 Mae'r unig i'w цisgin hwnnw'r fynd i'w cydych chi'n dysgu i unig i'w cofnogaeth ar gyfer elu'r ymgyrchau gweithiau ac efo'r ein sylfyddu lle hefyd. Mae'n gweithio sydd wedi bod y gallu unig i'u ei cael eu gwahog ar gyfer blwyddyn a pob hwnnw i'w cael eu cychwyn o'r unig i'w cyffredigau a efo'r ddechrau ar gyfer y cyffredig cymryd i ymgyrchiau. This is the kind of work that we've been doing over the last five years so it's a very topical hesitate to use the word roadmap, but it's a tube map. This is the overall thing that we've been doing over the last five years so we've been with Moodle for five years now. The large part of that at early doors was around integration so we did a lot of work with integrating with university systems, our student record system, our cost work yw'r system yw'r system yw Talysa Speya. Mae'r apiweb yn ymdegwyd, ychydig yn ymdegwyd ar gyfer y ddweud ar y VLE. A'r Ddweud y VLE, y ddweud y ddweud ar gyfer y ddweud. Mae'r profesi'r ysgolwch yn ymdegwyd ar gyfer y Lleiniriaeth Llywodraeth yn ymdegwyd ar gyfer y Lleiniriaeth, ac mae'n ystod y gallu bod ydym yn ymdegwyd. four or five years with Moodle. Since then we've kind of moved on a little bit towards trying to close the loop really and make the leverage data from the verly and use that data to drive our quality enhancement and quality assurance procedures and to make informed decisions about what we are trying to do in terms of training and indeed development of our Moodle platform. So the last two years we've done a lot of work around leveraging data out of our verly but also we have an institutional student survey which runs try annually and that is surveys of a whole of the university which is about 35,000 students across eight faculties and we leverage out of them about in each iteration usually around 47,000 to 48,000 free text comments that we then analyse. That analysis is done in a thematic way and it's quite a labour intensive process but what that does give us at the higher level is we started to look at what our students were saying about their experience within Moodle at the institution and looking at some of the data that we got out. The top part of the graph is what the students were saying was really good. The lower part of the graph was what students thought needed improvement and you can see that we got some fairly strong themes that started to emerge. The red one in the middle was all around Moodle organisation resources within Moodle. So that's a kind of area that we started to focus upon. We then wanted to dig a little bit deeper and we also were using Tableau so you'll recognise that and this is a screenshot from some of our thematic analysis so we have themes down the side and across the top those are departments within the institution which I've made anonymous to protect the innocent. This allowed us to identify particular areas that were needed development or indeed were exhibiting good areas of practice that we could then investigate further and that was with a number of reasons really. We wanted to identify areas of good practice where we could go and get case studies that we could then exhibit to other academics within the institution but also it allowed us to focus on developments within the VLE as well. Running alongside that thematic analysis we've now got two dashboards. We've got a CMI dashboard which is a continuous monitoring improvement dashboard and a student engagement monitoring dashboard and those take all the data from within the VLE and present it back to each academic on a unit by unit basis so that they can see things like progression, attendance of their students to try and pinpoint when students might be struggling and they can intervene so that's where we're trying to go with that. Another aspect of it as well is that we have an automated Moodle audit tool which will troll our VLE and it will generate a sort of score around compliance against a number of certain thresholds and that gives us the ability to now develop things that are evidence-based that we can then push towards our academics in terms of training. The first of those is a Moodle good practice checklist which my colleague Paul will talk about in a moment and from that we then started to develop some Moodle templates that we started to roll out across the institution that were developed on the back of some of the analytic work that I handed over so I shall pass over to Paul who will take you through the Moodle checklist. Just reflecting on Chris's introduction there, quite clearly the student voice is extremely powerful as a consideration, as an influencer in terms of looking at the decisions to look at the phase introduction of our templates. It doesn't sit alone though, it also sits alongside other considerations as well, non more so than the automated Moodle audit that Chris described a little earlier on as well as some of the supporting guidance that we offer to some of our academics by way of a good practice checklist. Some of these might appear to be fairly obvious statements, in fact wandering around the room before we began I had a quick look at some of the Moodle posters and there is one in particular right at the back that underpins some of these good practice recommendations that we are going to be talking about. Essentially just as a recap in terms of the types of considerations that we have used in order to think about introducing templates, clearly the power of student voice is at the utmost of our thinking, but it doesn't sit alone, it sits alongside other important considerations. So again, just going back to that thematic analysis for one moment, there are lots of things that we can pick out of it and what we've chosen to do is to pick those things where as a team we have some degree of control and influence in terms of making quick wins and changes that will impact that learning experience. Something as well, I think Chris mentioned, almost 47,000 unsolicited comments made by students. They could have said anything that they want about their student's experience and also about improvements they'd like to see within it and what they've chosen to do in many cases is to illustrate and surface some of their experiences that relate to the use of the learning platform. So for us those messages at a departmental level as well as faculty are quite compelling in things that we need to listen to. Just choosing three of those and we can see them numbered. In fact part of our thematic