 Hydiwch, mynd i'm Stephen, I'm the Learning Technology Support Manager, so I'll lead a small support team back at the university. I'm really interested in Bites I CPD. What I mean by that is we offer lots of workshops, you pick a point in time and people can make it and some people can't. Often that's the opportunity you lost and you might get an email that says well can I have the slides? Mae'n rhoi, mae'r slide wedi ei wneud yn ddiwang. Felly erbyn i'n ddod y pethau hyn ac mae'. Felly, rwy'n meddwl o'n meddwl ychydig siaradau o'ch cy saenidol weithio'r brosesionio mewn hollig shiftot daethau'u gemmell, ar hynny'r syng yn ddaeth i'n meddwl o'r meddwl ydy'r hollig sy'n defnyddio'n meddwl sydd ei wneud. Mae oedda syniad y go pethau ac mae ziwn i'n meddwl â'u meddwl. mae'n gwyn fawr pronounce gallfydd, dylau opa Casgliadauol, yn yma yma hwn ddechางol o ddrwyng Liaethau Trifewidd yr O crunchyll, a'r yn meddwl dodalen nhw, mae'r cymddechau pryd ac ydych chi'n gweld i'i wneud hynny? Yn y cwrs mae gennym o'r 200 ysgol, ac yn y moment o'r 200 ysgol, ydych chi'n gweithio'r cwmpol o'r ddweud o'r disgwysg, o'r rhaid o'r meddwl, mae'n eich dwyledig. Yn y dyma, mae gennym i'r rhywbeth, mae gennym i'n gyflwyngu'r amser o'r hynau, mae gennym i'r amser, ac... Ac yna yma yw... Ynna sy'n gyflwyngu'r cyffredin, a dyna'r cyffredin cywyr. As I'm going to cover the themes that we've based the course activities around and just going to share some reflections on how things went. So this is the course layout. We picked four themes that we thought was permanent to online learning. There's more than four, but we've only got two weeks. So we just picked four. That's the top one's there. There's a section for a final reflect of activity Roedd hi eich fath i'w dda, dwi'n unaill diwethaf Cyfwyrdd yr adeiladau, a dwi'n fawr o'r meddwl i ddatblygu, a gwtaethi'n cyhoedg i ei bod o'r cyfrifio. Roedd mynd i ddefnyddio'r cwysol. Roedd ymarfer o'r ddiwethaf spotu eich werthwyr arwe 석sio, dafodd yr adeiladau. Roedd y mae'r cwc, a dwi ddysgu'n ymgyrch ar gyfer y cwysol. Roedd yma am gyfrifio'r bobl yn yr adeiladau, cfifio'r bobl yn dangos yma. Felly, we employed the restrict access. It was a terrible decision. We got terrible feedback. Things around well. I finally got time to spend on the course and now I can't move on because Section 2 is not open till 8 o'clock tomorrow morning. So, we just left all the sections open right from the very start. You can see we're using the completion progress as well. Now, the other piece of feedback that we got was from the first time that we ran it, where staff were really keen to have some kind of synchronous learning opportunity. We did everything asynchronously last time. So, we have WebEx at the institution, so we offered four sessions and the participants could just choose one of those. And the idea here was for me to give them a tour of the facilities, but also to facilitate a bit of a discussion around how they've been using this kind of technology in their teaching practice. We also wanted to hold this. A lot of course, and a lot of staff development, of course, is around modelling good practice. One of the things we wanted to promote was the use of audio in discussion forums, particularly for welcome messages. So, in week one, the opening welcome message was an audio recording. And then in week two, my colleague Julia, she recorded an audio message, which was a summary of what had gone on in the first week picking out her personal highlights. So, we really wanted to push the use of audio because it's such a simple and effective way of really enhancing the facilitator's online presence. Okay, so then on to the themes. In terms of the structure, we tried to keep everything really consistent. So, for every theme, there was three things to do. There was a resources page where there would be something to read or to listen to or to watch. And then there would be some kind of participative activity and then some kind of sharing activity. So, it was always very consistent that way. For this number one theme, so this is online social presence. So, this theme is really all about how making students feel comfortable and making them feel part of an online learning community. It really has a big impact on their success, their performance and just generally their experience online. In terms of resources, we used a podcast that we had in one of our PG cert modules. So, in that podcast, it talks about some of the strategies that a tutor can employ to combat feelings of social isolation in a fully online course. And then the participative part, we introduced our staff to Padlet. We've got an institutional version of Padlet. If you've not used Padlet before, it's a really great tool, really informal tool. And we picked the topic of memorable journeys for people to share because, well, it's very inclusive. Everyone can share a memorable journey, whether it's a positive or a negative one. And it's a topic that really lends itself well to stories, narratives and sharing of images. So, that went down really well. And, of course, we did use the obligatory discussion forum. We used that in two of our topics, not in all of them. What we're trying to do, we knew that we could arrange a participants. Some of the academics have taught online, some of them have not. We also have participants from the professional services who've never taught at all. So, we try and make the discussions as inclusive as possible by offering people a choice of perspectives to contribute from. OK, so the second of the theme was around digital literacies. We know that there are multiple frameworks for articulating digital literacies. And so, really what we wanted participants to get was a sense of what this topic meant for them in terms of their digital capabilities and the capabilities of their students. In terms of the resources, we had a couple of videos. So, we had David White's video around this notion of visitors and residents. You're articulating how individuals can interact with the web. And also Doug Belshaw's TEDx talk where he talks about his essential components of digital literacies. And we linked out to the JISC framework as well because it's got some nice top tips. So, that was the resources part. Now, in terms of an activity around digital literacies, we used the University of Exeter's eye test. So, a shout out to the university if anybody's here. Purpose of this test is you complete 30 questions and it generates a profile. And