 fi wneud yn record yn mynd i'n cael ei ei wneud, felly yr ganes yn Mynd Gwch gwych yn rhanion'r g kerfod o'i feddwl i gyd ac yn hwn i'n meddwl i chi. Rwy'n meddwl oher yn rhoi i'ch meddwl i'ch meddwl i'ch meddwl i'ch meddwl i'r meddwl i'ch meddwl i'ch meddwl i'ch meddwl i'r meddwl i'ch meddwl i'ch meddwl, wrth gwrs, mae'n nid fawr ei wneud yn rhanion ei lewion o bwysigol yn gweld yr eich lwyddiad, If you do hear many 5 Women Flowers—there's at the fire exit here Lungell di served where cards were coffee and ladies and gents are out there as well. If you get lost, just ask somebody what the HGM is and that's what we generally call back the air. I think that's all we wanted to say in front of you. I'm going to take the time to lem dyma, Rhaid i chi. Rhaid i chi yw. I haneshef. Mae'n Lynma Crener, mewn L Idaho university. Mae'n Joe Wilson â'r Gwladol Lundiol Penedigol Cysylltu. Felly mae'n bod os yma allo o'r traeith yn Slydd Marfaen gyda'r mawr. Fydde'ch gofio yng nghydfyn arall. Rhaid i chi, mae'n gwneud y celf gan hyn, mae eich cymdeithasol i fy yma, felly mae'n fyddi gwithio fydda i chi fel ceisio. Mae'n adreffa'r hwn o'r hyfforddiad, i ddarparu'n hyn oedd ymwneud yn ei ffordd a'r adreffa'r hwn o'r technolau llennig yn y dweud o'r gyfnodol, felly rydyn ni'n adreffa'r holl ymlaen yn ei ddweud o'r ddweud o'r ddweud o'r holl. Roeddwn ni'n ddweud o'r ddweud o'r ddweud o'r gweithio. Roeddwn ni'n ddweud o'r gweithio, ond roedd yn gwneud o'r goleidio. I think the next bit of all of this are colleges and university colleagues working more closely together. I'm a great advocate of open education and opening up educational resources. I think the only way we can make this actually happen is with colleges and universities and you talk to colleges, technologies and universities like technologies working together. If we're not doing that, we're not gating that pathway, we need firmly innocent history, what it's all about. It's great that we're in a college and that we get colleagues working between the two sectors. It's badly needed. Thanks, Joan. Just a reminder of what we're doing in Old Scotland. We've actually done quite a lot. Some of it's behind the scenes, some of it more people have been involved with. But we do have a voice and I think it's really useful to remind ourselves of that. We do have a voice and we can actually make a difference to the educational scene in Scotland. So this is just some examples of some things we've been doing over the last year or so. So input to policy, we've certainly been pushing on that since we were established really. And we responded to the Scottish Government consultation on the development of the digital learning strategy. And that response is still available, I think, on the old website in the repository if you want to have a look at that. As Jo says, we're very keen on open education as well. And that's been a strong focus for the group over the last couple of years. So there was input to OER 16, which was in Edinburgh in April. Quite a number of our members were involved in that. Yet new partnership with the College Development Network. And we're also in regular touch with other organisations across Scotland. And I was pleased to hear that there was a good response from members of Scotland to be all surfer this year. Because that's an important snapshot of where things are going in the sector. And I'm also told that there is a continuing increase in the uptake of CMALT, Certified Membership of Alt, in the Scottish sector. And that's really good to see as well. It's something that's now being promoted in institutions. I know certainly in our own institution, if we're putting in a job description around line of technology, CMALT is part of that. So it's gradually beginning to get into people's mindsets in terms of the importance of it. And it's useful to see that going ahead. And also the involvement in the blended learning essentials look that some of you may have seen. I don't know if any of you actually took it and got involved with that at all. I'll take the second one. Right, everyone starts at the beginning of July. I'm on second iteration. If you haven't been involved in it, then have a look. Because it's aimed at further education particularly. But I think it's a general interest across the sectors of schools to have higher education. It's free obviously. It's a move on future round. And that's it. Blend of learning essentials also caught an input to that. I think it's not for you, for your peers, to get people switched on. Under that, I'm getting support beyond the organisation to produce. Yeah. OK, so I hand over to Matt. I suppose one bit. The government was meant to publish a paper on June on the way forward. And it's not a peer gen. So keep your eye out. And I think I fear it will mainly be schools focused. They're still debating around that glow space. But I think that publication was certainly meant to be out of the beginning of June. So I think it's probably a peer just to go about going holiday. And just before I shut up as well, just to say that if anybody is interested in the thing more active, go on off Scotland, please do get in touch with myself, with Joe or any member of the committee. We're always looking for input and help with organising things. So do get in touch. Right, hand over to Matt. And please on nicely blend of learning essentials, going to the partners for that exposure college. So it's nice to have Scotland part of that project. So as Linda mentioned, the course materials are all available in future learn, so you can take it. I have a bonus news. If you're from a college and you're interested in doing a CMOL, so getting a certified membership call, if you take the blended learning's essential course, you enter from a college, you can get a 20% discount on your CMOL registration, and that's valid until January next year. So there's information about that on the old website, or just grant me, and I can give you more information about that. Just to give you some wider context. So my name is Mark Oxy, and I actually work for Ops. Ops has a very small staff team by four people, not sure, but I'm based in Scotland. Ops Scotland has been a very strong group for a number of years now, and we're actually expanding more groups across the UK similar to Ops Scotland. I think the trustees and the executive within the association saw what was going on in Scotland. We should do this in more regions. So that's going to happen. There's going to be more support for groups like this, including online spaces for you to actually discover more about who's interested in the association within your region, within your institution. So you should see more information about this coming out over the remainder of the year. It would be... I can't go anywhere without saying that you're a member of Ops. You should be joining as a member. It's a wonderful organisation. I was a member of the association before I can remember staff, so I can say that from the heart of this. And if your organisation is a member of Ops, you can join for free. So there's more information about that on the website. Just a couple of things that are coming up. Hopefully you're familiar with the Ops annual conference, a free day event where we pulled together a number of people from the community interested in how technology can be used as learning and teaching. This year it's at work, 6th to 8th September. I appreciate that it's perhaps for quite an expensive trip down, and it perhaps doesn't fit in with your calendars in terms of starting the new academic year. If you want to get there cheap, why put a learning technologist at the year award? Because you get a free ticket to the conference. What's a thousand pounds? If you come first. So the award is open to individuals so you can submit yourself or you can submit on your team. So I think there's two tickets to submit as a team. There's more information on the website. Closing day is Sunday, so if you get distracted