 Okay, good morning everybody and thank you very much for the opportunity to come and do the final presentation of this project. This project has been running for over two years actually because we had a pilot phase at the very beginning of the project as well. I think many of the panel members are familiar with the project from the very beginning. So I'm going to go through the background and the context quite quickly and then we'll give you some real examples of integration ond how the project has been working on the ground since we last came to see you. So just to remind you, excuse me, just to remind you of the project partners and we have representation from all of our partner institutions this morning. So we have the University of Limerick as the lead partner, our Limerick colleagues in Limerick Institute of Technology and Mary Immaculate College and we have also partnered with Dublin partners, DIT, DCU and in the west of Ireland, NUI Galway. So the background and the aims of the project, well in a nutshell I suppose the project is about developing or yeah it's still about developing a framework for digital literacies for language learning and teaching. So the framework was the first part of it so thinking about it at a conceptual level the sorts of digital literacies that we and others felt were important to integrate into our language learning curricula at third level and to support that framework and to help implement that framework, the curation and development of a number of open educational resources which are now freely available on the portal and still under development. So the key outcomes to date, I mean these these are the various stages of the project over the last couple of years. So within this funded period we did quite a large survey among the major stakeholders primarily teachers and students. We did a lot of technical work with some of our technical colleagues building the portals to host the activities. We ran an open educational resource fest with lots of colleagues nationally, we held that here in Dublin and some smaller events within our own institutions and then from our perspective I suppose the big part of the work involved developing the content for the portal and that happened in a number of phases so we and it's ongoing as I said so the content development we piloted part of the content when we started, we developed further content and we piloted that and now it's been the content that's there has been integrated into the curricula across the institutions. Along with that of course we've been doing quite a lot of dissemination, we've done a number of conference presentations and events and workshops with professional organisations and we'll talk a little bit more about that in a moment. So as I say the content development part of the work was what we've been busy at for the last 18 months we and our colleagues. So we've developed approximately 35 ECTS credits worth of content per language and we have six languages represented in the project. We have a robust, we hope at this point, activity database which will serve us into the future for further development and the development of the project website and the resource portal with all of the supporting materials on there as well as tutorials and support documents and we've been working, I'll talk a little bit more about the sustainability plan in a moment. So just to give you an idea, here's the obligatory poutun that we're going to show you which is, this is the introductory one for the project that you'll find on YouTube. I think that probably said a lot more than I could in a minute and a half. So what's the user experience like when you're using the portal? So when you come to the portal this is the landing page, this is the home page. It's gone on to your next one. From the page you can find out about the project by clicking on the logo. That's just automatically gone on to the next one on YouTube I think. Or for students. Across the top of me you can revisit the page. That's your name speaking in the background there by the way. No problem. There you go. You're going to be quiet now. Okay so when you land on the project portal you have a choice of entering either as a student or as a teacher. There are different entry points because teachers have access to a range of continuous professional development materials and support materials as well to use if they want to implement some of the activities with their students. This is our flight plan and it gives you a sense and we've had lots of discussion about this over the years and this is what we finally settled on and you'll see there the three themes that have been highlighted. So language skills and practices, digital literacies and transitions and contexts and there are a number of entry points and this is an interactive map that students can enter through the map by clicking on any of those links, getting access to the materials in the various languages and they can also do as the little powtoon showed, they can search for various activities and enter in that way. So just to give you a sense of the website traffic over we've just done a little snapshot for the last sort of month or five weeks and we've had quite a lot of access from right around the world and we're quite happy about that because we have been doing a lot of dissemination outside of the national context and you'll see that there's been quite a lot of use on a daily basis. These are daily statistics and it averages at about 40 hits per day or it has done for the last month or so with a big peak which we think is related either to Liam's large lecture or François's visit to Finland last week where there's been quite a lot of traffic based on that. Our Twitter account has been quite active as well and again you can see quite a lot of access from right around the world, primarily places that we've been talking about the project quite a lot and we've also had an international advisory panel and I think the some of the hits on the site and on the Twitter feed have been as a result of their usage and their colleagues usage in their own contexts. So talking about national impact I suppose one of the unique things about this project is that it is a cross languages project very often language projects because of the nature of the language being taught tend to be focused on one language so English as a foreign language is my own disciplinary background and we very often have lots of projects running for English and there are projects for French and Spanish and German etc and at national level this is one of the few that I'm aware of that has across