 I'm going to hand over to my Alps Scotland coach here at this point. Joe Wilson, who will introduce our next speaker. Thanks very much. I think the point of making us all together and reaching out to other sectors is because the learners that we have are moving through schools, colleges, work-based learning, universities and upon into the workplace. And they want to see a culture of sharing and a culture of using technology. So it's good that we've got our school colleagues along to have a chat about what they are doing. Who am I about to introduce? Nick is one of the biggest pixies I've ever met. But he's got a great story to tell and he's been doing it for a lot of years. And at one point I was just looking around for robust communities of practice. Anywhere in the lifelong learning environment in Scotland and I discovered the physics pixies, I'll let you tell the rest of your story now. Right, thank you very much. Right, good afternoon. My name's Nick Hoot. I'm a physics teacher now. But I'm on to Cymru House so I now teach the teachers how to teach physics. They didn't say that if you can't do, you teach so if you can't teach, you teach the teachers. I'll say it before anybody else does. But I grew up in IT, many years in IT programming. So I'm a relatively late newcomer to education. Just past ten years. And so I've taught, I've been in schools, I've been in team. And now I'm at Murray House. But one of the things that I thought I would bring to education is the IT skills that I developed over the years. And I've found that a lot of my colleagues, I don't know, they're a bit terrified of technology. They're a bit terrified of using logins and computers and stuff like that. Now that's changing, right? And just by enough people like us that nag about it, people will finally get on board and start to learn how to use social media and networks and online resources and my colleagues that are talking about glow in a short while and other things. And some of the networks that have been put in place. But I'm going to tell you a little bit of the story about the physics pixies. Now the physics pixies, well what is it? Here's a quick roadmap of that. If you're following on Twitter by the way, my Twitter handle is at colorlo or you can just follow at physics pixies. I've just tweeted a link to this presentation if you'd rather just follow that. But yeah, the physics pixies, what is it? I'm going to talk to you a little bit about the context of the history. What it is, how it works if you technically mind it, if you're interested in that. A few stats. Some of the issues and weaknesses and things that keep me awake at night about the network. I'm going to assess whether it's any good and then a link to further information. So I don't know if you can read that, it's a bit small, I'm sorry. But around about 2000 the Institute of Physics in London decided that it would be helpful to have a network. So they set up something called the physics teachers network and comments. And it's just simply one of those lists of naming lists, just that. So you subscribe to it, you get emails from the conversation in. If you want to reply to something it goes to all the members. So there's a community of shared practice developed from the year 2000. Around about 2004 they started the Scottish Physics Teachers Network and Comments, which is quite a mouthful. Scottish PTNC Sputnik, which is what it's become now now. So the Sputnik email community in Scotland, there are about 900 physics teachers. There are about 895 people subscribed to Sputnik. So almost all of the physics teachers in Scotland are subscribed to this network. They use it to privately, amongst their colleagues, ask stupid questions. Like, how do I assess National Four again? Okay, electricity and so on, that's interesting isn't it? What's the voltage? The kind of place where you wouldn't have a parents evening admit as a physics teacher that actually you don't know much about voltage at all really. And you're winging it from based upon the fabulous resources that we've got. You wouldn't have picked that. But in this community you can ask the stupid questions without fear of anybody rolling their eyes. And how you do that in email, but you know who can. Or being sarcastic. It's a community which has developed since 2004 a habit of asking stupid questions and just answering the question. So, whether you're a seasoned veteran with 35 years teaching experience of physics, or whether you're a brand new student straight out of your PGCE just joining the profession, there's a place for you to answer questions. My physics PGDs this year are going out to different places. One of them is going into possibly one of the toughest schools in Edinburgh. And she's going to be the only physics teacher there. She's going to teach a composite national three, national four, national five and higher class. So she's got kids so she's going to try and get them involved and ready for the university entrance. At the same time, it's getting children just to simply sit down and behave themselves. That range of ability and engagement is her task. She's going to need help and support me because one of those places that's going to give them the help. Now that's the IOB, that's the support me. A roundabout 2004, somebody said on Sputnik, I've got some stuff that I've done, I've written some luggage semi-units and I would like to share them. Just to see if anybody else finds them useful. I'd like some feedback to see if they're any good. We didn't have a place for that. Sputnik list being a mailing list has a maximum email size, which means you probably can't attach anything useful to it at all. So there was a desire to create a resource sharing sites or something or other. We looked at GLUW but we decided that the independent sector is important because in certainly the Edinburgh area plays a major part in developing the physics curriculum and so on. At that time, the old glow, a bigger part than yesterday, but 2004, right? The old glow and the Scottish schools digital network that was called we found that because of the absence of the independent sector, we felt that that wasn't a useful resource, we looked at something else. There was a network in London again based on the Institute of Physics Network called TORP Physics. We just didn't like it, we didn't use that. So a very good friend of mine, Dave Spettel, physics teacher, or now golfer, teaches part-time physics. No, really, he used to be a physics teacher that plays golf, he says, nothing more. He said I'm now a golfer that sometimes teaches, but anyway, he had some skills and he set up a little, he just took a domain and he took some space on the internet, he started to use that. Eventually, he set that website up but then he lost patience and he took a job in Bahrain, so that's his off, his away, he's out of the country. With his departure, something really to pick it up, so I did that. I picked it up, I transferred the resources that we started