the idea of this activity was really to get the participants to reflect on how they apply their digital skills across a range of educational contexts. We then put in a discussion forum after that and some really good discussions around what student engagement looks like online, particularly around the concept of the lurker. That is someone who is participating in a course, but it's not very visible to the tutor. And I'm going to come to that at the end as well. So, the third topic was all around the kinds of coursework assessment that lends itself well to online learning. And also about the general characteristics that can engage students with the subject matter and engage students with each other. So, we're thinking things like giving students some kind of choice or control over their assessment. Allowing them to continuously engage with a wide range of resources. And also giving them opportunities for collaboration. In terms of the participative part, we based it around peer-wise. I don't know if people are familiar with peer-wise. It's a great online tool free to use. And the idea here is that students collaborate together to generate multiple choice questions. Now, I know MCQs get a bit of a bad rep in terms of just answering them. But in terms of the learning, building an MCQ question, there's actually a lot of learning in there. You've got to come up with a good question stem. You've got to come up with convincing distractors so that will avoid or mitigate against guesswork. Then come up with good explanations. And so, in this system, the students will anonymously evaluate each other's questions. So, the idea in bringing it into this course is we want to give the participants just some feeling of collaborating online in order to produce a digital artifact. So, in this case, they all are to produce a good multiple choice question. We then route them into Padlet for the reflective part. And we just set up Padlet a little bit differently, just giving them some prompts or some headings to contribute to thoughts about peer-wise and an online assessment in general. Most of the comments came around the gamification part of peer-wise. Now, within peer-wise, you get a score, your reputation score. And that score is based on how you interact with a system. Your score goes up if you comment fairly on other people's questions and they agree with that comment. Or if you engage early and so that you're the first to comment, your score goes up. It's quite a difficult algorithm to get your head around and I think that's one of the difficulties when staff see it for the first time and see this notion of a reputation score and don't really understand how it comes about. WebPA, I find, is kind of similar. It produces an algorithm that's not that transparent and it does kind of throw up kind of odd opinions and kind of behaviours. Also, it comes up with badges and so on as well. So, there is a good gamification part, although it did throw up some consternation a little bit. So, our fourth theme then was around the affordances of educational media. So, here we were introducing staff to Daniel Orlard's conversational framework and particularly around the five forms of educational media that she has described. So, that's things like a narrative media, interactive, adaptive, communicative type media, productive type media as well. So, the resources were to show how you can have interactive and adaptive media using the existing Moodle tools. So, we had a link to how you can transform a YouTube video from a narrative resource into an interactive resource by overlaying an H5P on it. Also, a link to a lesson to show an example of an adaptive tool. And we gave them some access to, well, we just provided links to some open access resources or repositories so they could search. Then, we asked them to go and find a resource or provide a link to a resource or plan a resource and bring that into the course glossary which we structured around the five media forms. And then, I would use the comments tool there to provide a little bit of feedback. The only thing about the comments tool is that, as far as I'm aware, it doesn't provide any notifications. So, the participants didn't know that they had received any feedback unless they came back. So, unless I'm missing something. So, again, we're trying to showcase the tools in different ways. So, that was the four themes. And then, the final thing was a reflective activity. So, here we were asking the participants to reflect on their two weeks online and to reflect on the themes that they had covered and how they might apply these or how they are currently applying them in their professional practice. So, we just used the assignment tool for this. We didn't grade it or anything, but I did leave some feedback. And this is where you can really find out the impact of a course is when you have that reflective analysis. So, the reflections would touch on things like how difficult it is to engage in a course like this when you're trying to deal with competing demands, i.e. the same for students. They would touch on things like it's very easy to be discouraged when completing a task when you're being faced by a technology that's new to you and you don't know how it works and how you fit within it. And also, just generally putting themselves in the shoes of students and that was really the idea of the course. We wanted them to feel that discomfort. I didn't say it in the course aims, but that is really what we were after so that they'll be a little bit more thoughtful when they're coming to designing their own. And we also got some nice feedback just around being introduced to new technologies because staff don't know what they don't know. Just finally around course participation. So, we had 17 people sign up for the course which lasted two weeks. And this is the participation from the last week of the course, i.e. when it finished. So, you can see about a third engaged fully, a third engaged sporadically and a third not at all. By the end of the first week, it was all blue. There was no green on the board. I was terribly depressed. I did send out a few emails and that did seem to then bring people in. You do have to reach out to people and kind of offline as it were and kind of cajole people in a little bit. As I said, there's a lot of blue in the board and during our discussions we were talking about the kinds of course participation that are not particularly visible to facilitators. So