 Well, good afternoon, everybody. Welcome back. I hope you've had a great morning. I'm delighted to be sharing this session with Matt and Tini. So without further ado, because we've only got 20 minutes, I'm going to hand over to them and they're going to talk to us about interactive courseware to connect discussion to course materials so hot. So over to you guys. Breil, I'll start. My name's Matt. I'm the principal investigator on this project, which is an Erasmus Plus project. And it is a kind of a large project across four European countries and we're looking to create opportunities for students to get away from being seated and situated only in a classroom and only with kind of stagnant texts and being able to use all the principles of co-creation and collaboration and asynchronicity online to work together. So I'm going to hand over mainly to Tina, who is one of my colleagues on this. She's going to take us through it. We hope to be able to use Poll Everywhere at a certain point in this. So make sure you've got your phone with you so that you can add some of your own points to it. Do write stuff in the chat and then at the end there will be an opportunity for us to do a little advertising pitch and hopefully to pick up on all your questions. Right, Tina. Thank you Matt for the introduction. So also welcome from my side. I'm Tina and let me introduce the needs while we are doing this project and what we will be discussing today. So what we see is we have a lot of course material hanging around everywhere. And then of course we want to differentiate our students according to their levels, their interests, the speed of working, etc. We want our students to become self-regulated learners. All of this is leading sometimes to asynchronous versus synchronous learning behavior. So we have doing things on their own. And on the other hand, we want to promote social learning because social learning really provides a nice environment for deep understanding of what's going on. So in our project we're thinking can we combine asynchronous and social learning or is there a contradiction? So the platform we are using inside our project is the Nextbook platform. And the Nextbook platform is a platform for so-called next generation textbooks. It offers quite some interactivity both regarding the content so you can add videos and questions and everything but there's also a social learning environment where teachers and learners can interact. So this is just a visual that is coming from the website and seeing these are next generation textbooks. So it has a couple of features. So we say offer quality textbook from around the world if an opportunity to create and organize your own notes. There's an integrated Q&A and there's an opportunity to analyze learning behavior. But to make this more clear let's do a small life presentation. So I'm going to take you to first the sample, the manual of the platform which is in fact also integrated directly on the Nextbook platform. So we come here to this handbook which is the manual and then you can see here the outline. And then you'll see a couple of things students can do. They can add marks to their courses so they can highlight things and they can add like that. I'll also even create automatic summaries of the book they have been reading. There's also some functionality inside to add notes for themselves. These are like private notes and to ask questions to the teacher. So if you have something that's unclear you want to discuss with your teacher with your student fellows you can just directly on the textbook add your question. Other students can like it and you can receive responses from both your teachers and from the other students. There's a set of some interactive features included. There is a video that's being able to include. There are multiple choice questions that you can include in the book and even some open questions. Okay so if you want to see how this has been happening on one particular course let's have a look just of one sample that I've been doing in my course on uncertainty and artificial intelligence. And that you see here this is a question that I had students to prepare for class. And then you have here a written solution that I've prepared to them. They can ask questions and I can directly interact with them connected to this course material that I have been creating. And there's also an additional explanatory video connected inside this course material. Okay so now that you have a little bit of an idea of what this next book platform is offering we want to ask you a question. So we hope to get really in touch already during our presentation. And our first question here is which of what are the possible affordances you see for using a platform for interactive courseware such as next book. To this end we are using a poll everywhere. So if you want you can go to pollf.com slash dine the lad which is my name. And then here you can add your responses there. Switching between platforms always take a couple of minutes. So take your time to go to this URL. So you see it on top of the slides it's pollf.com slash dine the lad. Excellent. Yeah that social interaction is a big one and you know especially at the moment when we have been forcibly ejected from our classrooms having that opportunity you know that one of the things that really worries us as teachers I think is losing that opportunity every five seconds or so you know every every couple of minutes every bit of instruction to say talk to your partner what do you think about that and getting that social construction of learning. So having that opportunity is really key. And then students interacting with their teachers absolutely discussing directly on the course material engagement. There's absolutely loads of really good stuff there. I'll attempt now to put the I'm not sure that I can actually put a comment in the chat because we're on a separate stream. So I don't think I can access it. So hopefully there you go. That's the way forward. I think we're already eight minutes in tennis. I think if we jump forward there will