languages community focus and that's been quite a positive experience I think for everybody involved and for our students. The big focus of the project from the very beginning was to ensure that the artifacts and the resources and the framework were fully integrated into the curricula within our own institutional contexts and hopefully in other institutional contexts as well and we've been working very hard on doing that so we're pleased to say that the digital literacy's portal framework and or the framework and the content have been integrated into our languages programs within the institutions and in some cases they've been very formally integrated and written into learning outcomes in other cases they've been used as part and parcel of supporting the learning outcomes that are in existing modules and that's been quite successful. In terms of dissemination I'm not going to go through all of this in detail but we've been talking to a lot of people right around the world and if you look at some of this it's all the way from Cork to Cape Town in fact. Sustainability of the project again we've been very conscious of this and we have been working on a sustainability plan and we're at the final stages of development and agreement of that plan and this is something that we've done over and above the requirements of the national forum because we feel very strongly that this is something that we want to continue on a formal basis going into the future. So the partner institutions have formed and applied languages consortium and we've agreed that we will meet on a semesterly basis to review and develop the portal and the activities on a non-going basis. I've spoken already about dissemination and awareness and of course lots of dialogue and discourse links with professional organisations and we've mentioned some of them here. Again we're all very involved in these organisations from our own disciplinary perspectives so we've been bringing our insights and our findings and our resources developed as part of the project to these organisations. I've spoken about the teaching and learning practices these materials are being used in in what we're teaching at the moment. We started using them around Christmas time last year and this September, October at the beginning of semester they've been integrated more fully into the various curricula and working with colleagues right across the institution from library services to IT support to language resource areas and we do feel there has been a culture of enhancement has developed within the institutions and as we said earlier at national level. In terms of longer term impact we're just mentioning a few things here this is detailed much more in the report. So there are a number of things happening at sort of strategy and policy level at national level within the Irish and European context at the moment and we've already begun discussions around how the project we feel is certainly uniquely placed to facilitate the implementation of the international education strategy for Ireland which was a very welcome strategy in the last year digital strategy for schools action plan for education and a number of others and of course we've all had a very special interest in scholarship and publication from the project and we've already worked on a number of as I mentioned conference papers but there are some written publications and other scholarly outputs being developed at the moment. So that gives you a sort of an overview of the project the impact and I'm now going to invite François Blan, Professor François Blan from DCU and she's going to talk to you and give you a really good example of how the integration has worked at institutional level within DCU. Okay so I don't have any slides for this because I was told I was only going to get a couple of minutes so but basically in DCU we've been working a lot on the kind of a macro level and if you remember one of the the aims of the project was transforming the language curriculum at institutional and national level and the sustainability principles that Fianna briefly mentioned earlier were really are really underpinning the work that has been done in DCU and for that we've been using a sustainable development model that colleagues in Finland and myself have been working on for a couple of years and basically we're using a nested ecosystem type of model with four pillars of sustainable development like the core the initial pillar would be organizational structures then that are in the service of pedagogical development community building and the maintenance and sustainability of the environment I think one of the key thing in our approach is that the actual technological environment is the least of our problems in a way because this is going to be very short term lived and what we were if we want to transform the curriculum if we want to transform learning it has to be underpinned by very solid research and teacher education programs but also a view of language so we spend a lot of time working on the actual and understanding and revisiting the framework and we are now kind of very clear that what we mean by your digital literacy framework for language teaching in learning it's we have thought a lot about the role of the computer there and the computer the role of the computer is not to facilitate to facilitate language learning but the the framework says is that language learning is there to facilitate or to enable users our learners to function to take part in meaningful meaningful ways in a lot of different situation communicative situations face to face or online so this is a and this big shift and I mean I discussed that at length at the keynote last week in Finland because you know the the fins are also working very closely with us on this type of thing and this transformation is really a transformation of a mindset so by putting the focus on the technology we can be sure that teachers are not going to follow us but if we work on the the framework and the mindset teachers and learners are more likely to to engage in this kind of transformation so what we've done and because I'm the head of school which gives me I suppose a huge advantage compared to my colleagues is that I was able to instill some pedagogical reform by everybody in my school looked at the module descriptors and we have the what they had to do I told to everybody we need six learning outcomes per module minimum and two of those needs to have transferable scales or digital literacy in it so we are at this stage where that's how we are moving towards the integration and we are out of time good time