Felly, ddweud o ddegwyddiant. Hefyd, mae'n dim ac yn ddod i'r gwneud o'r glasau. Felly mae'n ddegwyddiadio'n glasau, ac mae'n ddegwyddiadio'n gwneud o'r glasau. Mae'n ddegwyddiadio. Felly, rwy'n gwneud yn gyffredig. Mae'r ddaf yn cael ddweud o'r Lunciadau Cynllun, mae'n ddegwyddiadio'n gweithio. Mae'r ddegwyddiadio'n gweithio'n gwneud o rydyn ni'n gweithio. yma sy'n mynd i fydden i'r gwlad. Yn y gallwn yn mwynt sy'n gweld yn llunio'n iawn cynnotio sredig mewn ei wneud. Yr hyn sy'n mynd i'n ddeg deisgwyr o'r cadw gwasanaethau cyhoedau ymryd mewn gwneud i'ch ddegwyd o'r wneud i'ch ddefnyddio'r gwleddau yma sy'n gweld yn yr Ymryd i'ch mwyffredau ac mae'n gwneud am yr ystod yr informaniaid sy'n gweld i'ch gweld i'ch squared yn ygylched. Yn gy粧d rydyn ni, rhai sy'n gweld ei fod yn ymlygu, Mae'n dweud o'ch gwirio'r lleidio fel y byddai'n bwysig i'r cyfnod. Felly mae'n ddiogelio gyrddwyd ac mae'n ddain'r gwirio'r lleidio i'r bwysig i'r gwirio'r lleidio'r lleidio. Fe wnaeth gwneud amdano i'r gwirio, mae yw'r gweithio'r cyfeirio dechrau'r Lathau Cyllidol yng Nghymhwysig. i'r Blestcoed fel yng ng Giantiaeth, Llywodraeth i'r bydd agor bron ym N dialogue. Mae'r gweld yn ffordd yn rhan fawr yn gwleidol itwm stlynedd yn gweithio eu cyfle, a dd瞬od i gyd yn yw'r gweithiau ar gyfer gyffwysig ac'i gael iawn. Rwy'n nem angen i gael'r gweithio i gael i gael i gael i gael i gael oed yn gallu eu lleoli ac yn cael eu gaelio. Ond y gweithio peilion yng Nghymru, yw'n cael y holl yn ymwneud fel yma i ddweud ymwneud? Felly mae ar bod yn ymddug o gwleidio ar gyfer y mwyaf, oedd y bydd ymddug o gweithio ar gyfer ymwneud, a'r cyfnod o'r cyfnod o'r cyfnod o'r cyfnod oherwydd mae'n gweithio ar gyfer ymwneud, gyda unig sy'n dweud yn ymddangos ymarfer, mae'r ddweud yn ffordd i llunol, a'r ddweud yn ymddi'r ddweud yn ymddi'r ddweud yn ymddi'r ddweud. Yn ddweud, mae'n meddwl, mae'n meddwl eu ddweud yn ysgrifennu, mae'n meddwl ar yr ysgrifennu. Mae'n meddwl gan'r ddweud, poblyddwch chi'n ffaith o oeddem eu cyd-dweill oherwydd ym mwy oeddem gyda'r pryddysigau, ei wneud yn ymgyrch, ymwysig yn dweud yn hollus. Yn y ddweud, ond ar hyn oedd ym mhawr, maen nhw'n gweithio'r cyllidau ac mae'r 21 ddau o'r picognau yma, alwch i ddweud o'r plwy o'r picognau i'r ddweud. Mae'n golygu o'u oeddenni ar y brwy y gyr persistent a chyffro'r arall. Maid ymweld gyrthodd dawn ni'n cael ei ystyried o'i chyfnodig sydd o'n gwneud. Rwy'n lle wedi'i cynnwys. Mae pob gynllun yn grwm. Mae'r hoffi'r hoffi'r hoffi'r hoffi'r hoffi'r hoffi'r hoffi'r hoffi. Ond, mae'n waith ddim yn siaradau... ..ser ar gyfer baith i gael ysgol, ac mae'n gennym ni'n ei chyfnodig. Diolch ar gyfer yno. Mae'r rhaid i ddysgu'r hwn o'i ddim yn rhaef. ddechrau â'r gyfnoddau sydd yn maen nhw, sy'n byw yn gallu derbyn mewn gwirioneddau. Mae'r hyn yn gwelch yn gweithio gydydedd yn angenig o gallu ddy accused o gyfnoddau yng nghymru a'u gwnaeth un trafodau arbennig yng nghymru, neu llawio'r angenig datcode unigol. Mae ddweud maen nhw'n gweithio gwirioneddau yn y mwynd i auso maen nhw. y system maen nhw'n i'n ystafeld. Mae'r cych�ianwch yma maen nhw'n cael y dystiad sy'n holliant. Mae maen nhw'n cael y mas gynnwys, mae'n rhai allan os yn amlwgion. Mae wedi'i nos i gyd yn cael gwybodaeth a ddiwyddo'n gwneud hynny. ac mae'n gilydd y dystiad yma yn y dystiad. Yr unredd y dystiad, mae'n gwneud yr oedd yn ei wneud ac mae'r gwneud efo'r bwysig o'r myfyrdd yma o'r lluniau yn y cwbwyr. a Droegon Rydymaistedd yn ei beth arwad ein ganddoedd cwyllen o gyllidoedd, a ar gyfer yma hwnnw i ddweud i gynnwys ar gyd yn meddwl ar draws. Ar ffysg wrth gwrs, rwy'n meddwl i'n meddwl i'r tuwch Cymru, Da bod yma yng Nghymru o'r threatenig wedi'i 5 grwp cyffwilio'r hyn hefyd, rwy'n meddwl i'r meddwl i'r troi, a'r troi i'r troi i'r troi i'r troi iawn i'r troi iawn i ddod nhw ychydig yn gwybod nhw'n meddwl. dealers. Rwy'n cyfanyddwch yn gwneud am ddif Weinham, rydych chi'n gwneud eich dyfannol, yw ddangos. Y rhai beth sydd oedd yn defnyddio'r cwbl o gyfor, oherwydd ddifenau cyfanyddol yn eithaf i'w gwybod, rydw i'ch gwneud y dyfanyddol yn ddifenu'n gwneud, dyfu'r cyfrwyr sydd yn cydweithio'r cyfrwyr pryd ac oedd o phocefedd.  Why is it the name for information search with the blacklist? We have issues, is and isis, so we do have these problems. Although some people do it for the blacklist, it was a dish, so that's another issue. So what we have here in Isis is we have our assessing components and just as we can transfer the modules and start them out into our VLE it implies ac rwyf yn ddysgu'r cyfnodd i'r ferwyr y trofwyr yma, yn y rhan oedd y cwmrith yn ei bwysig, sgwrs yn y bwysig yn y bwysig, ond mae'r rhai o'r rhai o'r ffrif. Ac mae'r rhai o'r bwysig yn gweithio yma, fel y rhai o'r bwysig yn gweithio y modul yma, mae'r rhai o'r bwysig yn gweithio yma, a oeddiwch chi'n gwybod yn gweld y wneud o'r prifnodau oedd ymgylch chi'n gweithio'r cwmrith cwmrith. I assured it was trying to do, that's what we've been working on and that came out this is where I came into it because I mentioned why I'm doing this all the way, Blackboard has released this integration tool, so with that then I said let's pull that out so we're justimmtated colleagues typing numbers in that was out the window, the other way is looking at it, it's kind of people based in that same digital system but the smart way is this if you can get the majority a'r maes y gallwch chi'n cael ei ddod o'r gwaith. Ond, yna'r ddweud y system dda'r sgwrnau o'r ddweudio'r sgwrnau. Mae'r sgwrnau o'r sgwrnau o'r ddweudio'r sgwrnau o'r sgwrnau o'r sgwrnau o'r sgwrnau o'r CW1, CW2. What then happens is they go into a Blackboard and that automatically creates CW1, which is a test CW2 in anasimion. That then goes into a Grade Center like so, march created and then transferred across. Now that was an IAS, viewpoint of how it's going to happen because as far as we're concerned, and I don't mean the terrorists, we mean our ID department, although they might come back around again. Wel, sy'n mynd rydyn ni wedi'idd ar da wedi darlleniaeth—anywch roi'r cail byd i'r pwlynt niel ifyfan. A dyma hefyd d trulywisio pe nai. Fy figo gennych wnaeth efallai cail byd i'r pwyrfa sGRAM1 y mewn unig ac yn wirol! Princess vielbog mae'n bwr yw'r plwr. Rydyn i fe iddynt ni'n bwr un dweud iechesefr sixth ychwanegwch ar gyfer y cyffredinol gwneud. Gadiwch sut ydych chi'n gwneud gweithio ymweld? Ne着ion yn gwneud i ymddai. Mae'r ein gwybod y bydd yn gwneud i wrthwaith gwylig, dwi'n ddeni yn gallu'n ysgol, gyda mi'n gwybodaeth i gyffredinol.  A ydych chi'n ddweud i'ch gael y ddweud yn y ddweud.  Felly mae'r regiwn yna ddweud wedi'u ddweud i'ch gael y ddweud, ydych chi'n rhoi'r gwaith yma o'r cwm yn ôl sydd o'r cynnwys i'w gwnaethu caph甚麼 o'i gwannu hyn a chycoffor wedi'i cwm yn awdd ychydig iw rymes i'w gwneud. Ychydig i chi ar y cyflwyng CWI. Proses ydych chi'n gweldion digwydd ar taeth ac yn y cwm yn ei wneud â'r cwlwm William Staglun, ac yn ystod yn ddweud ddweud. The reason I called that too many clicks is because people are too happy, people are more concerned about the people passing lots of numbers. Felly, y Llanjw sydd yn gwneud eich cyfletwch o'r cyfletwch y dudans i roi, ac mae'n allan fod yw, Ie ddim llawer y tro er mwynhau. Felly, ddydych chi llawer y blwysig fwrdd y Llanjw, rwy'n cyhoedd Caerdydd gyda'r cyllidech, mae'n gyfle fwyaf gwyrdd wedi gwahanol, mae'n gwahanol i fynd ymddol a'r gwahol yw'r cyhoedd ymhan, aeth yn gydan argyfod yma i'r cyhoedd. Ac mae'n gynnwys iddech chi fod gan y llyfynwys, felly efallai ychydig iawn i'ch ddweud i'w ddechreu i'r sgwrthu eto yn yr hyn yn y system of student information. Yn hollwch, mae'n gwybod, yn amlwg. Ond mae'r proces o'r proses ac mae'r proses yn ymgyrch yn ei ddweud. Ond mae'n ffordd o'r ddechrau o'r proses, ond mae'n ddod. Ond mae'n ddweud i'ch ddweud, mae'n ddweud o'r proces o'r proses o'r proses o'r lles o'r lles. Ond mae'n gwybod i'ch ddweud i'r proses o'r lles o'r lles o'r lles. yma, gael yusion sydd wedi cael cerddwych i gyf heelsbwys, yw y flwyd yn ffwrdd i'r ffwyd yn dal, mae'n y reddy fan hyn oherwydd, mae'n gwybod nhw wedi gweld, y modiwch iawn y maen nhw, mae'n oes yn dweud i'ch gwahod i'r gwahod o'r ailodau yn ysgrifennu. Yn ymryd allan yn ymwneud yn y cwrsw Ort, mae ein bod yn lle'i gweithio, mae mor angen yn y cwrsw Ort, mae'n meddwl gael eu gwahod, mae'n meddwl i'ch gwahod i'ch gwahod i'ch gwahod i'ch gwahod, I'm just going to keep pressing on things. The other issue is that all of grade centre was locked down. That means it's frozen, you cannot see it. That's the downside of things because we're still on our module assessments and module evaluations using backboard survey results now. If you lock grade centre down, you cannot see the results of that survey. We have to ask colleagues before the transfer of marks, trying to export it at the 90s or 10s, they don't have that