 Idina's Work with Learning Technologies helps to develop skilled data literate students who can change our world for the better. Teachers and students can develop and share coding skills with notable our Jupiter Notebook service. Our DigiMap services deliver high quality mapping data for all stages of education. Future developments include a text and data mining service, working with satellite data and machine learning and smart campus technology. Idina's Work with Learning Technologies helps to develop skilled data literate students who can change our world for the better. Teachers and students can develop and share coding skills with notable our Jupiter Notebook service. Our DigiMap services deliver high quality mapping data for all stages of education. Future developments include a text and data mining service, working with satellite data and machine learning and smart campus technology. Idina's Work with Learning Technologies helps to develop skilled data literate students who can change our world for the better. Teachers and students can develop and share coding skills with notable our Jupiter Notebook service. Our DigiMap services deliver high quality mapping data for all stages of education. Future developments include a text and data mining service, working with satellite data and machine learning and smart campus technology. Idina's Work with Learning Technologies helps to develop skilled data literate students who can change our world for the better. Teachers and students can develop and share coding skills with notable our Jupiter Notebook service. Our DigiMap services deliver high quality mapping data for all stages of education. Future developments include a text and data mining service, working with satellite data and machine learning and smart campus technology. Idina's Work with Learning Technologies helps to develop skilled data literate students who can change our world for the better. Teachers and students can develop and share coding skills with notable our Jupiter Notebook service. Our DigiMap services deliver high quality mapping data for all stages of education. Future developments include a text and data mining service, working with satellite data and machine learning and smart campus technology. Okay everybody round of applause let's get the blood flowing. You see before you a man who at four o'clock this morning didn't think he was going to make it here but he's somehow here thanks to coffee and and for breakfasts and we're a same friend and colleague Laurie Phipps here on Timekeeping. He's been great round of applause for Laurie. Now just to make things a bit interesting all the speakers are expecting five minutes but to be a random one person will only get two and a half minutes just for the cracker but let's pretend we're pretending that it's there. Okay we just started we're already just going to be in count and we're doing this singing then later on but a dancing and moving around. So we're all ready then for Augusta. We just want the whole crowd even the people up in the posh seats. I would have loved you to be down here in the middle but hey you know that's okay. So anyway I don't want really loud to kick off. We'll just do a count out and then the hands up on Augusta. Are we ready? Okay I can rock and roll I'm told. All right I'm going to get back into serious mode and tell you about our Unbundling project which we have been doing over the last two years looking at new models of teaching and learning at the intersection of marketization, digitization and unbundling. And today I'm going to be just talking about stakeholders and the contestations that are happening between the stakeholders and there is a poster outside which you can look at at leisure. And the interesting thing of course is if you look at stakeholders in new models of teaching and learning there are so many more than there used to be. There used to be teachers, students and maybe some professional staff and now of course there are a whole lot more setting agendas, policy makers, private companies, telecommunications companies, search engines etc. And as the entire set of services unbundled so do more and more stakeholders appear on the scene and I was really interested just to look around Elth today at the new stakeholders who are part of our process of providing teaching and learning. Some of which are private companies, some of which are university consortia but they are now part of the process of creating new forms of curricula and provision. So our study we looked at six universities in South Africa, seven in England and we also looked at six private companies who work in both South Africa and England. We looked at publicly available information. We interviewed senior decision makers in universities. We ran focus groups with academics and we did surveys with students. And what we found was that for senior decision makers there was an issue around an opportunity to increase access and reach and an opportunity to get third screen income and they had very pragmatic attitudes towards working with private companies. There were tensions for them around core business and global competitiveness. This whole thing about the rankings. In South Africa there was the need to survive austerity and there's much more of a social justice imperative in South Africa than there is in England where marketized discourses were much more common. Private companies generally considered universities slow and inexperienced. They were very interested in the brand and in building trust and they see themselves as the pioneers and prefer entrepreneurial universities and I couldn't resist this quote. I had to take all the rest out. But one of them said to our researcher, it's just like taking candy from a child when you negotiate with higher education institutions they are clueless about how capitalism works and they will enter into agreements blind and be taken for a ride. We have more but that one kind of sums it up. Academics were much more skeptical about the changing nature of universities and concerned about decision making, agency and top-down approaches. I'm not really talking about students today but in terms of the contestations we found that universities are balancing competing imperatives. They're actually stuck between a rock and hard place around core business and generating third-stream income and this need to generate revenue sometimes for their core business. There's a tension across the whole higher education system as they become more differentiated and there are negotiations and some alignment between companies and university decision makers and their rationale for these partnerships. But there are definitely contestations between decision makers and academics and academics and companies and there there were really strong differences of opinion. There are serious negotiations around the control of the academic project and control of teaching and around the question of outsourcing what's considered to be core business and there's some real negotiation around the role of social capital. You know