 Felly yna hwyl hwyl ni'r Cwmianol ag yr unws y tro canfa, ac mae hwn yn gweithio gyda hwnnw y gallwn gwirionedd Erin Cwb, yn ymateb gyda'r Unifredd. Ac pawb i'n mynd i bod i'n gweithio yma yn y Cymru, gan unrhyw uned, yn y Ffrogell, dweud yn y gyflwytoedd yng Nghymru atheni. Felly fel rydyn ni, mae'n sefylliant â'r Cymru. Ond mae'r hadd yn rhanio Gwyrdd Caite, ac yn ddechrau'r Ffondiol yng Nghymru yn cael ei ddweud i'r gweithio'r gweithio. Mae'n ddod oedd y ddod o'r ddod o'r Unedigedd Unedigedd, yn ddod o'r ECRC. Mae'r projec yn ymwneud yn october 2016 ac yn ddod o'r ddod o'r ddod o'r ddod o'r unedigedd yn ymddangos 2018. Rwy'n bod nhw wedi cael fy defnyddio chi'n ddod o'r ddod o'r unedigedd, yw'r bobbyn rhonodau. Mae'r South Africa ti a'r sefyllfa'r arbennig mae hynny, ac mae'n cael ei ddod o'r ddod o'r ddod o'r unedigedd sy'n oed o'r gweithio mae'n ddod o'r unedigedd, er mewn siŵr i'r gyfrifiadau nhw'n arran yn gweithio'r projec. Tau yr enw o gymaint tro osfodd ac mae'r hyn yn fy coni tarrim yn ei cael eu gwneud y maesfynau, cyfnodd cyfnodd cyfnodd cyfnodd cyffredig. Mae'r projec ffocws o gweithio digital â'r cyfnodd cyfnodd. Yn ymgylchedd ymgylchedd ymwybodol o'r tyfnwyr yn holl ei gyfnodd a'r cyfnodd a'r cyfnodd cyfnodd eich bod yn rhywbeth o'r cyfnodd cyfnodd ymgylchedd, o wneud cyfnodd cyfnodd cyfnodd cofnodd cyfnodd. Rwy'n cael ei ddweud a'r rydyn ni'n ei wneud ar gyfer yr ystod, fel ydych chi'n ddefnyddio ar y markediaethau. Mae'r gwrth o ymddiol i ysgrifennu hwnnw, os yw'r wrthgrifennu bwyd, ond yn y sgwrwm hanfodol yma, sy'n ei ddefnyddio ar y 30 ymddiol, ac mae'n gweithio'r cyfrifiad gwaith yn 2008, ond ond mae'n gweithio'r cyfrifiad gwaith gwaith. ac mae'n ddweud o'r rhan o gael y ddweud o'r fawr o gael rhyngwbeth. A un o ddweud o'r fawr o bwysig o'r fawr o'r fawr i'w ddweud, i ddweud o'r fawr o gael o'r 9,000 o'r pwysig yn Ysgrifennu, ac yn South Africa mae'r fawr o'r 9% per y year yn y perioed 2010-2017. A ddim yn gyweithio, ymylio, y universityll o'r perioedau yn gallu gweld ei wneud. A'r rhan o'r cyfrifennu o'r fawr o'r gael o'r fawr, mae'r graf, y ffordd, ac mae'r gweithio'r hwn ar y cyflwg. Mae'r cyflwg private yn gweithio'n gobeithio'r ystafellau mewn cyfieithbryd i'r Llyfrgellau Hwy. Rhywodol cyflwyno ddweud? Rhywodol cyflwyno ddweud, mae'n gweithio'n cyflwyno'n gweithio a'r gair a'r gweithio'n gweithio'n gweithio, ac mae'r gweithio'n gweithio'n gweithio'n gweithio. Mae'r gweithio'n gweithio ac mae'n bynnag arweithio'n gweithio. Mae'r eich edrych yn ymdianol i'r ddod 12 billion a sy'n dechrau'r ddugol yn y ddaw'r yma yma. Mae'r eich ddangos mwy o ddweudio'r cyllideb yn dweudio cyfnodau, yn ystod y fawr, yn dweudio'r oedol, cymdeithasol, ac yn ddweudio'r unig o'r holl ddweudio'r ddweudio'r cyllideb yn ymdianol. Mae'r ddweudio'r cyllideb yn ddweudio'r cyllideb yn dweudio'r cyllideb yn dweudio'r cyllideb. Rydyn ni'n gwneud y gweithio bod digital technolig yn fawr i'w prifysgol yn ymwg. Mae'r ffawr yn fawr yn gweithio'r cyllid yn y gweithio'r platform global, fel Coursera, Future Learn i edrych. Ond mae digital technolig yn fawr i'r wyfnod, fel yw'r fawr i'w fawr i'w fawr i'w fawr i'w fawr, ein camps y ddylai'r brifudd, fynd i weld mae세요c Station er m���fod a digital technolig nes Hmmm dysmu'r form, A dyna ddylan fraywr ngownadd yn y tafn am dd 66 IS ychydig i ddod y prifysgau edrych gyda'r gwaith hwnnw i ddwylliant yma o'r cyfrifiadau wedi'i wneud ei ddigital gyda'i gilydd, i ddod i'r prifysgau ar gyfer ei ddod. Yn ymgyrch yn gwneud y prifysgau edrych gyda'r eich rydyn ni, yw'r ysgrifennu hwnnw i ddod i'ch prifysgau ar gyfer ei ddod i ddod i ddod i'r prifysgau ar gyfer y cyfrifiadau ar gyfer y prifysgau o'r model papyr modul ar gyfer y cwmdeithasol, i'r cyfrifio ar gyfer y ddechrau, i'r ddweud o'r unig oedd o'r unig, i'r cyfrifio ar gyfer y ddechrau. Ac mae'n taron yn gweithio'r map yng Nghymru, mae'n gwneud y gweithio'r prifysgau o'r bwngwnddol yn y Unig. Y cyfrifio'r projectau yw'r cyfrifio'r cyfrifio'r bwngwnddol? A'n ddweud y bwngwnddol, y cyfrifio'r cyfrifio'r meddwl i yr ydw i'r gweithio. Yng nghyrch ddwylltion rhan o'r dweud oedd yr ydw i'r meddwl llaw gennon o'r mergau. Y rhan o'r meddwl llaw oho yn ymgyrch. Mae'r freiddoedd yn South Africa i Anglennidol a'r Acraedd, ac yna'r pryd yn gwrs o'r treu. Y rethwm y meddwl llaw o'r meddwl llaw o'r meddwl a'r techno cyllidegrun i ddechrau mewn meddwl llaw o'r meddwl llaw. Fe wnaeth y tŷ, a'r pleidydd i gydag, ondwys, onddwyd, a swyddog. And what is the nature of educational provision currently available in the UK and the South African Higher Education