 Yn ymddangos. Mae yna'r Martin Jenkins, yng Nghymru Cymru, ac ymddangos Cymru, yng Nghymru Cymru. Mae'r ymddangos yw'r ysgol yw'r ysgol yw'r cyffredinol yng Nghymru, ac mae'r cyffredinol yw Tom Cockrum, yng Nghymru Cymru, yn yng Nghymru. Tom wedi gweld, yn ymdangosol, yn ymdangosol, ac mae'r cyffredinol yw Tom, yng Nghymru, yn ymdangosol yw'r cyffredinol, ac yn ymdangosol yy tyifeid y fawr, ac mae'n effediadus cyhoed y bydd yw, There's copies of the slides and of the video so please use that. I've also sent it round on the Twitter feed as well so the link is easily accessible. The tiny URL that's Yinee and Dark dalla Phe cooper is called swoje. that would be useful to actually look at. Having done my introduction, I'm now going to sort of allow T for me to do his introduction. Gwelwch i ddweud i'r gweithio ar gyfer Olp C 2019. Yn ymwneud yma, ymwneud ymwneud yng nghyrchynedd proffesiad o'r pethau yn ymddangosol. Yn ymwneud yw Thomas Cochran, rydyn ni'n ymwneud ymwneud ymwneud ymwneud ymwneud yn ymwneud ymwneud. Wrth gweithio ar y leoleddau a leoleddau yn Ynwneud yn New Zealand, ac yn ymddangosol i'r ysgrifennidd ymwneud yn ymddangosol. a ydych chi'n meddwl o'r martyn Jenkins o'r Coventry Unedig ac y Ysgrifennu Tegweld Fygrifes. Dwi'n ymweld ar y dyfodol y maen nhw'n ei ddweud o'r cyfnod fwyaf a'r ddechrau a'r ddweud i'r dysgu ..en i'r subynllun o'r ydydd llyfradwy yng Nghymru... ..y'r Llyfr Gilydd H&A. Gybodaeth H&E i Llyfr Gilydd Cynllun... ..yngnwch os ydych chi'n gwylio pethau owowod, oeddwn i'r cyflodiad... ..yny'r cyflodiad o'r lleol ym Mhwyshawnau演hwysion... ..yna'r cwysynebu o herfod... ..inell o'r cyfalion o'r Llyfr Hwylian... ..yna'r eich cyflodiad yn cyfnod oedd... pare thriving sort of analysis and se if there's a way of providing a bit more of a close mapping between the two particularly for people who want to explore getting SEMOD accreditation, who already haveة HEA fellowship or visa versa so yes part of this process we're doing a systematic through the Campbell library and the yn y brifysgol sydd yn ymgyrch ar gyfer y cyfnod. Mae'n arweithio'r cyfnod sydd yn ymgyrch ar gyfer y cyfnod. Felly, rwy'n cael ei wneud, ond mae'n fawr o'r cyfnod. Mae'n rwy'n cael ei ddweud y cyfnod yma, ymddangos y cyfnod sy'n ei wneud, yma'r cyfnod i'r ymgyrch, ac mae'n rhaid i'r cyfnod i'r cyfnod, ac mae'r cyfnod i'r cyfnod i'r cyfnod, a dychydig ti'n gael e ddar MAL ..ynghylch yn bwysig i'r cyfanol ymwysig... ..ynd y cyfansol yn ddisgu'r holl... ..yna cyflwyno'r gweithio sy'n ymwysig i fynd... ..yna'r cyflym gyda'r cyffredinol yn rhan o'r cyffredinol... ..eith y gallwn, y byddwn ni'n gwneud... ..yna'r cyffredinol sy'n mynd i'r cyffredinol. Yr hyn, Tom i'r clywed o'r rhaid i'r cyfansol... ..yddiogelio'r cyflwyno'r cyffredinol... and the HTA accreditation and the role of CMUL and what impact they were actually having on practice. We recognise that these frameworks have been beneficial in terms of setting standards, that professionalisation against something that Melissa mentioned in the opening of the conference yesterday and also used in progression pathways now. So they bring very much some personal benefits to those who are actually engaged in going through the accreditation process in terms of encouraging the conversations, the confidence that comes from the peer recognition, but what's the evidence of those, of the engagement actually on practice. So that's why we're doing the systematic analysis to actually see what the literature says about that. And at the moment I said the indications are that that's potentially sort of, the evidence is not quite there in that respect. So I'll go back to Tom who will explain a little bit more about that systematic review. Thank you all and welcome to our presentation for OLC 2019. Apologies for this. The testing of the thing did not work. As part of this process we're doing a systematic review through the Campbell library. The Campbell library has a very set process for doing this. It's a very structured systematic review process and we're in the process of doing that. We haven't finished yet, but some interesting things are coming out of that systematic review. So as part of that process we do a title registration. We do a protocol, the review protocol looks at the review criteria that we're looking at, the databases that we're searching, the key words that we're using and does it in a reproducible way. So far we've looked at Scopus, Web of Science, Eric and Google Scholar, looking with various key words around higher education, professional development, mapping and the scholarship of teaching and learning. And thus far there's certainly a gap in the literature. There's a gap around, particularly around sea mould accreditation. There's a gap around the impact of accreditation frameworks and there's really nothing at the moment that looks at mapping these different accreditation pathways. So we think this might be of interest to people to look at and see what some of the ways of perhaps cross-pollinating between the two frameworks and some of the issues around the impact and professional development of these accreditation pathways. So Martin will talk to you through a little bit more about... So we've started the systematic analysis. The flow diagram here represents where we're at at the moment so Tom highlighted the databases that we've actually made use of, identified a couple of thousand potential references which have been screened down and then filtered further. And there's 36 items that have been particularly highlighted. Again, there's a list of those in the Google folder of people who are actually interested. One of the reasons for doing this systematic analysis is that it's there as something that can be replicable. So if people are interested they can also be repeating exactly the same research that we're actually doing at the moment. The work that Tom and I are doing now is to actually