the old boys network and how do we get to form these partnerships. So can I suggest if you're interested in this conversation our MOOC on this topic starts next week. Two weeks of it. You know it's a conversation. Thanks very much. Well done Laura. Now I think we've enough people who disregarded my ask and suggestions so they're going to have the people in the posh seat they're going to have to do all the counting on this one themselves. So you'll have to make up because there's not that many of you so you'll have to count really loud. People just in the tiered seat and the tiered seats only you're going to do all the counting. Everybody else just sit back, put your feet up and listen to the loud cacophony of noise that the people in the posh seat are going to make and only for the posh people. Are we ready? That was really good, that was really good. This side not so good. So I'm watching everybody, there's only about 28 of you so I'm watching each and every one of you. And I want all the people in the posh seats to look at them and see who's not. See who didn't count out loud. Are we ready? I only open the posh seats, are we ready? Ah hey! Well done. Good afternoon everyone. My name is Sho I'm from Tokyo. I'm going to talk a little bit about the development of a new move on English medium instruction, EMI. So EMI means teaching academic subjects in English and it's different from teaching English itself. To begin with let me explain some background on this project. So we have already witnessed the internationalization of higher education and it's been synonymous with Englishization. We research in English present our research in English sometimes in five minutes and we teach in English. The number of territory classes courses or even degree programs offered in English is increasing rapidly in non-english countries like Japan where the provision of EMI doubled in the last 20 years and nearly 30% of Japanese higher education institutions are now offering some form of EMI. Nevertheless there is scarcity of training in how to teach in English. Researchers have also reported a lack of pedagogical guidelines for taught early teachers who are assigned to teach in English. There is also a positive of resources for such practitioners who need to develop their EMI competencies by which I mean not only English proficiency but also various pedagogical skills such as managing international classrooms. One of these challenges the University of Tokyo is developing a new MOOC on EMI in close cooperation with the University of Edinburgh. The MOOC is called U-Tokyo English Academy which I shall call EA3. EA3 will be added to the U-Tokyo English Academy series. We launched EA1 in 2017 and EA2 in 2018. Both of them are online courses so we are trying to help learners with a smooth transition from English as a subject to learn to English as a medium of their teaching. We use OpenEdit as a platform and EA has also already got 22,000 users enrolled. EA3 is comprised of 10 modules covering various topics such as what EMI is, why EMI has expanded across the globe, where EMI has increased, how EMI is conducted and the perception and challenges faced by stakeholders such as teachers, students, administrators and policy makers. Each module is comprised of pre-lecture activities that are designed to stimulate learners' interest, lecture videos that explain the topics I mentioned earlier, POTS lecture quizzes for comprehension check and discussion forums where learners exchange opinions. Discussion forums also serve as opportunities where learners can raise awareness of their own or other local contexts. So EMI is truly a global phenomenon but challenges faced by the stakeholders I touched on earlier differ from context to context. In Japan, for example, one of the expected benefits is the ability to improve learners' English proficiency but it is highly questionable whether content classes taught in English meet such an expectation. So our aim is to encourage learners to localize or tailor the global boom of EMI to their own local contexts. A major contribution of this project to practice is to tackle with the scarcity of resources for not only EMI teachers but also those who develop and implement EMI training. The MOOC we are developing can be mixed with offline micro-teaching sessions where learners demonstrate their teaching and evaluate each other. The project also increases profile of EMI, which has been seldom told through MOOCs. So this is a brief overview of my project. The project has been delayed. In my abstract, I'm going to present preliminary data collected from learners that we haven't done with ES3. So, my friend, I can't tell you much about research into this project but I'll be happy to answer your questions if I need. Thank you. No fun. Another perfect timing. Well done. Our next speaker, though. Are we feeling a bit tired? Are we okay? We'll have to get the hands up, and it's great. The spotlight's all sitting together. It's like a bombsled team down the back there. Absolutely. One fella there, his hair style is ruining for the other three lads. Yeah, he needs to go or shave the head. We already get the hands up. We're going to go left to right. Get the hands up. Come on this afternoon. I'm watching everybody. People in the park say, Get the hands up. Are we ready? Hey! I'm ready. I can't. I can't. I can't. Hello. I'm a bit of my game today because I have a common cold so please forgive me if I don't make sense. Not that I make sense all the time. So, I'm the Piñata lady. I don't know if you have seen my poster. I won't get into the Piñata metaphor. You can watch the video. There is a QR code. So, I'm going to talk about my experience of being a change agent. So, I never saw myself as a change agent or as a leader, right? And I'm very new to be, to consider myself a change agent. So, in my mind, a leader or leadership is for someone to tell me what to do. I would say the gentleman in the picture will be the image of a leader for me. The white man telling me what to do. So, when I saw myself in this situation, I was clueless. So, I did a PG Cert and I wrote about my experience. So, I wrote about organizing a Telfest with a team of four people, the Tel team, right? So, I read a lot about leadership. I'm not here to tell you about leadership. You can probably read a lot about it. I'm probably favor one over another one. So, I just wanted to share. I never saw myself as a leader and I was just thrown into that experience. But anyone can be a leader. That's what I learned. So, Telfest. I'm sure you have come across it. So, I worked with this team and we were tasked with creating a technology adoption strategy. So, Telfest is fun, it sounds sexy and it's positive. So, some of the literature and leadership says that the way you engage people is through emotion. So, you keep things fun. Because change is difficult. How do you cope with change? No one likes change. It's really uncomfortable. It is a cognitive load. So, we don't want more hassle in our lives. So, when we are tasked with rolling out yet another technology to our staff, how do you do it? How do you persuade people that this is it? Because change is so fast and next month is a different flavor. So, everything you try to teach people or look, this is so cool, you have to embrace it, it will change in two months. In a year it will be a completely different thing. So, Telfest sounded like a good strategy. So, we organized it. There is a lot of positivity surrounding this. So, it wasn't successful. 