time. That's causing issues that we're asking. Gw referred to the White Board and got it fixed. Finally, we've created a whole community with less examples of how to do all these leakage links and how to operate it. Only 50% of the travel page participants were into this area to look at it as the case of the whole story. I'm going to give you an assumption tomorrow on how to do it without even looking what was here for pre-paying and these were people selected by me by the schools but not not not by us. Felly byddwn i'n ddweud hon, on Da grateful the process quite simple, make it the good work of it. Gweithio dros ydych chi workplace, mae'n rhaid inni bwysig i'r falch gwneud ymdigeis. Yn ni'n du, mae hwnno'n bwysig i bwysig i bwysig i'r falch gwneud ar ei mas. Mae'r ond yw'r gweithio fel'r oed yn hynny. Mae hwnna yn un yma, mae hwnna i'n gweithio bydd hynny i'n ddal. Mae hwnna'n ddweud ond ag yma a rhywbeth yma hwnna'n gweithio. Mae fel gael gweithio at gwahanol i ymdillol iaith i chi i rhaid yn eu cyffesiad ar gyfer nifer hwn. Rwy'n fwy o juo ar y peidlasaeth, hwn i'r cyffesiadau a gennym i'r modul dros ei bod yn gyffesiadau i'r modul a rhaid i gael fwy o'r opa, fel hwn i'r model yn cyffesiadau, a'r cyffesiadau yn ei ddweud yma i chi i chi i eraill yn ei ffrifol. Rwy'n gwybod yr ymdillol iaith i chi i'u cei gorg iaith i'r oedd mor peidlasaeth. Ond mae gennych nhw ar gwnion chi, gwrs, cawn yma gwrs niferolaywyr yn gwahanol mewn ffordd. Oni'r lluniau a'r ffordd yn ffordd ymateb am y mawr, ond mae'r sesfynol yn ffordd yn ffordd o light aa ammal. Mae'r gwaith yn gweithio'r modwl. Y rheidliig yn gwahanol prosiect yn eu nodi'r modl. Mae'r rheidliig yn gwahanol ar eich cyffredin把它 i sydd i siŵr, mae'n mewn i ni'n gweithio i cerddio le. Ac ydych chi'n dechrau, mae'n cael ei ddweud fel y dyfodol yn ymgylch yn 100%. Ond oherwydd 10% yn gael i'r ysgol iawn i'r 90%. Dw i'r ddweud yn cael ei ddweud fel y byddai'n bwylio. Ac bwylio'n ceisio'n gael i'r ddweud ar gyfer bosis, yn ddweud, mae'n ddweud yn cael ei ddweud i'r ddweud yng Nghymru, ac mae'n ddweud i'r ddweud i'r ddweud, ac mae'n ddweud i'r ddweud i'r ddweud i'r ddweud i'r ddweud, Y dynol ei wneud o'r Fogol, dyna chi'n meddwl sy'n addorol yn ddifodol. Mae'n rhoi'n rhoi'n rhoi'n rhoi'n rhoi'n rhoi, dydyn nhw? Mae'r status yn dderbyn i'r ysgrifennu, i chi am yr Unedwys pan oedd ym Mhwn angen i fydde un그�oedd. Rwy'n meddwl yn dda ti'n meddwl ifanc ac mae bydd yn archifiaith gael nhw'n meddwl i'r gael. Mae er mwyneth sy'n fawr oedd i ysgrifennu i'r meddwl i gyfosiannol ei gyfosiannol. That's the key point they're learning from it and so far the majority feedback is very positive in terms of it all like one button you have to press and what we forget about is getting to preparation in advance. That's my advice if you are going down any kind of grade and large integration between your BLE and your student information system have a good look at assessment structures. We've mostly captured measures we can but we're not comprehensive on that but like to think that no matter the principle working on it, if we can get an assessment structure into a grade centre in Lackworth we'll be able to export it into the student information system. And the amount of time you pass on the effort and the benefits like that means in terms of exam board schedules, taking pressure of the programme administrators, they can focus on managing the results in the student information system. They can run their own rules. These are the kind of things we're aiming for. We're linked to that. This is a statement here to let you read yourselves but this is the colour of the overall context in which we're working. We're trying to move to Rojbein and Digital University. We stay a mix of manual digital and analog when we're not at Digital University. This is a tiny little step in that programme we're aiming towards. Okay, bit of a fly through, bit of a rush but I hope that gives a kind of idea of what we're trying to do as part of a bigger programme within GCU. And yeah, we're still going strong so we'll be more next year on it and I'll be blogging about it and I'll keep you up to date. So 25 for the time's up. Any questions? This is the next question. Any questions? It's the afternoon stuff, if you're sure. Oops, this is from my history of going with assessments and things. How much did you flat out that she's had the power to do more assessment than if she said? She's been on the calendar just like that. Hugely. Hugely. What's happened to the example? As I said earlier on, if you sample those to colleagues, you say you just do one coursework as their assessment tool. What we then did was, actually in the module, we broke that assessment into lots of little assessment practices which can be good. But we were breaching our own quality eye-lines which were very happily declared and out-performant. So we took the assessment upfront and that was flushing it out enormously. It's causing a problem elsewhere. But from the resolution of that, if they're not declaring the sub-components, we'll be able to resolve it through this trick. We've got two tricks in here. It should be up for a bit. One vital, that's just bringing it through. It's addressing bigger issues. So solving one problem is releasing or making reinvestillate other issues that have got to be addressed. That's a good question. Is the tool-like process of assignment creation and marks going back worth identically for turn-it-in assignments as Blackboard makes it? As long as you can create a turn-it-in call in the grade centre, you link that grade centre to the student information system. That's all you do. If you click on the mark and turn it in, the top right, 60, that automatically goes into grade centre of the call you've created and you then have to link that to the student information system. It's allowing flexibility to the session rather than just tie it down. If you only have two assessment tools in Blackboard, and that's the highest part of the call, we really need to know what you're doing with a whole range of assessment tools we use out of portfolio, all those kinds of things. We can bring all that in. The flexible approach is looking at grade centres, the containers, and trying to tie yourself down so that my recommendation is. That would be the recommendation in the total now. Of course, the quote here. My call is not currently used in the grade centre. So what do they do with their marks? They've put them onto bits of paper. I've got one extreme example of call-it-a-bits. It's off down on bits of paper. Let's just flush it out to your term. A bit of paper is sent to the PA, who then typed it up into a Word document, who then sent it back, hopefully the meaning of attachment, to this guy, who then looked at it, moderated it, then sent it back to the program administrator, who then had to fill in, said, I can't accept this because you've got to fill in a particular input form, went back to this guy, you then put the individual marks in manually, you then sent it back to the administrator, you then typed them all in. Nuts. That's what was happening in certain areas. So for people who may not want to use grade centre, there are benefits if you can get their marks and scores of others in the grade centre and just do the transfer. Huge benefits. So a recommendation is that all assessments will run in grade centre. If they accept the fact that there may be something out of there that they're not aware of, that may not be many better. And I'll be good for the students. You'll let the students see... So the sum of the ones that come out of grade centre are not wrong. The sum of the ones that are due to the final model application and validation exam boards will then be released through the student information system, which is the global topic, all the rules in terms of the weightings of that. I'll take one more question. I'm just following on from that question in terms of the sum of the assessments. Do you relate your exam grades to students through the blackboard courses? There's two range of practices. Some of these are colleagues, do they? In others, do they? But for the first time ever, we're actually having a written exam for them to grade centre. I won't go into details on this, but that's causing a problem. So the project's responses were saying that we don't want students to see any of the written exam results. So that problem has to be if we did that optimally in grade centre. But now, and that causes a problem similar to what we've created that doesn't want to go through, but we're going to change all that and we're going to have a standard workflow of attaching weighty courses to one another and then straight classes. Thank you. I'm just writing about how it's actually going to pass. I like Chrissie, Joe, Bill. My name's Joy, and I'm the team leader for Learning Technologies