during today, and you're writing an application, I won't get confused. Obviously, you get a prestige for being a learning technologist at the year. I'm conscious, I don't want to cut into next week's time, so there's more information about Seymol on the website, and we're very fortunate that Susan Greig will be speaking about that at the end of today as well, so I don't really need to say more of that. So we can hand it over to our first speaker. Can you just say a few words? I think this is pretty good news. Is it the hashtag AllC? Yeah, it is the hashtag AllC. Well, thank you too, down the day for her speech. Good morning everyone. I'm Sam Coulter, obviously not Bill Steele, who unfortunately is out and didn't make it today. I have had no involvement in the Hiddles, so if I'm standing reading a bit of paper, please forgive me, I don't know about medals on any programme. The Hiddles have been well received by the subject health reviews for the programmes and it seems to be going well. So, are you to visit Teneby? Surprising, but not unusual. Staff don't have time or they don't have Yeah, they just don't have time but it's not a priority. So, we created these Hiddles and the Hiddles are meant to try and demonstrate small changes with whatever and a big difference. So they are roughly a discussion with the staff of Cymru and we discuss a low effort, high impact approach with tools, services, apps can be demonstrated in less than 15 minutes and that's including our discussion. It's a media relevant to a wide range of staff. It's accompanied by tutorial materials and it provides an opportunity to meet like-minded individuals. What he tends to do is book out an hour in the training room and every 15 minutes I used to have people come in or if he has a group they would say, ok, we do 15 minutes on presentations 15 minutes on videos 15 minutes on co-creation and something else or if they want we'll take them and spend it over on presentations so 15 minutes on 3, 15 minutes on office mix 15 minutes on touch cast and going for bones or going for GSB which is when we get to the medals. So these are some of the topics that we cover with the video of it all so although I couldn't be here in person working out could you say something? See if I can ask to apologise for this but we just want to keep an eye on it. I'll quickly show you how to make a twitter feed to install within your module and the twitter feed will allow you to use community with each other but most of them are up to date various and possibly contact and the data field will be interesting to do. The module when you deal with this module and that's zero on name zero on name it's just to do with chemotherapy. So as you can see up here I've opened up the module and now I've also opened up two tabs from twitter and we'll see what you do when you have it right. So the first thing you do is we'll take a couple of notes we'll give them twitter the ability to confirm settings select settings scroll down and pick widgets and click any widget and any widget you're interested in is a search widget we can use search from the project in tags so the first hashtag we'll go down to the code for module which has pronounced zero on name one zero on name and we're going to add some of tabs such as space category or space and I'm going to look for 1032 chemotherapy so the hashtag for chemotherapy is basically talking about we then have a search for all the chemotherapy related items so this is going to use that color tab but I'm going to clear it up search and I'm going to do more when I do that you'll see many settings that are related to chemotherapy so I want to see how interested in that one and then I'm going to click the handle to choose the copy and I'm going to choose the best and I'll put a lot of time space or space and a whole version of Twitter I'm going to click it again and I'm going to change it and I'm going to click on the area so I'm going to I'm going to click again to choose C I'm going to search here to choose V I think that's another thing to give a different demonstration and you'll see that this is what I proposed Twitter feed I'm taking my own lookbook so then I can watch it and I'm going to select some code and I'm going to choose C I'm going to select C and then into middle in middle editing isn't done now and then top of order and when you turn that on and you click on the bottom of the left hand I'm going to look at a block and I'm going to select an HTML block so I'm going to select HTML and I'm going to select an HTML block which is there and I'm going to editor I can fill a block and when I come to the block I can give it a look if you don't have all these icons available in your editor you'll be able to do the last button so try that all your icons appear particularly when I come and I'm changing this one which is an HTML source so click on that to control V click on the next code that was taken from the Twitter application click on updates click on save changes and you'll have a crosshair in a Twitter to make it look like you're on therapy so you've got a constant student of updates student that gives an internet type of application and then Twitter message and the Twitter used in college type and in this case NOS19109 which is the first time for the module and for instance first and first research and then they send that on Twitter and then now I'll appear in the Twitter feed eventually but I'll try to come through in that time so I'll just have to wait for it I think it's doing the system I will look at my own time my own time see now I've sent a message and there it is, this is a test message 2 and this is the test message and it's using crosspoints appear through 1, 2 and the Twitter feed and that's basically the moment to come on, thanks very much You can see how that was a 6.5 minute video and we can take them through from learning nothing or just having a Twitter feed all the way through to being able to do that and then have the video so that if they forget how we do it we just get back in so are we too busy to improve so this is as good as the modules again we do get this a lot as well too busy 5 years ago we moved from Blackwood to middle and did a couple of ongoing issues with the creation of the VLE modules per they were leading to no collaboration between staff and lack of consistency between the developing modules with difficulty administration tasks such as students enrolments 3 years to the VLE so the materials provided online weren't up to some of the standards it was used as a dumping ground and there was no instruction on the design implemented into them so to combat that the policies that we introduced for the VLE was the one module per one VLE module per institutional module so if the same module was taught across the four campuses they had the one module and we used groups and groupings to so that only the dump-freeze students would see the dump-freeze material if it was different anyway with some of the health there was some issues with they didn't want the Glasgow one seeing this so they had to have one although they thought like yeah yeah yeah there was some fights about that but it seems to be working now and they're happy with that and they're using the one along with the groups and groupings GSB was made available as well and to start with it was yeah there's this module there's this thing you can add and you know it's like it doesn't really take any interest and we did have a core view that were quite let's get some more so the medals or it's called middle medals now used to be called GSB it was called silver bronze and when we were creating these we decided that we would try and make them nice and easy so that everybody could get our bronze for everybody just as an incentive so when you're creating the GSB we took a check of time we sat down, we decided what we wanted for each of them so these are some of the things we have to set up some of the things we were thinking about