analysis we had probably about 20 coded areas for best practice as well as improvement, but these are some of the improvement areas. I'm not going to read through them, but they are about how we can look at improving and rounding communication with our students, looking at the timeliness of resource release within the platform itself and also look at the way in which our moodle courses are structured for sign posted learning, which would help, obviously, scaffold the learning experience. So we've taken those and we've also considered other things as well, probably like your own organisations. You have thresholds or content standards that sit at an institutional level and MMU is no stranger to that either. What we have is four broad areas and as we can see just on the slide it sits around reading lists, submission points, also announcements, which are what we use critically for our important communications, and also aspects of content. Some of those support the QA process that might be about external examinal reports, that could be about spec hangbooks, but also they're about critical learning resources as well. And as Chris mentioned we do have a tool, which is a bespoke script, that can do a trawl, to check for adherence, not really wanting to use the word compliance, more adherence to some of those threshold standards. The script itself, as I said, is bespoke, it does an overnight trawl and it produces this red amber green illustration for us. Not wholly scientific but it provides us with sign posting where we can surface some really good practice and at the same time if we can see that there's reds appearing at the unit level, then that's great sign posting for us where we can intervene for directed support or maybe consultation and recommendation of how a particular unit can be improved. Chris also mentioned that we have sort of in our armory as it were and I'm sure you do as well guidance for academics on how they can manage and maintain their unit areas. Some of these are not groundbreaking at all and I won't go through each of those particular areas but some of them are worth highlighting. One first of all mentioning the whole purpose of the Moodle unit or the course itself and expectations of how it will be used, maybe in a flipped learning capacity or a blended learning capacity sitting alongside campus delivery, I think that's really important to underscore that. Equally, just in terms of support mechanisms, how you can contact your tutor out of hours or also even things like navigation and readability, I think Alex mentioned earlier on about DSA and the changes there, so making sure that you don't have strange yellow text with a purple background, you have very obvious things but these are illustrations that we've included within a good practice guide that also sit around the notion of the need for us to seriously consider institutional wide adoption of templates and obviously this is what we've done. We've considered this around these themes here, which is a welcome area, it's also looking at an expression of what should be contained within the unit as critical information and also making sure that assessment is clearly signposted with overview as well as submission points. Equally, we provide very clear recommendations on how each of the courses should be structured and there's a degree of licence there, whether it be thematic, whether it be weak number, we leave that entirely up to our academic team. So I suppose this really moves us on to have a look at how we have gone about implementing in a phased way some of these templates across some of our department and faculty areas and I'm going to hand over to my colleague Steve who's just going to talk us through some of the logistics of that. Thank you very much Paul. Yeah, I'm Stephen Williams, I'm a technology enhancement adviser for health psychology and social care. So I'm just going to go through the implementation of the templates. So we can see on the screen just on the left hand side is the HBSC Moodle template and that's the one within my faculty itself. Now you can see most of these areas are basically just placeholders of text for staff to go into the template and they just add in their unit handbook in the exact same place as every other unit within the programme. Now this just increases consistency for students as well as consistency for staff because you may have five to twenty different staff members on different units and they all know where all the information should be at the same time. So you can see here we introduced it across four separate faculties, three entirely it was implemented whereas one just implemented it in one of their particular schools and that was science and engineering. Now with this it was more of a manual process of every unit we had in the 1415 when it went over to 1516 we manually put the template into all of those units merging the content with the templates and then any new units that came in we again the manual process for that. So we can see as I've said there it's a good base for new staff. If you've got someone that's never used Moodle before they can clearly see where their content should be as well as useful resources for students to actually use and again just improve consistency for students throughout as well as staff. So this is kind of the main area kind of tying in all of our parts the comparison between 1415 and 1516 ISS. Now we can see it bottomed two graphs represent the orange is all of the 47,000 comments in both ISS's and then the blue is where organisation was mentioned. So 1415 we had 17% of students openly completely unprompted saying organisations pretty good but 12% were saying it's not it could be improved whereas in this year's ISS we can see that just over a quarter of students completely unprompted said the organisation is good showing an increase in percentage there as well as a decrease in the amount of students that wanted to see it improved. From here we want to go on to focus groups asking students specifically what they want to see improved in terms of the organisation and just ask specific questions based on that as well as an institutional push for the templates across all of the units. I have mentioned then we would probably use an institutional template to begin with however faculty by faculty did have different needs that would obviously need to be applied for out. That's all we have so I'll let Michael go next I think we're there thank you.