at the intersection of those three aspects? So in order to answer these questions, we carried out a range of different data collection with a range of stakeholders. So we carried out interviews with policy makers, ed tech developers, higher education leaders and private company CEOs. We also held focus group with academics, those people who were using those provision for teaching and learning every day. And then we carried out surveys with students to find out whether students were aware of this provision and what they thought of the potential use of it in the future. We also used desk research to look at the relationship between universities and private companies. And that's where the data from that is used to make maps and that is what Terin is now going to talk about. So part of our project involves creating maps to present the partnering of private companies with public universities to offer online education and bundled, re-bundled or online programmes. And this just gives a bit about the theoretical underpinning of this. Social cartography specifically involves the mapping of ideologies, but it's the premises of social cartography that provide a rationale for visualisation techniques. In this case, so for insights into relational trends across the context and for large amounts of data to be explored simultaneously. So what has become recognised as a subset of social cartography is tactical cartography, which involves creating interactive maps usually using digital tools or digital software. So our tactic or strategy involved designing the maps using our theoretical framework that Bronwyn briefly explored to inform the scope, visual features and clustering options in order to reveal patterns for analysis. So for example, Bronwyn spoke about marketisation, so in a theory around market making in the higher education sector. And there's exploration of the dynamics of ranking and brands of institutions and this is visually represented on our maps by including data from the times higher education ranks, the historical status of the institutions and university membership groups. So just a little bit of the literature, the connections between public higher education and the corporate sector for research, employment, outsourcing, services offered in partnership and various other models of academy industry relationships are well documented. And in 2001 Anderson suggested that more expansive views of these interconnections be captured particularly through visualisation techniques and using social network theories. I'm in a number of authors have contributed to the space as well as a number of blog posts that have specifically spoken about online programme management providers in the landscape. How, what business models they use and what type of certificates or degree they're providing. So the maps were made at the beginning of this year and then updated last month. And everything on the maps was sourced from the public domain, from distance education websites, the university websites, the partner, partnering private company websites and pressure leases in the media. The basic elements that you'll see on the maps of circles and squares and arrows and the circles represent the universities, squares represent the private companies which I will refer to as OPMs and OPM stands for online programme management providers. For example companies like Pearson do academic partnerships who provide a variety of services to do with managing online programmes such as market research, enrolment management, student retention and sometimes technical support. And new providers offer a digital platform to host university content but some new providers are also diversifying their services to become more like OPMs. So this discourse is debated but for the purpose of this presentation I'm going to use the umbrella term OPMs to refer to these private companies bearing in mind that the services range from a digital platform to different managerial services. OK, so we have used shapes, sizes, colours, borders and clusters to represent different features or characteristics of the institutions and companies in the terrain. And we've done it all on an open source platform called CUM, which is a data visualisation specifically for relationship data. So I'm going to show you one or two of the South African maps, their static images from the interactive platform and from there we'll move on to the UK mapping which is more the focus of this session and I'll show you that on the interactive platform. And just so you know the maps and the underlying