 Okay, good afternoon. And thank you for giving me the chance to speak in the beautifully refurbished MacEwen Hall, where I graduated far too many years ago. I've come to talk, my name's Allison Clap. I'm an e-learning lecturer in Newcastle University Medical School, and I've come to talk about this study which is currently running. Mae'n dweud y byddwyr o'n gweithio'r lleidio cyfnodol, ond mae'n ddweud o'r blaenau a'r blaenau sy'n ddweud yn y ddwylliant. Yn y cofnodol, os ydych yn ei gael y dweud i gael'r blaenau, a'n gweithio'n ddwylliant, a'n ddych chi'n gweithio'r ddwylliant. Yn y ddwylliant, ychydig o'r strategaeth a'r ddwylliant dechwyn o'r blaenau, ac mae'n rhaglen i gŷrwyr ffwc o'r holl o'r ddaf i ddweudio ar gyfer gwybodaeth i'r ddeunydd i'r gyflwynd. Mae'r ddeunydd yn unaill o'r mewn i'r ddweudio cysigol iawn. Dyna sy'n gyfyrdd arall o'r gyflym Ynrym Casol Llywodraeth. Ynrym Casol Llywodraeth, Llywodraeth, Singapur, ac Newmed, sy'n gyflym Ynrym Casol Llywodraeth yma, yng Nghyru innes o Mlaesiau. A we have been running focus groups for both staff and students in theory, in all campuses, but unfortunately London didn't supply anyone for their focus groups. But from these qualitative focus groups, we have thematically analysed the transcripts. And from that, we've come up with questionnaire. felly mae'n ddim yn eitem ein bod ni'n rhoi'r ddaeth sydd ymingau allanol yn busnes ystod i'r bwysig yw'r ysogol. A'r ymerthyn ni'n rydyn ni'n defnyddio ei ffordd â'r bydd yma sydd yn gwneud o'r ffordd o'r pwysig o'r pwysig. Mae'n adael meddwl â'r adael i'r ffoc義, felly mae'r cyflwy朗 yn ei wneud y gweithio'r odd o'r cyflwy. Mae'r cyflwy朗 i gael y bydd yn ymdraeth, a'r cyflwy朗 yn ymdraeth, yn ddod, cyflwy朗 yn ymdraeth, yn ymdraeth, yn ymdraeth, yn ymdraeth. A'r cyflwy朗 yn wych gael cyflwy朗, yn ymdraeth yn ymdraeth yn ymdraeth. Yn gyfg�ir ac yn cyfweld yn allan arall maen nhw yn ysg conscientur hir o'r ddechrau, yn Bryth fridge yn llawer ar gyfer amdd. Arddai'r cyfnwys ar draws, a'r cyfnwys o'u cyfnwys o'r ddigon a'r cyfnwys yn gwneud amdd. this training can be a problem that it might not actually be available. We've found that students are incredibly confident in their own use of technology, but actually this quite often is misplaced. Some staff complain that students can't do some basic things with yng Nghymru, yw'r llunio. Mae'n gweithio bod ydych chi'n dweud o'r ffordd o'r canfysau a'r canfysau. Yn ym Mhwng, yng Nghymru, yn ddweud o'r gwaith yn ddweud i'r canfysau, ddweud i'n ddweud i'r canfysau, y gwaith yn gallu'r gwaith yng nghymru i ddweud i'r gwaith i'r gwaith. O'r rai hwn yn eich bod ni'n hiw ffyrdd yn ystod, nid oes yn ôl y tuen arlaed. That has been a very wide range of uptake, as predicted by the diffusion of innovations theory, which I'll come on to next. This is a very old chestnut. It was coined by Tade in 1903, and it's actually describing the behavioural psychology of the uptake of an innovation. The innovation doesn't have to be technology. For instance, it can be changes in health behaviours following a public health campaign. But Sahin in 2006 described the diffusion of innovations model as being the most appropriate for investigating the uptake of technology in higher education. Roger's sort of developed the diffusion of innovations from TARDAS model in the late 50s, early 60s. And it's defined as the process in which an innovation is communicated through certain channels over time in a social system. Well, the innovation is anything that's perceived as new, and in our case, for some of the staff, that's blended learning. And in our case, the social system is the entire university. The innovation decision process consists of having a knowledge of the innovation, thinking about it and being persuaded it'll work, making a decision to use it, and then using it and confirming that it's okay, and they'll use it again, or rejecting it. And some people will go through this process much faster than others. The rate of take up of the innovation, in other words, the slope of the curve, gets steeper the faster it is diffused. And whether somebody takes up the innovation, it depends on their perceived characteristics of the innovation and their previous beliefs and experiences. So if you've had a bad experience with technology and somebody says, use this, you might not want to. There's different adopter categories of innovations. You have the innovators who really are ahead of the curve. They're not worried about uncertainty, the will it work. They're very experimental. And you have earlier doctors who are also quite ahead of the curve, and they tend to be the opinion leaders, the ones that the rest of the world look to for advice. The early majority are people that are quite happy to use an innovation once some of the uncertainty has been taken away from it. And the late majority are those