 Thanks very much. Okay, I'll just get started. Really what I'm doing is giving you an update on what the current state of play of the project is and the developments since the last time we reported in October. A colleague of mine did it for me, so I appreciate that. Within the project team we have a kind of a monitoring tool that we use to judge how the project is going at any given stage, and this is basically it. Perhaps because it was tending towards this side of the spectrum, that might explain why there's not so many people close to me, but no, I mean more seriously I'll give you an update. I also submitted as well as the slides a little report which I hope was passed on to you, which gives you some kind of details of some of the challenges we've faced and how we responded to those, and so hopefully you've got a copy of that. But essentially I'm going to look at some of the key elements, the development of materials, talk a little bit about the website as well that we're working on and some of the other kind of activities have been going on. A lot of activities around the kind of dissemination and communication. What's been amazing for us in the project team is just the sheer amount of interest that the project has provoked internationally as well, not just nationally, and that has presented lots of challenges. It means that we've been asked to do lots of things and participate in lots of joint projects, which is good, but also quite a challenge. And I'll talk briefly as well about the student partnership projects, which as I've said before I think is one of the things that we're really pleased with actually in terms of the level of commitment and involvement that we've seen from the student body, and we didn't quite anticipate how positively it was going to be received at the beginning of the project, so we're really delighted. Anyway, enough of that. Let's cut to the chase. These are the kind of main areas I'm just going to kind of present on today. As you know, we have our MetroMap metaphor that we've been using throughout the project, and one of the key aspects of that MetroMap is the stations, and the stations on the map correspond to topics to do with digital skills and the application of digital technologies in higher education. And so what's been key for us is to develop content and materials for each of those stations. So we have been doing that. We've been developing lots of, I suppose, introductory online multimedia interactive lessons. Someone can work through in their own time independently, individually, and if they fulfill the criteria set and the little activities and the quiz, they're awarded a digital badge. And then there's a second level of skills development, which is really where somebody actually has to do something and demonstrate that they've got that skill, demonstrate that they're capable of producing whatever the digital artifact is relevant to that station. And those also have badges associated with them, but those badges are awarded by people who run workshops. What we're doing for that is specifying the criteria for the badges and providing downloadable workshop material that can be used in a variety of institutions and contexts. So we've got quite a number of the lessons developed, and I'll show you maybe a little bit of time, if we have. I can show you what some of those look like. What we're doing is making sure that we release them in batches as opposed to just trickling them out one at a time. So we're aiming for a fairly significant release of the lessons themselves, plus the new website in time for the All A Board week in April. And we're on track for that, which is good to know. It's good for me. So our website has, this is the website that we'll be using to host the finished products as opposed to the project website. That's undergone an awful lot of development since we last met. Very positively, it's been improved, we think, in terms of the background technology, the layout, the look and feel, and how we integrate it with things like the digital badge issuing platform and the multimedia lessons. So there's been a huge amount of work being done to refine that. And we also would like to acknowledge the support of Colin Lowry in the National Forum in terms of setting up our server for us and so forth. So we can have, maybe we can pop out and have a little look at some of those things, actually. Is this, if I can find it? Yeah, so that's, okay, so it's a little bit enlarged here, but that's what the website looks like. We've made it, we hope, relatively simple. It's a clear cut explanation. There's a link to our digital confidence profiling tool. So that's what's shown here. So people would actually click on that, answer a few questions, and it gives you a sort of a graphical representation of where you think your strengths and weaknesses are in each of the domains corresponding to our metro lines. If we just scroll down there's a link to the map and so forth, some information about the stations. And the travel cards, if you remember, the travel cards is our way of continuing that metaphor. It's really essentially you can build up a course. So you can look at the map and construct a little mini course by selecting stations across the various lines and you build what's called a travel card, which is issued as a digital badge once you've completed all the listed stations. So that's just a look at it. We've simplified the structure as well. Platform one is just the first page, the one that's showing, the link to the map. And then the stations as we produce them will be listed in that link. And then we have the travel cards and an overview. So it's a much simpler structure than our current project website and an earlier idea. If you were to go to one of the stations, we saw a very kind of shrunken down version of the content earlier on the PowerPoint. This is what it looks like. It's relatively clear, I hope. That's a particular topic, visitors and residents. So in that case, there's a link to an interactive lesson, those downloadable Creative Commons materials. There's also lots of little sections that explain how you can use this in a workshop, where you can get the materials for what the licensing conditions are and everything we produce is released into Creative Commons and also links to other resources. So that's the structure. And here's another example, another lesson that's one on digital images. So the basic ideas of how digital images work and useful information. Again, those lessons are badged. Now, the lessons, there are a variety of kind of formats. Most of the ones that we've created or repurposed from other content have been developed in Articulate Storyline. So we've tested out with the various user communities what the look and feel should be like. And we do have a structure agreed. And a fairly simple means of editing and authoring these. We have a style guide and so forth. And I don't need to go into the details, I suppose. But we have at the moment, about 13 lessons that are completed. And what we're doing now is just integrating them into the badging system. So that's just to give you an idea of it. But if I maybe pop back into PowerPoint, if you don't mind. Sorry. Let's move on. The next thing is the student partnership. And as I said to you, we're really pleased about the student partnership. It's certainly been a lot of energy amongst the student communities in the partner institutions. And also we have lots of queries beyond the partner network. Some of the things that are captured here, the photographs there on the on the left hand side are actually of an event that took place in UCD when they completed their digital ambassadors project program. This is where students were given training in a whole range of different digital skills to a fairly high level. And they worked in internships across different sections of the university. And they did