88% of change strategies fail. That's what the literature says. And I think I am an optimist. So, I really am that kind of person that will just dive into things and I always expect the best outcome possible. But the truth is, 88% of change strategies fail and I wasn't aware of that. So, I was deeply disappointed that people wasn't as excited as I was about embracing technology. What a shock. So, when I wrote my reflection about this. So, I'm the child trying to break the piñata, right? It's this wonderful experience of trying something new and really embracing it. So, I'm here to give you a framework. Probably you know these things already and you're probably more experienced than I am. So, people in process dynamics that you have to think about. So, when it comes to people, the most important thing is people don't like change. So, I feel like part of my job is to understand the psychology behind what motivates people. There are many different approaches and I think it's our job to study a little bit about how do you reward people for being awesome. So, I don't believe in punishment. So, reward is the best way forward. And the process dynamics, I think clarity of the outcome. What does success look like to you and to your institution? And when you have this in mind, you have a clear vision. What is success like? What does it look like? What percentage of people do you want to use this new technology? Then you have a clear framework and then you can say that you're not part of the 88% of failure. Okay? I think that's all. Thank you very much. No fun. No fun. Yeah, I think it's more fun if you don't get a one minute warning. Isn't it marvelous? Yeah. I think that's... I think we'll go for that. No more warnings. Ten seconds and that's it. Competition. Dividing Line. Hain. Dole. Tree. All together. I want to say who's going to be loud and sound. Are we ready? We're going to start over here. I'm Chris Kennedy. I'm from Glasgow Dental School part of University of Glasgow. And I'm sure you've all been here this week and you've all taken a look at my poster that's been downstairs since Tuesday. So I'm just going to work on the assumption that you've all memorised everything in there and I can just build from there. The project that we were working on was a middle redevelopment and I know that's not exactly the most exciting thing for the people in this room because it's what we do, we do lots. But the difference here was the approach we took and also the course that we were doing it to because dentistry is a five year integrated degree, it's not modular. And we've only got three teaching themes which means that we've got three middles per year. Which means an awful lot of content in each of the middles and clinical dentistry that we've piloting on is fair to say the biggest. So what we end up with is a file dump with randomly named files, randomly placed. The students don't know where things are, the staff aren't sure what file belongs to who. So when it comes to this time of year before semester starts you're trying to clean it up, get rid of things you don't want students to see. Nobody really takes ownership of individual things. So there's an issue with that. So we've got some data about what the staff and students actually think about the current layout. And we found out that 14.8% of students can find resources every time. The rest, no. But that makes sense because only 40% of our staff know where they're supposed to be putting their files. Which is an issue. Another issue that came out was the added functionality, the use of the active blended tools, all the different things that Moodle can do rather than just be a dump. 64% of students love these resources. They think it would really help their learning. Only 16.7% of staff actually do it. Although on the bright side 64% of staff say they would love support to be able to do it. So the staff are willing, the students are willing, but the structures at the moment don't really allow it. So we decided to break it to phases. We've got let's fix the layouts and then stage to is let's try and get more active blended learning brought in. That's quite a big job and frankly I wouldn't know where to start. So luckily we found a framework because there's always frameworks. We love frameworks. This one is the Ad Cola et al framework. And it's for the holistic framework to support effective institutional transitions into enhanced blended learning. I could spend an hour going over all the different parts, but the key bit for this is the circle in the middle. I think it's the most important part is stakeholders and more specifically your students. Because if you don't have the engagement with your students, then what are you doing? So as part of that we decided to create a project team and we brought in students as partners, as co-creators and got them involved on the ground floor. They co-own the project. One of them referred to it as a hive mind mentality which was interesting but nice. So the staff and student problems we've gone into, it's on the poster, the challenges we found was organisation, the layout is awful. See having students sit down and help you design the layouts makes it so much easier because you remove those assumptions that we have. We know how the course is structured. The students don't. When they're in the room with you saying that doesn't make sense to us it makes you realise that we should probably listen to them. The awareness is a problem because the staff don't know what blended tools are available. So again we got the students we gave them a sandbox access to middle to play with the toys and then when we meet with the staff to say why don't you try this? The students can put the examples forward and say here's what we've tried out, here's some examples why don't you do it in your course? You're teaching and all of a sudden the staff are like okay yeah we'll give it a go. Authorisation, well I think we're all aware of the bureaucracy in higher education, there's a lot of committees and levels to go through. Again having students on side makes it a lot easier because you say students want to do this so let's do it and students get what the students want. But the big barrier was time because we're short on time across the board even just to meet as a project team is really challenging but I would say we're lucky enough to pilot Microsoft teams it made our job a lot easier to work as a team and to move forward with that and running out of time. But what it says engage your students trust your students and you too can turn something like that into something less