at the College. Last year, four last year, we went for a bit of funding. It wasn't a huge amount, but it was enough to start on us off on our initiative journey. And at the same time, we had a space down at the bottom of the college that was kind of a basement space that was getting redeveloped. So at that point we managed to nap a classroom and we turned it alongside some of the innovative technology that we bought into what we call a learning lab. The learning lab, it's not the biggest room in the world because we aren't trying for space in here, but it is. I'm just wondering where we're going up and that's what we're working on today. But it's a great space because when we bought the furniture all the furniture we bought was movable so we can transform it as we look at new technology to bring in to explore in the learning lab. So we shift things about and we can move tables about and everything's perfectly movable. So why the learning lab? I think it's about this is a principle plan and he's with the director of CBI Scotland down visiting the learning lab at one of the conferences that they held here. But he said it quite well it's looking into the future. It's about as we've got a responsibility to look at the technology that's coming up, it's all around us. It's never changing, it's everywhere. It's from age this to old age. It's just everywhere. So we need to really be starting to look around what's around the corner and how that impacts us. So the aim of the learning lab that we had was really to introduce users to innovative technology to have a look around that corner to see what perhaps could be coming. Now some of it as you know will drop off and it'll never go anywhere and then it'll rise up again but we want to provide a space that would provide creative learning opportunities. A bit of a space to explore and play and learn and create and see where it took us. So, what's the sixth experiment with? What did we get? Well, hold on driving around but I'm going to sound a little bit like the gadget shows prize fund. So, we have six laptops, six iPads, two 3D printers two Oculus Rift and some of your VR headsets, a structure sensor an Xbox with Kinect a phantom 2 drawing a time lapse camera a theboprocam is a visualiser less big it's myobads and interactive screener and a large GTS TV. It's not prize fund we're keeping it all but yeah, there's been a lot of technology considering that we've really only got this sort of just after the summer kind of thing we only opened up the learning lab in November my team have had their heads buzzing with lots of playing with experimenting with technology so, one of the big draws in the learning lab has been virtual reality some were mentioning that earlier on and none of us are developers in my particular team so we're not coming from the aspect of maybe going out and developing virtual reality what we're looking at is there's all these companies out there that are producing fantastic content so do we actually need to go out and develop something for a very small audience which is going to cost like we said how many X number of pounds to produce 10 minutes of VR when actually what we want to do is explore what's already out there and try and find where that might fit in to enhance learning within the cluster so we've found lots of different examples in I think Pam are looking for the founder of Opulus I'm not sure I quite agree with them but I know where he's coming from he thinks there's lots of potential for virtual reality in education, totally agree with that I'm not sure about kids don't learn base about reading books but I think what he's getting at is if anyone has young kids mind if they want to know something they don't go to a book now they go to YouTube and I think we're coming up with a generation who is very interested in getting their knowledge from media rich type of content and virtual reality is that next step but if you can imagine where it can impact on it's been used in training and simulations for things like healthcare it's very big on the oil industry there's dangerous situations they get a real life experience in that it's getting it's very interesting in the care for visibility for people who are housebound it can have great impact on that so it's kind of touching almost every curriculum area that we have in college in a certain extent but it's also brilliant for learning if you find the right apps that are out there so some of them are like learnt to cook we've found a funny app there didn't help my cooking but I didn't use it enough cos I was too busy and you're totally immersed in this 360 world and I put the headset on and I went all that at cook plate so the recipe comes up and I've got my ingredients and I've got my lovely kitchen and I've got to shake the wok pan and I've got to add the ingredients at the right time so it tells you when you should be adding the ingredients what am I doing? WOW! that's a kitchen! but I'm so busy looking at this fantastic kitchen that I forgot to put the mushrooms in that kind of oil had burned and it didn't we don't quite have the smell version yet so I didn't quite realise it burned my ingredients they're perhaps having a game but really good just that sort of interactive and a lesson there about doing recipes and it's all different wait! there's an app out there that helps you you can upload your presentation I don't think so you can upload your presentation but if you've got the speaking you virtually do your talk in front of an audience so you're in this conference room your presentation is up behind you your audience is in front of you virtually this one's great, I love this one it's a demo stage at the moment but that's what we're waiting on we're waiting on it coming out but do you remember that? I think it was about 1980s a 1980s movie called Inner Space and it militarises into this thing this is that so what you do is you're militarising this tiny cell and you go swimming through the bloodstream and you see all these red blood cells coming flying towards you and there's a curtain and you see a cell so for things like learning about the human body fantastic virtual reality experience in a situation you would never really get from maybe so much my textbook so that's what we're looking at we're looking at the apps out there and we're looking at how which areas that might be interested oh sorry about that call me to be a therapy there's apps out there we're all sorts of things so for dealing with phobias and fears so these can help overcome that that kind of thing and in fact if you go on and read any about virtual reality there's almost in that for all sorts of different areas across the whole curriculum so that's probably where we're coming from so rather than developing it we're looking at what's out there and what we can bring into the classroom we're also playing about a little bit of augmented reality so we've got our own hands out and the difference with that is you're overlaying a bit of digital data on top of real world kind of so some examples of that would be in retail when you're going out looking at your sofa I cave a half, I'm going to fit in that corn I'm going to go on my dead corn and you're on the new app then I have apps for seeing that piece of furniture within your room and does it work for the first time ever last year probably the first one I came across without realising it was when they brought out their augmented pain time brilliant start in the living room and when and you get to you see in your wall and you get to choose yell, nah, loot, nah let's make all of them count, nah and do it with a lovely shade of green really nice and for the first time ever I didn't come home with six test pots of pain to do that so it's moving into things like retail we're playing about with it some of the book textbooks ideas so this is like a diagram on textbooks but you overlay it with an iPad and up comes the human body and it's 3D skeleton and you can layer it so you can take that skeleton down to skeleton then you can add the muscles in then you can add the circulatory system and then you've got the body and we're playing with it for perhaps where there's limited access to computers and work places so in engineering they might have a machine to use given there's a safety drill about how to use and what not to do but dual blogs isn't they so in comes dual blogs and if we have a little poster up that you can use as a con it can play the video so that's the second video about remember if hopefully you can and can't do so the lecture doesn't have to repeat himself so we're looking at things like that as well as augmented reality so kind of all the interest that's kind of coming out about this we've got in touch with some people that we've had connections with and done with Angus who are using VR and augmented reality in