subcategories the average amount of views number of moments automatic awards and then there's 19 options for the requirements so these are things like glossaries, labels feedback embedded media whatever you have in your middle so for bronze we tried to make it nice and easy so five students they have to collect ten times they have to have at least one form of news but when a template set up for a new module they automatically get a news forum so that should be nice and easy for them ten resources so that could be pages or labels or whatever and five URLs so it should be nice and easy it's not as easy because what JSB does is if you have five URLs in a label it sees a label and doesn't see the URLs so when it adds it in, you have to add it as a resource in a URL half of them are labeled with links and if the information is in a folder it doesn't see the information in a folder it sees a folder so you need to make sure that everything is brought up so for silver you know we'll give them some choice here they have to have bronze and any four of these but that was four of each element and not four choices or four quizzes and we had a few shall we say naughty lecturers who were adding in choices and hiding it from the students or adding quizzes but no questions and things like that so when we decided that when we were going for gold that we had to check it we had to make sure that the information that they were putting on was being used one of the biggest things was copyright and as you know they have a habit of reusing information that should be reused shall we say and this is one of the things that the first thing you have to do for gold is make sure it's copyright free so we've got a copyright provision in the library so they go to the library and make sure it's all copyright free so that's silver copyright free and then it gets sent to us the AP 11 team and we like to see that it's from some of these characteristics so we make sure that it's good learning instruction design that it's got assignments for the students learning it links back to the instruction design learning outcomes all that kind of stuff at the moment we have wine gold wine gold who was giving it last week and then we get some future proof and look at platinum which will be the way and for that it's going to be peer reviewed and the cohort of students that will be able to nominate it at the moment the students don't actually see the GSP block but for the gold we did take the information put in the HTML block so the students could see that that particular module has gold and hopefully those students will see that and pass the information on and then others should see why it doesn't mean for gold, why is this better so this is our status at the moment with regards to the GSP and we had how many modules we had 1,520 modules and I'd say 5 minutes that we had we got about 800 and some few so just over half of modules have medals of the bronze and silver the one little gold differ our H&M department the figures compared to last year were on this for just over a year we have 100 more silver and whether that's the bronze transition into the silver 100 or whether that's 50, we've got another new 50 we're not sure because we haven't dealt into the figures just now but they do seem to be picking up on it thank you it's been interesting and your one module one module because I've been having constant debates about you know but I teach it so differently and you know I don't know if she needs to see this I met a group a few weeks ago and we went through groups and groupings with them and we were like oh yeah we see now but it's just that getting it there it's such a shame it's really felt it the five was just unbelievable they were just so unwilling to share their information with other lecturers they're teaching the same subject they should be having the same material over the floor campuses regardless of who's teaching them they should be the same when you do a bit of face to face you can figure out the slide so at the moment that's what we have is one module pair but unfortunately what's happened now is that we have a lot of members out with the EU so we've got some colleges in Russia that we're working with and they have copies of the module but because of the international regulations or whatever it is they can't see our students and our lecturers can't see their students and using the groups and groupings doesn't work because if they're in the teacher they also have to see all the students so we're looking at using meta modules and having just an assessment module so that the assessment modules where the Russian teachers will have access to that as teachers they'll have access to the general material of the students and in that way it's keeping the majority of the information in the one and the same way we've got a lot of partners in africans as well so we do have some modules at the moment that are sitting there where there's six different modules with it because of the jfg and co On the various graphs that you have the world of the group that was excluded was the H.C.L.A. group some of the modules that information modules that maybe have like 10 50 students on it will never ever get in there and development means they've got partially some of them except for the brands so for instance on the local companies they say oh it's in development and what's happened is they'll have a label and they'll have their five URLs as links in there and it's not seen so we have to take that out on this thing Is the way the group can manage? Is it a digital manage? No, it's just for that particular module and it doesn't get showed to anybody else because I don't think anybody else would be interested in whether the chemotherapy has got a silver of bronze unless it's that particular department That's the question you people of modules on a multiple instances that will say a module Well that's only for the foreign modules so we don't have that for no modules I mean the same courses teach the same thing in the same language space so they're all on another level so if it was possible for a campus to get a metal and another one get a metal in the same space how would they get a metal in both of them? If the staff would work together they'd work together But when you find that it's a module coordinator for that they tend to look after the module and they get the metal rather than the rest of the team that whoever's teaching it But they tend to the module rubbish so why is it rubbish? What's rubbish about it? I can try to get that information out of them it can be quite useful sometimes We do the same problems that you should try to tie in in the student recognition system so that the recognition system so that one of them can direct the recognition system so that nobody can go right in but you'll never ask people if you need an extra module because we don't allow it just doesn't happen if they want them to have a special reason because they're teaching it in Greek as well as in English then in a business case I'm like no it's fine just do groups and groups and we can change that to it's not a problem sorry we'll help you with it but you're not getting another module unless it's a legal application and it's keeping the different students in the lecturers part so they're using the words You said you chair the goldmoss how do you chair the silver girls? They just do automatically that's where lecturers brought in lecturers came in and said I've had it done I've got some of it When you go in it's under settings admin you can just tick boxes if you want Can you check the room one or do you have to check it? Once you set it up we set it up and then the way it's sticky so it automatically puts on every single module and it just automatically calculates it as soon as we find that module Yeah They can go on anything as you say I'm thinking that one of the things we found was let's say for the url if they had it in a label then that would just be counted as one