awful. Thank you. Now no pressure but from my viewpoint the right was very quiet and largely ineffectual. Oh sorry I was taking a bit west minister there sorry. Right this time we'll start off here with a hand but I want to hear a lot more gusto from the right. So my name is Stuart I work at Edinburgh Uni and I'm going to talk about a project we worked on this year starting in February called the We Have Great Stuff Color and Book I think a lot of you already picked up a copy as my supplies have run out already. So I'm going to take you back in time to December 2017 and we had a staff workshop based on our playful engagement strategy you can get the link there it was just a sort of brainstorming exercise people coming up with random ideas to see how they could improve the quality of sort of working life and one of the ideas floated was taking advantage of the university's image bank and turning it into a coloring book so these were very early prototypes. I'm going to take you forward to February this year so the university runs a week long series of events called the Festival of Creative Learning and this is an opportunity for staff and students to run any sort of creative event this is run from the Institute of Academic Development and we put forward a proposal to start creating new images from the collection and we ran two three hour workshops so this was to sort of overview the format of the three hour session students were encouraged to look at the image bank there's 40,000 images in plus most of them are open licensed CC by we gave them the means to transform them into black and white outline images and then sent of putting their efforts into collaborative publication so one of the key outcomes of the workshop was learning a new digital skill for the majority of students and that was using vector drawing tools we used a open source a free online browser version called Sketchpad but it's a direct sort of equivalent to Adobe Illustrator there was everybody started off the digital method but some people weren't entirely confident or happy with their results so the alternative approach we took was to sort of analogue solution with pencil and tracing paper and at the end of the workshop we had a inkjet printer and they put off their effort and gave them free colour and pencil to actually colour in their designs and I think that was a nice way of closing the loop of the workshop from start to end and the very last thing we did was a friendly competition where people uploaded their images to Padlet and voted on somebody else's image and then we gave out some professional colour and book as prizes these are just some of my particular favourites that were created this is a shawl but I really like the student just focused on one small area because it's such a detailed image this one Magnolia sort of blossom is beautiful I think the student had a low confidence level coming into the class I thought this one was relevant for today it's a roof plan for McEwen Hall and this one is a piece of fabric from Dark College and I really like the student sort of extended the repetition to make sort of a bigger image for the book and this one I still can't believe was created in one go in sort of the three hour session and this is one of the students who created the pencil version and this is Dark College from the 950s so this is just an overview some of the feedback from the students the main things were learning a new digital skill sort of relaxed, friendly atmosphere doing something creative there was a lot of students from the business schools I think they appreciated a different opportunity I should say also a lot of people didn't know about the image bank or the Centre for Research Collections so they sort of enjoyed hearing about that we published our book in April we had 2,000 copies distributed through the university libraries we ran a couple of sessions in April for exam week and for mental health awareness week for staff and students these are just some of the sort of pop-up things other people used with the materials at different library locations this is just a summary of some of our outputs there's a dedicated website you can download the book as a PDF all the images have been uploaded to Flickr they've already had over 10,000 views and there are some limited physical copies here today for people there is a handbook for the workshop so if you want to run your own I would encourage you to do so it's very easy and straightforward and I would also encourage you to share your efforts online the library have this hashtag we have great stuff and you're welcome to use that or get in touch with me that's me thank you 6 seconds to spare well done that's a great project coloring it I'll take twice as long then you'd have to drag me off the stage brilliant you're all being too well behaved now the fourth day was the best people running over mayhem absolutely brilliant twice as long and you'll have to drag me off the stage we'll sing again now who wasn't here yesterday you're all here now we're going to sing to the tune of Doha there and we'll just do a quick rehearsal so it'll be a Haena Doha tree, kaha, kui and now you can start your agusta tree, kaha, kui and now you can start your agusta we've got that one, we do it a quick rehearsal we're ready? kaha, doha, tree, kaha, kui and now you can start your agusta are we ready with that one now? I'm trying to be doing a lot of kinesthetic stuff now and now we're doing it that M.Ed was very expensively gained are we ready? you can join in as well are we ready? a haena, a doha, a tree, a kaha, a kui and now you can start your agusta thank you well my talk relates to the fantastic keynote that we had this morning we're very passionate about learning to play and I'm going to share our story but before I do that I feel it's really important to highlight who I am and what we do and what our philosophies are so I was the undergraduate student that was often referred to as lacking confidence and that's something that as an academic I often think about what does that mean when we say our students lack confidence so I'm really in a privileged position in London South Bank University I work with South Bank academies, our university has sponsored schools and it's my privilege to work with our schools work with our young learners and the teachers and I'm going to share the journey that we've been on for the past couple of years so our project Inventors has been funded through Erasmus and supported through our university's Centre for Research and Form Teaching and Teaching Investment Fund we are here to help support school teachers build their digital confidence in the classroom so we connect teachers with universities learners with universities and our students go into the schools and it helps us so our underpinning philosophy is learning through play enabled through technology using as diverse teaching resources as we can in an inclusive environment where curriculum community can come together in harmony and we're going to share how we do it so that word confidence that's