sharing into a new domain, which eventually I called that Mrhood.co.uk, this was worldwide, what's it? I don't know like this, must be drunk at the time. But that was a resource that I had online, which was for pupils really, so that it could go on your homeworks and find quizzes and stuff like that. So I started to share resources on there, but realised that I needed something for the teachers, so I set up, well, 2010 implementation of curriculum for instance, that's the point at which Dave lost patience and left the country. And then I set up the resources at Mrhood.net and then moved them into SPTR. SPTR, Scottish Physics Teachers resources, that's what I called it. There is a back story that's not in the slides, which explains why I said, or have maintained this idea that it's run by this mysterious group of people called the Magic Physics Pixies. Right, and back story is basically, I was going through disciplinary procedures of my employer at the time for what they considered inappropriate use of social media. Now I stand by my principles and say it wasn't inappropriate your honour, but I just didn't want my name out there anywhere at all, so that's why I fakes this thing. I mean, all the physics teachers knew who it was, but I thought just keep it away from the employers and the lawyers and all the other people that were. So that's where it came from. What is it? I was going to sit down and do real sexy graphics, but I was too short, isn't it? Just drew it. I took a photograph and dropped it in the slides. I'm sorry, I was cheating, isn't it? But what is it? Okay, I'm just going to talk through the graphic. It's a website. It's just a website. It's a place where people go to. I post interesting articles and links of things that are going on in competitions and it's the international year of light this year, lots of things going on with that. So it's sharing stories and stuff like that, but if you had a login, then the users can log into the websites and access this. This is where the money is for them. Okay, the resources. This is the stuff that's shared. They can't post resources. The reason they can't post resources. Have I mentioned that teachers are not very good at technology? Right, it would finish up as an absolute mishmashing disaster. So I do a little bit of a curating job. So what I've arranged is that if people want to share resources, a new homework, a course module, assessments, they can send them to the Pixies. Pixies at sptr.net. And this is developed into, there's now a verb. I'm going to Pixie. These are the weekends. Which means they just send me and I put them on the website. So this is kind of curated bunch of resources that they can access. It's hierarchically arranged by courses and so on. So teachers can gain access. Notice teachers. This is not a pupil site. This is for the community of teachers. And the very important reason for that is I am not going to take responsibility for the quality of what's there or the fitness for purpose for the pupil that's reading. Teachers have to take very good notice and great care, as you all did probably, in making sure that what's being said is appropriate for the teacher. So the teachers remain responsible for deciding whether or not this particular resource is for their children at this particular time. So this is why it's a teacher resource and not available. We get a lot of people trying to sign up, by the way. You know, there's various means to find out who they are. They're signing up and GTC registered you. But we don't mind pupils signing up. Because it needs to be checked by the teacher before it's used. But those resources are what people come on here for. And there's quite a lot of visitors on at any one time. Of those 900 physics teachers, about 300 a day visit a site. A day. I think that's the same 300 every day. So the usage of the take-up is quite good. I'll show you some numbers in a minute, which will tell you why. This is the Sputnik list service. So these users are part of this as well. It's nothing to do with me other than the fact that I post notices on here. I have my own notices list, which runs the same way, so that if I post something new up here, I'll send an email to this notice, notices list, and people get notifications and resources. So let's hope somebody of course is going to be able to send me a new homework. I'll put it on this PTR. I'll send an email and everybody gets a notification of that. Why did I have to get one of those? Why did I have to do my own? Because I got kicked out of that one. Okay. There's a theme. Yeah, there it is. I'm backing against their will. Did I tell you I was in IT for several years, right? You know, they can't keep me up. Anyway, I'm in. Yeah. Do they know? Yeah, they do, but they wouldn't admit it. Anyway. What else do you want to do? We've got a number of other bits and pieces. I don't know where they're back. There's things going on. I find out about and stick it on a Google calendar. That appears in a site bar down here. You can subscribe in the usual way. Lots of Facebook page. Facebook and Twitter accounts. There's a weekly paper.ly which just takes information off Twitter feed. So all the people that the pictures follow. You know, like Brian Cox and Brian May. All those interesting people. It comes into a weekly newspaper. So there's lots of little cascading. No effort. This is no effort for me. It's automatic. I post here, it goes here and here. The people that the pictures follow produce this. It's an automatic system. So for the users, there's a range of things that the pixie is doing. So they think there's lots of them. Lots of people doing lots of things at lots of time. It's not. It's me. Two hours a week. That's it. But all of this stuff comes with them. There are survey tools and stuff up there as well. And a bunch of bookmarks and other things. 2000... Yeah, last year. There was a report that said that teachers really ought to start thinking about organising themselves into professional learning communities. And I said, we've done it already. And then they said, well now we really ought to take this seriously now. It's about time teachers start to organise themselves into professional resources, written networks and so on. And so the model, I started to shout about and say to a few people that we've already got this. It exists. So the biologists and the chemists came on board quite quickly. I had a couple of individual guys. Both physics teachers, I have to say, they set up a one for chemists called Strontium. A one for biologists called Synapse. It's a thing. They use a slightly different model. Strontium uses something very similar to this. The guy that runs Strontium has a similar right to your background to me. And he has followed the same model. I'll show you the technical in a minute when he works. And he's using the same model as this. Although they're using Google Groups as their version of the Sputnik list. So they have a forum and an exchange of emails in the same way, which is equivalent to this. I now have a site where they share resources. The biologists have done something different and I have to say that was because of the society of biologists. Check the acronym. Society of Biologists. This is God's life, isn't it? The society of biologists started to get involved because they felt that they should start to get involved and all that did was delay the implementation. So what we've still got is one guy, a physics teacher who is in school running this still. But he's using Google Drive as the resource repository. And he's had to stop the teachers being able to upload stuff for the reasons I described earlier. It became a mess quite quickly. Huge amounts of stolen video. Huge amounts of copywriting material. So we had to kind of step in and stop that just to make it work properly without the fear of lawyers getting involved. But the problem with Google Groups is the local authority firewalls. There are 32 local authorities in Scotland. 