be another couple of opportunities to engage. There'll be another poll in a minute. But there's some brilliant things coming through. Yeah thank you for your interaction already. I think these are really great things coming in. So let's continue. So what are the affordances that we have been seeing? It's like you can have a collaboration directly on a textbook. You can enhance creativity. You can help steer cell directed learning of students and you can offer like personalized resources. They're plenty of theoretical underpinning of what you are doing. So like dialogue practice, UTEC OG student empowerment and nurturing agency in students. What we want to present to you is a small case study that we have been doing and to this end I want to explain you the context in which this case study happened and that's the context of where I'm operating. I'm a professor in engineering science at the University of Leuven and typically we're teaching in quite big classrooms like you see here where we're teaching theory and then we have smaller sessions where students solve exercises. Then we are using a flipped teaching approach. We're trying to put this as a part of our active learning strategy inside our university. This means that we will have some course material resources that students have to prepare beforehand before they can enter the interactive lecture where we typically do then a Q&A and a discussion. This is just of course one potential use case where we can integrate the course material where we can have students asking questions that can feed our discussion into the interactive lecture and the Q&A and discussion. But maybe you also see some other opportunities, some other potential use cases for this interactive courseware. Then we come back to you again. Another way of asking the question is if you were going to use this in your own course, how could you best make use of it? What would you do with it that could most affect your teaching and crucially of course your students learning? I'll take Roger's point in the chat there that traditional virtual learning environments tend to have those key elements of there's a tool for this and there's a tool for that and there's a tool for the other and they're often in separate areas. I know the one we use has a chat function but it's separated out from some of the other opportunities. So you can be reading something, you've got to go somewhere else to chat on it. So having that interactive nature hopefully we're looking to be particularly useful because you can do it all in the same place. There's silence where we start to panic but I'm sure this will come through in a second. Yeah, let's see. I will try to put something myself. So which potential use cases? I think they're not popping up for the moment. I don't know what's going on but maybe we should continue. Maybe you can put them in the chat or I can try to solve it quickly. Yeah, let's crack them. Okay. Okay, so the case study we have been doing. So the idea is that students can ask questions on the course material because what happened beforehand like Roger has been saying is typically our VLEs, they often have a separate discussion board and then you get a discussion like this with plenty of questions from the students and we don't get a nice overview of these questions and so both for the students and teacher it's harder to get an overview. Also they don't spot interesting Q&As or discussion when they are studying the content itself while there can be already clarification or nice discussion on the content they are studying. Also from our side we see that students ask similar questions multiple times because of this lack of overview. So what we have been doing then is that we have been doing this asynchronous discussion in Nextbook itself. So we have been creating our course material and then instead of having this separate discussion board then we have directly this Q&A on our course material. Like this I can also more easily spot potential improvements of our course and how I can improve my textbook for the next year and I can get an easy overview of one of the things I still have to handle in my Q&A. So what is positive on our case today? So we thought that it was very positive Nextbook can be integrated with our learning management system so students can directly enter it. Then students see the questions and discussion while they are viewing the course material. We see that we have fewer duplicate questions and as a teacher it's easier to get an overview of the difficult parts to be discussed in interactive sessions or points for improvement of the material. What still has to be improved? I think we need a feature to know which questions are new and we need some kind of analytics to know how and when students are using the platform itself. So this analytics is really the thing we are working on right now. So we want to get some data from the course, we want to do an analysis and then we want to take some actions. Of course this data will only be useful if we can collect meaningful learning traces. Then if we have meaningful learning traces we want to use them to answer pedagogical questions and then of course this is key and is connected to instructional design. So we want to design our courses inside Nextbook such that I will provide meaningful learning traces, that we will have opportunities for interaction, that we have discussions, that you can look at the discussions that are going on. If you have these meaningful learning traces then you can use them to answer pedagogical questions. So in our project we really try to develop the pedagogical use cases and then to make sure we make an instructional design recommendation that will result in useful analytics. Okay let's see if this one will pop out or not and otherwise I'll present it in another screen. So Howard maybe you can introduce the question in the meanwhile. Howard was supposed to join us and hasn't so it's just us but never mind. So one of the things we're really interested in is working with the Nextbook platform they can essentially give us any learning