data will be made available at the end of our project. So this is a mapping of the relationship, as you can see, between the public universities and private companies, OPMs, in the South African space. So the circles represent the universities, they are scaled according to the number of students enrolled in each institution. The borders around them represent the historical status of each institution. And this system of differentiation is quite debated and criticised for embedding historical disparities from the apartheid era in South Africa into today's discourse. But it is still used in policy documents, especially around funding models. So the dark borders represent the historically advantaged institutions that were privileged during the apartheid era. The thin light borders represent the historically advantaged institutions with historically disadvantaged sites that came about as a result of mergers after apartheid. And the thicker light grey borders of the historically disadvantaged institutions, mainly located in poor rural areas, and institutions without borders are new in the terrain. So the connections between squares, which are the OPMs and circles, are also calicoated according to what type of teaching and learning is provided through that partnership. So what we see here is the pattern shows that the OPMs work predominantly with a specific type of institution. Research intensive historically advantaged institutions. The two exceptions are comprehensive or more teaching focused institution and a research intensive institution that are both historically advantaged institutions with historically disadvantaged sites. This distinction becomes clearer when we look at which research intensive institutions do not have any partnerships and they are all predominantly historically disadvantaged institutions. So this is the same elements on the map just clustered in a different way. This is clustered according to the Times Higher Education Rank. Well rankings in the three highest ranked universities in South Africa, there are only three in the top 400 in the world, are collectively partnered with all nine of the private companies currently active in the terrain. So now I'm going to move on to the interactive platform. So this is the UK terrain and you can see it's a lot busier, a lot more universities in the UK. So we have 166 UK public universities represented by the circles, colour coded according to membership groups. Russell group, Guild HE million plus the former 94 group which disbanded in 2013. University Alliance and those that are not aligned with any specific membership group. They also scaled according to the size, according to the number of students enrolled at each institution. And they are 21 OPMs active in the terrain and they're represented by the squares, colour coded according to which country in which they're established and scaled according to the number of employees as a proxy for size of the company. So I'll take you through a few points of points of interest that spark discussion for our research team. So if we use the interactive techniques to highlight the Russell group universities, almost all the Russell group universities that's 22 out of 24 of them partner with at least one OPM to offer either MOOCs or online programs. And that's specifically what we're looking at in these connections, MOOCs and online programs. We're not looking at short online courses in this map. Also, almost all former 94 group universities 12 of 14 partner with one or more OPM. And then when we go to those that are not aligned with any brand or membership group, less than a third of those universities partner with an OPM. So we see a pattern around the university's external brands and partnering with OPMs that are active in the terrain. Another option for clustering is the Times High Educational Rank, same as in the South African maps. And again, if we look at those that are not ranked, the majority of them also do not partner. There are some that do partner, but the majority do not. And same in the lower ranked universities, there are partnerships there, but it's not as dense as when we go to those in the top 300 in the world, which are, it's dominated by the Russell Group and the former 94. And that's where we see most of the partnering happening in the terrain. So next we're going to have a look at individual institutions and as examples of how this trend is unfolding. And we'll also look at how we can use the interactive tools to sort of unpack the underlying features of each institution. First, we have King's