some local projects and we invited them along and we got almost 300 staff and students coming along to find out what the implementation of this was and one of the uses of it was in Dundee we're getting a new V&A museum a museum it's not built yet foundations are down and there's a big ball and the road works on the night there but it's coming however one of the companies had created for the Oculus Rift a VR image of exactly what the building's going to look like from the inside so that helped not only with architectural drawings but it helped with market town it helped with fundraising it helped get the public on side it's helped with tourism so lots of uses there and I think here a chance for you to mention this as well but along the waterfront a picture story of the history of design I think Scotland is about the folk and things like that but some of the boards are interactive so it's used about augmented reality to show you what behind the boards is going to look like and Maniki Cundi Park is another use of augmented reality but this is a technical theatre it's not a computer it's a technical theatre but he's the sign of market town is really in his theatre and he's mixing these shows with technology and what he's done is he's got this whole part of the Maniki Wood and he decks it out and it's a big mystery tour and you've got to find these scientists that disappear to try to protect our dragon eggs and it's great if you get a chance to go along in any area but I took my kids along at the iPad and what they've got to do is go and find the magical creatures so they go up in the tree and hold up their iPad or a fairy or a goblin or a flying fox but yeah so it's such a great tourism the other thing we've got that's quite popular is I like the 3D capture so we've got a structure sensor which attaches to an iPad and it's dead simple but you know what you'll just walk around something like this and here we've got them a 3D brilliant so we've got them a 3D dead quick and we've kind of out and we've got this iPad no it's great we've got lots of stuff we've got groups in and at least one of them goes away with a little 3D printer themselves so we've got two 3D printers in the learner lab both they've got a different job this one is probably the most popular one that we use as a filmmaker but there's also a lot of other things that we find we've got websites like thingynairs and someone will ask us for something and we'll download them it's one thingy there so we can print it for you we've not quite got the skills yet that we're actually creating things to print using pad because we don't have pad skills but there's people in the college so we're looking for them next year ProBots doesn't seem like emerging technology or that but actually it was just a request that someone when we were looking for ideas what we could get and someone said ProBots you know what they're not that expensive let's get a step in these have been great these have been fab for lots of areas you think kind of these little programmable cars are more like basic primary school programming well no hurry up that's something like that we had the protractors like trying to work out angles so you can get these cars to to program squares or triangles or things like things like we are the best that's where we all got stuck what the heck is an angle for work so we have had the protractors and then we had the maths team down because we thought they'd be really good for them to use and they're going to get competitive you should have seen Elaine the maths team don't have to forget about the protractors she had this weird and wonderful I don't know if anybody teaches maths she had this weird and wonderful of working out angles bits of paper we should have seen our calculations it was amazing but the thing we found was it wasn't just about that it was for team building and university and problem solving estimating distance with our support of education students things like that really simple so we've been kind of marketing it much more than just basic programming so we've had computing students down we've had care students down and course skills in we've also got a DJI fan drone which can you fly that there are a few regulations around flying drones but if we're brilliant a couple of places it's been really good at and sports have been really interesting in terms of getting an overview of games where they can do a bit of analytics marketing kind of an outdoor event but one of the big areas it's probably going to take off next year is building surveying we've got building surveying students John Mitchell that area had said it would be really good if they could use the drone to get a survey of historic buildings so Camberdown House historic building and he spoke with Dundee City Council and they're both getting some now because we got to fly over the top of this building to look at the and I don't know when last time anybody looked at top of this building except for the thieves that stole half the land that was why they were doing the survey and but you can imagine the cost of putting up scaffolding the health and safety that goes into sending someone up on a roof that you don't know whether it's stable compared to turning my house up to the drone photograph the whole area and back down again and the students were able to use up in their own project Dundee City Council at the roof so really good collaborative project there just a quick mention mobile technologies is just kind of part of the learning lab we've got a special interest group and we keep it going again asking people what they're using on mobile devices for sports are using them really big and you know using huddle technique looking at analytics and video on what students are doing we're doing it for things like quizzes and near pod and all those kind of things so what's kind of where are we now and what kind of feedback have we got we've got amazing feedback see the students have come in they've just they've looked at from the first part of walking in and going oh wow cos it's something like a classroom of desks and tables and chairs and blackboard kind of thing and just looks a bit different it's got all these cool technology and I was in the other bay there and I'm dealt with someone the first thing a student came in and I wow man this is sick and I was like but I've heard the number two yes it's a thing hint that means it's good but yeah you know they go out actually really buzzing from it and that's what I think looking at new technologies about you know it's looking at something I've tried I don't want to be a squad for the number probably the ACN sets at my question at Christmas pound just a million of tours and I say that a cheap car for their shoes for less than a tenner but what next I think you know what we've had is really six seven months of introducing technology we've delivered over our team ourselves have delivered over 60 hours of introductory sessions into this kind of technology to spark kind of interest from the curriculum and interest from students and trying to enhance that learning and we invite staff now to come in and use the learning lab as a learning space to use the technology so that we don't have to get a set of virtual reality goals in the curriculum area they can come down and use that space but even so you know art and design down of their own purchased a 3D printer and you're going to be embedding 3D printing in some of their courses computing are changing the programme this year because they want to be able to do programming and unity for virtual reality HN animation and design are now taking at least to you know develop 3D sort of environments but they've now want to take it to the next step and introduce virtual reality involving services, want to create a unit on drones again so that are already in that short seven months where actually we're going to start to see some of this getting embedded in the curriculum and we're going to set up special interest groups because for all that my team are being enthusiastically trying to upskill themselves in all these areas all we actually would is lecturers from out the curriculum and we want students to get involved in these groups to come up with some projects that actually do something quite meaningful so that's probably our next step and then we'll look at the next set of new technology that we think we can promote so one of the things I don't have time once where we're at but one of the things we wanted to do was let you get a chance to have hands on some of our technology we have sort of probably four groups so we've got a little bit those who wants to get their hands on a little mini drone, not the big DJI drone but a little mini drone just have a bit of fun with we've got a room set aside for that we have a visit to the learning lab to do 3D capture