformation. So in concrete terms, we're looking at digital skills of teachers, so of our educators and of our students. We're also looking at how technology can support teaching and learning as well. And also we're looking at changing labor markets, how that's impacting on the needs of the workforce as well. So making sure that all of our students, our workers, our job seekers have the digital skills that they'll increasingly need in the workplace as well. OK, so I bet there'll be a lot of, I hope there will be anyway, a lot of interest in our index survey. I think there's going to be tremendous interest, not just in the data that you're releasing today, but also in the whole kind of process and the backstory about how you brought these institutions together to work in a collaborative way. Yeah, that was some of my best of my worst moments, I have to say, because try to get it. It's hugely challenging, but fantastic to be where you are today with the release of the data. And it's a fantastic time as well, with this massive and unplanned shift that we've had to remote teaching because of the pandemic. I think to have that data set kind of out there now is the timing is hugely important as well, I think, because it will really allow the institutions, and also in terms of policy as well, to really use those insights in order to kind of plan for the future as well. Yeah, well, let's just have a look at what we've actually gathered, a profile of who actually responded and the kinds of information that we have now and from whom. One thing I really like is the fact that you have those student responses there, so the student voice is very visible as well. You have the staff, you've lots of different staff roles. You have your teaching staff there as well. You have educational support staff, so I think that's very rich in itself. And then you have the leadership, the senior management, so I think it gives a really nice kind of holistic and organizational approach. And we know that that's really key to digital transformation as well. I mean, it's the same if you look at the school sector and further education. We're talking about technology, but ultimately we're talking about people. We're talking about partnerships. We're talking about breaking silos. And what we're trying to do is to move away from the kind of isolated pockets of innovation. I think any educational organization you look at, you're going to see wonderful examples of innovation and change. But I think where we're trying to make the difference is working across institutions and across the sector to have systemic and deeper transformational change. So I think the fact that you have the voice of both the staff and the students and you have your leadership there as well, I think that's really, really powerful going forward. Let's just see what the benchmarking data highlighted for us. Lots of similarities. Students are saying, the students seem to be saying the same thing about the importance of digital, for example, in their learning. Yeah, that's something I think that's really striking, Terry, from the data. If you look at these different countries, different jurisdictions, I think you're getting a clearer message from the students how they see technology really supporting the learning experience as well. I mean, it's really clear that, you know, whatever country you look at here in the data, students are saying it helps their understanding. It helps their engagement and their enjoyment of learning. Crucially, it helps them be more independent and flexible. And if you look at the figures for Ireland, 68% of staff said they'd like to use more tech in their teaching practice, and that was 33% in the UK. So you see that huge appetite there, I think, for technology use, a real openness for technology use. And let's face it, there's lots that's been done as well over the last few years, as you know well, with the many projects you're running in the foreign too. So I think we have a great basis to go on there, but in the last few weeks and months, of course, we'll be telling, I think we'll have a lot of lessons to learn from that as well, because it's been such a huge exposure in such a short timeframe. I think people will be learning what works well, what works last well, the drawbacks, the potential, they'll be learning about new resources that are available. So I think, again, to have the data set and to be able to build on that, I think will be really important. I've been working on a tool for schools that we've launched called Selfie, and it's similar to the Index, it really has that holistic approach. So Selfie's a free online tool that any school can use, and it helps them see how they're using technology for teaching and learning, student voices in there, the teachers as well, and the leadership team. And again, that's something, we get that feedback from schools, that it really helps them focus, and I think your data will really help an organization to pinpoint where they feel the weaknesses are. And I think the data shows that that is not necessarily the case, that they're actually looking to the teaching staff to the lecturers for support. So I think that's very interesting there. So I think the learning and the digital skills should be done very much in tandem in terms of the teachers needing that digital capacity and capability and the students as well. So I think that was a very interesting finding, And now, so if I was to ask you, I put you on the spot now and I ask you, every institution in almost every institution in Ireland now has their own data set with their own questions for their staff and for their students. And if you were to give some advice to the staff, the students, the senior management of our higher education institutions from through your international lens, what advice would you actually give them and how to use the data, what to go forward, what they should go forward with? I think the conversations around the data will be really important as well. I think that's a feedback we're getting as well from schools that have used selfie that for the first time, they actually had a conversation around the why of technologies. I think in the past, technology strategies, digital strategies were very IT driven. And I think, as we kind of get more used to technologies as we mature, I think those strategies are moving to more organizational approaches. So I think it's a great conversation started to have those insights. I think it's important to keep the students involved as well. The students clearly from the data have very strong opinions on where they like to see technology, where they think technology is helping. So I think keeping that partnership with the students is really important. So I think it's just really important for planning what is it that we're trying to achieve through using technology? So I think it's really about the pedagogy. I think it's about the people and I think it's about the partnerships as well. And really breaking the silos and keeping those conversations going. And that can be very powerful within an institution, whether it's a faculty or across a whole university. But I think to have that collaboration as well between different institutions, whether that's within Ireland or abroad, I think is really critical. Because we see that the challenges are very common across the board. Yeah. Well, thank you very much for your time, Jodra. I really appreciate it. Thank you, Seri. Okay. So I'm delighted to speak now with Kevin Maxtrabuk from the Union of Students of Ireland. So Kevin, I've a warm welcome to the launch of the report today. Thanks very much for having me, Seri. No problem at all. Very important, one of our key partners in actually making this survey a success. So can I thank you and all the students that responded to the survey and had their voices actually heard? Let's have a look at some of the stuff that the students have actually said. Okay, Kevin, that was interesting. As you saw, students were very clear that when digital technologies are used in their learning that they learn better, they can fit it into their life better. Are you surprised? I wouldn't say I'm surprised. I think it probably goes with the need to interpret a lot of the online digital learning and that having a much more integrated course that waves digital learning into the narrative of the program allows for a lot more flexibility in the way in which it's delivered and makes it a lot easier to digest for students as well. So Kevin, what I found was interesting that when they were asked about how much technology or if they wanted more technology used in the course, there was a kind of a 50-50 split. 50% of them said there's enough technology. 50% said, yes, we'd like more technology. What can we interpret from that? Yes, there's a couple of interpretations you can take from that. Within that 50, you said that there's enough. There's probably an element of students here maybe nervous about the use of technology within the classroom. And with that, I think it's more around building the digital confidence of students and actually making use of the technology that's currently available to them and allowing them to properly utilize it in a way that enhances their learning. And perhaps that's what they're getting from it. On the other hand again, it's maybe not necessarily that they want new technology to be introduced, but they want the existing technology to be used in a way that enhances their learning. So they want better use of the virtual learning environments or if some of the other technologies available rather than introducing new things. And then the other 50% is probably a cohort of students who are digital adopters and who want to use digital technology as much as possible within their learning and find that that makes it a lot easier. And also there are probably some students who feel that there isn't enough use of technology within the classroom as it currently stands and maybe feel that there are too much of an over-reliance I suppose on traditional teaching methods and would welcome new opportunities. So there's so many different perspectives that I think you could interpret from that, but it definitely does tell that it's not necessarily about trying to introduce a new wave of technology into the classroom. It's looking at the current teaching methods that are employed. Yeah, and I think you're right. I suppose all the institutions have their own set of data and if they have results like this, I think that if they can go back and talk to their own students and help them to actually get an understanding from their data and their own context, I think that would be really useful. I'm coming to talk about institutions, right? What institutions, that's the one thing that you'd like your institution to change. Access to reliable Wi-Fi, want