College. And they are typical of the pattern we've seen emerge. They are a Russell Group university. They are ranked in the top 136th in the world. They partner with three companies to provide online programs and one to provide MOOCs. And we have included the number of MOOCs and online programs that they are currently actively providing. So this is typical of what we see, the trend we see in the terrain. The next example is an institution that is atypical of the trends we're seeing. The University of Cambridge doesn't partner with any OPMs. It is also a Russell Group university. It is ranked in the top 100, second in the world. And it does not offer any MOOCs or any full online programs, degrees. And this could be for a number of reasons. We've discussed perhaps the high status, the high demand is already there. They don't want to dilute the brand. Perhaps their teaching model is more seminars, but maybe that's something some of you all have ideas about afterwards. Why perhaps this is why the University of Cambridge is not partnering with the trend of other Russell Group universities. Our next example again fits with the trend, the University of Lincoln. It is not aligned with any membership group. It is ranked quite low between 600 and 800 in the world rankings. It does not offer any MOOCs. It does offer a couple of honours degrees online, top-up degrees, but not through any partnerships with OPMs. And our final example is another exception to the trend, and that's Coventry University. And Coventry is part of University Alliance, which is a membership group which represents institutions that specialise in technical and professional education. Coventry is not in the top universities ranked in the world. It's between 601 and 800, according to the times higher education rank. But we see that it partners with FutureLearn, and you can see by the colour of the arrow, it partners with FutureLearn to provide MOOCs and online programmes, full online degrees. And Coventry at the moment is the only UK university providing those full online degrees with FutureLearn at the moment. This is a snapshot from last month. And the other universities partnering with FutureLearn for that are Australian universities. So Coventry has been quite active in terms of teaching and learning provision in the UK. So they offer fully online programmes with FutureLearn that can be taken module by module on a page-a-go basis. And you have the option to take the MOOCs on FutureLearn and use those MOOC credits towards a full degree. As we have showed you at the beginning, our desk research was only one phase of data collection. And we have used the maps to contextualise some of the evidence that we have collected through our other data collection phases through the interviews, focus groups and surveys. But what we have hoped to illustrate in this very short time is how we have used the interactive mapping techniques to gain this panoramic view in two places, two national spaces. And how we've weaved our conceptual framework of unbundling mobilisation and digital technology into visualisation through the visualisation features and interactive clustering tools. Thank you. Thank you. So we're ready for, we've got a few minutes for questions. I've noticed the question of why are they moving around? People want to know why the map moves. Okay. So this also has the social network analysis capabilities. And what that does is try to find like points of power. So it will try and sort of jiggle them around and show you where a point of power is. Now we're not really looking at those measures in this project, but the reason it sort of jiggles like close to FutureLearn is because FutureLearn partners with almost 40 institutions. So that's a point of sort of power. So it jiggles around that point of power. It's sort of like a, it's called gravity on the software and you can change the amount of gravity. That's what makes it jiggle. But it's just also fun. Yes. You knew we wanted to, like I had said, you weave our conceptual framework into these maps. And a lot of social network analysis mapping software is for very big data sets so that you kind of just see these little nodes and lines and that kind of thing. And our data sets weren't that big. We wanted to see individual things. So what was important when choosing the software was the decorative features so that we could use colour and borders and that kind of thing. So that's why we chose Qoomoot because although it does have the social network analysis capabilities, you can run the metrics on it. It was just, it