something that I've been thinking about if the learning context is right, the learners feel engaged so what we try to do is put a scaffold around the learning activities and then ask our young learners to interpret it and to work with each other in a collaborative way so our children work with school children across the globe we have worked with 40 different classrooms in eight different countries reached more than a thousand students we do it by making learning fun I think I have probably the biggest Lego robotics collection in London if anyone wants to challenge me later I've got about 40,000 Lego pieces in my office we make interactive sessions we engage our senior staff in the university to work with our children and our university students engage with the school teachers they work with the children and together we create an environment whereby the children work on a topic around sustainable development environments and they co-create stories using scratch and then they share these stories using various different technologies as part of what we do not only that we work with our school children we get our school children to work with primary school kids and then that way the kids feel more confident they say we took part in a robotics activity we learn from it they come and give us feedback and say how could we enhance your robotics activity and then when we're teaching it to the primary school kids how could we do that better than you so I always love the fact that they come and tell me what you did was not so good this is how we can do it better absolutely love that as part of my job I employ student ambassadors they work with me, they're members of my team right now they are training graduate interns throughout this whole week and our students go into schools they become role models it helps boost their confidence levels it gives them employment opportunities raises their profile at the same time we are aware that our school teachers across the globe we've worked with 270 school teachers in different parts of the world they need support in terms of grappling with the technologies whether it's scratch or blogging tools or the way we operate in terms of our program we help them, we support them with their learning needs we connect the teachers with each other it was absolutely amazing to watch teachers in Philippines finding each other knowing the community that they worked with and how close they were to each other it was a great location and I know I'm running out of time these are some of our children and some of the work they have done carry on, you'll have to drag me off the stage so we absolutely love a tree, a catter, a cooling start thank you let's do that great thanks for joining me in the Graveyard Shift 2019 my name is Lisa Donaldson from Dublin City University this is working fantastic and in the next 4 minutes and 59 seconds I plan to take it through a whistle stop tour of some of the ways and the steps we've taken to support lifelong learning for our staff at DCU now it's been a while since I've done a GASTA and as Tom will attest it didn't go so well that time either we make it through this after the late night conference dinner and the 2am fire alarms I do have something for everybody in the audience and I'm going to leave them just here on the front of the stage in case he gets the crook and holds me off before the end in DCU we launched our learning portfolio initiative in the academic year 2016-2017 so we now have many thousands of students using e-portfolios across all faculties to support graduate attributes to support reflection for assessment and for extracurricular activities so this year we started to look at how we could utilise the affordances of e-portfolio to support the CPD for our staff and CPD is a core part of academic practice so the affordances of e-portfolio lend itself towards that the ability to have an online space where you can showcase multiple media that you can personalise and that you can share with perhaps accrediting bodies or if you were going for promotion or another job so e-portfolio offers a lot of advantages there and what you're seeing there is just a snapshot of our e-portfolio system which is based on Mahara so these are just a few of the initiatives that we've been working on in this last year some are in very early stages we have recently adopted the Advanced HE Fellowship Scheme and what we are currently doing with the first cohort that are going through it is very much a paper based exercise but we're looking, and here's a sample on the left we're looking that eventually that will move to e-portfolio to showcase the learning and accomplishment of our academics another area that we're working with in conjunction with HR and GROW initiative for our researchers and we've developed a customised e-portfolio template based on researcher specific competencies that they will be able to use to again showcase their skills I have no spit left at all showcase their skills so that's going to roll out shortly as well within the TEU teaching enhancement unit of which I'm a part we offer many workshops to our staff and we've created customised for every single workshop that we offer reflection templates which we now automatically send out after the workshops there's no requirement for the participants to complete them but we are hoping that we can encourage ongoing reflection on the workshops that they take with us and this year for our teaching excellence awards we introduced e-portfolios for all our shortlisted candidates and this greatly enhanced the evaluation process but more importantly the candidates then had an online showcase of their teaching philosophy statements, their teaching and learning initiatives, their assessment initiatives and perhaps one of the biggest things that we did this year under the auspices of e-portfolio Ireland which is a national community of practice for e-portfolio which comes out of Dublin City University is that we designed and put on a design your professional portfolio workshop this was a half day workshop whereby we wanted to encourage everybody to walk the walk and have their own professional portfolio so what you're seeing there are some of the core areas that we looked at including in a portfolio and they were informed by the frameworks on screen so the professional development framework in Ireland, the UK professional standards framework and our own DCU academic development and promotion framework and that's what you have here on the front of the stage it's those categories or sections that if you are looking to showcase your own CPD these are the ones he's going to start walking these are the things that you should look at having in your e-portfolio so I'd like to invite you to take one of those when I'm hauled off the stage and hopefully it could be a starting point for your own professional portfolio thank you I think that last one went well the intro I think that went well I like that but we need a bit more volume so for the person the second time we show how close it is that you're a cue