to top on the list, consistency in the use of the VLE, more access to lecture recordings. Any of those are surprised here? No, no, it's definitely not. Even if I think of my own time as a student, they are the kind of the key things, and if the Wi-Fi is unreliable in certain lecture rooms or certain seminar rooms, it's very difficult for staff to be able to utilize new technologies because the technologies are going to be dependent on the use of Wi-Fi. In terms of the work to learn in the environment, that often comes up in terms of the issues that students often encounter, and it's that need for there to be a consistent use, that's particularly important because students will be studying on a number of different modules, and if one module really uses the virtual learning environment to deliver a blended experience, whilst in other, the virtual learning environment is simply just a depository for the key course information, then it's difficult for them to fully get a grasp of how best to use it because there sucks in inconsistency of use. So, yeah, that's certainly something that I did expect to see come up and not surprised to see how many students felt very strongly about that. And then on the final point around lecture recordings, again, that's around the flexibility and the accessibility of education. It's that students are able to go back and I suppose recap on the lectures that they've been part of, recap when they're studying for exams or working towards assignments. And it's about that whole piece where students can continually enhance their learning and continually go back and recap on their learning too. And so the desire further to be enhanced, access to lecture recordings is something that I'm not entirely surprised to see. Yeah, and I'm just, I think we're in our conversation here. We're showing just the variability in the Wi-Fi up there, wherever you are, Kevin, and down here in Wicklow. So we're examples of what can work very well and when it works very well, it works very well and when it doesn't, well, it's a little bit dodgy. But we'll continue anyway. I was interested that one of the top four was also access to reliable hardware and software. Yeah, I suppose for that, there's a number of things that you can claim. And I suppose maybe to refer to the situation we found ourselves in over the last couple of months. And there has often been an assumption that all students have access to laptops and have access to all that is technology. And that's not always the case. And we have seen that with the pivot to online learning as a result of COVID-19. A lot of students have been unable to access their teaching material because they don't have access to personal laptops at home and institutions have been working to respond to that and provide access to hardware as much as they possibly can within reason. But in terms of that piece, I think it comes to that. It comes to students who don't necessarily have their own laptops or they're reliant on the use of computers or laptop length and schemes within the institution. And again, looking at programs where there may be use of additional digital technology too, it is extremely expensive for somebody who's on, for example, a photography or a film production program who needs access to lots of quite expensive technology or indeed access to software to allow them to edit programs, things like that. And students are already paying a lot in terms of their accommodation, in terms of their fees as well. So being able to have the resources and the means by which they can procure those products is quite difficult and a lot of students are coming as the first in their family too. So having access to that sort of hardware and software is the sensibility to allow them to prosper in the course. And often it's having to rely on technology that's lent out and there's only so many pieces of equipment per student in the class. So those reasons the students often encounter. And it's something that I think students are readily aware of and would like to see solutions to. And also things that software packages being made available and that students can download onto their own personal devices is another issue that I often hear of. And tell me now we do have, as I say, nearly 25,000 students have responded to this survey. Okay, and on behalf of the students who've responded to this survey, what advice would you like to give the higher education sector now that it has this data set to actually build on? Well, I suppose to distill it down into the two distinct areas in terms of an institutional level. First of all, it's not to take these results in isolation, take these results as it snaps up into the perspectives of students on the ground and staff on the ground. But these should be the basis for an ongoing conversation with all students and all staff around the use of digital technology and the use of online learning inside and outside of the classroom. And that needs to be a piece that every institution commits to having an ongoing and a meaningful dialogue about so that they can act upon the feedback that they receive from the indexer survey. But also that they can ensure that students feel that they have, and staff feel that they have a buy-in into that piece too, because I can't remember the statistics, but it was quite a low proportion of staff and quite a noticeable proportion of students who felt that they didn't have meaningful involvement in decision making around digital technology within their institution. So there is an idea, sir, that all staff and all students do have a means by what they can engage in those conversations. Then at the national level, I think there's a need to consider how the overall sector can support the needs of staff and students who can support institutions in delivering upon those needs. So it's about making available access to grant funding or project funding for projects that allow staff and students to work together to enhance the digital experience at an institutional level. But also it's about serious conversations around upscaling the infrastructure, the digital infrastructure within the country, because we've seen it from COVID-19. There are so many students and staff who are living in rural communities who don't have access to reliable Wi-Fi and that is such an inhibiting factor to being able to fully engage in online learning. And so that's probably stage one of what I think needs to be a multifaceted approach to enhancing the digital experiences of everybody within higher education. Good advice, Kevin. Again, thank you again for all of the hard work that you put in to make sure that we actually have this data set that we can now use. Thanks very much, Terry. Thank you, milling, Kevin. And now for a completely different perspective, I'm going to ask Claire McGee from iBeck to join me on my virtual couch. Hello, Claire. Hi, Terry. And thank you for joining us. I really appreciate it. Claire, there was some interesting data I came through on the index survey around how students thought about the importance of digital for the workplace. Let's just have a look at what they said. Okay, so it is clear that students think that digital is important for the world of work. But it was an interesting statistic there that only just under half of them thought that their courses actually prepared them for the workplace. What do you make of that? Well, as you say, I think it's really interesting and quite positive that a lot of the students have kind of registered that digital skills will be incredibly important. If you think back over the last 10 years on all the major innovations, like cloud computing, artificial intelligence and machine learning, even social media and smart communications, all of those require some form of digital skill. And while we may associate those with big, large companies, they're actually supporting every single business in Ireland at the moment and every single organization. So digital skills are incredibly important to citizens, incredibly important for businesses large and small and also incredibly important nowadays to access a lot of government services. So hugely important that we have strong digital skills, not just for careers, but also in life. I think what that gap maybe between what the students think and actually how their course is preparing them for them is going to be a big challenge for Ireland looking into the future. People ask me quite often, what are the skills that are going to be needed for the next 20 years? And I think the world of work is changing at such a fast pace. It's very hard to be very prescriptive on the type of technical or academic skills that you're going to need for the future. And what you're going to need are a lot more of the transversal interpersonal skills.  And that's really what's all behind industry 4.0. How do you marry the technology, the hardware, the software and the human and the interpersonal skills together? So looking at how data is used and interpreted and then re-communicate it back out to people. It's not just, digital is not just always sitting behind a computer screen and writing code. It's a huge enabler for every organization and every business and I'm thinking now about businesses who may not traditionally have ever engaged in digital capability in the past, but they're using it now to communicate with their customers to source new products, to sell new products. In Ireland at the moment, we are online sales, for example, are growing year on year, but we're still losing about 60% of that to overseas suppliers. How can we get more Irish businesses to enhance their digital capability? And it'll be this cohort of students who will be going into those small to medium enterprises and into those large companies who at least see that there is a gap there and are perhaps willing maybe to show it. So for the people coming behind them within the higher education institutions, we really need to see maybe a greater focus on digital skills and how they marry well with your transfer or your other employability skills. Because if we look at the world of work, it's actually those hybrid teams that are coming together to solve some of those biggest problems around, I suppose, water challenges, climate emergency challenges, aging demographics, new consumer supply chains. And the bridging of those two types of people with those totally different backgrounds will be the ones who come up with the best solutions to that. And we must also reflect on the fact that the people who are going to survive the best are those who are most adaptable and agile. And digital skills give you an opportunity maybe to be a little bit more responsive, a little bit more agile and a little bit more adaptable. That's what advice would you give the higher education institutions and students about addressing for the other half? I think it's a case of maybe looking through the curriculum and looking for opportunities at every point in that curriculum to enhance them. And it's a case of maybe saying if every single assessment is still carried out in a very traditional way through an essay, for example, could that maybe be communicated in a completely different way through something like this? Maybe remote video enhancement. Because this, we have to move at a greater pace to be able to say things are changing, the forms of communication are changing. We may have traditionally wanted to be all present together, but circumstances are beyond our control. So therefore we've had to reconsider that. And just because maybe the essay format may have worked the last number of decades, now we're probably realizing maybe there's a new way to do it. So looking through the curriculum and looking for opportunity within the curriculum to maybe trial and test some of those other opportunities to assess maybe through digital capability. The other areas I would also look at is maybe some of the extracurricular activity and how has that been managed and mapped? And is there scope there? I mean, there's many students who are participating in clubs and societies.  