was a good option in terms of four small data sets having those very strong decorative features. And I'd just like to add to that that when we carried out the interviews, that was where we came across CEOs of private companies saying we want to partner with the top 200 universities in the world. And so that's where we started looking at ranking and types of university. So it was something that had come out of the earlier data collection that meant that that was the focus of how to put the variables into the mapping. Interested to get your, I appreciate it's not the kind of focus of your research but to get your insight into whether you think this is a trend in terms of partnering with commercial organisations which is still growing and kind of where it is, is it something which you perceive that is mature or is it immature that if you did this in five years time would you expect to see all of those unaligned institutions find a commercial partner? I think it's certainly immature and we know that from the earlier maps that when we created the mapping at the beginning of the year it's changed already. So for example in the South Africa mapping the University of Cape Town had no distant students but they were creating provision that you thought might be for distant students and now they've got some distant students. But in terms of leaving those non-aligned universities behind I think that's a real risk. I think that yes this will mature and in five years time the landscape might look very different but to what extent that will bring in all the universities I don't know this could really leave some universities behind. There are some universities especially with those universities that perhaps didn't fall into the higher rankings, whether there was a desire by those institutions to engage in partnering and if they actually saw any particular barriers to that or whether they were comfortable in going to Commons to stay where they were and not partner and just to call her and for it. What we actually found from the interviews was that the more high ranking universities were almost saying we're fed up with people knocking on the door, we're fed up with getting emails, we're fed up with people ringing this up. But then you would get the much lower ranked universities saying nobody wants to partner with us, we would love to develop this sort of provision and we were at an event yesterday where somebody said this sort of provision needs a disproportionate amount of funding at the beginning and the lower ranked universities just don't have that amount of money so if a private company doesn't come and help them do this they can't do it and so I'm not saying every university wants to do it but there are certainly universities that are not being approached that would like to start developing this sort of provision. If you had to pick just one, what is the most important conclusion from this work? I think we're still working on that but I think it's the private providers and private providers are really keen to work with universities that enhance their brand that they don't just get the business, they get the association with the high ranking universities. I saw another question which was easy that I'll take. The software is called Kumu, K-U-M-U. So I'll just do one more question before we finish. Another variable which would be interesting is the size of the ed tech team at those institutions to see if that has an impact. That's interesting because at another presentation somebody said well why aren't institutions putting ed tech teams together to do this themselves and I think that means you've got to have the resource to do that and you've got to have the skills within people who already work at that institution or be able to set up a team and when the digital education service at Leeds started they had three or four and now they're into 40, 50, 60 because the universities decided to allocate resources to that and I think it would be really interesting to look at that and we are really interested in other people's views of what variables we haven't captured on these maps so I think yes and I think you would find that the higher ranked universities with more money would have bigger ed tech teams. That has come up in discussion and I introduced the sort of dilemma of build or buy and whether that is possible or not or to purchase or partner and arrange between that spectrum of purchasing and partnering building or buy. Thank you. We'll leave it there and we are around all afternoon if anybody wants to come talk to us. Thank you.