I had a look at the course logs for this little middle group where they didn't engage from the course, from the progress bars point of view. They didn't look as though they were gauging that much. But actually when you look at the log files, so the top one there, there's someone who has completed two of the tasks, but actually they just went in for 40 minutes, did two tasks and never came back again. Whereas there was two others there who didn't really complete the tasks as far as the progress bars concerned, but actually logged in reasonably regularly and spent a lot more time. So I guess what I'm saying is the progress bar is not telling you everything and it'd be quite nice if middle could somehow surface this invisible learning that takes place. I did say to participants that the course would take about four hours. That was a figure I just picked out of the air. I had no idea how long it would take to complete it and when I had a look at the top student as it were, they took over 10 hours. I think the message is very difficult to predict and to say for certain just how long a particular course is going to take them. Okay, so just to conclude then, those of us involved in staff development or supporting staff, it's all about modelling good practice and trying where we can to show how good you can make it look in terms of nice unstructured layouts, well-sign posted materials, good facilitation skills, always responding promptly to participation, making people feel part of the community. Okay, showing tools I think I've covered. The course duration is important. We ran it for less than two weeks last time. It was too short, people couldn't engage. If you have it too long, you're giving opportunities for people to disengage and procrastinate. So you have to think quite carefully about that. Design for inclusion, give people from a wide variety of backgrounds an opportunity to contribute from their perspective. Create a community with synchronous learning opportunities and some forms of participation are less visible than others. That is a few references there. Thank you very much. That was really interesting and if you don't mind me saying, really good screenshots as well actually. Questions please. We have a couple of extra minutes as well so we can have extra questions. One at the front. Stephen really enjoyed that. It is a lovely model of CPD, particularly for those who are not new to online teaching and learning and putting the lectures and the teachers and the students who are excellent. I was also interested in how did you get those 17 participants in and then the other thing I was interested in you gave a certificate of achievement. Did you consider digital badges at all or was that enough for people? The certificate I just put up at the end, I didn't think about a certificate but one of the participants asked is there a certificate so I quickly made one. It didn't look that great but I felt fantastic when they had asked for that. It was like this is actually meany something. I was really pleased about that. In terms of getting the first time around is providence. It's all about timing, synchronicity. You can never tell. The first time around there was a learning and teaching series going on and I was asked can I come in and facilitate a three-hour face-to-face workshop on online learning? How am I going to do that? I suggested why don't we come online, we'll do a course and then we'll do a face-to-face thing as a wrap-up. The first time around that's what we did. The second time around I got the benefit because our HR department started sending around all staff emails showing here all the learning events that are taking place. I said can you put together an email for me? Here's all my learning technology events. Part of that, part through local networks as well, really exploiting your contents and calling in a few favours that people have built up over the years. Hello Stephen. I think that was fantastic as well but a great model to use for staff time and to expand their experience. I was wondering did you hit only new staff or were there more experienced staff who came along as well? Let me just think. No, there were some old staff. No, there was definitely a range of staff. Also people who, I was very surprised because they were experienced staff. So no, it wasn't just new staff. A good mixture. As I say, some from the professional services who are new, who are just doing a little bit of student support, so again, trying to be inclusive of them. But no, a good wide range. I'm going to run it again, but I'd like to try a different course. I'm thinking of doing something around Mahara, something a little bit more skills based that gives people the opportunity to. We can take our time to take them through the affordances of that technology and give them little tasks so they can build up skills over a period of time rather than come along to a three hour workshop and we'll try and cram it all in and then you'll look at it again for another six months and you've gone. So I'm not going to make it any longer. There is a little bit of debate about how these kind of courses tie into the PG cert and we've got another PG cert called Blending Online Education and whether we can take some of that out and build little two week courses that give people a bit of a taster rather than something the last 15 weeks and it's accredited because it's not accredited even though they get a great certificate. Right at the back. Thanks very much. That was really interesting. Have you asked any of the people who are already on the course if they've used it in the classrooms at all if you get any kind of feedback after when they're going back and using it for real? Well, we just had the wrap up session last week so it was all about their intentions and some of them who are already teaching a line are saying, well, Padlet looks okay but it seems very visual. I don't think it's going to work for me I'm definitely going to investigate pure wise because I need to help build up a bank of questions so can I yes or no? Mostly intentions but one of the great things about the reflection is they were talking about things like well, I realise I've designed my assessment right I don't really need to turn it all upside down so a lot of it was about validating what they already do and that's equally available as trying something new they've got it right first or second time around. Okay, lovely. Thank you very much. Thank you.