I would imagine they have completely pivoted online and that's how they've communicated. So there's a huge opportunity. I mean, there's huge experience. I would imagine many students are developing their own podcasts. Can you imagine being able to go into a company and saying, well, I've been running my own podcast for the last three years. I can get your brand out there through a podcast. Huge opportunity. So we need to give the students the language and the terminology to explain the experiences that they've done through while developing their digital skills. It's not just enough to do it. It's actually empowering them to say the reason why they're doing it and be able to then, I think, explain that when they meet with an employer for the very first time. And it doesn't matter where you're actually going to find employment, be it within the business community, be it within the public sector, be it within a non-for-profit, all of those organizations are going to need digital skills in the future to deliver better services for their target audience. We didn't have this data before, but we have it now. So I think we're in a very good place to make really good decisions going forward. Absolutely. And that's the beauty of this. Actually, decisions and digital skills, they're all informed by data. So it's great that actually the higher education institutions can also use this data to help inform their decisions into the future, because that's how you know it will work. You'll have, you know, you're being pulled into this through the student body to say, they know this is important. We want to help support and enable that to happen into the future. Absolutely. Thank you, EmMillionClaire, for joining us. We really appreciate it. Thank you, Terri. Thank you very much. And I think we've had a lot to think about. Claire's talked about how the results can inform how we develop our programs for the workplace. Deirdre's talked about the importance of having a data site like this and how we're going to be in-lead internationally. And Kevin has made it very clear how important it is for institutions to look at the data and to work with their students and their staff to see what it means so they can build their future together. And I think that probably is a very good introduction for the next part of our launch this morning, because we've gone to the institutions and we've gone to the staff and the students and we've asked them about the data. So my first guests that I'd like to invite to talk about it are from Manoos University, Michael Butler from the Union of Students of Ireland and Aidan Mooney who's a lecturer at Manoos University. Good morning, Michael. Hello, how are you? Good morning, Aidan. Hi, Terri, how are you? Very well, thank you. And thank you very much for joining us. You're very welcome. It's great to be here. So what we're actually trying to do this morning is to try and make sense of some of the data that the index report has actually gathered. So have a look at what I'm just going to play here and we'll talk about it then. Okay, so as you saw there, Michael, perhaps if I start with you, there was some interesting data there around students, their online activity, the way that they are used being polls. What do you make of that from your own experience? I think actually from the student perspective, using polls is something that I think students do use a slight bit more than we would think. Do you know on Facebook and messengers and in group chats, students often put in polls to try and get data from students. So I can see why that will be slightly bit higher than the staff ratio for using the likes of polls because they might have to gather information as quickly from big groups. Whereas if you've won rep or won student and they're trying to get quick feedback from a class to say, is this sort of data or is this type of teaching working? I think that's probably why it's that fraction higher than it is for staff. And that's kind of what I feel for that one. Yeah, I think so. I've used polling in class for many years now, different forms, and I find it extremely useful for getting instant feedback in terms of what's learning has taken place in the class. It's extremely useful with big classes where there's no way I could engage with every student individually. So having this quick feedback through a clicker or an app like Mentimeter allows me to gauge quickly how the class are doing and whether I need to revisit a topic or not. It does really work because every student is engaging so no one feels left out. And if people are participating and engaging in a class that would make them feel like the class is more valuable instead of only one person that's either really strong getting to get their opinion or one person that's really weak. So we're getting to keep the grounding across the whole class and you get such quick instant feedback from maybe 300 students. Yeah, it's good to write Aiden. Can I just ask you, there's an interesting statistic there around the number of staff that have actually had in October already thought online. And now when you compare the Irish figure to the UK figure, we're actually slightly better when we're benchmarked against the UK. The UK figure for the same stat was 74%. Did that figure surprise you, Aiden? It did in one sense, I suppose traditionally the third level institute in Ireland is a face-to-face format. So a lot of people see it as being the best way of delivering content to students. And I guess with more certificates and master's programs now going fully online, you have more people that are turning and seeing this as an effective way to teach also. Yeah, I think perhaps the current crisis would have changed it quite significantly just now anyway. Absolutely, I think we're seeing people that probably would never have considered using these technologies before this crisis and now being forced to use it. And hopefully they will get to see some of the benefits that come with it and be able to incorporate them into their teaching as the years go on from here now. Wise words, it's indeed. And Michael, can I just come to you? One of the tagline for the survey was let's see where we are so we can build our future together. So for the first time, we actually have student voices of Manuth, but we also have the staff. So we know the digital capabilities of both staff and students. How do you think that Manuth, for example, would be able to build on that? I think actually, considering the current situation that we're in, I think we've built on it very rapidly. Okay, look, that is absolutely super. Look, thank you both for your time. I really, really appreciate it. No bother, thanks very much for having us. Thanks, Terry. We've also asked Leo Casey from the National College of Ireland and Kira Dean from the National College of Ireland to tell us a little bit about how they're looking at the data around what staff we're saying in terms of how they're supported by institutions to develop their digital skills. Well, hello Leo. Hello Kira. Thank you very much for joining me here today. No problem. So before we start, let's just have a look at what the staff actually said. Perhaps if I start with you, what do you think are some of the main things that the staff are actually seeing that we could interpret from the responses from the survey? I think it reinforces the perspective that we need to look at the full capabilities of an institution. So that includes the capabilities of students and the staff together as well as the technical infrastructure. So if any component is in deficit, that we can't get all of the positive learning experiences that we might. So I think looking at it from the insights we get, we feel that maybe in the past, people have considered what the technology requirement is, or even at what the learning perspective from the students perspective should be. But from the survey, we feel that we've really got to focus on the staff capabilities at the same time. And what's reassuring is that staff want this to happen. They want to build on the positive capabilities of technology, and they want to bring as much of their skills, their teaching skills as possible to bear and to be able to enhance the learning experience from the students perspective. I agree, and from a sort of a staff perspective, Kira, what hit you about the findings? I think in our institution, I think we're very lucky with the Learning and Teaching Department that we actually have and all the courses that are actually available to us. And just the support staff that are actually there, I would be proud to be a part of that. I would be possibly old school in my teaching, and it's great that the college are actually willing to give me the opportunity to learn about different techniques and different tools that are actually there. But I wouldn't be able to do that if we didn't actually have the training and the staff there to actually help us. Yeah, that was quite interesting for some of the other data. It was very clear that staff were saying that they would be delighted to adapt technology and they see the reasons why they should do it and they're supported in doing it. Would that be your experience, Leo? Yes, and I think in the past also, we might have assumed that we introduced some new technology, we provide some training for that, and then it just proceeds. Whereas I think the need for ongoing support and to view the adaptation of digital technology in higher education is ongoing, that it's something that is a journey that we have our staff and we need to accompany our staff on