to go are we ready? let's get the hands on hey and so my name is Andrew Millington and I'm a developer from the University of Edinburgh I'm going to speak about how we used LTI to extend our VLE we developed an academic blogging service which is a central blogging service for the University of Edinburgh that is used primarily to support teaching and learning activities and when we were setting up this project we had a number of requirements for it we wanted it to be easy to use with low barrier to entry ideally integrated into our virtual learning environment we also wanted it to be customizable because we acknowledged that not every blog would have the same purpose so we wanted to have different tools blog authors and we also wanted to have different themes and looks we also wanted it to be portable so we wanted the blog authors to be able to own their actual content if they wanted to they would be free to download the blog and lift it and put it on another platform of their choice we also wanted the blog to be public or private if they wished if it was public they would be able to share their ideas outside of the normal University colleagues and perhaps of the wider world to get more ideas and finally as a bonus we would have liked it to have been open source platform as well so that we could understand what the system was doing with our data and also we could use the developers at the University to expand upon the service if we wanted to so in our commercial VLE we have a blogging system but unfortunately as you'll all know VLEs tend to be Swiss Army knives they provide a lot of different tools but they're not always the best ones for the job for example you're not going to use that little corkscrew to open up a bottle of wine in your kitchen with the little handles on that you can pop up easily and that's what we felt about the blogging system in our commercial VLE it didn't allow us to make our blogs public it didn't allow us to easily download that data it didn't allow us to easily extend that or change the look and feel of it but it did integrate well with the virtual learning environment however there was a system that did work well for most of our requirements and this was WordPress WordPress allowed us to customize the VLE to download and export the data it allowed us to make the blogs public and with a bit of tweaking we could make it private as well but the one thing that was missing for us is it wasn't easy to integrate with our existing tools in our virtual learning environment now in the PHP world you have web application frameworks and I'm a PHP developer and web application frameworks give you the bare tools to make any web application so this is database integration email integration, form validation and code igniter at the top there used to be the Swiss army knife of the PHP framework world and as time went on people realized that the tools that it was using weren't always needed or weren't required so Laravel and Symphony came about and they were more modularized they allowed you to rip out bits and pieces of it and replace it with systems that you wanted to instead and that became a big mess because people realized that they weren't always interchangeable so something came about in 2013 called the PHP framework interoperability group which writes standards and these standards say how these modules work so you can now take modules from Symphony and put them in Laravel and you can take modules from Laravel and put them in Symphony and I would love for VLE to work like this and have standardizations and modularizations like this unfortunately we don't so we have the next best thing which is the LTI standard now this won't replace the blogging system in our VLE but what it will do is it will allow us to use a different blogging system if we want to it's a mechanism for securely transferring data from a learning environment to an external tool and the data that we transfer first name, last name, email address the role within the VLE and so on it eliminates multiple logins if you're logged into the virtual learning environment then by a simple click of a link you will go into the blogging system if you don't have an account there it will create one for you based on the data that's been passed across if you do have an account it will log you into the blogging service so it provides seamless transitions between learning tools and that's what we wanted to easily cut down the barriers to use WordPress as a tool for our blogging service so what we did was we created a WordPress LTI plugin and this plugin has two modes available to it the first is a course blog mode and what that means is that if you have an LTI link in your course then anyone that clicks on that will be added to the same blog so all students will participate in a single blog alternatively you can have a student blog mode which means that any student that clicks on the link will get their own blog and the lecturer will be added to that blog as well and when the lecturer logs into WordPress they will see a list of all of the student blogs that are associated with a particular course to be able to go in and read about them we've made this plugin open source it's available at github.com for slash uoe-dlan for slash ed lti and it's licensed under the GNU version 3 license we wanted to do this to allow people to download it and hopefully you'll be able to extend your video as well thank you so round of applause to all the guests here do you all please stand up please to all the presenters not easy big round of applause and can I just say thanks to all of you as well Gosta only walks by participation so oh it's hot you weren't sitting in the right place your chances gone I can't guarantee you five minutes though we'll be quick okay even better I doubt myself you've stopped me singing and get that thing to work I'm running out of songs to sing and here we go are we ready hands up and I mean the loudest shout of Gosta for the whole day particularly the people from the cheap seats your bum has sat on a nice soft seat for the whole day poor lads are sitting in the wood are we ready hey stop stop stop there's people not doing it it's one last thing people say oh the graveyard shift and fall asleep I'm giving you an opportunity to stand up I'm making sure to not waffle on for more than five minutes even if it's so all we ask is get the blues flowing are we ready sweat that drink over you are we ready hey our tree our car okay hello we're last but hopefully not loose I'm Cara and this is my colleague Lucy and as you can see from our first slide this is what we do between us we have over a decades experience working within higher education as digital media producers generating a wide variety of video and audio assets we wanted to share with you today one or two of the common assumptions and misconceptions that we've encountered surrounding approach to creating media content that if overlooked can hinder an institution's development of sustainable media practices so this quote is from a paper that presents an overview of