go through that and then we'll say we'll be hoping to publish the outcomes for that analysis. The next element that we've referenced to this day is the mapping of the Seamult and the UK PSF. Those of you who know Tom will be aware of how passionate it is about the Seamult generally and pushing that. The issue that, again, as part of our conversation that we were conscious of is that in both our cases and we don't think we're unique in this is that how our institutions put much more emphasis on getting HEA accreditation. But again, recognising the things that have been said at this conference about encouraging more professional development and getting more people to be more digital champions and being critical around the pedagogy is about how can we perhaps encourage more people down the Seamult route. Now we're aware that there's been mapping done by Oult of the UK PSF to the Seamult but that's fairly high level and maps the actual dimensions of the UK PSF against the core areas of Seamult. And we were thinking perhaps could we do something that's perhaps a little bit more practical that might help people with that sort of translation. Now this is where we need your feedback. So the approach we've taken is to look at some evidence that people have used as part of HEA applications and then just to sort of list those against the core areas onto the Seamult with an indication of which dimension they've been used in the HEA applications. So it's given people more practical examples of what evidence could be used and how it sort of relates and it could cross-populate in that respect and say this is just a screenshot of the table, the full table is available on the Google Docs so please have a look at it, give us your feedback. Is it useful? Have you got any other ideas or examples that would actually help enhance this as well? We're always happy to receive that. So that's the sort of process and I say that we really need sort of feedback now as to sort of whether this is actually practical and useful as a sort of a way forward. The third element as part of what we're doing and this is building on work that Tom has been doing for a number of years now is providing that support structures for people through the Seamult process. Now Tom's been running this Seamult, this online sort of network and he's very keen to make that sort of an international collaboration. We've had one member of staff from Coventry go through the process Liz, who's now deserted us for the University of Highlands and Islands who actually was a participant in this network to help her Seamult accreditation. The next iteration of this support network is running again starting on the 20th of September and so Tom will be, he's really keen for Peterbill to participate in that and open that as a network. I say it's not a sort of how to in terms of policing the Seamult it's there very much as that sort of sharing network. So again picking up points that Sue was raising yesterday, the importance of that sort of sharing and collaboration in what we actually do. Now Tom was going to talk about this, I'm hopeful this may jump to the beginning again. This is a structured framework for supporting Seamult accreditation. So HAA Fellowship has a very structured support network, very structured support across the UK, Australia and increasingly in New Zealand but there's been very little structured support for Seamult accreditation. So what we've developed is a Seamook, a connectivist MOOC and we've run this four times already. We're about to start the fifth iteration of this and we'd be really keen for people to join us in this journey, join this community or practice effectively a network of like-minded people wanting to explore issues around learning technologies and at the same time looking at the potential of creating an e-portfolio for Seamult accreditation. So we run a weekly webinar. We have a course hub for this. So it's on WordPress. So it's seamultseamook.wordpress.com. There's a sign up page there if you're interested in joining us. We're aiming to kick off our next iteration on the 20th of September. So only a couple of weeks after the conference we're going to have an initial webinar which will introduce the Seamook and hopefully Martin will be able to join us for that. And then each week we'll have a weekly webinar discussing the weeks, activities, the issues around different parts of the portfolio and what it means, and also create this international network. So the final thing to mention, linked to this which some of Tom's asked to push, is that they are also developing through AUT are these SOTLs. So the Scholarship of Technology Enhanced Learning which is a term that's come out of work that Tom has been doing that sort of research network clusters. There are a number of those that he's keen to sort of get people involved in and linked to that also they have a symposium in February and again details of those are there and again links within this sort of presentation and so you can follow up on those if you're actually sort of interested. So that's sort of the overview. I'll say there's very much sort of work in progress that we're doing at the moment around those three strands of actually doing the systematic analysis on the impact of the accreditation frameworks starting to do some mapping to see whether there's practical value to encourage that sort of linkages between the UK PSF and CMOL and that greater engagement in professional development activity linked to technology enhanced learning and then there's also there's a practical support network that's sort of being developed. The links to a lot of the resources mentioned I say in the presentation up on the Google Doc and I say we do welcome your feedback so contact Tom or myself and sort of really really do want to hear from you. So thank you very much. We'll 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.