that journey continuously. So we're never going to reach a point of adequacy. As a matter of fact, I'd be very worried if staff said we know everything we need to know. I think that idea of attention of saying we really would like to find out what the next piece of capability is there from a digital perspective. I think that's a really healthy sign. It shows the commitment to teaching and it shows the commitment to innovation among the faculty. And Kira, have you used, have you developed your technology skills very much over the last few weeks? Oh, it has improved. And a lot of it is because we had no choice. There was a sink or swim situation. And it's been very interesting and very exciting to see the different tools that are there for me, particularly from a computational perspective, and how students are interacting with that and how they're actually engaging with us. So it is something that I'm looking forward to developing. Certainly when we go back to the, I suppose, traditional setting from my own classroom perspective, I try and keep things as practical as possible. So I'm really looking forward to trying to maybe use some of the technology to try and help students with that, particularly over the next couple of months because that, I think, would be challenging. Oh, fantastic. Look, thank you both very much for joining me. I really appreciate it. Thank you. I think it's very clear that the INDEC survey is telling us some important things about the kinds of support staff need if we want them to develop their digital skills. The survey also is telling us a lot about how staff and students are involved in digital decision-making and how much they know about how their own data is protected and how much they can access resources for their health and well-being online. And to talk about some of those issues, I've invited Geroadine Hulavoy and Aung Nguye He to join us this morning. Good morning, Geroad. Good morning, Aung Nguye. Thank you for joining me. Delighted to be here. I have some very hard questions for you now because some of the data that we got from the survey was around students, the staff involvement in digital decision-making and in data privacy and their well-being. Hold on one minute and I'll just show you some of the data that came across. So that was quite interesting. So Aung Nguye, maybe if I start with you, what the staff and students were saying about their opportunities to be involved in the decision-making around digital services? What do you make of that? How could we interpret that? I think, I'm very interested in all the perceptions and it was somewhere where the students and the staff seemed to agree to a reasonable extent and I think it affords a wonderful opportunity to bring the whole digital experience into the conversation and the student-staff's partnership space. Terry, you've done fantastic work in that in recent times and I suppose as we have addressed the current issues that have risen since the survey in relation to COVID-19 and our planning there, I think we need to, just because we're not on our campuses, we can actually look at student-staff partnership first and making that remote and running it remotely and then we can certainly, I think, use the student-staff partnership model that's been worked out with, say, following our own experience in Cork and within step now to drive that conversation in relation to, I suppose, each partner's feedback of their experience in terms of digital and to, I suppose, learn from each other. Perception is everything in this conversation. So I feel by the students sharing their experience, the staff sharing their experience, I think each can learn from the other to, I think, enrich the experience and then to look at the decisions that need to be made and taking them to the top table in the higher education institution. I agree, and I agree with you, the importance of staff and student partnership in that. Geroid, have you got any comments or how are you interpreting it from your sort of role? Yeah, thanks, Terri, and thanks, Anja. So I suppose it is kind of the extreme results, really, isn't it, that's going to be the most interesting from a kind of a business intelligence point of view. Anja touched on it there that, you know, the data might relate both to perception and to reality. Of course, one has a habit of turning into the other. I do know in my own institute and elsewhere that, you know, digital services and platforms are typically rolled out or configured on a kind of a pilot basis in consultation with staff and students. Maybe not all students are aware of those kind of processes, but, you know, often the student data, at least their log files or their analytics would be picked up and picked over quite a bit in terms of determining the best way forward or determining if it's worth mainstreaming something or changing something. Often some qualitative research would be done with perhaps a smaller sample, you know, you think of focus groups or user research, so we would have done a lot of usability testing, for example, when we're moving towards a new institute, LMS or VLE. But I suppose, you know, as to say perception is everything, I think it is very important to include staff and students, as Anja has said, very important as well in terms of the rollout of these digital services. Yeah, well, that brings me, that segues nicely now into the next part, so we have all this data from students and you saw from the data there that students, you know, they differed in their views about they knew how their data or their institution protected their data privacy and that there. I mean, I would say, and it's not to push back on the data that, I mean, some of this information has been shared with students, you know, there is a sort of a kind of an implicit contract with students that we have through things like the student regs and, you know, that covers things like the mutual obligations and mutual exchange of obligations and gives us our, you know, duty of care and our disciplinary rights and the students, the rights to appeal and stuff. So it is all kind of bundled up with that. I know a lot of institutes would share privacy notice sometimes as part of the prospectus. So I suppose, you know, the stuff is there, but it is to come back to your question about finding a better way to communicate this and about making it more maybe than even kind of factual knowledge of things, you know, getting people to, as I said, place a different kind of value on data, understand what data kind of means to them and maybe in the bigger scheme touches on things like preparing people, you know, for a digitally enhanced future and preparing people to be digital citizens and understanding the kind of data footprint and data trails they're leaving behind them and where those could end up and what might be done. Okay, Oynir, what do you think from your perspective? Certainly there was a lot of work done in this area as Garot has referenced as we led up to the implementation of the GDPR and I suppose, you know, a lot of that was more focused on compliance, making sure, you know, we were meeting all the requirements that the legislation set down, that the regulations set down, but I think, you know, we can now move into a new phase in terms of the enhancement and I suppose showing the students, as Garot has said, the value of the data in driving decision-making, not just in relation to the digital experience but in relation to the overall provision and equally with staff. And I think it's been very powerful about this survey, by the way, that it's been done with both staff and students. It's fantastic, I think, because certainly it gives me a fantastic platform to go in armed with the findings of the survey and to be able to give people numbers and then get that qualitative data. So in relation to that, that's even a little example of how, you know, data used properly and used properly can enhance life for both the students and the staff alike, but in doing so, we absolutely protect it as well. So I think it's about giving the relative parties the rationale for the need to gather the data and the fact that we just gather what data is necessary to drive the decision-making and we gather it in different formats, quantitative and qualitative and that once we gather it, then we mind it because it's very valued. And I suppose for me as a senior manager, the worry is that if we make a mistake and, you know, that that actually threatens confidence that the relative part, but the respective parties to the process and actually impede progress. So again, there is much to learn there. I actually think that as I said to you, I want to congratulate you on the idea and the forum on this dual-facing survey because it's very rich that basically the staff and students alike have completed the survey and it's a very good starting point for a new conversation in this space. Could I come in for a second and just say, I just think that's such a great point and I should have mentioned it as well. I think there's so many reports on the future of ed tech that kind of begin in the future. If you know what I mean in some kind of far off transhuman sort of future instead of starting with where we are right now. And I think whatever we do with this data, I would be seeing it as a really, whether it relates to perception or reality or what have you, I'd be seeing it as a really, really useful baseline. I'd also be very interested in I suppose the variability of the data. So if we are getting what we regard as being negative results, are there more positive results elsewhere? Could that be the basis for us to surface better practice, let's say in particular areas or a better understanding of how colleagues in other institutes in this country and beyond are doing things. So I think a great springboard for discussion and for educational intervention. Yeah, I'm not sure there's such a thing as bad data. Maybe coming from the data background. I think we have data and it's about saying, well, maybe it isn't what we expected, but it's what's there and it actually gives us an opportunity, as you said, on yet to actually have conversations around it, which is the most important thing. Thank you both very, very much. All of the data is available in the report and the report is now live on our website. But we wouldn't have had a survey and we wouldn't have had a report if we didn't have a very dedicated team driving the survey and spending days and nights putting the report together to make sure we made May 7th, which was we initially promised. And all of that effort was coordinated by our very own Dr. Catherine Tronen from the National Forum. And I'd like to hand over to Catherine. Hello, Catherine. Hi, Terry. Thank you so much. I mean, I appreciate the thanks to me personally, but it was very much a team