and 3D print, just to see how quick it is to get you printed before I go away today and out in the 8-trium we have a little taster of augmented reality virtual reality headset and Probox so if you want to do the drone or myself with the learning lab come down and see the learning lab and see the 3D printers Janna Neaves wants to follow and if you want to have a look at VR headsets and Probox, then hand them out to the 8-trium just outside and we might need to just speed it a little bit of course for our students to have a chance to see it Hi folks, truly just the penultimate session the Lord of Penals is going to have a chat about even if you both talk about it No, I am going to be talking about what we've got at Edmund so it's going to look like it Thanks Joe My name is Lauren Campbell and I work at the University of Edinburgh where I am I am at the University of Scotland and I'm really talking today about supporting engagement with learning technology through open education at the University of Edinburgh and then we'll do this I'll pass it over to Judy There was going to be another presentation from our colleague Fiona Hale who was going to be talking about learning design at the University of Edinburgh but unfortunately she couldn't make it here today Earlier this year the University of Edinburgh launched a new strategic vision which outlined where the University is at present and where it intends to be in 2025 Central to this vision is increased provision of world-leading online distance learning and it's an ambitious vision and aims to see up to 10,000 students learning online by 2020 through MOOCs and postgraduate online learning programmes and open education in Bedish Rise Across the Institution Now I'm not going to talk about the MOOCs or the online masters programmes per se today but I want to focus on is how the University is supporting engagement with learning technology through a range of open education initiatives and particularly focusing on open educational resources So the University has a vision for OER building on free strands the history of the Edinburgh settlement excellent education research collections and traditions of the Enlightenment and the University's civic mission The University has established an OER service that will create an OER exchange to enrich both the University and the sector and to provide support frameworks to enable staff to share OER created as a routine part of their work and to enable staff to find and use high quality teaching materials develop both within and throughout the University So it's very much about opening the licensing existing teaching and learning materials already used within the institution The service will also showcase Edinburgh as its best highlighting the highest quality learning and teaching identifying collections of learning materials to be published online for flexible use and made available as open courseware and enabling the discovery of these materials to enhance the University's reputation So although it's very much about getting resources out there there is very much a reputation aspect to this as well and as a contribution to the University's civic mission it will open access to Edinburgh's treasures making available collections of unique resources to promote health, economic and cultural wellbeing digitising, curating and sharing major collections of unique archives and museum resources to encourage public engagement with learning, study and research and there's actually a programme already on going in the library at the University of Edinburgh to open a licence as many of their collections as possible so that they already have the copyright too and they're quite keen to see licensing those collections There's been no big public announcement about this yet, they're still working towards that but that's just the work that's already going on in the University In order to ensure that Edinburgh's OER vision is sustainable and supported across the institution the Senate Learning and Teaching Committee approved an accompanying OER policy that encourages staff and students to use, create and publish OERs to enhance the quality of the student experience and to help colleagues to make informed decisions about creating and using OER to support the University's OER vision Now this policy will actually look very familiar to some of you because it's the same policy that was developed by the University of Leeds as part of the UK OER programme and this policy has already been adopted by the University of Greenwich and also by Glasgow Caledonian University but each University that has adopted this policy has changed it slightly and of course that's one of the beauties of the Creative Commons licence and one of the changes that Edinburgh University has made is to the definition of what an open educational resource is so in the Edinburgh policy OERs defined as digital resources that are used in the context of teaching and learning which have been released by the copyright holder under an open licence and are used for repurposing by others and what's interesting about this change is that it focuses more on the context of use rather than the type of resource so it's basically anything that could usefully be used in teaching and learning can be considered as an open educational resource if an open licence is applied to it and of course this means that it also encompasses cultural heritage resources In order to provide access to its open educational resources the University has launched Open.Ed a one stop shop that provides access to open licence content and the OER vision statement and the OER policy together with practical support for staff and students in the form of workshops, advice and guidance and finding and using and creating OERs and there are a number of staff associated with the OER service at the University who are there to provide help and guidance and who run these workshops and training events I should add that Open.Ed isn't actually a formal repository it's basically just a WordPress sound and what it's doing is it's aggregating content from other collections across the University the reason for this is this is a very new service so rather than go down the route of investing in an actual OER repository the University has decided just to aggregate what's already laid in the time being and make it available through this WordPress front end this may change as the service develops but at the moment what you see is really a very simple WordPress interface in addition to Open.Ed the University has also launched Media Hopper a new multimedia asset management system which provides all staff and students with space to upload media and publish it to the LEs websites and social media channels not all the content in Media Hopper is open licence but we've suddenly got some student interns working to develop feeds to pull out the open licence content that is in Media Hopper and feed it into Open.Ed and they're one of a number of student interns who are working across the University just now with short term paid contracts to gain experience working with the University systems so you'll already find quite a lot of open licence content in there including all the videos from the OER 16 conference for example and you can although this is internal to your new University there is a public facing front end and you can't go look at that either however Edinburgh is also working to enhance the biggest open educational resource in the world Wikipedia building a long term and going to it with Wikimedia UK the University has become the first in the UK to employ a Wikimedia in residence and although there are other Wikimedia in residence of other universities in the UK they are all associated with libraries so for example the University of Oxford has had a Wikimedia in residence at the Bodleian Library Edinburgh University's Wikimedia in residence is very much focused on the entire University not just on library and their role is very much to enhance the quality of open knowledge and the quantity of open knowledge by contributing to Wikimedia and also to increase the University's commitment to digital literacy so it's very much about increasing staff digital literacy and of course one of the ways that this has been done is through Wikimedia edit funds and training events there's already been quite a large number of keys in the University and many of them are focused on increasing the profile of increase about women in Wikimedia and Wikipedia which are notoriously low so there's already been one on the history of medicine there's been another one recently on women in espionage there's already been a number to coincide with Ada Lovelace today and this year we can also look forward to two edit funds to coincide with the day of the dead and that is actually going to be using a bit theories to create or