15 of them block Google Drive which means that pretty much half the biology teachers in the country cannot access that. So by arranging with them I mirror everything that I deemed to be not copyrightable or video through this. So there's quite a lot of biologists in here and a few chemists as well. Because I looked up at the chemist stuff for a while until they set up strong to him. So in essence then we've got a community website through which people can access resources. They don't have free unfettered control. I think there must be a parallel to the conversation we had earlier on which said when students produce their own OERs they're actually just not that very good are they? So if you allow unfettered access to this sort of thing it's great that people get involved and are keen. But I don't know, I'm a little bit OCD about that. I think it's got to be tidy and neat in an alphabetical order otherwise it's just not right. So that needs a little bit of curation. So this is a curated set of resources that these people access. How's it work? WordPress. In short, I've got a VPN, a virtual private server that I ran this. It's a Linux machine. It's WordPress running off of my SQL through Apache. It drives out to the web browsers. And this is driven out through email software as well. Automatically messages to Facebook, Twitter and so on to do the auto posting for me. The admin interfaces or SSH, HTP or HTTP. And I've pulled out things like stats and Google Analytics. So I know the cohort pretty much. I know that it's 60% mail amongst the physics teachers. No big surprise there. Actually I thought it might be more than that. But to be honest to you it's 60% mail. I know the age distribution. So wouldn't people say that there's a massive peak of older physics teachers about to retire and cause a massive shortage of physics teachers. I can look at the demographic. I've got an office website and say that's just not true. Media and Aida physics teacher in Scotland is 35. So that's just not true. So there's other dates that I can get from you. Just by looking at who is using the site and thanks to Google Analytics. I do, through HTP, back up all the files onto Dropbox. And that's because I perceive that there's a risk here. I'm the risk. It's me. This old ticker has been going for many years. Any bets on how long this will keep coming forward? I don't know. I'm careless on across the road. That's a big risk to all these users. So there is a Dropbox back up which I allow the physics teachers two or three to have access, read only access, so that if I do get hit at least the resource is safe. That's not satisfactory up. But anyway, technically that's what it is. It's just a lamp server with WordPress and a couple of clever part plug-ins. The file management is done through a plug-in called WB5W Pro by a guy called Fabian Schlieper. Brilliant, brilliant coder. The only person who wills to make this plug-in for WordPress to make that tart easy. He's 17. Doesn't that cheer you up? And he's making the fortune. Quite rightly so. It's a brilliant piece of code. So, I've got about 1,300 registered users on SPTR. More than Sputnik. More than the number of physics teachers on the GTCS register. I have some biologists on there as well. I have quite a number of FE teachers as well because FE is teaching our physics. There are quite a lot of FE tutors and stuff on there. Don't keep them out. They don't generally contribute to resources, but they have a job to do and they've got learners in front of them. So the philosophy I've taken as well, why should I keep them out? So there are some technicians and so on there as well who also take an interest and help out in different ways and different schools. Nearly a quarter of a million downloads since I reset the stats in 2012. There's 9 gigabytes in 9,000 files of resources. 9,000 unworks, sheets, resources, booklets, 9,000. In the last month it's had 8,000 page views off of 3,300 sessions. So each session roughly 3 page views. The number one is the resources page. They just go to the site and go to the resources. They're not interested in reading stuff that's up there. They just want to get to the stuff. So that's pretty much what that is. So 13 older GTCS registered physics teachers that includes the retired, the deputes, the ones working overseas and so on, acted in Scotland about 900. We do have some overseas participants on SPT on day special for one. It was now in Kuala Lumpur playing golf. So yeah, weaknesses, strengths and issues, the bus. Any time I could be taken out of the loop and I think that, Joe mentioned that it's robust. I don't think it's robust because of that. This isn't robust. I worry about the fact that is there anybody else that could take this up? I've asked quite a lot of people if they want to pick this up. But sooner or later it's going to have to be. Somebody's going to have to run this or put money in and hire somebody to do it. That's another possibility. Are they serious about developing teacher networks? Well, yeah, of course. Funding. The Institute of Physics tried to give me money to run this. A couple of years ago they said, we know that you're doing a good service here. This is really, really important. You're an important feature in physics teaching in Scotland. Can we help you? There's money available. Can you apply for grants and stuff like this? Or we could just throw you money. I said no. I don't want a penny from the Institute of Physics because I want to keep myself independently. I want that editorial independence that says if I want to slag off the IOB, I can. If I want to comment or criticise you for anything publicly, I can. But more importantly, the Institute of Physics has a publications branch, which is filthy rich. If anybody smells money and sees resources, that's like a lawyer trap. It's like common oil and sewage. So I wanted to be publicly known or clearly known. This is run by one guy who pays for it. He pays his own pocket every month. There's no money