and the same if it was in a folder Does that mean that people are changing the design? because sometimes it's quite nice to have things in a label What we're trying to do is get them we hate folders and we try to get them to use sub pages instead or use pages and then if it's in a sub page then it's all counted because it automatically puts into the orphaned activities so it will see it within them so there is way around it but yeah we found that especially because the schools are starting to say right and blue module will have runs by 2017 so some of them are saying well why am I not getting runs what's happening here because it's a deposit deposit means just dump the stuff in it the students don't want to look at it so they're not getting the 10 clicks we use another ad I called and that allows us to check to see which students are clicking in which gives us a quick count so we can see if they are getting the average of 10 because if they get 102 students on that module then it's a lot of clicks but yeah so they're getting there it's not but yeah it's not defined it's like yeah it's too long enough I wasn't expecting that to happen to you I don't like doing some youtube clips because if you're using people I saw a youtube channel with loads of things to that or probable has you these guys don't absorb the flipboards and yeah this is everything I'm sitting here I'll leave a presentation I'll leave a presentation I'll leave a presentation I'll leave a presentation any final questions ok well the poll is very much so I'm especially curious to do that at control motors ok we'll move on to the next presenter and we have Scott Coyne and he's made from UHI talking about ETIPS ok it's not a good presentation ok I'll prepare a presentation so I'm going to go to work because it's my time I'll take your tones take my glasses on and I'm Scott Coyne I'm the Education Development Leader at the University of Wales Islands 5 Professor of Pedagogy at the University we're here today to talk about a project that we've both been working on part of a team in the institution that's been looking at publishing e-textbooks or how the institution publishes e-textbooks and how those e-textbooks are valued how they might be used and what the production process is where we will go with e-textbooks where we could go with e-textbooks quite a posibs to this work this is a posibs to through this process that we've been through for the last two years, we're up for two years we're into the third year, we started in 2014 and we'll finish up next year we'll go and look at a brief look at the process the books that we've published and the other book that we will publish and who's been involved in it it's a just funding project and the question that we were sitting out to answer you can see on the screen there where the institution is an e-textbook player and help the students to provide a more affordable higher education and promote better, more sustainable information environment for library students and faculty so it's a recognition that e-textbooks are expensive they're not always easy for students to get to that digital text are easy to get bold of what not always in the subject is that you might won or not always in format that you might won just ask the teams don't really like reading off the screens I'm sure you can all read to bid for the funding to trial the institution as a publisher and we had to support a range of different activities within that looking at reusability, accessibility interoperability, durability, lots of abilities in that that we had to look at now we had to try and make an available ownership record of accessibility we had to try and make whatever we created available to everybody, everywhere almost any time there were four projects we worked on the umbrella this is just a project, the institution is an e-publisher e-textbook publisher you can see there, Liverpool, Nottingham, UCL and ourselves our service is a big one there Keith used to work at Edinburgh Napier University and Keith was actually involved in this project before he came to work at the University of Highlands and Islands University of Highlands and Islands University of Highlands and Islands is involved in the project obviously but mainly in education and development part of the institution where I work is the main contributor and one of the partners in the university which is Lewis Castle College on the western house is also involved Professor Frank Reddys based there and I'm sure many of you probably know Frank because around a bit is a main contributor to the first e-textbook from there so the goals that we aim to provide a more affordable education for the students better value for money than the commercial alternatives if the debut is probably what a textbook will know that sometimes the textbooks are 50, 60 plus pounds they're absolutely massive tones and generally you only really get them in libraries and improve, we're looking for a sustainable information environment each of the four projects had to develop two textbooks two e-textbooks and this is the different areas that were developing them in you can see there that isn't exactly eight and that's because under the research methods that is a blanket envelope or two of our textbooks and I'll tell you what they're called when we get further on everybody's using different routes to publish and this is some graphics taker we're just so in sight you can see that an element of everything had to be open access some of the projects are using the freemium model, some of them are printed demand we decided to use Amazon Kindle and you can see that we're the only one that's used Amazon Kindle and I'll tell you why that is and the reasons why we did that different formats and platforms as well so people are putting it out on different platforms some of these platforms you'll recognise and the obvious choice for nottingham was 30 because they designed it developed it, they own it and they share it a lot of people are using a bit of a blue board nottingham are also using SmashWash so they're doing that in a model with a trial in one way of delivery and then trial in another way and UCL they put out PDF, HTML and Flash and Flash is an unusual choice and actually HDR is quite an unusual choice as well we didn't know what they were doing when we started out and when we saw what they were doing we found it quite interesting the reason we found it quite interesting was that the unit I worked for developed mainly in HTML5 we developed learning materials and we never considered for a moment that learning materials developed in HTML5 would constitute an ebook but it turns out that some of these developers are actually developed in HTML5 in classings and ebooks so it's a whole different class in the case most of the ebooks in the format that the Amazon probably sends them out to you you might even consider a PDF as an ebook PDFs have become more interactive but we didn't even think that what we were already doing would be considered for an ebook so it wasn't even part of your thinking at that time so this is what we hoped that you would publish two books hope to publish two books say hope and the second book is where is it now because it's worth the proofreader and just hopefully publish it next week sometime before I go on holiday what we did in addition to publishing the two books is we developed a companion websites for each book so we developed an over-aption companion website WordPress and we've developed two sub-sites of that and the thinking is to be sustainable we can develop further and further sub-sites of the ebook size what we've got in the ebook size we've got lots of resources that you might want to use linked up to each chapter in the book and we've got discussion areas and there as well so we're trying to create communities within that space I'll leave it to you to ask the question of how well that's going later and to identify a sustainable transferable model as we