enhance Wikimedia entries on a luna of the University and there's going to be another one about the literary tradition of the endographic to coincide with Robert Reed Stevenson's birthday so there are always actually really fun events as well the University is also committed to supporting open education across the sector and last year announced its support for Open Scotland Open Scotland is a cross sector initiative that aims to raise awareness of open education and encourage the sharing of open education to policy and practices and OER to benefit all sectors of Scottish education and it's part of my role as OER raising for Open Scotland to continue to promote the Scottish Open Education declaration and hopefully to bring it to the attention of the new Cabinet Secretary for Education and Skills now the all Scotland has been instrumental in supporting the work of Open Scotland and we've tried several times in the past to bring the declaration to the attention of the Cabinet Secretary and Linda has contacted both Angela Constance and Mike Russell to ask about the declaration and we've got a fairly positive response from Mike Russell we didn't get great deals from Angela Constance as Hattie said we now have John Swinney in the post we don't know if we'll have any more luck with him but we will certainly try to bring the declaration to their awareness and basically what all this is about is really about trying to encourage the Scottish Government to get the idea that publicly funded educational resources should be available under Open licence that really there is no justification for locking up publicly funded educational resources behind copyright and of course last but not least last year we were very privileged to host last year earlier this year it seems like such a long time ago then we were very privileged to host the OER16 Open Culture Conference at the University this was the 7th OER Conference but the very first one in Scotland Joe Wilson and I were at the first OER Conference in Cambridge seven years ago and while we were listening to Sir John Daniel giving history to me we were going to be able on the chance to create it in Scotland and it took us seven years to manage to do it but I have to say it's the biggest OER Conference to date I think next year's will be even bigger it's growing year on year but we had a really really enthusiastic response I think we had 180 delegates 117 sessions delegates came from I think 29 countries and we had 5 keynotes that really encompassed the whole sort of breadth of the conference focus of the conference was Open Culture and we had keynotes from John Scally the National Library of Scotland we had another from Professor Emma Smith who is the Professor of Shakespeare Studies at the University of Oxford and he was very well known for her opening podcasts we had a keynot from Catherine Cronan who asked the question about what it means to be open in a very personal sense we had a keynot from Melissa Highton who is the Director of Learning Teaching and Web Services at the University of Edinburgh who spoke from the institutional perspective openness and we had a keynot from Jim Groom who is best known from DS106 and EduPunk and McLean Hose and Cream it's a really eclectic budget keynot so we've got a very very positive response to that so there's a lot going on to promote Open Education across the University so just briefly to conclude Open Education has been used as a key driver to encourage and embed engagement with education technology right across the institution the University of Edinburgh's vision for Open Education provides a strong foundation for developing a sustainable model for online education at scale encouraging engagement with learning technology and OVR within the curriculum and improving teachers and learners confidence and digital literacy with regard to teaching and learning online in addition this affords the University of Edinburgh the opportunity to scale up its community engagement to disseminate the knowledge created and carried within the institution to the wider community and to help shape conversations about the role of learning technology and the future of Open Education in Scotland so Open Education is very very much can use as a driver to encourage this engagement with technology across all parts of the University so I'm going to stop there now and having spoken about some of the drivers from the University with Passell Ruth Susie and she's going to talk a little bit about how we can enable staff to really get engaged and Susan's going to be talking about the University's programme to encourage the CMLT to create a strategic accreditation Thank you Thank you very much, Loner I'm Susan Gregg and I'm with well, to give you some context I'm with the educational design and engagement team which is part of the learning teaching and event division part of information services at the University of Edinburgh so my placing on my job title maybe gives you an idea of the scale of the institution I'm working for so I'm going to talk a bit about professional development for learning technologists and why we're going to start using an institutional cohort approach to see multi-creditation and just for context the University of Edinburgh is structured around three colleges running down to 20 schools and three support groups we've got around 35,000 students and staff numbers and 9,000 is full-time equivalent but that actually breaks down into a lot more individuals and the map shows you the various locations across the city so just to give you the flavour that we're big and we're devolved and we're a lot of us aren't co-located so when I was first looking at this piece of work to look at accreditation learning technologists so the first thing I did was try and get a picture of how many learning technology staff there are at the university and I'll speak a little moment in a moment about the drivers we have at the University of Edinburgh so I'm using learning technologies a bit of a shorthand for learning technology and online learning development posts so to get an idea of the number of people in these type of posts I started looking at job titles on our website so a search for learning technology brings you up with a few people but when you keep looking these are a sample of the kinds of job titles so this is kind of there's a lot of people doing similar work in different locations with different job titles so I came to the numbers above so I'm in central support so I think within central support there may be around 25 people who would be interested or eligible for C-Mort accreditation and in the schools there's probably about 55 so not enormous numbers but quite large numbers of learning technologists working across the roll institution and the major strategic drivers here at Lorna has already spoken about the increase in online distance learning so our strategic plan is just coming to the end at the moment so in it was a clear support for new learning technologies and that stated that we were looking to enable our staff to embrace new technologies as part of enhancing the learning experience and to deliver prompt and effective feedback so obviously everybody is working to deliver feedback and in terms of our strategic vision for 2025 many more students benefitting from the Edinburgh experience largely are entirely in their own country supported by deep international partnerships and world-leading online distance learning so our institution is trying to place itself with the capacity to grow in these areas and our decision to support C-Mort for staff is part of our approach to building capacity and supporting the staff to develop so why do we choose C-Mort rather than other professional accreditation we're actually quite there's quite a lot to support already offered within the institution staff can take on the postgraduate certificate academic practice and that's accredited to the level 2 the HEA fellowship there's funding for the postgraduate certificate in digital education again that will you can be accredited to the HEA fellowship and there's also an internal scheme to support people to do all four levels of the HEA fellowships and that's supported in House Uncle David and Teaching Award so there's actually quite a lot of support within the institution for getting a teaching qualification but what we like about C-Mort is the broader emphasis on technology and on professional recognition in the field of programme technology so certified membership of the Association of Learning Technologies are a good fit for us and just to make this clear these are the ALT principles and values on which the scheme is based so learning technology is a broad range of communication information and related technologies that can be used to support learning teaching and assessment and the principles and values