to be had. I'm mortgaged up to the eyeballs. Don't come after me. There are terms on the site. If you find something that reaches copyright, let me know or take it down. Try and find the right... We aren't quite good at copyright and keeping ourselves clean. But I just didn't want the attraction for predatory copyright chasers. There are a few. I found a certain unnamed university using... You know the picture I drew and took a photograph while I posted it on a website. I found it embedded in the course of a well-known Scottish university of social media. So I wrote to them and said, I, that's my image. I wouldn't mind an acknowledgement or a link back to my site. They called me and I pursued. Then I invoist them and then they completely ignored the invoist. Then I sent a final reminder and I mentioned that I was about to launch a proceedings that was not claimed to court and they paid up. It's easy to go chasing money. It is easy. Lots of people would do it. I think more and more people are looking for opportunities to take commission of copyrighted resources. So it is a very important issue, especially if you're creating OERs and trying to create your own. You must know where the resources came from. Give appropriate accreditation and so on. What I don't have up there is anything that's SQA secure. SQA has a bunch of resources like sample tests and so on. Assessment resources. Very, very careful to keep those of work. The reason for that is if the SQA will see this, although there's a login for this site, they will see it isn't a public domain and as soon as those resources go into the public domain, those tests are no longer valid and it could actually invalidate student's qualifications and I don't want to do that. So I'm very clear about not taking anything that's either from or derived from SQA secure material. Videos can't afford bandwidth. You know the next price point from my internet service provider is expensive. So if I start putting videos up there it's big up but I don't want to take the risk of putting videos up there. We're done with the I've mentioned the drop box. Copyright I've mentioned lawyers and commercial exploitation is one of the other threats that we have. Every week I've got three or four private tutors trying to register on the site. Usually in the States but there are a lot of private tutors in the States and resources will be a real gold mine for them. But they are not shared for that purpose. They are shared to help out my mates in the Scottish schools at the chalk place. That's what it's there for. So if somebody at Watson shares or somebody at Moody in 5 shares a resource it's because he's been a good guy or a good woman saying let's just share this resource for the benefit of my colleagues. What I don't want to do is that somebody else will make 40 quid an hour of that. So that's one of the reasons. So we do get quite a lot of attempts at this. Even book publishers are trying to take resources from them. So they have to be on the go. It absolutely relies on collegiality. My contribution to that has been mentioned for two hours a week. But the number of man-annuals is represented by those 9,500. It's phenomenal. It's only useful because the physics teachers in Scotland are a very collegial bunch and they're quite happy to produce something pixiate for the benefit of other people. Yeah. And a couple of comments. Just a quote for you. The user community likes it. Wherever I go I get people saying it's not a major chance for me. What does it cost? 20 quid a month is what I pay for my videos. 20 pounds a month, that's it. And on that I've got another dozen sites, some of which I have fee-paying clients for. They cover the costs. So this actually doesn't cost me anything in terms of cash terms. It's not a sole-trader business. Anybody from the lend revenue group? No, it's all declared. I've run it a lot of revenue. And it's deliberate because that's the way it's bought by a couple of paying commercial clients. So that's had it done. So I have saved some back-sites this year particularly and a lot of stress for teachers. It's what happens when a community gets to get them to start sharing this idea and this principle to share. If you want further information like me on Facebook, Physics Pixies. Follow the Physics Pixies on Twitter. There's an about page if you've got a SDTR or something. There's an about and frequently asked questions. A little bit more detail up there. Also have a look at the strontium in the sign-up sites and resources. Any questions? Yes ma'am? Mr Crane, do you think that and what an amazing story you could go on to the entrepreneur circuit and you're a big box man. I have a business probably. I used to run my own business. But do you not think, inspired by what you've said about you've just shared the IP and all the rest of it there, if you want this to continue and sustain a developer that you are going to have to consider some kind of model whether it's an architecture or commonplace but you are going to have to consider a model? Absolutely. Sustainability is the one thing I haven't built in. I should be right. I'm going to have to do that sooner or later probably from today actually since it's on public record now. So thank you for the question. Yes, ma'am? I'm not interested in works as you've proven but I'm going to try and make that institutional or whatever. I think it breaks down. I mean a good example that was coleg which was just a way of sharing resources with each other and coleg was like, your auntie really actually just helped me out and it's never worked institutionally in any way since then. I don't think you're just going to have to clone yourself because I don't think there's any way you could get an institution running. I see the sustainability coming from the community but that's where I probably see it. But does that not rather tell you about what institutions are actually all about that they really do see innovation and get their course on it and they'll stamp it out? You might say that. I possibly can't. Guess what? I'm watching at the moment. Any other questions? I'm interested as people contributing to the community so that you're contributing to the community and what they want to do. Do you have some kind of quality control of it? Do you have some content that you enjoy? Or what does it really mean? I have a disclaimer that's what I have which is the one I describe where the teachers take responsibility if you download something from here you are responsible for what's in it and what's before you do it. That's my out. There aren't enough hours in the day to do a proper QA job on them. I take them in good faith. I share them in good faith. It's the person that shared them and put some message in which they often do saying, look, I did this in an hour. It might have errors in it. I post that exactly with the message that goes out. We ask for feedback and we do. The community does say that there's a time for on this page of the classic