current video practices reflects on the relevance of production value in support of learning so the quote reads we encourage an approach that prioritizes learning and pedagogy over glossy high production value videos a DIY approach to production prioritizes media literacy for content experts so while no one can argue with the fact that learning and pedagogy is always the priority here and from our experience this value is separated from the contribution of the media expert if I was someone without media experience reading this I would be forgiven for thinking that media specialists only contribute superficially to the making of media assets but media specialists offer something other than merely glossy high production values collaboration with the media expert will allow you to define your goals and approach be it DIY or otherwise and to define quality you have to create a brief any quality output is output that meets that brief high production values isn't just gloss it's meeting your learning goals in the most efficient and impactful way and media producers can support those learning goals and in knowing what approach will best communicate your content that's our value so here's Shy he's one of our course leaders at Edinburgh Business School and Mary Jane who's there as well is our content developer neither of them had any experience of working with media before Lucy and I came on board with the team we've collaborated with them over the course of a year developing media content for the new MBA program as you can see from the photos we've created a wide variety of outputs and approaches and so here is what Shy and Mary Jane have got to say about their experience well it started with no experience at all I didn't know what to expect with the media I kind of thought that would be something where you would just get on with it and we wouldn't need to be involved I couldn't understand what is expected out of me what constraints were involved it was really really hard but what I liked about getting involved was seeing how things are set up seeing how different it is speaking to camera doing a piece to camera from writing something and what different language you need to use and different skills I can more and more understand how videos interact together with the other material so hopefully you can hear from them that you can look at how this really has been a process it's much more of a dialogue it's a nurturing of trust and mutual respect and this kind of leads to an emerging voice and identity which you could call media literacy so rather than separating media specialists from content and that's really anyone involved in content whether that's a learning technologist or designer whether it's an academic integrating them into your culture is absolutely key to sustainable practices and that's us integrating with our team behind the light board we can help you to find your voice and once it's there optimize its impact so collaborate with media specialists for illiterate and therefore authentic and therefore sustainable practice our poster expands on that further and please get in touch if you have any questions we've got lots of references, lots of resources lots of ideas, thank you Tom well done, well done and once again a round of applause for all the guests not just today but over the three days well done, thank you very much now before he disappears entirely I wanted to just say thank you to Tom Farrelly who's been hosting 27 papers at this conference single-handedly and I always feel that he really brings heart to giving researchers and practitioners the opportunity to share their newest work with the biggest possible audience that our community can offer so please put your hands together to Tom Farrelly now it's very nearly time to say goodbye and thank you but before we go I would like to welcome back to the stage the co-chairs of the conference Melissa and Keith who will join me up here now for some closing remarks and then importantly also to find out what's in store in 12 months time because while this conference may have flown past preparations are already underway for 2020 so if you just bear with me for a moment we'll get all ready to bring this conference to a close and please for one last time put your hands together for our co-chairs of the 2019 annual conference look at you with the stamina having made it through well done it's hard to reflect on something that feels so immediate and we haven't even finished but I've I think it's worth saying that the I think conference has gone well we've been very pleased to host you here I'm very aware there was a lot of University of Edinburgh content and colleagues here and we did very well with some awards and prizes and celebrations and I think it's probably inelegant to go on about that but I'm particularly proud of all of the colleagues from Edinburgh who have contributed and made you all feel welcome in our home which is gorgeous and I'm glad that you've enjoyed the venues as well thinking back was it a year ago that we started discussing the themes for the conference and thinking about the keynotes that we would invite and the kind of themes and sessions that we would encourage there has been many I think we've chosen there's been lots of presentations about data and analytics many more than in previous years and I think that that's clearly a coming theme for us all and some gap between measurement and meaning that we need to continue to explore less of a gap I think in the connecting physically and virtually I feel like there's been a lot of participation online particularly as you could tell that some of the people who were physically attending the conference were also connecting online or possibly from back in the residences or out and about around the city and I think that's been a success I always would encourage people to come to Edinburgh whenever possible and for those of you who have come hasty back you're very welcome to come again I would also I think recommend the experience of being a co-chair of this conference I don't know if you're going to say anything about that as well it is an amazing experience it's I need to say thank you to all of the old stuff all of the volunteers all of you who took part in the reviewing of papers thinking about what we're going to do at the conference thinking about the themes thinking about the social program I would recommend it to anyone who might be thinking of being a co-chair in the future maybe if the conference happens again somewhere next year when we leave here now for those of you who are able to come across to the main library for a reception we're hosting that on the sixth floor of the main library if you come to the reception of the main library and ask for where the centre for research collections is we've got some wine and some nibbles if you're able to stay I think we have a special gift and thank you for Marin so we do that now we could not do this without Marin and her team and you all know that me and the team and the 100 volunteers plus who make this possible thank you