effort on behalf of the National Forum, but even more. So it was a collaborative national effort, absolutely. So I suppose maybe I could just take a couple of minutes just to thank some of the people who were involved from the start, Terry. Well, first of all, I mean, before I even name anyone in particular, the staff and students, the almost 30,000 people who completed the survey since we launched it, I'd like to thank each and every one of them. And there were very many more, even than 30,000 that completed the survey who worked within their respective institutions to engage students and engage staff and really make sure that the survey was a success. So thanks to every single one of those people. The group that worked with us from the very, very beginning was the Index Steering Group, which was made up of staff and students from each of the participating institutions. And those people worked with us really from the idea stage until today. And we hope to continue to work with them, of course. And there was an institutional lead who was a staff person from each institution, but then there were key student representatives and student partnership was really instrumental in the entire project. So again, we don't see today as an end of that. We see these conversations continuing so we can make the most of the data and the findings. There was another group that was really involved from the start, and that was the Digital Education Advisory Group who also worked with us from the start. And that group has advised us and consulted with us about a lot of what we're doing in the whole digital area in the national forum. So thanks to each of those people as well. Darryl Ryder and his team from ahead consulted with us. And so we were able to do work around inclusivity and assistive technologies which would not have been possible for us on our own. So many thanks to Darryl and to ahead. StudentSurvey.ie consulted with us a number of times just to share with us some of their experience of running a national survey to warn us or lie ahead. So thanks to them. And there were steering groups and representatives also from key international projects like the IUA Digital Teaching and Learning Project and the CUA I-Note Project. So, you know, those are groups that are very much working in this area already and have been involved so far and will really be using the findings in a particular way. And finally, we adapted an existing survey as most people know that was designed by the Digital Experience Insights team at JISC. So we'd very much like to thank that Digital Experience Insights team for their help as we adapted and ran the survey. They were a great support. And Helen Betham, who has done a lot of work with the Digital Experience Insights surveys internationally was also a consultant for us as well. So can I just mention one more person? I don't know if you've mentioned her already and that is Catherine McBride from the National Forum Team. Everyone on the National Forum Team was instrumental in bringing this to fruition but Catherine McBride was the research assistant on this project. And when you talk about working days and nights and lots of hard work, Catherine was terrific and I just want to thank her especially. Thank you very much, Catherine. And I'd just like to echo my thanks to all those who helped to make the index survey a success. When we were at the launch in October, we had a very important person at the event and the person was James O'Farl. And James did a major call to action because James was going to be in college in 2027. We thought was only right that we'd invite James back here today to have the final word at the launch of this report. Hello, James. Good to see you again. Good to see you again as well.  That's pretty cool, isn't it? Yeah, it is. You didn't think your words were going to have that much power, did you? No. You've been trying out, learning online yourself over the last few weeks. How have you been finding it? It's been very good. What kind of things do you like? Well, I liked the fact that my teacher, Montor Fiona, she can send home video links of things like fun stuff to do and she can send home links to websites for like maths or English or Irish if you don't understand it properly. The one thing I do miss about the virtual learning is that there's no teacher because you can't ask questions via the virtual learning system. So you can't ask questions and what about your classmates? Yeah, I miss them as well. That's good then. Do you think that you'd like to continue learning like this all the time? If there was a teacher, if we could find some way to have a teacher with you in the virtual world, then yes. Oh, OK, that's praise indeed for the virtual environment. But what's going to happen now is all of the senior managers and all of the teachers in higher education are going to be looking at all the data that we've collected from this survey and they're going to be deciding what to do next to get their institutions ready for you and your classmates when you come in 2027. Have you got any advice for them? What would you tell them to be thinking about? So there should be a course where people can do like what sort of what they're comfortable with and what they want to do. And have you anything else to say to everybody that's listening? We've over 200 people listening in here. This morning, if you any other advice to give them, James? I say that with the information you've gotten, you should because now you know, like what everyone is good at in the technology and how different people have a different understanding of the technology. So the colleges should try and find a way of teaching them. So if someone was good at writing a report, but they weren't good at sending email, the colleges should try and find a way to teach them using language and ways they understand to teach them how to do the things that they're not the best at on the internet. That's good advice indeed, James. And thank you very much for joining us again. We look forward to having you and Irish in our one of our colleges in 2027. I look forward to it as well. James, many, many thanks for joining us again today. We're coming to the end of the launch, but it's only really the beginning. It's the beginning of us using the evidence base that we've gathered to inform the decisions that remain in every single higher education institution in the country. We'll go back as the National Forum and we'll interrogate the data further and we'll get more insights to help our decision-making. Before I close, I'd like to thank the minister, Mary Mitchell O'Connor for joining us today, Alan Wall, my chair, Lynn Ramsey, and all those who joined me on the couch. The report is available. It's on our website, www.teachingandlearning.ie. And I look forward to working with you on the report and on the data set over the coming months. Thank you all for joining us here today. Bye-bye for now.


It's the network. I've always moved on to something a bit different now because we don't really talk about sync a lot, especially not on this podcast. I was reading an interesting article written by Chris Edward Sacra from Sync Tank and she said Netflix are going to put 17 billion into their programs this year, into their movies and the TV series and it's going to have a massive effect on the opportunities for music going to TV shows and the same thing as well when we've got Disney Plus launching, Apple TV Plus is launching as well and HBO Max. There's suddenly a lot more opportunities for artists to get their music out there and get some money as well. I think it's just an interesting time because there's not been this much opportunity for an extra source of income before. So I think it's just thinking from an indie artist's perspective really might be worthwhile getting yourself something like music gateway and stuff to get some sync coverage and paying for someone to pitch you to these TV series and movies because the revenue looks like it's going to be there. Yeah man, this is a benefit and just a derivative of this content landscape that we're in. It's not just artists that need more content. It's not just even regular entertainment that needs more content. It's brands in general, right? The NBA needs more content and it failed the MLB, the soccer leagues, McDonald's. Everybody needs more content to stay top of mind and be included in the attention and the regular meme guy at home or just like a little kid in fifth grade, they might try to put your stuff on something and not pay it, right? Of course, they're going to do it all the time. With anything, the technologies will find it, copyright it because of the things they're coming up with and that'll be that. But if there's no payment, they're just going to come out of it because that doesn't make sense for the consumer. But Coca-Cola that can get sued, right? McDonald's that can get sued. These bigger companies that still need to create more content, especially understanding that music is an integral part of consuming content so much in so many ways, right? They use it on their commercials and their TV shows and all these things before and now that we need to create more and more of it and there's going to be more of people that need to sink, right? It's as simple as that, right? And those people who do it that way again, we have more people that are official, carry their business out in the true proper legal fashions. That means a lot more opportunities for artists and there's so many artists that I believe that, well, this already happened. It's not even new, but I think so many more artists will truly understand that, hey, I could just become a sink artist and make more than a lot of these other artists, right? There's a lot of bad music.  