case in point about a brilliant resource that was put up about two years ago about road traffic accidents and measuring the skid mark length and stuff like that. But the case study that they put in for the children to look at was based around Jimmy Saville's clunk clip campaign. So somebody said, you might want to take that down. So we did. We changed it and it's something else. It's now about a guy driving home from Inverness. It's a deer on the road on the way home which is fairly common in community programs. OK. I'm going to have to show up. That man's turn. Thank you very much. Next up we have Aime Stewart and again, I've known Aime Stewart for a long time. Probably about 10 years ago I was looking around for innovative practice in Scottish schools and delivering what we would now call industry-recognised qualifications. And I looked into all the usual places like Glasgow and Emperon Aberdeen and all these. And I discovered the place that was doing most of it was Isle High School. It was really interesting. He was the deputy teacher there and he's gone from strength to strength and he's going to tell you what's happening with glow and again, that layer on my journey, glow's really moving and I'll let you tell you the rest of the story. OK. Now, that is a tough act to follow. I think we'll agree. What does that say about institutions? Let's find out what that says about institutions really. My name is Aime Stewart. I'm actually seconded to the Scottish Government via Education Scotland. So I'm split personality and the idea of Nick being cloned into two will give certain head teacher those high bodies, heart attacks and so on. So I'm split into two as well. I'm actually based at Victoria Key for the moment. Victoria Key is Scottish Government headquarters and I'm working with Digital Director. I'm at the moment signing into a forward-facing WordPress site and this site is where you get most of your information for glow. I think I just typed that wrong. Let me just do that again. So I'm actually, Joe first met me. I was actually a techie teacher on Iowa. I first got in contact with the principal teacher of technology at Iowa High School and as such and as such I was passionate. I came from industry as well. I've run two companies. I said my time is an analytical engineer and come into the passion to get kids actually motivated for learning not just what they want to do. Let's me just get into my PowerPoint with it. A skill of a skill of 160 at the time and we're ready to start. 160 at the time people travel from two islands. We'll come to that. So first of all in schools we do this. Please turn off all electronic devices. Is this a familiar message to all? It happens in schools. Turn it off. I know there's three schools that have dampening devices for mobile technology. Hate to imagine how much that costs to stop kids using the technology. But let's turn them off. Let's actually get them and use them. So these are the hashtags we're going to do. If you're interested follow postcott and actually the digital landscape is a new thing. We're looking to build the community wider. We talked about alt looking at education. I think that's something we all need to do. We're going to show a video with no sound. But it's okay because that would be copyrighted. If I don't want to play on the screen. That's what it's already done. It's okay. But this is the funny moment from the American office. Then we see the American office. This is the funny moment where he's doing a talk to students. He says, you know everything. Real business you could put in. Real education. I'm from Ireland. Ireland covers Ireland and Europe. I'm very proud of the fact that at the right of the north end of Europe is where George Orwell wrote in 1984 and said that it's the last place in Europe. So I'm in the high school that covers the last place in Europe. People travel all the way down all the way across very across to get to the high school which is here about 200 metres on the north end of Europe. I was there for 12 years. I think I was at 180 metres through the town. I was there last year. We had a learning conference that had 96 people turn up for it. And I'm absolutely convinced that 96 people travelled all the way to the island because we held it in Boma Distillery. We arrived and we used the bar in Boma Distillery. At Boma Distillery we had a learning conference that had a learning conference in Boma Distillery. At Boma Distillery we had a lot of 18-year-old malt on every table. We solved the world's problems that night but nobody took any notes. Nobody could remember a thing. This is my school. Tiny school. Every pupil for the last 10 years every teacher has used technology. They have them in their hand. They have them in their backs. They carry them home. Everything is done electronically. It's not paperless. They say that schools are not doing this. Education is not doing this. Yes they are. They are doing it. I think part of what Nick was talking about was growing the community. It's the community ownership that's the important part. You can provide all these things. How does that affect glow? As you may have picked up the next subtle comments can you use that second? Glow is not very good before but I've used it before. It's changed. I was invited in to the ICT Excellence Group Report. The spelling mistakes are mine. There are several in there. But the ICT Excellence Board had five major recommendations. I've talked to you before at this event so some of you may be familiar with. Myself, John Johnson who some of you may know, will know and a couple of other teachers were seconded in to make changes. The recommendations were around an identity management system with some storage, access to resources in a wider sense and access to other things. Now let's look at what we've actually done. It's become a digital library ticker. The oldest library ticker I could find on Scran and what difference did a library make to Scottish education? Both schools, libraries, access to that knowledge and impact. I would glow the idea to be a library ticker. In Scottish schools, we have CMIS. All vector authorities are in CMIS. CMIS actually stands for Strafclyde Education. That's how old it is. It's Strafclyde and it's the information service. So every pupil, every teacher all the information flows there. That's a single point of truth. We feed that into a product called RM Unify which we support and actually loads of other resources. One of the main resources here is WordPress Public Sites. So let's have a look at this actually. So what I did was I signed in. I signed into the launchpad. This is RM Unify and actually all my resources every pupil, some of it is Mr Stuart because it's very formal in Scottish education Mr Stuart is in high school and these are all my pupils in high school. As a teacher, the only action I have is to change Jamie's password right there and then in front of me. It's that single ID where a pet hates with that third year boy sitting