analytics we want and the question is what should we be looking for and so to some degree for you if it was your course what would you want to know because it's not just about how much time someone spends on there necessarily but is it more about how many times they ask questions or how often they respond to each other or what is it? I guess it depends to some degree whether you're teaching ancient history or you're teaching chemical engineering or you're teaching primary teaching so what would you be looking for if it was you? We're really at the end of our presentation and I think the next slide is essentially us asking you or offering you the opportunity you are all extremely welcome to leave your either to get hold of us there on either of those email addresses or to just put your details in the side here it's up to you probably emailing us is better because you can just take the screenshot of that right now. If you would like to be an early adopter of Nextbook we can get you free logins to answer Clint's question yes instructors can share and reuse they can grab the stuff they can share it with each other they can keep it and there are also layers within it which we haven't talked about you can look at the you and your students can look at the work completely clean or you can overlay comments or you can overlay only a single person's comments and questions or you can put everybody's on there there's lots of ways that you can use it so if you would like to be to try it out get hold of us and we'll get you an opportunity to do that that'd be really useful. And we've just got another couple of questions relating to what kind of VLE or LMS you're using just now to connect with and that's from Daniel. Yeah the one that we have been using to connect we have a blackboard based system but I know that Nextbook has been connected to other learning management systems as well so they're using the LTI standard to do the connection so any platform that would use such a standard would be able to be integrated but you can definitely send us a question and we can get you in touch with the developers of Nextbook. One thing I wanted to ask and can you said there was different views for staff here Matt but can students download like if they had made if they had annotated something can they download and keep that after the course duration has ended or is it all just within the module space the notebook space when you're an actual student? So it depends and I think on how you set it and how which are the restrictions you have but you can either have they can allow them to download the content itself so they would still have an opportunity to have the content even after their course ends they can also still log in to the platform directly and not through the LMS and then the Nextbook could still be there if you allow it as a teacher. Yeah I was just wondering about the annotation aspect you know it'd be quite I mean I was just thinking that for me if I had taken the time to annotate something I would maybe want to keep that annotation as well so that's maybe. Yeah and one big positive is it's not it doesn't have to be just your annotation there'll be things that somebody else has added that you wouldn't have thought you know and then you're building a conversation about it and one of the things that we're looking to do with this is to actually extend it into becoming co-creation software not just commenting on but actually building their own textbooks their own use you know usages and their own case studies so actually producing a brand new piece of work each time that you use it each new each iteration of the module you'd actually create a new version of it that would be bespoke to the students on the course which I think is a really exciting opportunity. Yeah absolutely and if they could be openly available under you know an open license that would be fantastic wouldn't it yeah that would be really exciting very exciting yeah. Oh do we have any I don't think we've got any more questions but I guess that relates I suppose the other thing that we were asking you about about the analytics I think what was going through my head is I'm not quite sure for data I would actually want to snide because I'm not quite sure what's going to be most important so again what was going through my head was maybe speak having more indexed conversations with the student and showing them the the analytics that you've got just now and that there might be things that they see or they want that maybe are not so obvious to us from the from the other side of the textbook. That's true I suppose. Yeah there's a very simplistic version is that you know you can we often say at the students start of a course or a module there's a clear correlation between the amount of time you spend doing it and the grade at the end but it's not necessarily they don't all do it online so you might have a you know I spent one hour on the course on online the whole time but then a hundred hours reading and work offline and somebody else might have spent a hundred hours with it on in the background and spent the rest of the time looking at YouTube so you're never quite sure but it's about so what would be really meaningful uh analytical. Yeah and I think that leads to um to raise this question about how you protect students who don't want to share their steps in that way unfortunately I think we are going to be just we're just about at the end of the time but maybe quickly we can answer that question but if not that might again be something that we can follow up in in the discord spaces as well but just in case we're cut off um I just want to really thank Matt and Tina for an absolutely fascinating presentation lots packed in there guys thank you so much so everyone please do follow up get in touch if you want to see um this this in action and maybe we could just have a few virtual rounds claps and everything for our presenters and thank you very much everyone. Thank you very much and I'm pretty sure Warwick language is Teresa and you follow me on Twitter anyway so you can ask me there.