There's a lot of bad music that plays in the background, but it does the job and it doesn't even feel that bad in that moment, right? Because that's not the full purpose of it. It's not the focus, yeah. Yeah. If you're a wack rapper, you can come up on on sink deals, right? You don't have to be commercial level, record label, sign level to win off of sink. There's so much opportunity. I guess I have so many thoughts because I haven't really, as you said, we haven't really went deep into sink too much on these videos, but of course this is just, it's positive that they're investing in more content because that means more opportunity for sink, but I think that's also just indicative of the landscape of today. More content means more people need to create more content just to stay top of mind and compete for attention and then the more people that need to do it and the more you force these official brands to do it, that's going to be more opportunity as well because of course they have to handle things illegally because they have a lot of other assets to protect. Because it got me thinking again, like obviously it makes so much sense, but a lot of artists could actually write particular songs with a brand in mind or with a TV series in mind. They say like the first season of a particular show, maybe you could write a song for the second season, you could try and pitch. I was thinking, obviously, what was the name of the artist you interviewed who pitched the Spanx? I've forgotten his name. Oh my gosh. How did I forget his name? I had it in my brain. I just forgot because I was going to make the point. Oh my gosh. Make the point. Make the point. I will say his name. I don't know why his name is not popping up right now. He had this idea in mind. He's like, I'm going to write this song about Spanx. I'm going to do my research into her brand and I'm going to pitch it to her. And it all just came out from there and he made him a serious amount of money for a big brand. And he just had the idea. He's like, rather than writing a song, obviously, I'm all four artists writing songs because they want to write them and whether they want it to be about. But if you could write something for a particular brand or target in mind, he could really be so fruitful for you. So he set out just to make this song about Spanx and he got the deal.    Exactly. 100%. I guess it's there. And I had another artist who saw that interview, maybe talking about that with him. And then they decided to pitch to a big car brand a song that they had about that car brand. And, you know, it's a more niche car brand or whatever. And I don't I don't think it went anywhere. And I wasn't even going to advise to do it exactly. Well, that was a lot of back end stuff, because he needed to own the song in my opinion. But but with that being said, he was actually engaged, got response from one of the bigger people of the brand, some BBP or whatever, which took it and continue to have conversation. So the pitch actually went through, right? He actually got to somebody with a chance enough interest where there's a I want to present this idea to the team. All right. And see what happens. And that just goes to show you it's so much harder to get an executive's attention in music, because they're in that domain of music. But these other people outside of those spaces, they don't experience music being pitched to them all the time, right? In cars, they probably experienced people who want car help, right? Those types of things are trying to are trying to get on that way. Like Sarah Blakely probably has all these people who want to get their clothing brands or woman driven brands that things that she sees all the time, she doesn't see as much, even though her husband came from the music industry back in the day, right? All these people in these different niches, like where it seems like you're competing in this one space, but you'll be surprised how many other places that you're actually refreshing. Yeah, the big one need to mention is we haven't mentioned yet is eSports 100% need to be putting some. Yeah, but those are going to integrate really fast. Yes, you need to. But those that's not the same as some of these other industries where it's just almost no music because there's already one integral because it's in the ground of a lot of people just playing and to Yeah, like, well, Twitch is almost synonymous with eSports, right? Yeah, exactly. But, you know, getting on pitching to actual, you know, influences on Twitch playing in the back of their videos. It's still an underutilized market. I've been pitching to artists to do so for years. I've had a lot of artists that have had success doing it whenever, but I don't think that'll be as much of a problem in like five years. I think the gaming culture is so strong and a lot of those kids are going to also rap to they'll like, it'll be natural for them to just try to do it in gaming and gaming videos. That one is just so obvious in the how acting culture. Drake, like the fact that Drake did that already, people understand, you know, how they can benefit from each other. So yes, definitely do that because it's still underutilized and it's still early just because of the difficulty in people. It's not just in front of people's faces, but I think that's under boxes, you say, yeah. But even more than that, yeah, go even further outside the boxes than that, where like that's probably people's third step. But think five and six were industries where people wouldn't even think to do anything at all. Another example, there's a girl I know who did a remix, well, she has an influencer friend who did a remix to this old New Orleans song, and they were able to get essentially a commercial deal doing some remixes for like a local car dealer. And that doesn't maybe sound sexy, but there's real money. Like now they're writing car commercials for and then doing a remix is to bring that attention on that car place attention, drop the videos. So that's the real Atlanta that happens all the time. If you turn on the radio, certain channels, like 1-800-411-PAIN, good Lord, they have a new remix probably every two weeks using rap and all that stuff, obviously targeting certain demographic. But there's so many opportunities to make money and sink in different ways that it's crazy. Making money in music is different than, hey, I want to be this particular artist and go this particular path. The problem is everybody's trying to go down that particular path. The vision of an artist that was sold to them when they were kids through their favorite artists, right? They wanted to be like those people, first to say, saying, I want to make money in music and there's so many ways to make money. I found his name. It's the network.


I started blending my course when I first started. I've been a teaching assistant for the course for many years and I knew that one day I will be teaching this course and I wanted to do it that way. I wanted to put all my materials online so that students can be, will be able to read them in events. Since I blended, I put everything online. It gives me lots of opportunity to have classroom discussion. We can do clicker questions. We can check their knowledge and because it's food, students brings lots of examples or questions that they have about the everyday food consumption or the labeling and so it gives us lots of time to practice. A couple years later I also find know that there's a good opportunity for me to give students more time to do group work. I have a major group assignment, a team assignment that's 25% of the class and I just felt that if this is so important to me that students are learning together then they need time to work together.


I think first and foremost the right mindset just because it's so hard for an athlete to accept that you can't keep competing so I think just being patient and I think that you need a good support system to keep you reminding about being patient and then of course having the professionals around you that will help you get over it. To overcome an injury I think your mindset just has to change. So when you show up at practice your job is to do whatever you can to get back on the pitch. That means doing your exercises, making sure you see the doctors and meridian and just getting they help us so much get back on the field as quickly as we can. I think that it takes patience and I think I learned that very very quickly that it's not good to rush back from an injury at all and especially when you're younger I think it's you're more prone to I want to get back on the field and you have to definitely learn that patience is key and patience will help you in the end. To overcome an injury I would say it takes a lot of determination and commitment to get back on the field because it takes a lot of you know following the treatment plans and making sure you're recovering well and you know doing whatever you kind of get back as soon as possible. So overcome an injury I think a lot of it is like the physical aspect of it obviously the rehab and stuff like that but I think more of it is definitely mental because there's definitely setbacks and not every day is going to be a good day but you just have to put your head down and push through it if you want to get back on the field. It's just perseverance and going through all of you know anything any injury is difficult to get through but just going through that you learn a lot about yourself and you find what really makes you you know excited to play and what makes you want to want to play. I think it takes a lot of mental strength, patience but also just perseverance because there are going to be setbacks but it's important to fight through them and get back to playing the game that you love. I think patience and like your mindset while you're going through the injury because I think you need time to let your body heal and so just knowing when you can push things and when you can't and when you need to pull yourself out. To overcome an injury I think it takes a positive mindset just because you never know how long an injury might be.


Hey guys, it's Nate, AKA The Foot Accountant. Welcome back to the channel. I wanted to make a second video. I've already made one this year, but I wanted to make a second video in this time period where we have new icons coming onto the market with the prime icons, base icons going out of packs. And I want to talk about how to trade with these icons in FIFA 20, especially as we head into the team of the year timeframe and post team of the year. What can you expect from these cards in terms of like a general price direction? And also, how do you trade with these cards and make big profit off them? Because there are tons of ways you can trade with these cards. They're so fun to trade with because it's trading with some of the biggest, some of the most expensive, and some of the most, you know, I guess I could say iconic cards in the game, AKA the icons. So again, I did a video on this earlier. If you want to check out that video, that link is going to be in the description. It goes more in depth on some of the general trends, but this one's going to be, again, a little bit more dedicated to the stuff relevant to this timeframe. Right around team of the year, prime icons just dropped in packs. We're going to be looking at a lot of prime icons because right now, these cards are rare on the market. They've only been in packs for a couple of days and they're super rare. And that means they fluctuate a ton because there's still demand for these cards on this game, right? People want to try these cards. People want to use them. The primes just came out. It's almost like a new promo, right? People have these new cards that they're seeing that are released into the game and they want to see how much they're going to go for and they want to see how much they can buy them for and try them out with the new