that inform the development of the scheme are a commitment to exploring and understanding the interplay between technology and learning a commitment to keep up to date with new technologies and empathy and willingness to learn from colleagues from different backgrounds and specialist options and a commitment to communicate and disseminate effective practice and that very well summed up what we were hoping to develop the sort of values we were hoping to encourage in our staff so our aim is to support colleagues working in schools, colleges or in the information services group to become C-Mort accredited and the challenge we've set ourselves is to and just because it's easier to set a challenge to work towards we want to see if we can make the University of Edinburgh the employer with the largest number of C-Mort accredited staff in the UK. I'm assuming that most people are aware of C-Mort as a scheme just very, very briefly if you're not it is it's a recognition so once you've done the basically you're going to document and reflect on your work it's about keeping place with technology it's a scheme that's certified by peers so once you C-Mort accredited you can become a C-Mort assessor and there's this process for updating your certification every three years it's a recognition of your role and the work that you've been doing you can add the letter C-Mort after your name and it is frequently desirable for advertising jobs and it's recognised across the sector so F-E-H-E school transferable so in the point of view of people in learning technologies post it's good, it's transferable it's got kind of currency outside our institution to put together your C-Mort portfolio it's basically a portfolio in whatever system you choose to use I used Pebble Pad several years ago you describe what you've done, you reflect on this and you provide supporting evidence across five areas and there are to be windows recess on February, June and October so why don't people compete complete it? so this was one of the first things we thought about see what's a great scheme, it's been around for a number of years and when you speak to learning technologies a lot of people do know about it so what is it that stops people from doing it we think social act isolation is probably a factor so a way around that is we're going to support people and agree with faculty and we think lack of line management support can be a problem because it takes time to reflect and it takes time to write these things and to collect the evidence so we're lucky we have high level support for the scheme and people at high level talking to the right people to kind of get the buy any which is what we want and we're also going to put in a very light such application form so that everyone who comes into the scheme gets a line manager sign off and we make it clear that there will be a time commitment within the working day to take part the other thing that sometimes stops people completing is gathering the evidence it's difficult to sometimes work out how what you do fits in with areas of experience often it's a case of the way you think about your work but it may be that some people need to actually take on pieces of work to gather the evidence for certain sections so we're going to provide training events focus on filling in gaps so that when people come across these gaps they're not left on their own kind of going I'm stuck and I don't know where to go from here and the last thing I think that stops people is finding time to write so we're going to start we're going to provide writing retreats I'll talk a bit more about what this will look like so so we're very excited about supporting a group of SEMO applicants and that we're not the first person to come up with this idea about a long shot there are institutions with SEMO groups in the UK and in Australia and in the UK these include UCL, Imperial and Bloom's Queen Mary's in London, Plymouth's Nottingham without the extra T York, Glasgow and HL and I'm also kind enough to supply me that list and also put me in touch with some of the people who have been working on the schemes in other institutions so when I'm a little bit later in the process it might be quite interesting to share some of the advice they gave me but I didn't check with them before today so I'm not sure how much of it was off the roof or how much it's on the floor so the plan that we have at the moment we're going to fund SEMO registration for participants so what that actually means is that they just need to submit the portfolio but to make it a bit more likely that people will actually complete we're going to provide presentations now I'm going to talk on the next slide a little bit more about what I mean by the whole community so if there's subjects that we think are relevant to everyone we'll do them as a publicly a public lecture which anyone can go to or a public event so we won't close it down to the cohort but I think there are certain things that the group who applicants together will want to do together and these available at regular meetings maybe every month to six weeks we'll get together we'll I think had an introduction we'll deal with the sections one two three four then their specialist option and then the last three are kind of a bit loose to try and finish but maybe we need to kind of go back to certain areas out of those areas where people are finding it more difficult to run and we're going to produce we're going to offer some writing retreats so this looks great but I had the slight fear of doing that on myself and then I realised there's lots of support in place for for doing this already at my institution so Alts have already provided a great deal of support material about doing Seamult so it's great that we come to work with Alts on this at the University of Edinburgh we're very lucky we have a quite well established community called the e-learning at ed community and this is a cross-institution grouping of learning technologists just learning technology practitioners people who are just interested it's very much open mailing list, open invites and every year they do like a big university e-learning conference so basically what we're trying to do is feed into a community that already exists so when we're going to do the presentations to the whole community we'll do them within that bigger organisation that already exists so at the moment the subjects we know we're going to be looking at are for example openness and copyright so we have experts that we can invite to speak about these things and records management is another aspect and part of this will be helping people network and make connections within the expertise that is already available within the university because when you come in to work with the university if you're based in a school maybe out of the central area it might be used before you realise there are people who have records management you can just have a chat to them about we're thinking of doing this does this have any implications that we need to think about and it's much better to meet them at these kind of meetings a bit down the line if they're pulling me up on something they're also happy about so the educational design and engagement team that I'm involved in will provide what I've described as ongoing support and general cheerleading so there were some great ideas in the session earlier about timelines and regular emails and that's exactly the kind of thing I'm happy to think about and then within the university our institute for academic development has expertise in facilitating and supporting writing retreats so we're going to work with them to organise the writing retreats with staff okay so I presented this at an early stage we're planning on starting our scheme in August so any questions about what we've put in mind or any suggestions that would be greatly appreciated thank you and also if anyone is doing anything like this where they're adding an institutional wrap up onto another an external accreditation scheme that would be really interesting so 17 interest I haven't got the applications out yet so I'm interested to see how much this translates to get the big work through line on to support it's £150 per applicant but if you have a cohort of more than 10% there's a 20% discount so we're quite keen to get one out of the 10 there's also a 10% discount but we'll get one in five alright I'm not too keen to do the sports I don't really answer there are five people that currently sponsor we have another five places that we will be offering to members within Scotland's colleges I didn't know if the rule was going that's why I was asking are you offering any support to them around completing or are you funding them more we're hosting a group of the Scottish language technology network and within that do we intend to embed some of the