there with a chewing gum and his mouth going, I'm bored, I'm going to go for a walk. I've got my password, going down, getting reset, going back. Period's gone. I wanted that to happen immediately. Every teaching group is live. So somebody moves from one class to another but automatically changes. And again, actions I can view the members who they are, pull them through. That then means that we have who somebody is, what school they're in, what teacher they're in, what subjects they're doing already through an API to be pulled through to various things. That's what glow is now. It's an information system, and it's an identity model. So let's go and look at this. I am who the company who provide our present front end and I'll come back to why I say present front end right now and they have a series of apps. Quite a few they're trying to sell to schools. And the reason I say present is because we go back to this, actually. This is all completely modular. Completely modular. We own the data. We pull authorities on the data. We pull everything through. So if we wanted to change that and unify and strip that out, and you went in with standard APIs, obviously 6.5 for Google, let's put that out. WordPress. I don't know why you would change, not change, why you would change WordPress. Wiki space is our Wiki provider. You may want to change that in the future and new technologies come along. So it's all API driven and it's all modular. Let's go back. What that actually means is that we have a series of launch pads. Right now there's one launch pad. This is my Ogell Good launch pad. It has the resources that my authority has said they want everything there. Next week that'll become a drop down. It'll be local authority, national and school. So a school will position tiles there. We'll want you to go to this place. Click on there. Position stuff in front of them. Very clean. Very simple. We have Glowneach, which is Adobe Connect for Distance Learning. For that synchronous working together. Space for 500 rooms. Now you'll notice there's a room here for open badges. It's a big discussion for Scottish education. We're right the way through as open badges and anybody can go in here at any point and have a discussion. You can see we're having a discussion yesterday with open badges with Zad Scott and Scottish Borders and Dronan, Gralo School and Stirling and Clacks. All the stuff is starting to come together now. So we can go in there and have that meeting at any point. If this classroom in Scotland could, if it wanted to, set up a meeting room just sitting there waiting to be used. It's quite often used as Glow TV. The last big Glow TV event was Commander Hanfield. Come in and answering questions to primary four, five and six pupils. We had 300 sign-ins but that would be classes, 300 classes. Watching. Commander Hanfield answering questions from Brazil. It's all there ready to go. Excuse me. WordPress. John Johnson who's one of my educational heroes. He really is. Anybody can go from training bears and call the power zoo to training bears at East End of Glasgow. I like it. WordPress took 57 clicks in the old one to set up an account. 57. And we weren't finished. I can still permission to set. I can now go in and say because it's set it's off the shelf WordPress. That's how many we take now. It's there ready to go and it's always the latest version of the latest patches on it. So it's coming used starting to use more and more by skills to create their own front pages. It's starting to use more and more for setting up small communities of action. The biggest part about the WordPress part is it can be made public. So you've then got community and parental engagement. John describes it as this worldwide display board. It's a primary teacher on the wall. Instead of on the wall on the web. So it's worldwide display board is there. Wickeys. And we've got a wiki press wiki spaces. We've got a contract for this one to a proper procurement and you'll see I'm signed in. It's taking my ID pass me through. It's that single access. One thing I would like to kind of get you thinking about is how do you engage with local skills? Right, local skills around the country. What can you do? Are there things that you actually can put on the web you think actually I would like this to be identified for pupils. That API is there for public consumption with approved vendors. So actually the question about moogs earlier, many moogs I really like that me moogs my moogs, eh moogs I really like that idea and actually there's no reason why that couldn't become just a way of identifying and taking someone in. Every pupil, every teacher will they know or not? I'll give you an example Edinburgh had their own centre and they've got a single sign in from a desktop. They've got their own setup for office 365 their own areas East Lordy in has Endu Buzz. There are some things happening which will allow them to come together but the teachers can phone up all the help desk and say I want to be set my glow pass I want to go in and access some resources that will happen from the help desk Will they know that or not? It's a different question depending on how much support they get from the local authority. There are 28 local authorities in there right now so that leaves four and those four could well be coming on I'm pretty sure over the next couple of years, so it's modular, oh other resources, sorry I'm asking this to you, other resources. So we have other resources like scran, gigajam, my learning experience is twig, it's an interesting one because twig is going through a procurement process right now to change how resources are accessed. Access, now it's a GTC one, I would love that to be signed into the GTCS, it doesn't write out, it's a dumb link. So we're in the process of trying to make that so that we just click on there and register teachers right into the GTCS. So it's that single way in, logs and workings, but actually the biggest one, and I've just come up with that one, is Office 365. That could be Google. And actually four authorities, not the same four who are not in go at the moment are looking at Google as being their main platform. That's their choice, all we're providing is the access in. But literally the biggest part of this is the one drive. Every pupil, every teacher in Scotland with unlimited storage, it used to be a terabyte of storage, but I spent a couple of days creating a power point on what a terabyte was explaining it to teachers, getting examples. The day after we finished, they said, no, it's no longer a terabyte, it's unlimited. Okay, so that's completely unlimited. We have tested it. We reached up to 160 terabytes and it still didn't break. It didn't stop in a single folder with 22,000 individual items in it, because the limit we found. Because it's a government, we have to test everything to the end of the grade, plug-ins the lock. So it's all there. As you'll see, I don't know how you're all aware of the online Office stuff, you