this for a year. It's a year long program there. And then we're awarded certification at the end. So this is marking the certification event. And they're digital as well as a paper certification. The other little graphic there, which looks pretty poor, but when it's not shrunken down is in NUI Galway, the student digital champions, which is a variant of that model, has also been very busy. And we've got about 40 students now who are trained as digital champions who offer their services around the university for various things like conferences and events that are taking place on the university campus. They provide, for example, the social media team. If you're running a conference, they will handle your Twitter stream for you, and all sorts of things like that. So they've built up the skills and their confidence. But the the graphic there is that we, I think we mentioned we were going to do this last time, we released the what's called the iTest survey tool, which was developed in the University of Exeter originally, but used by a number of UK universities. And it's really looking at digital skills and digital confidence amongst students. And we've piloted it amongst students in the digital champion scheme in NUI Galway. And we've got over 1000 responses, which is quite good considering it's a 36 question survey. And there's over 1000 were completed. So that's been really useful for us. It's given us an indication as to the sort of kind of issues amongst the student communities. We've looked at the extent to which there might be variation that and there are some variations. For example, in the year of study, as you might imagine, also, there are some gender variations as well. And we can talk about them if you want to know. There's also, we've, you know, been able to clarify how the diversity, I guess, of confidence levels that students have. And that's really important because as we've said many times before, you know, the myth of the digital native is really a barrier, actually, to digital skills training in many cases. And so we can clearly show that it's that is a myth by these kinds of surveys. And it's very interesting also to see the extent to which students themselves feel that they are under pressure with regards to technology, where a significant proportion of the students, for example, feel that the technology is a distraction for when they're wanting to study. And also a number of students feel that they don't have the confidence that they feel they're meant to have or they're expected to have. So it's been a very useful survey. And what we're going to do is extend that more widely across the collaborating institutions and maybe even further afield. But we're still, we're still analyzing some of the findings. So that's been really useful. In terms of dissemination and so forth, as I mentioned, we've had lots of requests to participate in various events and work with other groups, which has been good, been exciting, but also quite challenging to fit in. So there's just some of them there. In December, for example, we were shortlisted for an international award that's run by QS, the rankings agency and the Wharton School of Business in the University of Pennsylvania. They are on this reimagined education conference with awards associated with it. So it was good to be shortlisted. It's a pity we didn't win. But, you know, the quality of their panel obviously needs ... Oh, no, we're being straight. No, it was very, very useful actually. The event was really good because we got to talk to other other projects from all around the world. So that was actually quite interesting from that perspective. In terms of winning the prizes, just to be clear about it, they're a very high standard. And most of the projects that were being considered in the final stages were projects that completed evaluation studies and that sort of thing. And also commercial products, which is kind of unusual to see that mix. We also presented at online educator Berlin, a session there on student engagement and participation in digital confidence and digital skills. We presented at the HEA National Conference. We have a chapter in education matters, which is a sort of yearbook of the education sectors in Ireland. And also, just the other week, I was involved in the kind of final drafting of DigComp edU at the European Commission's Joint Research Centre in Seville. And so that's trying to come up with a European framework for digital skills for educators at all levels. So these are just some of the things we've done since we last spoke in October. And it's been very, very busy on that front. Obviously, we've been involved very much in the planning for the digital skills week in April. And now that it's called all aboard 2017, just to add to the pressure on that little kind of indicator that I put up earlier. But that's great to see. And it's very good to see the level of participation, collaboration. We've also impacted a little bit more widely in terms of the badging. It's really interesting to see now there are quite a number of institutions in Ireland that are committing now to using digital badges in their programs or in their co-curricular activities. One particular example we've had a lot of discussion with is UCC. And I mentioned them because they were not part of our consortium, but they were interested. And they've done a lot of work with us in terms of how you can use badges. And they've gone ahead and implemented it, brought in a policy, brought in a structure for how badges are issued. So that's pleasing to us because it's impact beyond the initial collaboration. So kind of in the final stages, I suppose, as I say, we have a target to complete a batch of lessons, about probably about 14, actually, for the all-about 2017 week event and also the website which will provide access to all those materials will be ready for that as well. I should point out that the materials themselves were, if you remember, developed so that they're completely downloadable, repurposable and can be deployed in other platforms. So if somebody likes some of the lessons, they don't have to go on to our website to access them, to use them. They can download them and embed them in their own virtual learning environments or whatever suits. But we do have a little connection back to our badging platform that lets us know when people are using them. So we can actually measure the spread and the impact. We're doing a little bit of technical work in the background again. We'll be talking to Colin about this again. You'll be happy to hear some of the technical aspects of the of the records store that's on the on the actual website. If people want to know about that, we can discuss it more. And also we've started the evaluation of the student partnership projects. So that's going to be really useful and it'll feed into the pack that we're preparing currently, which is a pack that people can download so they can run these types of student partnership projects in their institution as well. It's full of all the resources and materials that you need. In terms of sustainability and future development, we do have a plan for that. And it's just to reassure you once again, as we said from the beginning, early on in the project, that if we felt the project was going to be successful, that at least NUI Galway's Centre for Excellence in Learning and Teaching would continue to maintain the server, continue to add materials to it and facilitate the conversion of materials from other projects and other contributors. So we can continue with that commitment. There's no difficulty. We're changing the way that we do our internal training to make all the materials creative commons, to make them all shareable and to mutually brand them as well. So this fits very much with our own institutional strategy and it's making something available for the wider sector. That's it. That's OK.