said earlier we want to be able to take your ebook or take somebody else's ebook and say ok we can push this through the publishing process get on live if you switch on our companion website and get all singing and all dancing to be just for a course if we use for a cohort it doesn't have to be for everybody we can walk it down we can put security on it as well so the publishing process this is probably the main reason that I or my team got involved in this development we do as I said develop HTML5 and the process for us developing and publishing HTML5 is very similar to the publishing process that we would use when publishing a book we go through the right novel we review it and put it all together and then we publish it which is very similar to what we already do so we had defined processes in our institutional ready that we just transferred across and used them for publishing the books so why do we use Amazon the answers are probably quite obvious to most people when you look back at the requirements we had to have this ubiquitous company Amazon's everywhere, the Kindle's everywhere you can get an app for almost every device you can put the Kindle reader on it you can get it on Apple you can get it on Android you can get it on Windows you can get it everywhere and the users were already there so we didn't have a training issue where people haven't learnt how to use that device or that platform the marketplace is already there it's massive and obvious and it's right out there the publishing process is dead simple on Amazon Kindle suppose if you're reading that you're thinking that simple is what you do that's what we wanted to do is to try and create a publishing process that was easy for anybody to do I used tools that anybody could get access to we could switch on and off to the DRM and we also had the opportunity to add a KDP select which was really good for us because it allowed us to do things with the book that would otherwise be able to do and it's free as well so it doesn't actually cost you anything to use so the sales and statistics was quite interesting we decided to price the book at £199 gas was good and what we did was we really marketed the book at the start this graph is quite difficult to see when this graph is actually saying the green line is the free sales we put it free between the 9th September and the 13th, that's just a 5 day under KDP select you can elect to have your book go free so we did it in that period which makes the actual sales prior to that and subsequent to that seem quite insignificant but they were quite significant with regard to book sales in the genre that this book was in it's since going up it's maintained an average sales rank of £259 but in the week that it went free it was actually number one within its genre on Amazon and it stayed there for two weeks it was actually number one prior to going on the free sale as well which is interesting because we discussed why that might be and the reason we came back to it is that the books generally sit in the genres that we chose don't actually sell that many copies the actual books don't sell that many copies and it didn't take us an awful lot to actually move up those rankings and hold that position so anyway you can see the figures there the figures there in the free week that we put up I think we sold 2,000 copies never sold we gave away 2,169 books we've sold just over 3,000 or we've sold stroke giving away over just over 3,000 books so far and the distributions are a value they may not be at universities in South Africa, Australia, New Zealand all over the continent over stateside, Canada all used in this book the referrals and the URLs that are coming from some of them are actually in BLEs in other institutions so we know that they're being used if I was to extend ourselves beyond this date range here you would see that they're very erratic and we can absolutely coincide with events where Keith or Frank Rennie or one of our good and the great conference and being shown people but that's all of a sudden we get this peak and then we get a drop off again smooth on probably I guess it's your Keith so I'll just say a little bit about the evaluation part of the project as well as the other project just through really interested in this as a research project as well and that applies to all four of the projects that are funded under the programme and what they're ultimately looking to do is to make available to the centre a range of knowledge guidance, toolkit, resources about the different ways in which institutions can position themselves as e-tex with publishers for us we've focused on a number of particular areas within the valuation strand thesis project Scots has sponsored these things already but the production process the offering process for book 1 is much straightforwardly written from scratch and book 2 is taking more of that kind of curated type of approach mixing your authorship with repurposing existing content then we look at the audience how effective this will be at the teaching point with you and then what's happening around dissemination one of the things that we've found quite interesting in this whole process is just how much insight going through this process and relatively short amount of time has given us in how you can do these things quite straightforwardly and hopefully quite effectively the other thing that has been quite interesting are the soft and more qualitative aspects of this whole process where you have academics working with colleagues your designers, technologists and developing the range of skills that will typically only really be found inside the commercials of publishing companies that's been quite interesting as well in terms of some key aspects of the valuation kind of where we're at in terms of the end of year 1 a few months ago just a few headlines here the pre-production processes we've found in terms of producing e-text books versus conventional text books that are very very similar in terms of authoring, deciding on the pitch of a book or all of those sorts of aspects but the process beyond that becomes really quite different and there's a few things that we would probably pick up in particular at this stage not that over all of these but we found that producing the first books really big, quite steep learning curve and that the cost associated with that is probably quite substantial we found the second book much easier because we've gone through that first one and developed the whole process to do it, not just the book itself we can see a sort of trend where the cost of production of these things you like will fall towards zero over time and becomes quite simple quite efficient to actually take something and get out of it quite quickly and I'll talk a minute about the other types of ways in which we hope to use this process in terms of publishing texts and also student work as well I mentioned the different roles and certainly for us there have been lots of implications for around the notion of the academic as an author of e-text books and what that might mean in terms of them also to a certain extent being a publisher or being an editor or being someone who gets their hands dirty producing open educational resources other types of technology when I support the book we're not sure where this might go but I would say everyone will see the involvement process the college and academic roles college and supporting roles development roles I think we've across the team developed range of expertise so we take this forward in the institution and we're going to be less dependent on traditional forms of publishing and that traditional input we might have got if we were dealing with commercial publishers As we go into the family of this the valuation has moved from focus on the process and what was involved more towards impact use there's a range of interviews focus groups on the way at the moment with the take of the student groups and the academics we're