know your audience as they say. Yes, I'm not surprised. I just assumed that people would know about all this. But actually lots of teachers don't know about this, because what that means is that pupils don't need Office at home, in the correction, in the browser. And if I wanted to edit my presentation, I can do it in the cloud. You all know that teachers and pupils are just beginning to find that out. Interestingly, interestingly, 23 out of the 32 authorities right now actually have student and teacher advantage, where every pupil in those 23 authorities have five copies of Office, and every teacher has five copies of Office ready to use. That's bring your own device in your own platform ready to go. I know you guys don't know about this stuff, but lots of teachers don't. So I'm hoping that some of them out there won't be listening. Even the 30s who are not in this yet are all going, oh, this is a bit of an interesting thing, we need to know about this. So we're into this is what it was before, this is what vision was, this is the library ticket, this is what happens when you close your browser, when you're using a browser. And actually that takes us to work here, sorry, WordPress. As you can see, pop-up schools using it extensively for forward-facing websites. Pupils building this, digital leadership, digital ninjas, as they're starting to be called. They're collecting their badges on the way through. And we don't have open badges yet. We are working strongly to get that in place, but we do have WordPress. We're building e-portfolios into there. Reflective lemurs from the age of five, six, seven years old. My wife is a primary four teacher. She has learning logs on paper right now. She'll be moving them over to WordPress fairly soon. Using schools, Microsoft Office, any way, any type, any device. Interestingly, Microsoft, and I will put my hands up here, I'm a Microsoft Innovative Education Fellow. I have no idea what that means, but I am one of them, doesn't ask me to be that. So which means I've been using Microsoft products for a long time. I've also used Google for a long time. I'm quite comfortable using Kyla. But Microsoft recently have admitted, maybe not publicly, that we lost that battle. So everything now is completely device agnostic, but we're not completely yet. Everything that I've known is fully accessible to absolutely everything on demand when I need it. That's a game changer. That's a game changer. Every pupil are limited storage. Every teacher are limited storage. Completely shareable to everybody in Scotland within the role environment. Come back to who's in there in a moment. Coming soon, Delve. Have you looked at Delve? Delve is the machine learning. We're talking about metadata and hashtags early. We did some tests this week on what Delve surfaces with metadata and without metadata. It showed up exactly the same thing. It's the Pinterest, autopinterest model. Again, I'll show you the video. Autopinterest model that brings up. It says, oh, right, you're a teacher. You're working on a work document on Vikings for your class. Did you know there's a teacher in Shetland? There's also around that. Did you know there's a teacher here? But it has to be shared to be found. Again, it's that interesting of things being pulled to you, not you going searching for it. The teachers, as Nick said, are not technologically adept right now. We're creating a digital learning community that's wider than glow. That's not about glow. It's not about the services you've been there. It's about digital tools and learning and teaching. In fact, the forum's first meeting is happening right now in the Optima in Education Scotland discussing the forum gets that together and then growing the community. I'm passionate that it must come from the community. We must grow from the ground up. I learned we did things because we were tours of the mainland. We wanted it to work. We went and did it. I want teachers to give them tools to actually go and do it, support them, give them information on creative comments, give them information on the risks that are possibly in there, also the benefits of wonder. What is the two differences between here? Office 365, this part, is a school. Every adult in years PVG checked. That means they have access to 660,000 pupils under the age of 18. That's a risk. If you manage that risk by saying it's a school you wouldn't let anybody wonder through your school, you didn't know who they were. Blogs, wikis and Adobe Connect can be brought in through guests. So if you want to do partnership working with local schools or national schools representing the entire country, you can do that. You'd be in as a guest. College development network are coming in as an establishment. So they have their own area, their own domain, their own landing page built to work within that Office 365 environment and access to the wordpress and access to the wiki spaces and access to the Adobe Connect. If you're going as a guest, you've got access to the last three, just not this one. I've got four minutes left, I think. So one of the big things I'm pushing for is that the development of resources for Education Scotland now are developed collaboratively. I'll give you an example. There are 142 engineering science teachers. They're creating brand new courses right now and they're creating individually in their own classrooms. So we said, no, no, let's get together as a community and build a single course but we're going to do it in multimedia. So we're going to use one note to do that. It's going to be available to everybody to edit and change so our quality assurance is going to be many eyes. Having been teaching now for 18 years, every time there's a new resource brought out, been paid for a fortune for, new resource comes in, I've seen teachers go, get a fish, throw it to the side. Or even my scissors, they'll cut out that bit, that's a little bit that's very good, they'll keep that. Although now they'll probably use Office Lens, take a picture of it and edit it straight in there. But they'll take what they need. What I want to do is have a library that they can choose with a foundation ready to go and not saying this is the perfect model, this is a starting point. You then change what you need for your individual area. As Nick said earlier, you're going to change the context. You're not going to define what it's going to be. That's going to be put out on a Creative Commons 4 license and actually that's going through the legal team in the Scottish Government right now and one of the reasons it's going through the legal team is because the recommendation in the Scottish Government is that everything is published as an open government license. The open government license is open to anybody and actually there's been three, four instances of companies from other parts of the world coming in, taking resources from Education Scotland and selling them in other parts of the world. So actually the open government license is too