CMAL support similar to others I didn't mention it one of the things that the educational design and engagement team does is they have a monthly meeting for learning technologies which is a showcase event and one of the things we want to do is embed this within that so that people who aren't doing CMAL right now are aware that other people are interested in it's all around networking, community building rather than CMAL there's a little bit of a vehicle right thank you much any questions to speak it through thank you it's more a suggestion than come sometimes in the some of the colleges that we look here to do to teach about the example of the way there's something that's acute and that makes it really appealing because it's seen as something that's worth waiting to do and that's the work that everybody knows but it's worth having that approach as early so many places that's an interesting point because I was kind of had a mental originally we were going to get 10 people completed in a year and I figured to do that we'd need at least 15 to start because I think that not everyone will do it in a year, just other things will come up but I'm not sure we really want to support a cohort that much bigger than 20 because it's getting quite logistic difficult and it might be quite nice to consider this if 20 are interested in the first year there will be maybe a second then a third year and start suggesting we haven't really got a process for deciding who gets the places so I think it's going to be first come first served so I don't know, I don't want to lose good will for people who are interested unless we absolutely have to I'll take that for a moment Any other questions? Thanks so much I may have a habit of taking notes all the time to say all the sessions speaking of anything just sucking in lots of really useful stuff and I'm just so impressed you can see how engaged you are you can see how engaged your students are it was great to come to the college you can see that college is doing this too what we really need is that and that's why I think all is important as a bridge between the two sectors we think also more so it wasn't really drawn out the procurement framework landscape were moving were moving towards the bit hasn't been mentioned at all with sheer services and to me that's the next logical thing as we move up into the cloud yes you have to protect your students actually there's better value to be gained around some of these things and actually sharing a platform and this is heresy a platform that might not be in an institution that might actually sit out on the cloud might be a service but the only way we're going to get to that bit is if you're an amazing student college you actually work together and speak together and are confident that we can carry this technology it's okay that's fine we said we finished at quarter two so I don't want to see very much but just thanks to everyone for coming and a huge thank you to Jan, my colleagues at the D-Langas College for hosting us and putting on such a fantastic display of all the innovative things they're doing thank you very much and thanks also to all for sponsoring our catering sector today for supporting the special interest group and just to repeat again what Martin mentioned earlier if you're not already a member of Alt if your organisation isn't already a member of Alt please look at it and encourage your organisation and also individually if you want to join it's not that expensive but £50 a year or something so it's really worth it to be part of the network and I think in the future the special interest groups are going to be looking at the level of membership across the participants so it's really worthwhile having a look at that but thanks again for coming continue to share what you're doing use the Alt Scotland mail list and as I said before if anyone wants to get more involved in the Alt Scotland Steering Group committee then please get in touch and just know about safe home and hope you enjoy some more sunshine


What is close reading? You may have encountered the term close reading in high school or university settings. It's been thrown around a lot in recent years thanks to its inclusion in the Common Core Standards for K-12 education in the United States. But the practice of close reading has been around a lot longer than the Common Core. And at this point, the term has been used in so many different contexts that its meaning has gotten a little muddled. So how does the Common Core's use of close reading compare to a literary scholar's use of the term? The Common Core Standard mentions citing specific textual evidence to support conclusions drawn from the text, and this could function as a very basic definition of close reading in the way that scholars conceive of the term. For scholars, close reading is a mode of analysis, one of many possible modes, many of which can be used in conjunction with one another, that moves a reader beyond comprehension of the text to interpretation of the text. A lot of the time, we use close reading to uncover and explore a text underlying ideologies, or the ideas embedded in the text's point of view, ideas that aren't givens, like the laws of physics, but that are culturally or socially constructed, and usually ideas that aren't even universal within a given culture or society. We use close reading to make new knowledge out of our interactions with a text, which is why your instructors in high school and college might ask you to use close reading to write an essay, since the United States higher education system values the production of new knowledge. So what does it look like to do close reading? When you close rate a text, you're looking at both what the text says, its content, and how the text says what it says, through imagery, figurative language, motif, and so on. You might have noticed that the OSU guide to literary terms includes videos on imagery, figurative language, motif, and so on. Most of the videos in this series employ close reading. But how do you look at what the text says and how it says what it says? I like to think of close reading as a process with two major steps, plus a bonus step if you're using the process to write a paper. The first step is to read and observe. These observations would include the specific textual evidence the common core standards mention, concrete things you can point to in the text. Direct observations are pretty much the defining element that make close reading close reading. Usually you read the text multiple times in order to make note of as many observations as possible. And speaking of making notes, close reading usually involves some form of note taking, which might be annotating in the margins or collecting things you notice in a notebook or a computer file. The second step is to interpret what you notice. Look for patterns in your observations and look for places where those patterns break. Look for places in the text that snagged your attention, even if at first you don't know why. What implicit ideas are embedded in these patterns and anomalies? What is significant about your observations? And what conclusions can you draw from them? These questions are pretty broad, but you can ask yourself more specific questions based on the particular text you're analyzing and the general direction of your observations. One thing I want to clarify is that steps one and two of this process aren't necessarily sequential, as in, I have completed my observations and now I will interpret them. It's more likely that your observations will prompt ideas about how to interpret them as you observe and as you concentrate on interpreting new observations will occur to you. If you're using close reading to write a paper, the third bonus step is to corral your observations and interpretations into a cohesive argument. This may involve cutting out the observations and interpretations that aren't relevant, and going back to the text for additional observations you can interpret for the argument you've developed. So what isn't close reading? It's not focused just on what happened in the text, the content, that summary. It doesn't speculate on the effect of the text on the reader, which is not something you can directly observe in the text. It typically doesn't require secondary sources that you can use close reading with other forms of analysis that do rely on secondary sources. It's not the discovery of the one right answer of what a text means because there are many ways to observe and interpret a text. But it's also not a free-for-all where any reading way text is correct because everything is subjective anyway. Close reading isn't the only way to useful and productively engage with a text. But it is often a useful mode of analysis because it is so grounded in the text, digging deeply into its layers of meaning.