trying to understand what's made the books usable or useful one thing we should perhaps reiterate around the books is that they're not kind of weighty tomes they're designed to be practical books so if you're a student doing a research dissertation we almost imagine it as a book that we would give our students to say before you do anything else get started here so it's lay of the land type information but I think for me what's most interesting is some of this is where am I go so we've developed this process and we've began to do it as an expertise around producing e-text which is for students within the organisation within the two within the event also we're starting to realise that there's a whole range of ways in which we can apply that process to more usefully share some of the work that academics and students do within the institution one of the things we're exploring at the moment is kind of the process to be used to take good research our knowledge exchange activities our staff might be involved in and get them out there to the sector in a way that's much quicker, much more efficient than going through a traditional publishing group and are the ways to look at where funding projects for example might publish scholarly research our books in the journals when we can get to that point we can quickly make the more useful aspects that they've produced publicly available so we're certainly what's essential to streamline getting useful knowledge out of the university and do it in a way that's quicker than going through traditional publishing routes we're also really interested in what this might mean in relation to digital scholarship for students and the notion of our students as public scholars so we're starting to now talk about whether we could take the E-Tips process in your life in the Netherlands and use it as an opportunity for the best student's work but when we're talking about the best student's work we're not talking about dissertations that are the highest marks that's not what we mean we're talking about that student's work those dissertations on this level those massive dissertations maybe HDs that would have the most relevance to a particular community or for a particular issue so that the impact of that student's work can resonate beyond the university and beyond the course that they've produced it within so our idea for that student's work is less the E-Tips process and use it to quickly bring to the surface student's work that can have an impact within the community within the business sector from the third sector whatever the context might be I don't think there's anything else we'll go out and take a look there despite being available there's a few links we can share to the papers we've been up around this process so we'll probably just need to be there in case you feel of the project some of the things are starting to merge in the valuation process and we're able to do that as well that's a good point here you mentioned proof reading is that part of the formal quality assurance that you have to go through before you book your private label to buy on the housing by the time so within the process we've developed and we are using external computers that have nothing to do with the university nothing to do with the work we've produced to make sure that it's offered a good publishable standard and that would become really important we think for the student work if we go down that road of publishing student work as well because some of the best student work as I say we're not talking highest grades but even some of the best quality student work won't necessarily be publishable and some of the work that might be most interesting may not necessarily have done that well in terms of formal assessment because of how it's been presented so that proof reading process and the aspects that surround that would ensure that the student work is lifted to that publishable standard as well so for us that that externality in terms of proof reading and quality assurance if you like for one of a better term is really important to have a process and I know that we want so does that include the quality aspect of the content as well as the proof reading for Yes, it's through consistency linkages, like exteriors I mean the quality of the content in terms of No, the content is covered by the peer review which is an example so we have experts out internally the peer review, the proof reading itself structure, the grabber consistency ideas to the grabber style guide ideas to the style guide as well It was brilliant it was pretty standard, I was waiting for that question actually I was going to say that but I was going to ask it anyway and we were trying to stay as a team with free tools and we started using the open open office into the basic test process but we discovered that most people actually have work and actually because we had it in our machines the institution and trying to get other products installed in our machines is an absolute nightmare because of the admin restrictions so we decided to go with work but for work, read open office if you want to use the open office products and then we used calibre and a schedule which are open free products to actually structure the book make sure it was all read from publisher put it to HTML and it would be format so it was free tools to use all the way through that was part of the sustainability and trying to make it a low cost product Is there some interesting tools that you can start looking at if you're looking at co-authoring and actually getting groups of people together to do that so quickly? Yeah, I suppose that we want to do a lot more and we're going to do a lot more after the project we sort of got to a stage where we had to get the project done so we came up with the project one of the things we found running through the project so I'm taking up time just to cut me short is that staff are really pushed for time it's difficult to get an academic staff to do the right and it pulled in a hundred different directions I actually managed the project or I was the editor for the project so I was actually trying to control an academic staff and people like Keith are here there everywhere and you know it's not that hard to get hold of it's hard for them to get time to do it so it's difficult for us to handle that part of it maybe just add some briefings to that which is around I think I'll leave you to the fact that we started to explore different ways of authoring so with the second boot we've taken an approach where a fair bit of content is being written from scratch but some of it has been repurposed from things that we know work well within existing modules and programmes within university and I think going forward this might become a bit more sustainable if you look at the knowledge artefacts, the resources that are typically within a university or college anyway and harness those in the process One of the big issues we had with the project was that we couldn't ingest the Anderson Kindle Book into our library system and most institutions won't be able to do that easily if you take a Kindle Book into their library system for lending out to the students we found it really difficult to distribute that to the students and the other news we're looking at is other ways we can publish things like Smashbox print demand so that we can get the book to the students easier and how we might get it into the library catalog within the institution that was a really tough one for us when we ended up having to get it out or having to sell or give a reaction we gave them basically Amazon tokens to go and buy your own book so the students can get access to it that's if they missed it in three weeks but some students missed it so we ended up having to buy the book basically before we could get the book which was a wee bit of a pain we did that in a few occasions but it wasn't difficult when you e-publish on the Anderson Kindle platform and be restricted