 Diolch yn ffraeg. Mae'n gweithio'r ffordd y gallwn i'r ysgolwch ar ysgolwch. Roedd ychydig i'r hyn o fwynghau mewn gwirionedd yma i ymgyrch yn ysgolwch. Mae'r rhwng Tris Oedarty a byddai'n meddwl i mewn ymerio mewn gwirionedd, ac mae'r tref ar y parnau yng nghymru, ymgyrch â'r Ymgyrch Mewn Mwryrym Ymgyrch a'r Gwyl Gwylwyd. ac yn fwyaf rydw i'r colli yn Golwy yn ystod o'r rhan oed i ddeud o gyfweld i ddim yn ysgolwyddiadau ac yn ystod o'r cyd-ddiadau. Mae ymddir yma yn ymddir i'r lleolau, a'r lleolau. Mae'n gweithio i'r llansgaf ymlaen o'r ysgolwyr Cymru. Mae'r tyfnod ddiwrs yn i wneud i ddweud ei wneud iawn i ddeiligion i ddweudio'r ystyried a'r ysgolion, yn ymdweud eich anodd a'r parwod yn ysgolion'r ysgolion i ddweudio'r ysgolion i ddweudio'r ysgolion i ddweudio'r ddweudio o'r hir. Ysgolion sy'n mynd i ddweudio'r ddweudio'r a'r ysgolion i ddweudio, 4012, yr ysgolion a'r numerwsu for Learning of the Life document 2011 and the Schools of Evaluation Guidelines 2012 have mandated that school decision making is based on research informed evidence. Teachers must be researchers, they must be practitioners and therefore they need to have research expertise and be able to communicate with researchers in a research informed way is now essential. The landscape of initial teacher education then has changed dramatically in the last decade following a review and restructuring of the provision of undergraduate and postgraduate programs in initial teacher education. Research has become an integral part of all ITE programs and efforts to develop and hone educational research skills have become a priority within the discipline. This emphasis on teacher research is also evident within the larger teacher profession. The teaching council's 2015 draft document on teacher's learning Cosson, which means pathway, explicitly acknowledges the central role of research in teachers professional learning and openly calls for mechanisms which will link research projects across the country and facilitate a collaborative research dialogue. This project seeks to harness the professional appetite for fostering a culture of research within the teacher profession. Education commentators, researchers and practitioners have all invented this gap between the research that is happening in the classroom and research in higher education. Education research is often viewed as private, exclusive and irrelevant to those teachers in the classroom. However, teachers themselves are generating research questions from their everyday activities in the classroom, and these questions rarely find themselves in the academic research agenda. This project seeks to develop a digital bridge between the student researchers, the teacher researchers and higher education researchers, and will facilitate in conducting collaborative research projects which have real-world focus, a real-world purpose and a real-world impact. Thank you Theresa. The question is what will recs do? Well, there are three complementary aspects of the project. The first is the building of the piece of software, digital infrastructure that will provide digital tools for research. The second is providing an educational environment that will enable that digital infrastructure to be put to best use. That will build on the all aboard project, which all three partner institutions are partner of. Finally, we will bring the people, that is, we will provide the digital infrastructure, the environment in which that infrastructure is useful and the people to whom that infrastructure is useful. The digital infrastructure itself, the software has three primary aspects. It's social network aspect, which is very similar to something you'll all be familiar with the social networks you're more likely part of. It will include a host of collaboration tools to enable collaborative research projects across various professional boundaries, and it will also provide educational resources to enable continual professional learning that begins during initial teacher education and continues right through the profession. The educational environment is going to be fostered, as I said, right from those ITE programmes, the initial teacher education programmes, the professional masters in education, or PME, and the BED programmes in the three institutions. These will include blended learning modules and research methods, which will begin the process of inducting people into the use of the platform as, through the process of teaching them research methods, and will give them their first access to the open educational resources that will remain open for the entire profession of teachers and teachers researchers. Finally, the group of people involved, the students are at the heart of it, but they are one aspect of a sort of a community with three student researchers, teacher researchers who are already in professional practice and want to engage in more research, presently have very few supports for doing so, and higher education researchers who have many of those supports and are there very explicitly for the students in the first instance. So, how are we actually going to do this? Well, we're going to develop these software, which we refer to as the RECS platform. It's going to be starting with an open source base, which means we don't start from scratch, and we also gain extensibility and adaptability long term. There's going to be an alpha phase, which will run through late spring summer, which will enable us to test both the social network aspects and the collaboration tools aspects while we're developing some of the educational content that will also be created from other projects such as the Ola board, and that will involve as well a small group of students running through the collaboration tools with their supervisors, while engaged in their undergraduate research. The beta test then is a year-long test, which will involve the entire integrated platform being put to use from initial research question development by students in a situation where they can now communicate about those specific research questions with professionals who are already in practice, as well as the collaborative multi-site supervision that higher education researchers will be able to do to foster that undergraduate research as it progresses. The teaching and learning is going to be a curation of existing resources, again coordinated through the Ola board, as well as the creation of new resources on the basis of redesigned research methods and modules within the PME and the BN programmes. So that will be done in collaboration and coordination with the delivery staff in that case, and the aim there is to reorient the notion of research from something that gets conducted by isolated people who don't really talk to anyone else to teams of people who collaborate and interact and are able to produce quite substantial pieces of work that might involve multiple sites of data collection, and that also involves the development and curation of educational resources. What we'll also be doing is empowering researchers by offering them a voice, by giving students the teacher research identity and the notion that research can be a normal activity for teachers, too. By giving the existing teacher educators the current professionals the opportunity to talk about something we know they already want to talk about. The higher education researchers tend to have quite a bit of a voice anyway, but at the very least, it's good to include them in the conversation. How will we promote RECs? Well, we will do so through a series of interlinked actions. The first and probably