 Llywodraeth. Dwi'n ddau i'w golygu ydydd o'r prydau sydd ar gyfer gael. Mae'r名r yn Marek McAn. Mae'n gweithio'n coörnador ar y project i'r reik. A rydych chi'n gwirio'n Gerda Ryan, rwy'n gyffredinol yng Nghyrch Ysgol Trwy'r Llywodraeth Ysgol Trwy'r Llywodraeth yw Mary Maculodd Colleg. Llorna Meilun, rwy'n gyffredinol yn geisigol gyda Mary I ac Dr Tony Hall, yr hyn i'n gyffredinol ar y gogol. Felly, mae gael eich bodi'r boddau yn ymdweithio ymddangos, mae'n bwysig o'r cymryd hyffordd yn gyfio'r gwaith yn gilyddio, ac mae'r ddechrau cymryd yn cyflawni gafodau flwyddyn o'r ddechrau cymryd yn cael'u gwirio. Mynd i'n holl yma'n ei wneud i'r gwirio, a'r cyfaint o'r cyflwyno. Yn y cyfryd Rhex, dyna'r ysgol ymddangos cyfryd ymddangos cyfryd, mae'n torri erwyd yn ddimen iawn, Ar Hungary it's all about fostering educational research amongst a number of different groups of users and crucial to that will be the core digital infrastructure the actual software that will be needed to support collaboration in research by these various users. It's also going to be an educational environment because the aim is to create an ecosystem … measures like ICO system for teachers about the cultivation of active research ... ... amongst three group of people. Those people are where the real action is, in essence, we can bring in all technology... ...that it gives. If we don't have digital tumbleweed it will follow the three group ... … to skip through some of the specifics of each of the element of the project first. The digital infrastructure... has crucial elements to it, which is a social network, which I'll show you in a moment, collaboration tools, which are elements of that social network, and I'll also be able to show you some of that in a moment, and educational support, which we're also in the process of developing at present. That educational support comes in the form of blended learning modules, which are being developed in coordination with the three partner institutions, Merriam-Acleth College in UI Galway and the University of Limerick, and as well we're also developing y set o ddechrau o gyffredinidol arddangosau, gan y cyfnodd ar gŵr yma, yn cael ei gilydd y rhan o'r ecosystwynt yn cael ei bwysig ymwhithio ar arddangosau gŵr yma, yn cael ei ddweud. Rhyw o'r cyfnodd yn cael ei ddweud yma, mae'r ddechrau gyfarthodd yn cael ei ddweud yma, a'r ddechrau o gyfwil yn cael ei ddweud, yn gallu gilydd ar y cyfnodd Mae'r adnig o'n ddechrau ddechrau a'r adnig o'r cyfeirio ar gyfer ar y pwyl hwn. A dim dwi'n symud chi yw'r adnig o gyfer a ddraes i ddweud i ddweud i ddweud i eich gwahodau i ddefnyddio'r praise. Mae hyn sy'n ddymay� trabajando sy'n meddwl ar y ffrindiau ar eich systythau, ac rydyn ni'n gofyn i ddweud yur 따� intendau a'r adnig o'r gleidu am yr adnig, Rhaid i ddiddordeb gwahodd i oswn iddyn nhw o gael ari Tilbydd a'i ffordd o gy athleteol i gychwyn gweithio ar gyfer y cymdeithasol. Rwy'n meddwl o'ch crof yn roi ei wneud yn ni'r cerdail, ond mae'n digwydd i chi fydd yn y dda i dda i replaceiddio cy privately, mae ddiddordeb gwahodd o'ch cyllid o'ch cyllid o'r ddiddordeb. We needed to start with the assignment of a development contract, initially we hoped that we would be able to use the social network site that the National Forum themselves have set up for the use of the associates and assembly members. So we evaluated that over the course of period of time at the start of the project and it gave us lots of really good ideas actually. We are using the same software base as a foundation but we weren't able to use that network or the specific versions of it that are currently in place. So we have to go through what turned into a slightly drawn-out process of public procurement in order to identify a software development partner. But having done that, we've been able to get stuck into the actual development of the social network itself. So we've also been involved in a series of activities about fostering the teaching and learning environment and bringing the various stakeholders involved into the project and figuring out what they need. Again, in order to prevent digital tumbleweed, we want to make sure that the whole system is designed in such a way that it's actually fitting the needs of the various stakeholders and basically offering them what they want to use and therefore will use. To do that, we refined our plan, we had some ideas about how we would curate existing educational resources that are already available online and present them in a digest format. Over a series of planning workshops that occurred in February, March and April, we brought together people who are actually delivering research methods modules on the initial teacher education programmes in the three partner institutions. Over the course of those three workshops, we developed a full set of ideal graduate profiles that it turned out basically when each of the institutions did it separately and then we brought them all together, turned out we had a very shared, very overlapping notion of what a good teacher-researcher graduate profile looks like. We then basically set about designing a set of resources that will best foster that and will link with the research methods provision that already exists within the institutions. Having done that, we've begun the process of actually developing those resources again. It's partly a matter of bespoke development. I'll show you a prototype of that in a few minutes. It's partly a matter of curating resources and basically bringing the resources together so that a student or a teacher-researcher can find where they are in their research