 Thank you very much. Thank you very much for the opportunity to give this presentation at the National Forum and on behalf of Team Numbus, so my name is Tom Carroll and with me are Onionie Hay, Julie Crowley, Kierdor Casey, Vivian Ter Horst and Kieran Mulchrone. So my presentation isn't necessarily brief and I'll present only samples of our work and our results. So hopefully you had a chance to review the updated forum insight, maybe take a tour of our website and maybe even follow us on Twitter. So details of some of these links went to Dublin in September. So the project overview, so the goal, the thrust of this project is a systematic introduction of E-assessment for large first year courses at UCC and CIT for the benefit of both staff and students. Now you may be aware of the different lecturing modalities in the universities such as UCC or in the institutes of technology such as CIT. The names, institutes of technology or university are not really important here. Rather it's the very different education environments that are important. For example lectures in CIT have 18 to 20 contact hours per week and lectures in UCC have about six. Students in CIT are generally taught in small classes by a single lecturer while modules in UCC are often taught in large classes limited only by room capacity, up to 300 or so. These differences mean that the structures and challenges around E-assessment in the two institutions differ greatly and these factors will apply generally. So in order to implement E-assessment we chose as the platform, we chose Numbus which has been developed at the University of Newcastle by Bill Foster and is currently run by Chris Graham and Christian Perfect. So our project goals, so these are to improve student engagement with mathematics, to improve students basic mathematical skills, to improve students outcomes and to make more efficient use of lecturers time. So what we have achieved so far, we have introduced numbers assessments at UCC as we promised to do. Now this mentions a calculus for science one and two. This is a course with more than 500 students each semester. Order lecturers in UCC are now also using Numbus for Maths for Engineering courses and Maths for Arts courses. In this case of the calculus for science the format is dictated by circumstances and it consists of out of class assessments. We run three practice assessments for learning and three real tests of learning. So despite the difficulties experienced at UCC we have now cut up with CIT in implementing the assessment at UCC. Note also the bridge which we have adopted as the like motif of our project. We have introduced numbers assessments at CIT as promised. Again here you see a list of some of the courses that are involved. We have over 400 students per semester taking numbers assessments and in this case these are in tutorial or in class assessments. One of the, oh yes apologies, the development of a catalogue of resources was one of the key recommendations from the international panel when we met in February. So now we have this catalogue of resources. It is questions have been tagged with rebel maths and they've been enraged into exams or tests and these exams or tests are readily accessible from our website. These tests have been downloaded already by a number of institutions from around the world including the University of Leval in Quebec and the universities in Durham, Leicester and Brighton. We've designed a website. This website includes all resources, documentary and computational. It's a one-stop shop for those interested in following our lead and numbers and the assessment. We've had and I think these numbers might be out of date but well let's say well over 2,500 page views since the website was up and running and 171 it says here 30 day active users but I think that's slightly out of date. Countries that have been accessing our website from around the world include Ireland, UK, Germany, the US, Iraq, Chile, the Netherlands, Australia and Switzerland. And on our Twitter account at team numbers we have at least 95 followers and 137 tweets. We also, one of again a key recommendation from the international panel at our last review was to create an implementation guide. This is a step-by-step guide on how to get started with numbers and advice on implementing E-assessment using numbers based on our own experiences at UCC and CIT. This guide now has been posted to colleagues around the Ireland of Ireland to generate interest. We've conducted surveys, focus groups and interviews of staff and students. The results have been analysed and reports are available for download on our website. What have we discovered? So we have come up with a modality for integrating numbers based assessments in our courses taking account of the different distinct natures of the teaching and learning paradigms in our respective institutions. For example Blackboard has worked seamlessly as a VLE and CIT but not in UCC where we experienced serious difficulty in transfer of marks from numbers to Blackboard. It took some time but we overcame these difficulties by using Moodle as the VLE. So you might ask the question which VLE is best and the answer is of course it depends. Now in terms of the goals, again these are just sample results from the analysis of the surveys and the focus groups etc. These results show clear evidence of improved engagement on the part of students. This is their attendance and here we have whether you feel the numbers has helped you to retain the course material. Red is good. This is from the lecturer's point of view the number system enhances the students understanding of course material and again higher up the better it is. Students do better in end of year exams. Again to improve student outcomes was one of our key goals and here you see that the pass rate has increased from 61.8% to 69.3%. Certainly is undeniably an improvement. Now one of the other goals was to make more efficient use of lecturer's time. So doing a difficult perhaps to quantify these things but on the other hand one can try. At least 164 hours per year of correcting time has been saved at CIT alone with improved student experience. In that a single midterm test has been replaced by several formative low value online tests with instant feedback. Lecturer's time that is saved can then be used productively on say research as these particular lecturers are doing. Impact and dissemination. We want to get our story out there. We want to move from Cork out into the wider nation. So we're sharing our story on Twitter and on our website. The implementation guide has been posted to colleagues at almost all maths departments nationally. Research paper has been submitted to the MSOR following the conference in Newcastle on E-assessment etc. We've presented at various conferences the Irish Maths Learning Support Network Conference in Galway, and the Adults Learning Mathematics in Maynooth. E-assessment in Mathematical Sciences that's the conference in September in Newcastle. And Deirdre has been accepted for the Next Generation Research Digital Learning Research Symposium in DCU in November. Our impact is even international at this stage because this perhaps came somewhat as a surprise to us. So people in other universities have discovered us through our website and through our Twitter account. And we have interest from these universities including Brisbane, which I think Julie has volunteered kindly to go and give a workshop in Brisbane. We have an active wave presence, so we have an active wave presence. This is the Irish Maths Learning Support Network, which has 120 followers among the mathematics lecturing community in Ireland, which is quite substantial. Julie is a member of the committee there and the Irish Maths Learning Support Network is run by Olivia FitzMarrison in the US. We also of course have links to our team website on the UCC page and CIT page and of course on the National Forum as well. Sustainability. The number of courses in UCC and CIT running numbers is growing all the time. In fact what really has happened is that the tide has really turned. And the assessment is now appears to be well embedded in UCC and CIT in terms of becoming the norm rather than the exception. And best practice and modalities have been established and they are being implemented. The reach of the project through the website, through social media, through discussion with colleagues, through working papers, through conference presentations, that's constantly expanding so that a community of practice, indeed a community of expertise is being established nationally. This shows for example just a graphic taken from our implementation guide, shows the growth of numbers in this case at CIT and even this is out of date, there's a very tiny 140 students down there at the bottom and that should be now 180. So even then that's September 2016. This reminds me a little bit of a picture round in a table quiz. So these are higher education institutes in Ireland who have shown an interest in our work, a serious interest in the sense that they either maybe want us to go into a workshop with them to show them what we're doing. So that we can share experience so that they want to have our copies of our implementation guide. So let's see, so we have Maynuth, IT at Lone, top left across UL, some university in Dublin I think down here at the bottom left hand corner, and then there's IT Sligo and Blanchirstown. So I think UCD and IT Sligo visits from the team to both of those institutions that are now arranged between now and Christmas. So what's left to do, we have a launch day in taking place joint between UCC and CIT, it has to take place somewhere. So it's happening in UCC next Thursday, October 20th. We're going to workshops in other colleges where we go to spread the word. We're going to implement our best practice, well we are implementing best practices for 2016 and 2017, the current academic year, and we're continuing with disseminating our results and our findings through various types of publications. Okay, that's all I have to say for the moment. Thank you.