as well if you enter into the Kindle Select program you cannot sell it or give it away anywhere digitally other than Amazon so you're all absolutely locked down Thanks very much we'll be watching that for interest Thank you Next up we've got Gavin Boyle from Edinburgh College He's a mobile language Thank you very much Just before we begin you should actually be able to see him in person so please check this first of all before we get into working Good morning everybody for those who don't know me I teach at Edinburgh College I teach core skills in university so I have between three and four hundred students ranging from hairdressers beauty therapists and those who want to do prime school to university and also some nurses as well so we've got a wide variety of students that I teach and they all have a common problem they struggled at school with maths or numeracy so I've been working for the last couple of years creating innovative content using different apps to create short teaching style videos which the students do like they're quite popular with the students but they weren't actually watching them on Woodle so I think you agree with a lot of students that are addicted to their smartphones so I thought let's turn that to an advantage combine the QR codes to make the videos quite accessible so I'm just going to hand over to my co-presenter and he's going to talk a little bit about QR codes Do you recognise this? It's called a QR code Look at it through it on your worksheets and handouts If you scan it with your phone it may link to a video a website or other relevant material If you don't already have a QR code reader on your phone then you need to download a free app Do it now Okay so if you've got your smartphone switched off could you please switch it on or your other mobile devices and then you go into the app store and look for a QR reader and download a free app Don't be paying anyone for this so looking for a QR reader or a QR scanner in your app store and download it and while you're doing this I'm going to be talking about this this is the most important slide so if you want to pay attention to any of my presentation this is the one to look out for so I've got these worksheets so this is the worksheet here you can see this is what I've given to my students to see how it's got a QR code on it so I'm going to pass these round and if you look at the very back page it's got the most important slide on it okay so you can scribble any extra notes on there so I'll come to pay it's like blue Peter, he's one of the red area okay so I'll pass these round you should be planning to have 50 printed off so this should be enough for one for everybody so I'm going to have this so just while I'm talking you through this be downloading the QR weather app on your phone and as soon as you get the worksheets if you see a QR code scan it it just happens okay so this is one of the worksheets that I've given you so I've had these to my students and you can see you've got a QR code on it so it means if the student comes in late for example misses the 15 minutes very important to start a lesson you go on to what to do you don't know what it's all about if you scan this with their phone watch the short teaching video that explains what they have to do and then do the rest of the worksheet so this isn't success if you hear somebody talking about Bill and Ben that's the first worksheet so that is working for some people so the point of it next is also you include the actual worksheet in the old fashioned way and I need to talk over Bill and Ben here so once their phone is not working or their battery has died then obviously you can get the worked example so all the worksheets I've given you do have QR codes but they also have a worked example so please can see what they're actually doing so how to get these videos and how to get QR codes to go with them well I use two different apps I use my iPad so everything goes through the camera role so what am I talking about app smashing what does that mean it just means that you're using two or more apps in combination to use a finished product in this case a short teaching video so everything goes through the camera role on my iPad so I take a photograph of the worksheet open up the telegammy app which is the avatar chapter I saw a minute ago use that as the background introduce the topic explain what it should have to do see that to a YouTube channel and YouTube can'ts crazy setup it's free so that's your question video then open up the explained everything app again use the same photograph background and then it's basically like a small whiteboard sketch out the answer save that to a YouTube channel and then create a QR code for it that links to it on YouTube and then paste that to the worksheet and that's the whole process any questions on that so I'll just mention briefly the apps telegammy quite inexpensive there's a free version available or if you're willing to splash out £3.99 you can record 90 second videos so the free version is 30 second videos £3.99 you get a 90 second video so what I do what you do is you create the scene you can choose a male or female character what they look like for the background I tend to use the worksheet the question and then for the voiceover I tend to use my own voiceover or there's a text speech function sometimes it's a little bit robotic and then call it a gammy that's what they call the video you create a gammy, telegammy so I save that to my camera roll export that to YouTube so that's the free question and then to explain everything as I mentioned earlier it's a little bit like having a mini whiteboard on your iPad so again I use the same background usually the worksheet question sketch out the answer and do the voiceover save it to my camera roll to YouTube and then splice it together with the question so this is the one of the worksheets that I gave you if you maybe switch off your phones or turn them to mute when I give the students the worksheets they'll see this first so they've always got the worked example as the phones they're working so they scan this and they come in late it's also very useful to flip flash them so I'll play this video just in case anyone didn't have a success with it some of you have heard Bill and Ben Bill and Ben share £18 in the ratio 2 to 1 how much do they get Bill and Ben share £18 in the ratio 2 to 1 how much do they get well let's have a look Bill gets 2 shares of chunks we'll draw it like this and Ben gets 1 share of chunk so how many shares of chunks do we have we have 3 so how much does a share of chunk worth well £18 divided by 3 equals £6 so that's how much each share of chunk is worth so this one is worth £6 this one is worth £6 this one is worth £6 so we add those together Bill gets how much Bill gets £12 and then Ben only gets 1 share which is worth £6 if we add £12 and £6 we get a total of £18 so Bill gets £12 Ben gets £6 so how many people had success actually seeing that many of you so if you didn't have any success you've seen the video you can also try again later but I find also with the less able students that this visual style works quite well this is the Singapore bar method so it's quite useful for students but the whole idea is think how you can use this with your students I'm happy to play this one to show you how you can produce some nice contextualised materials the senior omen coordinator this was a healthcare ministry project it was a collaborative venture between Julian Esk Valley College as was and Ford Valley College so this was about 8 years ago so I played a small part in this I produced some power points that run the senior omen until the colleges in Scotland so I thought I'd updated using my apps using the telegammy to explain everything so I'll play this and you can see it's nicely contextualised the use of colour so I've got the prescription and the drug label so basically it's a combination of telegammy and explain everything so I'll just play