stats, upgraded cards. Most of the primes that come out are the best versions of each card. So there is some extra demand to those cards there. So again, prime icons just came out. And referencing back to my first video, a lot of the trading techniques like what we do with icons is still going to be the same. You're going to hear me say a few things. But with these prime icons, it's a little bit different in terms of the price general direction that we are heading. So, I haven't been trading with a ton of prime icons myself just yet, but I've been watching a lot of them. And again, that's one of the most important things when you're trading with icons as maybe we cover some of the more basic things again really quick here in the beginning of the video is really starting to understand fluctuations and knowing that these cards are not always going to stay around the same price and kind of just realizing when a price is low, when a price is high, where the card sells at at some hours, where the card sells at at other hours. So, first example I want to use is this prime Coleman card. This is a new icon in FIFA 20, this center back, and he has a CDM version. Oh no, he's got center back versions across the board I think, right? Yeah, 85 and the 88 are both center backs, but he looks like a CDM almost. But this card is new to the game of FIFA, right? He's a new icon for this year in FIFA 20. And this card just came out into packs a couple days ago. I want to take a look at this fluctuation. As you saw on my transfer list, there was one that went on bid there for 1.321. So 1.32 mil. What does he usually sell for, right? So, 1.5, 1.36, 1.4 on Saturday, and then yesterday 1.4, 1.3, 1.26, and now back up to 1.42, and currently he's 1.45. So, as you can see for both of these days, and this is kind of concurrent with a lot of the prime icons, most of the time they are lowest during the around the content drop each day. Like 6, 7 p.m. UK is one of these cards are kind of the lowest on the market because there's oftentimes packs coming out, pack supplies, PCs, lightning rounds, depending on if we're a promo or not. And there's just more players in the game like selling their cards up onto the market. So that's why you see some of these prices dip down around 6 p.m. UK. And that's general for a lot of these cards, right? I mean, a lot of these cards change in price, but they fluctuate. But for the general, like buying and selling icons, if there's like a general time period, a lot of times you can buy it around the content drop time, 6 p.m. to 8 p.m. UK, and then sell them overnight into the morning UK time because they do rise up. As you can see, he was 1.3, he was 1.36, rose up to almost 1.5 in the morning. Then he dropped back down to 1.26, and now he's back up to 1.45, and I'm recording this at like the late night, early morning EU time. When I'm recording this. So, Comon was 1.26 today. So this one that just went on bid for 1.32, I probably wouldn't buy that, but you might think, ooh, that's a really good deal, right? Because currently the cheapest Comon on the market is around 1.4 mil, right? Let's go prime Comon, there he is. He is 1.467 is the cheapest on the market with a 1.45 open bid. So I'm gonna watch this 1.45 open bid and see if that gets bid on, because that would be kinda crazy if that actually got bid on. He was 1.26, again, he was 1.26 around 1.3 earlier today, and if I see this get bought at 1.45, that would make me feel like I kinda missed a deal here with this 1.32 getting off the market on bid. And that's another thing. These cards on bid can be very, very good to pick up, especially late at night, when there's not as many people on the market. But again, that's just a testament to how much these prime icons are fluctuating right now. Now, as we head into the team of the year again, I talked about their price, a general price movement for a lot of these cards is probably gonna be going downwards, right? You've already seen some of these cards' prices trend downward in the past few days as they've only been out in packs for a couple of days, just because they're continuing to get packed and there's more supply of those cards coming onto the market. So that's something, ooh, there we go. There's an undercut, just a little bit. Let's see if that sells. 1599 right there. Look what this one just went for on bid, literally 10 minutes ago, before that 1599 got listed, 1676. Let's go back over to Footbin for this one. Where has this card been at? So this is why it's fun to icon trade, right? You gotta add the cards to your transfer targets and literally just watch them and see where people buy, right? That's the fun part. So middle of the day today, he was 1599 and 175, 17, what about Saturday? 15 flat, wow. Okay, so it looks like 15 flat's kind of the lower range for him and he almost sells up to 17, which is kind of what we witnessed here with the 167 being sold. So I'm gonna watch another Hugo Sanchez. I'm gonna watch this 159, which I already did. There's a 168 and there's also a 165. I'm gonna watch these and see if they sell during the hour. Again, that's basically getting used to the icon trading is again, knowing the fluctuation of the price, knowing where they sell, knowing where you can buy and of course factoring in the tax. But that, I know I just mentioned going into team of the year, a lot of these prices, we're gonna look at some cards from last year really quick. A lot of these prices, especially for the prime cards, are going to continue to drop as we get closer and closer to team of the year, right? So I've been looking at Pirlo. He just went on bid for 1.2. There's a decent amount of him up on the market though. He's got some supply, but one just did go on bid for 1.2 and then 1.15, one went on bid. But Fuppin says he was 1.15 earlier today. So these are at 1.24. I'm gonna add that to my transfer targets and see what happens with that one. If that one gets a sale, it will be interesting to watch. But let's go back to FIFA 19 really quick and look at a couple cards and what happened as we got close to team of the year. So of course I'm looking at some very meta and I'm gonna see like a middle range card too with the second card we'll look at. But this first card Del Piero, right? And this is, I'm talking about this for you guys because I want you to know that this is one thing you wanna keep in mind when you're trading icons, the general trend of the market. Again, as we're heading into team of the year, a lot of these guys are gonna get sold off as people get coins. They get ready for team of the year to try to go buy a team of the year card in place of some of their icons. That's something that I think a lot of people do as they just expect the content, right? Last year, from January 1st, Del Piero was 1.269 million coins. Team of the year started, all the packs started and boom. He drops down to by the end of the first week of team of the year, January 10th, he's 1.13, right? So he's dropped 150K. Then literally right after team of the year ends, the man rebounds back up to 1.269. Basically the exact same price where he was right before team of the year started. So you're gonna see these cards drop down during team of the year. There's people know that this price drop when the icons is coming. So you'll see a little bit of a sell-off heading into team of the year. But again, these cards get packed so stinking much during team of the year because of all the packs that are open. So that is, again, here's Maka Lele's middle card, a new icon last year. January 1st last year, he was 692,000 coins. Dropped down to 630, I mean there's probably undercuts during lightning rounds. This card was 600K flat and then boom. What did he rise to right after team of the year? 794K, almost 800,000 coins after being 690,000 down to 630, back up to 800K. So knowing which cards are used on this game and which cards you're gonna be able to, like if you're gonna make a team from these icons, the post team of the year market rise with all the coins on the market is very similar to Black Friday. We're gonna talk about more of that in upcoming videos. But that same thing is gonna happen with these icons. People are gonna sell off these primes that are new to the market and they're even gonna sell off some of the babies that are out of packs, right? Like the prime example is Carlos Alberto. Carlos Alberto's baby card, which is a position change. That's Roberto Carlos, wrong one. Maybe I'll just type Alberto and find his name. Yeah, that would work, there we go. 87 rated, not 88, 87 rated Carlos Alberto. This card was like 800K flat before it went out of packs and before the primes went in, he's now 850. It was up like 50K and this is weak only sell off time when I'm recording this, so he was even higher. But this is a type of card again that you would wanna watch in the team of the year sell off and just kind of know that, okay, as I'm trying to trade these cards and as I might be trying to flip these cards on a daily basis, their prices might be trending downwards. So just be careful with the deals that you get and be careful in knowing that team of the year is coming and that has a large effect on these icons. Now, I also wanna address some of the prime icons that are extinct. I would say be very, very careful when you're trading with prime icons that are extinct or don't have price range updates yet. So like Henry Clarkson, he does not, his prime, I think it's like a 1 million is the max price for this guy and he's extinct right now. Another one is Kakaz, prime card. He's extinct at like 3 million. I think Dalglish is also extinct at 3 million. This is like risky business messing around with the price ranges and these cards that they're extinct. Hullet is 5 million, which doesn't make sense because his middle card is over 5 million coins. So that price range really doesn't make too much sense. Yeah, Hullet's middle card right now is 5.2 and his prime card is a price cap of 5 mil. So that stuff will get sorted soon, I'm sure, but just something to be very, very careful with and those cards aren't gonna get popping up on the market very much anyway to begin with. So again, you just wanna be very, very careful with those. But again, when you're looking to trade these cards, again, the primes are gonna drop in price into team of the year. They're gonna get packed a ton during team of the year and a lot of them are gonna rebound after if they're meta and usable cards. But again, if you're looking to trade with these cards on the daily, just literally just add as many of them as you want to your transfer list. Like I just added all those Hugo Sanchez, added the Pierlos, like I'm watching these cards as they get listed and as they get bought too, take notice, right? So Carlos Puyol, the prime, Carlos Puyol just got bought at 8.35. The next cheapest on the market is 8.99, right? 