very much thank you thank you Melissa I don't have too much to add to what Melissa's already said it's been a fantastic experience working with Melissa and Louise to bring this together under the guidance of Marin and Martin the ALT team a well-old machine and I've become conscious today I'm not sure why just today but we've come to the end of our experience but actually the planning for next year's event will have started probably months ago so I think it's a real testament to the ALT team that they do this great conference year in and year out I think the only thing I'll add to what Melissa said is that lots of things make for a really good conference but ultimately what makes for your conference experience is what happens when you walk into that classroom or seminar room or what happens when you come in here and that's dependent on who's speaking and that's dependent on the willingness of delegates and participants to get engaged to have discussions and to make the conference happen and I think we were really fortunate in the quality of the submissions we received and actually the willingness of our participants whether you're here as a delegate or a delegate who's also presenting to get engaged and some critical dialogue to share good practice and to keep to time which most people seem to do so I would just like to say thanks to all the participants and all the presenters and then give yourselves a round of applause please Well we're just going to thank our sponsors and exhibitors again without their support it wouldn't be possible and I wanted to echo and add one more thank you and that is to all of you who've not just brought research and practice to this conference but also your hearts it really resonated with me that all of our speakers that I saw at the conference mentioned the people dimension and as a professional body we are all about our members and put people at the heart of educational technology and learning technology and this conference has brought it back to me very poignantly that in whatever circumstances we operate it is really care for each other that makes such a difference and so many of the conversations I had at this conference were about people coming up to me and said you know I really learned a lot there was a lot of knowledge sharing but what I really took home was that it has real heart so as the chief executive of ALT is my privilege to serve a community that has such a big heart and I want to say thank you to everyone on behalf of the Board of Trustees and together with my colleagues we must keep that heart beating for another year so thank you very much as Melissa mentioned we do hope that there will be another annual conference next year and I can reassure you that there will be and it is now my privilege to welcome one of the co-chairs of next year's conference who has bravely made the journey north and is individually representing the co-chairs so over to the not so mysterious anymore Matt Lingard one of the co-chairs for 2020 thank you Marron it's really exciting to be here today and firstly thank you for your generosity in still being here today after three fantastic but ultimately very tiring as well days it's great for you to stay right till the end and I will return that generosity by being as brief as possible so the conference is really exciting so these are the fantastic people I'm going to be working with over the next year Fazzana and Roger it's a shame they couldn't be here today but hopefully I can convey on my own the absolute excitement we have and the thrill of hearing from Alt that we've got the go ahead to chair next year we really are excited and the thing that's brought us together and the reason we want to do it is Alt and is the conference in our experience over many years my first conference I had hair so that was Sunday in 2002 and I know there are people in the room who were there in 2002 I just started work as a learning technology support officer it was the first job with learning technology in the title that I'd ever had I discovered that there were other people doing the same kind of work and there was this huge network that I'd not been aware of in a previous job with doing learning technology and if I think back to 2002 there is absolutely no way I could ever have imagined I'd be standing here today and I was reflecting on that on the way up on the train and Alt is a huge part of the reason that I'm able to be here today everything I've taken from the community the conferences the local group in London the hashtag and all the fabulous relationships I've built up through those last 17 years is why we all three wanted to chair the conference because we think it's such an important event for sharing and learning from each other first thing, that's the date no surprise there we're in September, make a note of it so here's a map of where all the conferences have been so far it's not in any of those locations so if you wanted to go to Telford I'm really sorry but we're not going to Telford in 2020 there are a couple of kind of big spaces on that map I'll take Ireland out of it we'll just move Europe over there for now but Northern Ireland the east of England the south, south east of England and Wales, all big gaps so it's a real privilege for me despite having spent half of my life living where most of those green dots are actually for the last 20 years I've been living in what I feel is the greatest city in the world so I'll be welcoming you to London it's the very first time ALT has been to London for the conference and I'm hugely excited about it we're going to be hosted by Imperial College so we'll be in South Kensington down the road from the Science Museum, the Natural History Museum the V&A, Hyde Park and the rest of London all around so it's such, I hope it's going to bring you all to London, I really do but I'm sure the last three days is what will bring you to London because it's been a fabulous conference I'm slightly nervous about doing this if I'm honest but there are two things that have made me a bit more relaxed about it the first is Marin and the team at ALT who I know that's what makes the conference run and function and I know they're going to be behind us along with the trustees but the thing as Keith was saying that makes the conference success is the people so this is a plea to get involved join the program committee come to London, put in presentations and I really hope that I will be seeing you in a year's time and thank you and now you see that there will be a much travelling from Edinburgh to London for the next year and we're really looking forward to welcoming many of you back so now it's just for me to left to say thank you again on behalf of all of us in every way for which you have contributed to making our 2019 conference we wish you safe travels and we look forward to you being active in our community in the coming year thank you working with satellite data and machine learning and smart campus technology Idina's work with learning technologies helps to develop skilled data literate students