the video just to let you see an example of contextualisation here is a prescription and a label from a bottle of Qdol syrup how much Qdol do you give to the patient your patient has been prescribed 100mg of Qdol Qdol is available as a 50mg per 5ml syrup what does this mean it means that there are 50mg of the drug in every 5ml of the syrup so if you give your patient 10ml that would be equivalent to 100mg so in other words 2 times of 5ml that's what the patient needs to get there is another way to do this calculation what you want over what you've dropped times what it's in what you want is the prescribed dose of 100mg what you've got is 50mg times what it's in 50mg for every 5ml so work out that calculation and it gives an answer 10ml in other words 2-5ml spoons worth your patient has been prescribed 100mg of Qdol it's available as a syrup 50mg per 5ml this means you've got 50mg of drug in every 5ml so you could give them 2 spoons worth which would be 10ml or use the formula what you want over what you've got times what it's in 100mg 20mg times 5ml equals 10ml of syrup or 2 5ml spoons worth it was a little bit rushed at the end there cos that was the triple free version so that was in 30 seconds so you can see after I was using the 90 second I can make it slightly longer but you can also splice the videos together as well can't be a wee bit tiny but that's why that was a wee bit rushed at the end there but you can see the use of colour are basically visited at the hospital in Edinburgh to see how the nurses are being taught numeracy and it was very interesting cos the lecture was very hands on when it came to injecting we were injecting him to sponges and very hands on she was also very comfortable with that and then we came to the numeracy part she basically gave out a worksheet it was just text and more or less handed out to the students where as this you can see we've got the prescription we've got the label what that actually means 50mg per 5ml so we're used to colour as well there's also different formula you can use but this is very easy to remember it's not a mass lesson you can see you can make this very user friendly it's much more than that this is one of my favourite ones I'm quite proud of this one so these are some of the worksheets I'm not going to play the videos for this I'll go where we're short on time so there's two videos associated with this the two different form of calculation this is on pie charts it's a modifying version of a worksheet I'm going to click on it so thank you Anna so in terms of the video you can see a video so I'm not going to play that you can play that by your legs when you get a chance to watch it on YouTube so that's the video you would see and that's the percentage of the video and then there's one to do with more of these calculations and you can see a wee bit of Singapore draw methodo it's a great visual again I'm not going to play this video it's the video associated with that so I just want to finish to mention that the students do like this I'm recently one in the ward with the Edinburgh College Students Association for Innovation in the Classroom I don't know who nominated me that was very nice of them so they do like it, it's very popular about 32,000 views uncounting on my YouTube channel it's very good for the flip classroom it's very good for people who have been off-set to catch up it's working, certainly days yet I've only been pushing the QR codes for one year now so I'm learning as I go along but it is working and I think you can maybe benefit from something like that so it's working very much That's the example of interesting things that go on Any questions for Gann? Yes, Kenji What do you have this guy who learns three videos? Have you got to a point where you think that's a bit too long? Good question, well I wish you, the very fact that the free version that forced me to do 30 seconds so sometimes when you have a constraint it can be posited because it's like on Twitter if you're doing a tweet, you have to condense it and think what do you need, it's the same idea so I know you can splice videos together and now I've got the luxury of a 90 second video so I would say to a few minutes really because the students are doing this on their own they've got a smartphone, they won't make it any longer than that they may be different from different cases but the students I've worked with they won something that is short and sweet I call them boydebites so they haven't bought a bite-sized chunks of learning and they like it so a treatment between minutes taught You've got to use some telegram and explain everything Yes, explain everything, do you have to nourish them together? Well what you do is you create the telegram video, that's usually the question you create the explain everything video that's usually the answer you send them to a YouTube channel and then use a YouTube video editor and you can splice them together and you can splice together as many as you like because you can have half a dozen of them spliced together if you want to Good question How long is a piece of strength? Sometimes you can do these quite quickly but if it's a combination of videos see the one for the drop card that was essentially three videos and spliced together it won't take a bit longer than maybe just a Q&A so it could take a morning to do one or it could take half an hour just to give somebody a little sense of yourself Have you had any interest from other critical areas in doing this? I've promoted it to my colleagues I know that one of my colleagues was looking for the middle course that my colleague George Gordon I put the video that includes all these videos they're wanting to promote that it's got the best practice within the college so I've been talking to people about it but nobody's really doing it apart from me as far as I know Do you think it's a bit difficult to do it? I was wondering if in your colleagues or anybody else that you have protected CBD time What I would say is that I mean a main purpose of videos but what it takes to happen is that say this came a year when everybody's classes are starting to end that's when I get a chance to actually make some videos or maybe just before Christmas things get a little bit quieter so you do try to make time but when you're very busy I've got 22 hours of classes so four of the students nearly are quite busy so I tend to do different things a year so it sees them Two hours a week at the same time? That might work but just having a wellness to try things I think when you get on to Twitter follow lots of teachers on Twitter and you can steal ideas from them they're not all my ideas I'm just going to look at ideas from them go on to Twitter and you can actually connect with teachers all around the world and see what they do next thing I want to try is the green screen you might have heard of that that's the video one video time so you want to try that one I'm not quite sure you're going to use it in practice but that's one of my interests It is a similar question I understand that it will be getting other lecturers and other subjects to use As far as I know nobody else uses it You might have seen it in a proposal itself you find that other lecturers your colleagues would use your worksheets Yes, some people do and that's fine if they do that's great if they don't that's great as well but it's there if they want to we do share stuff the piechart is one of my colleagues so we do share stuff I do the voiceovers or if you want there's a text to speech function which I find is a little bit robotic so I tend to demo in voiceovers It's just an equation I can't do it all the other kind of maths I know for some of these learners that's going to be too complicated Are some of these other tools used in the approach Some people may use Khan Academy or point of student in that direction but I think Khan Academy maybe some of that will be higher level depends on their own question Thank you very much