8.99 right here for a fresh one. I'm gonna add that to my transfer targets and see if it sells. This Linnaker went unbought at 9.30. There's another one listed here at 9.00. I've added that one, hasn't sold yet, right? So basically you can learn so much from watching these prices. This Zambrato went for 1.43. Ooh, there's a 1.45. And it's not fresh, but it's first-owner tradable. So this Zambrato just went 1.43. And this is literally what you can do to learn the card's price, right? This is what I do every time I see a sale on an icon that I was watching. So this Zambrato went for 1.43. What's he been doing the past couple days? Past couple days, the hourly graph and foot bin. Wow! He was 1.1. 1.12 on Saturday, 1.2. And then today, he was 1.3. Wow, man, this is insane, bro. All right, that's good to know. So this Zambrato was 1.3 earlier today. On Saturday, it was even cheaper at 1.1. And now he sells out 1.43. That's crazy, all right? That is crazy, and that's good to know. His price has actually gone up since he first came out. So somebody who, ooh, 1.1, ooh, look at that deal. Somebody got right there on a pure little 1.1. We know that sells at 1.2. We know that that card sells at 1.2. So if you bought that at 1.107, I missed that bid. I could have actually got on that bid, man. That is maybe a missed out deal right there that I could have been watching as I was making this video. But seriously, this stuff, like adding them to your transfer targets, is so huge, watching the market and knowing these cards' prices and fluctuations and what they get bought for and what they sell for. And you literally just continue to make mental notes on this stuff and watching these cards and especially adding the open bids, right? Because open bids can tell you a lot about a card. Ooh, 1.2.3. There's another slight undercut on pure low right there. So again, watch these cards. Use foot bin to your advantage. Foot bin can't tell you the whole story though, right? That's why I really recommend watching these cards, putting them on your transfer targets. Or I know a lot of people make spreadsheets, right? So some people actually do Excel spreadsheets when they're watching cards like this pure low. They will put down sell prices on the day and they'll also just kind of watch cards and see, okay, it was bought at this price. It was sold at this price on this day. And that way you can honestly watch the card over time too, right? If you're watching the card every day, it's a good place to track similar card prices. So Excel spreadsheets is probably a decent place where you could do that as well. And again, if you're looking to find cards to watch, set up a filter, right? Get to the 59th minute. And that's a great way to learn prices as well. You don't have to pick individual icons like I had kind of on my transfer list right there. I'm gonna go over here and basically set up a little filter, 800,000 coins minimum to 1.2. That's a small enough filter that filters out a lot of cards, more expensive than 1.2 and cheaper than 800K that I can get to the 59th minute pretty quick. And that's what I wanna do. I wanna get to the 59th minute pretty quick and that's a good way to learn card prices to see what they're being listed at the 59th. That's also a great way to pick up deals, okay? The 59th minute icon sniping is a fantastic, fantastic way to pick up deals. I'm gonna make this filter open up a little bit and see what I can get. Maybe in some of the lower range cards. Filters are kind of weird and they fluctuate all over the place. So that's something to keep in mind as well is really watch the filters. So this Ferdinand for 7.14, there's one at 7.20 as you see right there. So that's probably not a deal. And this is really a great place to just learn card prices again. Spend some time on the 59th minute, find some filters that work for you. Use the basic chemistry style for some filters as well. Like trading with icons is just fun, man. It really is just fun, especially the rush that you get when you get on that 59th minute and look at some of those icons like that. During lighting rounds, this is a fantastic filter to do. You can open up the filter a lot. If you've got a lot of coins, the basic chemistry style would be basically what you're searching for during lighting rounds is a card that is getting packed, fresh, listed up onto the transfer market right away for somebody that just wants the coins and they might undercut or really not know the price of that card and undercut big time, which could make you possibly a potential deal to buy the card and flip it. So here's a fresh 91 ballack for 1985, which looks to be a little bit of an undercut. So I haven't seen this card at all yet on foot. So I'm gonna go over here to foot bin and look at Michael Ballack and see what he's been going for. So this 198H shows on foot bin, which is actually a different listing than one that we found. But boom, look at this. He was 176 earlier today. And now he's up to 199. He's actually around two million. What about Saturday? He was over two million. So that's crazy. Like 176 earlier today and this one right now getting listed, fresh first owner on the 59th was 199. It's the cheapest on the market. So you know what? I'm gonna add that to my transfer targets and see if it sells and that's knowledge that I know. Okay, at this time, that card sold at that price. Again, some general tips when trading side cons, be bold, okay? Have confidence, all right? Watch the card's price. If you've done the research, if you've watched the card, don't hesitate too much to put your coins into these. Whether you're trading with like 85 Comon, who right now goes for like 200,000 coins, right? It's the same strategy and the same procedure for any card, any icon card from 200K to 10 mil. You're looking for the undercuts. You're looking for open bids and you're watching to see what that card sells at at certain hours and then other hours when it's maybe higher up, the fluctuations of where that does sell and the thing that you have with icons, I feel like there's a little bit of a safety net with them. It seems risky. It seems huge and like a massive flip to put a lot of your coins into. Like to put 1.5 million coins into one flip seems like a lot. By the way, that Hugo Sanchez sold at 1599. Intriguing, intriguing, intriguing. So it seems like a big thing to put all of your coins into a flip like this. But if you think about it, these cards are super duper rare on the market and there's always desire and there's always demand for icons, right? People want icons in their teams. They provide chemistry links to anybody in your squad and they're just legends of old, right? There's so many people that play FIFA purely for the icon aspect of it. So that's what I would say. It seems really risky, but whatever you bought that icon for, you'll probably be able to sell it at, you know, within the next couple of days, if unless we have like a repeatable icon pack coming out, then you might see it a dip in price, but some of that stuff is unexpected. So aside from like some pretty extreme circumstances, you shouldn't be looking at like a huge loss in coins on icons, just keep in mind tax is there and you can make a little bit of a loss on that. But these cards are honestly generally safe to trade with because they're so rare in the market, there's always demand for the ones that are good in game and that people like to use in this game. And yeah, so that's why I don't have as much fear trading with these cards as I used to because they, you know what, they're just pretty rare and they're legends of old, they're icons for a reason and they have those special perks in game, which is why people buy them and people shell out the big coins for them. So it seems like you're entering yourself into a scary situation, putting 1.5 billion coins on one card, even if that's like all your coins at the moment, but you know you can sell them at 1.7, then have some confidence in that, all right? Have some confidence. And of course, when you're listing the icons as well, you don't have to be the cheapest on the market. If you're on PS4, that's what I would say to those. I mean, like maybe a list at the second or third cheapest because if it's a very valuable icon, like I would say of these cards that I looked at, this center-backed Desai card will be pretty valuable. A lot of people would wanna use this card in the game. Pier Lowe's a new icon this year. Hugo Sanchez looks like this prime version since it's new on the market. A lot of people wanna use this one. Know the icon that you're trading with. And you don't always have to be the cheapest because one icon sells, another one sells, and then boom, wow, 1.655 just sold for Hugo Sanchez, man. This card is being sold a lot. A lot of people are looking at this card, which is crazy. That's crazy, crazy. That's crazy. That's insane. But again, don't be scared to trade with these. Have confidence, okay? If you've done your research, if you watch the fluctuations, you know where the card sells at, buy the card, get into the flips. They're so fun to trade with and they can be massive, massive money makers. Speaking of massive, massive money makers, I wanna leave you with this tweet that I saw today. Of course, Zidane is one of the most rare cards on the market at the time when I'm recording this video. One of my friends and fellow trader on FIFA 20 Chatty got this Zidane today at 1 million coins flat. Boom, right here. Somebody packed it and they used it, played some games, listed it up on the market. He bought it for 10, oh, you can't see it. You can't see it, it's below my face cam. There it is, right there. 10 million coins for this card right here. And what did he sell it for? He sold it for 13.95. The man made over 3 million coins after tax. Those are the kind of deals that you can have on some of these icons, all right? So let that motivate you. Let that motivate you. Get on the 59th minute for the icons, get on the bids, and have some fun with these cards, all right? Try some things out. Try them. Get some deals, get on the bids. It's fun, it really is. Hopefully this video helped you out with the prime icons, especially as we head into the team of the year, maybe a little bit of a price drop. But of course, just with trading icons in general, maybe some of you guys needed a confidence boost or a little bit of a methodology change or just some tips and tricks again on how to trade with these. But I do hope this video helped you guys out, especially with the primes and the timeframe that we are in. If you did enjoy it, smash the thumbs up on it. Comment down below if you have any questions and of course, subscribe to the channel. If you're new, it's been Nate, The Foot Accountant. Catch you guys later. Peace out.