and have the kinds of materials that will be useful to them at that point in that time in a collected and sensible fashion. We're also trialling online research supervision. The initial intention was to actually have an alpha version of the rec software itself up and running in time for us to allow some of the research supervision provision that goes on during the spring semester to happen online. We weren't able to do that because we didn't have the software development contract in place due to the various procedures that are required to get that whole process completed. What we did was we fell back to Basecamp. Basecamp is project management software that allows communication within a project team. We use Basecamp because it's basically got a flat bar of entry. If you don't actually want to use Basecamp, you don't have to because everything that happens on Basecamp gets emailed to you. It doesn't require any personal identifying information beyond an email address either. It's very little investment by the students in return for trialling almost precisely the same kinds of workflow and online interactivity that the REX project will be able to provide when it's complete. Then there's the actual people. We're in the vault and as I said, we've recruited students in the form of those students who are engaged in research activity at present and are being supervised. We're going to be getting some feedback from them about the experience of online supervision generally that's gone pretty well so far. They are delighted because it means they don't have to come onto campus. It needs to be and it means that there's a lot of flexibility in the communication. So they've generally experienced that there's generally been a very positive thing. We're involved in the recruitment of in-service teachers because part of what REX is designed to do is provide those who have research questions basically a link between those who have research questions and those who have the time or capacity to answer those research questions. Students will have to engage in research and they're going to be going out looking for valid research questions to examine. Teachers have valid research questions that they're desperate for someone to help them answer because the teachers have very little time to do anything else to be honest. So we're involved in the recruitment of in-service teachers at present and on the basis of feedback from the panel in last winter we have a number of potential quantitative examinations of the success of the project in terms of just activity on the REX system itself. But it was identified given that one of the things we're looking to do is foster the professional identity of teacher researcher within the Irish professional context. We need a baseline for understanding what that identity is at present. So we've conducted a couple of focus groups in-service teachers. We're conducting focus groups by the end of the week with initial teacher educators and then once they're back in September we're going to get first year and finally your initial teacher education students to examine in essence what the baseline notion of teacher researcher is and then we'll be able to assess that appropriately once the REX project has kicked in. So to give you a quick look at what we've done in terms of, as I said, we've assigned the development contract and we've engaged in social network development so that's a quick screenshot. That's not what we want. There we go. This is the logged out version. I'll show you quickly what the logged out version looks like. When you arrive at the site initially, this is your landing page and the first thing you see is that there is activity there. So the sense is that once you arrive at the REX system you're joining something that is already active rather than stepping into an empty white room where there's nothing going on. In time we might try and develop one of those pitch videos with a ukulele and a xylophone music playing and so on where you can introduce REX, your best research friend. But in the meantime, we want to set up an account. So we sort of assign a username which is straightforward. Let's say you're Sarah Dot-Morrath teaching and learning how to use that. So if we set up a password, Sarah's got a terrible password. Now I'm not going to be able to go through the entire setup procedure because it requires email validation and I'm not going to ask you for email address in front of everyone. But I just want to show you a couple of things. Just to show you what a complete user profile looks like as someone enters the site. So this is just administration up front. The username is just your basic, it's going to be a handle although person's actual name by default appears on the activity feed. So there's a professional setting option here. This is private by default and it's optional so people don't need to include it but a person can identify themselves as a pre-service teacher and in-service teacher or a higher educational professional. But what is required are research interests because this is how the research activity feed is organized. Now for people who aren't interested, who are only getting into getting the feet wet as it were when it comes to research, they might not really know what the research interests are. So the information box here indicates a few, sort of offers a few prompts as to what might your research interest be. So Sarah might be interested in higher education, she might be interested in active learning, digital skills. So the prompts here include things like your teaching specialty, so