 Martin Weller, rwy'n gweithio i'w Eden. Mae'r cyfnod o'r trafodi neu'r ystafell o'r profi o'r ysgol. Mae'n ei bod yn hetwch, mae'n unig o'i gael. Wrth hynny mae'r hanesfa, oherwydd mae'n gweithio'r gweithio'r oesgol. ond mae'r ysgoloshwyr yn ogylch yn ddim yn yw'r ysgoloshwyr. Yn ymlaen, yna'n gofyn fydd y fath o'r fath yw'r eistedd ar y cymentau sydd wedi'u'n gwybod y nifer o'r unig o'r cyffredinol. Ond yna'n gweld fydd o'r hyfforddi amseriaeth yma, y'r ystyried mae'r cyffredin iawn, yn rhaid i'n gael fod yn ysgrifennus gwybwysig, ond, mae'r argyflwydau oherwydd y dylai'r ddwylltydd arweithio. Mae'r hyn yn ddwylo'n ddim yn ymgyrchol, ac mae'r ddweud o credu'r hyn o'r fforddau gwahanol, ond mae'r heddiw ymgyrchol, mae'r ddweud o'r ddweud o'r ddweud? Mae'r ddweud o'r ddweud o'r ddweud o'r ddweud. Now that it matters, like when openness or open education didn't really matter to anyone, you could do what you wanted But as soon as it matters so that have value, commercial value or just the term itself is value then other people want to have a piece of that and are sometimes yes a good thing, sometimes it's not so mwych is a really good example, they are kind of bought in lots of innovation, lots of success but also there is a certain take on what openness meant and for then we just meant open access in terms of open entry, it was free pan oedd yn dda gennych bod nifer o'r prinsfwyr o'r fawr yn ymryd yn ystod i wych, yn ystod o'r fawr ond, o'n ddweud o'r fawr yn ystod i'w fawr yn ystod i fawr, ac yn ystod yn y fawr yn yr edrych yn y ddweud, mae rhywbeth yn ei ddweud o'r fawr yn ymryd, a'r fawr yn ystod yn ystod i weithio, mae hynny'n ymwysig. Mae'r fawr yn eistedd rydych yn ei wneud, mae'n fawr yn y fawr, ac mae yw'n cymdeithio yma felly gyda'n gwybod nhw ydych chi'n gwahodd hwnnw. Ac mae'r pwg yw ti'n oes, rydyn ni'n sicr o gwahodd hwnnw. Rydyn ni'll wedi'u cyflwydd ychydig ym Clifwyr o'r blaenau. Mae'r chael cyngor yng nghymru. Rhyw gwaith yw yn ym answers? Rhyw gwybod i'r pwg hefyd yn oeld yn fwy o iechwyn. Mae rhaid i'n gwahodd hwnnw atlwyd â'r pryd, ac mae gennych hyn o'n cyfrifiadu ddweud. I did a project where I had to look at a big range of MOOCs. I looked at C MOOCs and a lot of the ex MOOCs from people like Coursera and Udacity and some of them are really good. It depends what you want, so I looked at, for instance, the introduction to psychology and I did my first degree in psychology and I found it really good. It was good to go back and learn that stuff and refresh. If people are learning and getting value from it, you shouldn't be snobbish about that. That's good stuff but I think there are issues around completion rates. I think the issue is not so much about their quality or their pedagogy. It's about some of the claims that people made. If you said some people were going to have lots of people interested in learning and some will complete some won't but they'll be engaged and it will raise the level of learning around and it's all open free. That's a good thing. But when you start saying it's going to completely disrupt higher education, change the system, be a revolution, then it's those kind of overblown claims that people react against. A bit of hyperbole coming in there, yes, exactly. Tell us a little bit about your views on open scholarship because I think it's going to be an important concept in the future of education, isn't it? A couple of years ago I wrote a book called The Digital Scholar and really it could have been called The Open Scholar because I think it's that intersection of digital network and openness that leads to transformative practice. I wouldn't really have a definition of what an open scholar is but it's more about a set of principles and behaviours that you might see. It's sharing stuff openly, it's having an online network and often that online network is as important, if not more important than your physical network of people you work with in your discipline. Open scholars would be people who blog, use different media, use YouTube, perhaps use Twitter, so it's a kind of a way of engaging and those environments have their own kind of cultural norms in a way which I think are often quite distinct from your disciplinary norms. So I think it's an interesting intersection between those two kind of cultures come together. So has there any research been done in that kind of area, looking at the intersection, looking at maybe the change in psychological mindset as well? That's a good question, Steve. I think we're seeing, for instance, that Bonnie Stewart has done some really good work around academic identity on Twitter and her work really shows up how valuable those online networks are. Particularly for people who are quite isolated in their physical campus, they might be the only persons into this kind of digital scholarship stuff, but their online identity is sometimes far exceeds their reputation they might have locally in a way. So it's almost like you have this kind of dual identity. Martin, thank you for giving us your time today and best wishes for the success of your future research. Thank you.