most straightforward is the induction of students into the teacher researcher identity, and that is make the notion of research normal for a teacher, and that starts from the research methods modules, and in fact, it already exists in the redesigned IT programs. We're just going to fossil that a little bit more. Professional conversations, just informal conversations between those of us on the RECs team, supervisors that we've recruited for the early alpha test, and other colleagues, as well as professional conversations that will be conducted with the working professionals already teaching, which I'll talk about a little bit more in a second. There will be training on how to use RECs, both for the students and for higher education researchers who are going to be supervising those students. So those training programs, primarily into the early beta test, will provide, obviously, a means to promote the project as well. Crucially, though, regional education centres around the country are coordinated by the Association of Teacher Education Centres in Ireland. That's a techie. We already have existing professional relationships with them because you have to if you want to be an IT provider. The existing profession is crucial. They've got a lot of passion already. We just need to set it on fire, as it were. The passion is there on existing social networks. There's an ed chat ID or ed chat hashtag on Twitter. The teachers are already tweeting that they want something like this to happen. It's a question of can someone actually make it happen? We're fairly sure we can. Finally, we're going to have a massive recruitment dive in 2016. That's effectively a festival for excellence in teaching and learning. That will enable us again. We've got the students, they're captive. We can get the researchers. They're always desperate for participants and school partners. We want the teachers and we're going to get them through the education centres and through the ed chatty and through Felton. Okay, so what are the national outcomes actually likely to be for this kind of programme? Well, three facets to the programme, and so three different facets to the outcomes. The first is an actual piece of software and open source, it's sensible and built from base. And that will the intention is to make it look like every other social network you've come across. So it looks familiar. It's easy to use. There's low barrier to entry. But once you're in, you've got a whole set of resources available to you. So we've got a left hand column here, which is basic profile information, which remains consistent across the entire site. Both basically the key issue is that the profiles are research interest based, and your activity feed is driven by other people, not that you follow or already connected with, but who share the similar research interests. You're able to find people research interests that you didn't know about before. There's also an opportunity to engage in particular projects, and resources will tend to occupy the third column here. So a user profile will look, sorry, it's a little bit of a message coming in there. The user profile is sort of a set of information that a person will be able to edit and certain aspects they'll be able to make public or private, depending on their particular interests. The collaboration tools is effectively like a Facebook group. But in this case, it provides a sort of a scaled down version of Rex that's specific to your particular project. So in this case, we five or six members of a team, you don't need the surnames in this case, and they all can just sort of tweak little updates or add status updates, which make it very clear what I'm up to, rather than having team meetings where everyone has to go through some prolonged updating process, just little things ongoing that as the project progresses, everyone can keep up to date. And the idea of sort of sharing a timeline shared files and potentially things like journals are all sort of easy to see in our imagining use. Finally, there will be learning resources there because the spite of fact that there is this massive national imperative for teachers to become research practitioners, there's very little support for them to do so, either in time or in the sort of easy availability of research and learning. So and also our students, as I said, is going to be a blended learning modules. There's going to be a lot of open educational resources available on the site. These will generally be sort of arranged according to category and sort of thematic, sort of thematically organized systems. It'll be searchable though. But basically, once you identify that the particular issue you're interested in, set of resources we made available to you, whether that's as a collection of videos, as MCQ's reading lists or other forms of resources, as I said, which will be partially created from existing material and partially developed in order to fit the needs of the revised IT programs. That's just a sort of a last pick example there now. So a couple of, that's the software anyway. The research culture though is really where the national impact can potentially come in because now we'll have student researchers, teacher researchers and higher education researchers who are going to be involved in research conversations. We will enable students to talk to their peers about their research and it's not just their peers in their own institution, but peers who have their same research interests who might be in Galway or UL or Maryi or elsewhere as the project takes off. There'll also be collaborative projects and because this is an online system, there is no geographical limit to those collaborative projects. As our graduates go out into schools all across the island, so the collaborations can continue and the impact can continue. And finally, teacher researchers, the identity of teacher researchers within the ongoing rollout of student graduates, as well as within the existing professionals who want to be more involved in research. This is a graph over the next five years, which indicates the number of graduates from the IT programs each of the three primary institutions and our green line there is a predicted RECS user base. On the very conservative estimate, only 10% of graduates continue to use RECS because every year we're going to plough a thousand more students into RECS because that's what they're basically it's going to be a required part of their research method modules. We'll be able to maintain an existing community as well as keep the passionate ones after the fact. And then how are we going to evaluate that feedback? We're going to do so through a series of designed user feedback surveys associated with the alpha test and beta test that will effectively look at how they use RECS, what they like about it and how their experience of it works. But because RECS is a nice big computer platform, it's going to produce all kinds of data. We can basically examine how well it's doing its job by looking at some of those data analytics. So the number of active users, say the number of users who've made a status update or made some other kind of change in the last three to four weeks, the number of active projects, the number of active projects with cross-domain collaborations, that is where a member of the project is outside of a higher education field and the range of affiliations of members of RECS, that is the range of institutions involved that arms just the primary three partner institutions who are getting off the ground. That is the RECS system for your consideration.