who would really rather not use it, but have to because of peer pressure. And we have the laggard, which sounds sort of, you know, we're being rude about the laggard. Quite often they don't use the innovation because actually it doesn't suit their purposes at all. But they do tend to be quite traditional and distrust the innovations themselves and the change agents who try and bring about their use. Well, why is this relevant to the rollout of blended learning or any technology enhanced learning in an institution? It depends on your communication routes. New technologies being communicated by interpersonal networks will be taken up much faster across an institution than if they're in silos and you need opinion leaders to spread the word. The change agents tend to be the learning technologists or people like myself who have a pedagogical interest in technology. So they should be targeting or we should be targeting the opinion leaders and helping the opinion leaders spread the news of the use of these technologies through interpersonal networks. So from our data, the results of our qualitative study, staff and students have a huge range of innovation adopt categories. And depending on what a doctor category you're in, you have different barriers and facilitators to the use of technology. This quote is from a member of staff showing that we do have a huge range of adopt categories. The complete rejection of technology is incredibly rare. Students really enjoy an innovators approach to learning. One of the quotes from Newcastle students was, he'll create these videos beforehand and then place them in the lecture and they're really good. He'll get 3D models of anatomy on the screen. But we have some quite agist comments from students as well, which really puts me in my place. But there are younger lecturers who can use the technology better and they're the ones that are likely to use these anatomy things or Ombir. Whereas some of the older ones won't necessarily do that. In Newmed, in Malaysia, the staff, like the ones in Newcastle, think that using technology is part of what we do in our roles. So we're all probably continuously looking for what else it is we could be doing. What's new? What's different? The staff in Newmed also recognise the need for good training. And they're quite happy to have champions. Someone said, in the institution, you've got to have some people who are enthusiastic enough or tech savvy enough and good enough teachers to be able to teach the teachers. The Newmed students, though, complain of tokenism for technology enhanced learning in their teaching. There was a comment on lecture voting systems. It feels like a bit forced in and kind of well the content with it because it's not the first step in terms of teaching you because the teaching method is still very much traditional. Students over in Malaysia are quite happy to use OneNote, things like Khan Academy videos, and none of these have been actually signed posted by the university. The foundation students in Malaysia, unlike the South African students of this morning, they practically asked for blended learning because they thought they learned better in this mode. So students are very switched on about this. Our Singapore staff, it's a very small community in Singapore. And they said, so in terms of technology, we share with each other and we help each other out. Though if you have a smaller family, you're going to get a smaller rate of diffusion of innovations because the interpersonal networks are not wide enough. As I've said, barriers have been time and you can see some of the quotes from the staff for time, for training. We need to narrow the gap between teachers and learning technologists and also reward. Very often people get their promotion from their research, not from their teaching. And perhaps we should do something about that. The students, as I said, the inconsistency of older versus younger staff using technology-enhanced learning. And also some of them complained about the lack of availability of specific technologies. These were mostly quite specialist technologies. And in the far eastern campuses, technical problems were specifically mentioned, they get more power outages than we do. So facilitators, obviously training, I'd love to say time as well, but I don't think that would happen. And communication. The change agents need to communicate with the innovators and early adopters to start with. But don't leave it just there. Come back later to facilitate the early adopters spreading the word through their interpersonal networks. So you can expect the early adopters coming to learning technologists workshops. But it would be nice if they could use workshops to spread the word amongst their colleagues about what they're doing. The students are very savvy about whether staff have received training or