 So, my name is Mark Lynn and I have my colleague here, Lorraine Boren-Wittes. We are with the DSTEP as you'll see, Developing Staff to Enhance Programs and this particular project is highlighted at the Psychology discipline. And looking at the project team, they're all up there in their glory. We've managed to escape for the day to give the presentations there back at base and Lorraine has to return to base for exam board meetings and meeting external examiners. So I think we've got the better deal out of today as both have been grilled by external examiners. So, each one of the people there within the panel brings their own necessary expertise to this project. And again, just quick summary of our project partners. From an advisory group, you may remember from our initial presentation, this project is divided into strands. We have an assessment strand, a curriculum design strand, a content development, and indeed a peer-assisted learning. We've already had strong input from Sussex and Arizona. We've had David from Sussex who's already came over and managed to give us a workshop throughout the time. And we're working then with the likes of Patrick in Waterford and Fiona in Manut and so on. Just so we get, we touch base with those and make sure we're on the right track. It's not just very DCU centric. So when we first made this presentation in front of the group, when we pitched this project, we sold it in the direction of gamification of a program. That's the way we sold it. We sold the end product, the destination rather than the journey. And part of the feedback we got, and thank you very much for this, part of the feedback was, well remember, this is a CPD project. This isn't about changing a program. This is a professional development of staff. And that was our own fault in how we sold the project. We concentrate, as I say, on the final destination. But if I take, for example, if you want to gamify, introduce a small element of gamification to your students. And for example, you want to give the students learning choices, different learning pathways. Well, you need to do a workshop on curriculum design. You need to do a workshop on how to take advantage in the case of Moodle, which is our learning management system, how to do activity completions and how to do restricted access and so on. And so to do one element, automatically the participants had to do at least three workshops. And it is the journey along the way. And the powerful thing about this journey is, albeit we were concentrating on our core team, but we couldn't, they couldn't take the knowledge out of their heads once they had it. It was concentrated on this particular program where we identified an issue, but they taught on several programs. And that's where we see the advantage. So our mistake in the first time was to concentrate on the final destination rather than the journey to go with it. Now that's not to say we've moved away from gamification, but it is just to illustrate that we've been paying attention to the feedback essentially that we received. The second bit of feedback that we had orientated around, well, we don't want to just for one program. We don't want to just for one team. We want to expand it to a much larger audience. So we went from looking at our CPD requirements of one team to a much larger audience. We went from one school to now across three different faculties. We have the Institute of Education, we have the Science and Health, Science Support and Health, we have the Business School and indeed we have our distance education people in there. So again, that was an element of taking on board the feedback that we got from our staff or from this panel, excuse me. The challenge at that point was how we went from upgrading a small number and no pun intended with the gamification that we wanted to upgrade our staff from a small team to now being literally four times the size of our target audience. And how do we achieve sticking in the spirit of gamification? How do we achieve mastery at the various different workshops and elements that we want to do on? Well, at the same time, building these teaching communities, building the comfortable relationships that we wanted. So that was the challenge and taking on board the feedback that we received from from yourselves. The solution, well, we began literally by going back to the basics, going back to our community's practice, but instead of just one particular community, we ended up creating four different ones based on your feedback. But also what it allowed us to do then, we got a brand new audience to come from. So we had to take in all of their requirements, all of their current level. And as you can appreciate, it's the same with everybody in this room, people come to these projects with different levels of competence and confidence when it comes to using these things. So the solution we focused on was building teaching groups and communities, orientated around those three different faculties and then try to bring them overlap them through the central team. Alignment is key in what we do, and we believe this project is very tightly aligned to the national framework, the national forum, I should have put in the full title, National Forum Professional Development Framework. Specifically, we look to align our workshops, and I'll show you an example on the next slide, but we look to align our workshops based on the focus groups, based on the information coming back from the staff, this is what we need focus, this is what we need workshops on, and identifying as well the student support needs because we felt the student voice is incredibly important here. We looked at the surveys coming back from the staff, we've ran focus groups, one of our colleagues has ran focus groups with students and we're in the process of running focus groups with staff for the moment, and we wanted to align it with the professional development companies, and as they say, I'll show you a specific example in a second. And then what we wanted to do was to look at our staff who are attending these workshops, look at our staff, and actually build them, encourage them to develop teaching portfolios, and link it to the teaching portfolios. And also what we did, and I must thank letter Kenny, I don't see them here just yet, I know they're presenting later on today, as one of the benefits we had a meeting two weeks ago, or at least my colleagues meeting two weeks ago, was we ended up sharing resources, and in the case of the letter Kenny's project, it was great, they had a survey which they were putting out to their staff, we've then taken this survey, and that will allow us then to throw that out to our staff, but also do a cross comparison between institutions, and essentially not reinventing the wheel. And that's again where we not only aligned with the professional development framework, but aligned with what other projects are doing. And I hope to over the next two months we've identified from that speed-dasing process, and we've identified two other projects that we wish to align with, and to say this is what it's all key for for us. So looking specifically at what we have done or will be doing, and I've put up this, and I do appreciate the slides a bit, I'll go away from the microphone there. So here we have on this side we have the competencies of one of the elements, the professional communication, but what we have broken it down into 3.1, 3.2, and so on and so forth. Here's all of our outputs, so whether they are teaching groups, curriculum design, workshops, assessment and feedback workshops, each of the strands that we were doing, and then how they are aligned directly to the framework. So we spent a lot of time making sure that there was that connection there in what we're doing. Because like I'm in this game 10 years at this stage, and you can come up with a whole load of things and you could easily populate a program to inform staff, but we wanted to make sure we