for example Irish, maths, English and so on, students you work with such as primary, secondary, SEM students and so on and any other special interests you might have such as inclusion, technology and professional development and those are all examples of research topics that the Teaching Council of Ireland have identified as key research areas. And the final issue is the, the final required element is the affiliation form. It's a really long title for your affiliation. The affiliation is required because the crucial to the whole notion of the REX community is that it's a teacher researcher community and so we do want a bar to enter, a bar to entry for those who aren't teacher researchers. A higher educational institutional email address effectively gets you in for free. If you don't have a higher educational institutional address, the affiliation requires you to identify what school you work for and essentially there's a moderator, a human moderator on the sort of back end of the process who has basically were pulling the list of schools of the primary and secondary schools of the DES website and where it's possible will identify a teacher belongs to a specific school but at the very least our minimal bar of entry is your school exists. We don't want a bar that's too high because we obviously want as many teachers as we can. The rest are brief biography and qualifications but these are optional aspects of the profile and they are private by default. Other users do not see those unless you want them to. Now if I sort of log in quickly. Do this page. Let's open that works. Okay. So log in and we get Facebook because it's familiar, it's simple, everyone knows what it is. There is going to hopefully be very little in terms of teaching people how to use rex because rex does pretty much exactly what you expected to do. At least that's the intention. There are, when you enter you get the, or what a person is preferred to is the site-wide activity feed. This is an activity feed of every other member of the community so you're not identified according to friends, you're not identified according to existing relationships and you don't have to deliberately go out asking people to date you. One more minute left of my entire presentation. Okay, I'm in real trouble. Okay, so there is, my apologies that I forgot to take, so the point to this is that you can bump into people and the activity feed is set so that people with more research interests that are the same of yours, their posts hang around in your timeline. Basically time moves slowly for those posts so it takes them a while to drop off, which means you're more likely to see posts from people who share an interest with you. If I look quickly at the projects interface, we'll see a number of projects that are very straightforward and easy to set up. We have our X project here, which we might use for the actual evaluation of the project itself. Once you're into a project, you only see posts that are by members of that project to that project so that a research group can use them as a means of keeping track of what they're up to and identifying what they're doing. Other people who are outside the project by default can't see it but they do see the project description and there's a public status that says, where are you in the whole process? That finishes with a publication, which is a... What do you do? That link doesn't have to be working right now. It finishes with a publication that is a public document that people will be able to read. In particular, apologies to Lorna. I've already covered a lot of this grant so I can cover it very quickly. We've trialled, we've started developing a... This is what an OER will look like. It's basically the seven stages of a research project. A student will be able to click on a particular stage. We've got a brief overview of that stage of the project. We don't have one working now, but this is Roshin Murray. She's a recent graduate who is allowing us to use her. I'm not sure how international this reference goes, but operation transformations are our best example here. These are examples of actual student projects. There are interviews that will be three minutes long in each section of this, which will talk about their experience, what that section of the project and how they overcame problems associated with it, and then links to specific resources that are appropriate to that stage of the project. We'll quickly go through... How are we doing in terms of recruiting teachers over snowball sampling teachers just through personal relationships, and we've developed relationships with regional education centres. We've presented to the National Institute of Studies and Education. Interinstitutional collaboration between the partner institutions is kind of taking off by itself. That's actually separate to RECS, but RECS helped it, and we're meeting the teaching council on Monday to talk about how they're integrated with their stuff at the moment. How are we all doing? It's all ongoing. We're slightly behind our proposed timing, but we're still on time for open beta deployment in August, so we are confident that that'll work. Sustainability of the project... It's open source technology, so we're able to get cheap support costs on an annual basis. The OERs are being developed in collaboration with the partners who are actually using them. The point is that they'll be into continuous use, and we're also developing professional links with the teaching council of Ireland on the basis of ongoing initiatives that they have. So my apologies for running over. Thank you.