not. Also, students like using technologies that are easy to use. They love OneNote, for instance. Okay, we've had various strengths and weaknesses of this study. The mixed methods were great for the development of our survey. We probably wouldn't have asked the questions that we are asking if we just started with a survey. We had real difficulty, though, recruiting enough participants for our focus groups. And despite bribes of food, so they were very small focus groups, but there were a lot of them because of that. And also participants might have self-selected because they had an axe to grind like we can't get this technology or we haven't got training or various complaints. Thank you for listening and thank you to the Newcastle University Education Committee who funded the project. Thank you very much, Alison. So we've got a couple of questions on VVox. So the first one is what do you mean by the gap between learning technologists and teachers regarding training? I think when the person, well, a couple of people mentioned a gap between learning technologists and teachers, it wasn't so much knowledge of, they expected the learning technologists to have lots of knowledge, but it's the gap between getting to see them and getting that knowledge put over to them. So providing time for training and opportunities to train. Is there anybody in the room who has a question? No, okay. So we've got another one on VVox as well. Any ideas of mechanisms for promoting better communication between colleagues in the university? We do have in the learning teaching development services, we do have webpages for best practice, so that can be put out. We also have technology groups such as Newcastle Nutella. It's not chocolate spread, it's Newcastle University technology enhanced learning advocates, and they will train people and explain new technologies that are being rolled out. So there are mechanisms there, but like a lot of things that go on in the university, the silo working, and I'm not sure how you can get around that on an institution-wide basis. Okay, we've got one here that relates to you mentioning rewards. So it says institutions are so dependent on early adopters, how can we best reward them for being part of the discourse? It certainly should be part of, the teaching and scholarship should certainly be part of the pathway to promotion rewards. I know the official line is that yes it is, but in some faculties it's more difficult than others. It should be consistent across the board. Okay, we've got one here about your continued plans. So are there plans to continue collecting feedback from staff and students in future years? Once we've finished this study, we will use future feedback on blended learning that is developed by the new people in the university who are coming in to help us develop the blended learning. The student feedback on those courses, we will also gather staff feedback in the future to see how it's going. Okay, we've got one here about the extent to which blended learning is used at Newcastle. Is it small groups or is it extensive? And with that, the extent to which that's being done impact the findings? Yes, I'm sure it will impact on our findings because they'll be the ones that fill out the questionnaire I would imagine. I think it is small groups. There are not huge programmes that are entirely blended. We have programmes that are entirely online, but as far as I know there are not many programmes if any that are entirely blended across the board. Okay, we've got one here about what strategies are best when it comes to engaging staff in staff development opportunities? A million dollar question. I think a lot of it is word of mouth. If you have staff talking to their colleagues that, hey, I went to this and it was really good and it was really useful, that will help a lot. Showcasing what people have done with the training they have received, that will help as well. Okay, and then we've got a final question here. Does the feedback influence choices of systems and improvements to them? Ah, I would imagine it will, but I'm not at that end of the, I don't choose the technologies, I'm not part of that. But I imagine the feedback will help that. Okay, thank you very much. Has anybody got any further questions in the audience? No, okay, thank you very much Alison and I'd like to take a chance to just thank all of our speakers for the session. Idina's work with learning technologies helps to develop skilled data literate students who can change our world for the better. Teachers and students can develop and share coding skills with multiple or Jupyter Notebook services. Our DigiMap services deliver high quality mapping data for all stages of education. Future developments include a text and data mining service, working with satellite data and machine learning and smart campus technology.