were, as I say, everything we wanted to do was aligned with the funding and aligned with the framework. Now this is only one element of it, the numbers here that I'm producing down the bottom encapsulate where we mapped it to every single element on the framework. So for example, if we look at the dissemination aspect, we have 10 different touch points on the framework related to dissemination, or indeed if we look at the curriculum design workshops that we've identified, we've 16 different touch points on the framework, albeit only three on this particular element and so on. So again, trying to make sure everything we're doing to develop staff fits into the bigger picture. And here's what I was promising here now. So here's one of the workshops that the scriptor from what it is going to be, and just for your own information, loop is our internal name for our VLE, which is called Moodle. And again, this is a class example of where we want to gamify stuff. That's our final destination. They had to go and learn how to use Moodle first. They had to go and learn how to create the reusable learning object. In this case, in Moodle parlance, it's what's called a lesson functionality. But we highlighted, and what we wanted to do was each time when we're advertising these workshops, and when we're working with staff, we want to introduce this language into the general dialogue. And that's a challenge for us, because a lot of our staff are experts in their own discipline, but they're not in the teaching and learning mindset, or they don't have that background necessarily. And in fairness to them, loads of them have undertaken professional learning qualifications. But to have these terms in the general language is something that we're aiming towards. And each workshop has these sorts of descriptors associated with it. And so, excuse me, just before I take some water. What have we done? It comes to the meeting bones of the presentation. What have we done, and how is it sustainable? So if we look at our journey so far, and I've broken it down into the first six months, I will confess, I said this to Rushy when she came out there a while ago, we were late-starting. We had internal delays. I was moaning there, they're odd to tell you they're saying about we've had staff reductions in their own place. But aside from that, aside from us being late-starting, what we've managed to do is have consistent presence in the early stages. And I always compare this to any project like this, any long-term project. It's like building a house, and the first six months, seven months at the foundations. It doesn't look like much is done, but once you've solid foundations, the rest of the house flies up. But in this time, and we'd identified, in the first six months, we'd identified 14 different deliverables in our work plan to you. And even within those deliverables, there were 17 different teaching and learning events, whether it was teaching groups or webinars or workshops and so on. So of the 14, we've missed out on three of those deliverables. And those three I'm very confident in that we will get to in July and possibly stretching into August, depending on logistics. But I'm very happy with what we've done. Our level of participation, and I'll give you one example as recently as last Friday, where our impact has gone beyond our teaching group, beyond our discipline. We had a workshop on creating content, on creating reusable learning videos and interactive videos. And while we had representation from our three faculties involved in this, while we had people from Lorraine's team, we had people from our distance education, and indeed our Institute for Education, we also had others. We also, like we had, if memory serves, we had four people relate to the project, which we built this workshop for, but with another seven people came along anyway, outside of it. So our impact is spreading. What we want to be able to do, and over the next six months, we will be actually having a showcase and a launch of what we're going to do, with the idea of creating what I call Course Envy, where I want Lecture X to see what you've done there. That's brilliant. How do I do that? And that was already starting to materialise in the workshops that we've done. We are building a series of screencasts that started this month, but we'll be continuing into June. But we're very happy with the progress that we've made, the slight caveat being because we started late, the big thing for us, we were meant to do our focus groups much earlier in the process, but just because of the way the semester runs, if you start semester, there's very little you can do to pull staff out in the middle. So we had to wait until the end of the semester for there. In terms of our sustainability, this is possibly the thing I'm most proud of in our projects. I've worked in numerous projects before, and when you get funding, say, for example, to buy software, and I've done it myself, we've bought, we had Articulate Software or Camtasia or whatever the case may be, and it's brilliant for the staff involved in the project. And they get to use this, they get to learn the software, but next year the licence needs to be renewed, or the product needs to be updated, and only those six or seven people that get the licences get the benefit of this. So what we've decided to do, and it's hot off the press this morning, but what we've decided to do is modify Moodle instead. And the reason why we've decided to do that is because we then benefit the entire university. And albeit we don't create stuff as smooth as the commercial products like Articulate and Adobe Captivate create, but it creates a much more sustainable development. And I said hot off the press because what's happened with when you develop this open source software Moodle, you then can share it with the community. And because of the National Forum funding, I'm delighted to announce that we will have these plugins, which what are called will be available to and hopefully injected into core Moodle, which means the entire world can use it, but the plugins will be made available regardless to all of the National Forum project partners. So that's particularly of benefit to us, I'm very proud of that. The showcasing side of things, we want to create this course envy that I mentioned. We started off in terms of targeting one school, one programme, we're now across three different faculties on two different campuses. So it's very, very sustainable. And the second last thing I want to, or third last thing I want to mention there is the video. Video is everywhere, video is king in terms of education. And again, in previous projects, we bought this high end camera, we hired somebody in to do case studies and record all these stuff. And then when that person left or when the funding left, the cameras left sitting in a drawer. So instead, we bought a cheaper camera, we've made us stuck it on the wall in a room, and we're making it more accessible for not only staff to use to create this video content, but also students to use. So now students can go in, type in their credentials in the device in the room. And when they do the recording, it's automatically sent to their Google Drive, which means they can use it for assessment purposes, or indeed when we want to flip the classroom to make the students create the content. And very last thing I want to say, I'm going to skip sharing our assets, because that goes without saying, we will be sharing all of our content. Our ultimate aim was not just to get to ourselves in our own institution, but is to have impact on the professional body of psychology educators. And we're delighted to announce that only yesterday we've submitted an abstract, hopefully Touchwood will receive approval to run a gamification workshop for all psychology educators across the country at their national symposium later on this year. So that's how I think we are sustainable in what we've done. Thank you.