open. Teachers are going, oh wait a minute, I've had that, it's working. A company could just take it. Creative Commons 4 with a non-commercial attribute is the way we've identified. That's going through legal right now for the whole of Scottish education. That's going to, I know that's how I want to go, but that's actually going to impose on local authorities for COF, but legally this should be promoting stuff under an open license already, make a famous workplace. Grow in a nutshell. Give you one last example myself and Nick when I have a conversation there and he said, so I could take a glow login and look into the physics area. Yes, there's yes. This is open federated login. It would save a whole lot of hassle from him moderating accounts, creating accounts, deleting accounts when he drops dead to have to take him off for a start or somebody will. We lost that practical management stuff and actually pull that through information through. That's the big advantage. Glow itself is not the services. Glow is the access point. Thank you. Almost a VLE. No, deliberately not going for a VLE. I've gone for collaborative tools, but there's absolutely no reason why you can't set up a Moodle and use the access and authentication straight into Moodle. There's no like service, so we could do like quizzes and have surveys. Surveys, yes. You can do a survey through an Excel spreadsheet, now you can do that sort of thing. There are tools there, but not for that kind of learning and teaching directly. Do this, do this, do this. In the old Glow there was, it actually was hardly ever used. So, we're being market driven by what people are actually asking for, but giving examples, so they're trying to avoid the faster horse scenario, you know that one. You know, if people were asking the carers first inventing, they asked people what they wanted and they said a faster horse, they'd deliver the car into what it was, and that's what. We're trying to exemplify and let it say, actually this is what you're trying to get to. This is why we're doing this. You mentioned that, obviously, that the law of school teaches that, except in your discipline areas, perhaps areas of educational guidance, thinking about the information that you're about to which you have been taught, making full choice about the next step. Absolutely. Which organisation are you from? I'm not a great university, but I'm responsible for articulation on the issues you get in schools, is that I do a lot more information about the information that you're about to watch. Yep. I know I've just just remained with a tea break. People want a tea. These are a glokey contact, including the universities. We have a glokey contact, it's done D University, it's Derrick Robertson, mainly learning teaching, teaching, initial teaching education units, but there is no reason why a university kid have a glow log in to access resources facility. Remember the proviso, if you want it to full partnership, you need to be PBG. That individual needs to be PBG checked because they get access directly to kids. But there's guest access, which you don't need to be PBG checked for Wikis blogs and those kind of things. But actually, you may want to use the authentication to go into your own area. You say, actually, we've got some stuff here and you just put a tile that lands there, they click on that and it takes them into there. That's appropriate for them. And there's aiz of differentiation can be brought into that as well for resources. Good example that is the BBC. I've got Shakespeare's, I keep saying birthday, but it's actually his death. 400 years, I had to go look this up myself, so 400 years of his death in 23rd of April next year. BBC are saying, how do we get access to pupils into our resources? We haven't. It was like a five minute conversation. They are now away going, okay, so we can build this on Shakespeare, BBC hold it and they just allow in Scottish teachers and Scottish pupils. Okay. Keep raising time, Chris. Just so I keep once again, and you can do it. Everyone's got lots of time to talk about it, but they'll be trying last week. So if we can get it started again, the next speaker on our programme is Jones himself, who is going to give us an update on the College Development Network. So we're having all the sectors here today, which is great. I think, as you said earlier, we don't do this openly enough. We don't actually look beyond our own little areas to see what's happening across the education sector in Scotland. So this is a great opportunity for us to do that. So, Joe. Can you think, thanks very much. What I'm going to do is give you a tour around the house on the Huller Education landscape. Last time you met me, I was head of new ventures at the Scottish Publications Authority. Now I'm chief executive of someone called the College Development Network. I'll have to do that. You should be aware of this, but I keep meeting people who are not aware of this. The scale of change in Scottish further education has been greater than any other time of my working life. And I worked in Huller Education or in Huller Education. It's obviously to use. Where there were once more than around about 40 colleges across Scotland, there are now 13 regions. And the regions are significant. And about 20 colleges within the regions. It's been in a period of enormous, enormous change. And things are beginning now to settle down. But inevitably, in a period of that sort of change, the focus really has been on that reorganisation. It needs to go on when your reformatting how your organisation operates, joining your systems together, all of these kind of things. And where we are now is we're getting back to focusing on the learning technology and all these kind of things. And there's also some good legacy in the system. Some of the legacy that we're picking up, because as well as the College Development Network, being a relatively new organisation, we host JISC in Scotland. We'll hear more from them later on. But in the JISC changes, there's been some communities that we've had to go back and kind of re-pick up and reconnect with. So it's great. There's a number of AFE learning technologies here today. And one of the things we're trying to do is to re-pick up the AFE learning technologies network. Other things that have slipped down the crack that we're re-picking up was there was an awful lot of great work done by JISC around open mages. And as a sector, we're trying to go back and pick that up together. And that's not just CVN, that's CVN in partnership with HGU and a range of other parts. College Development Networks really at the centre is a network-based organisation where we've got, gosh, 50 or 60 networks that support both subject specialists and also finance managers, building service managers, all these kinds of things. So it's both the subject and support staff that we're in networks. We've online courses and webinars. We run Moodle Safeguarding. It's actually our biggest success as a Moodle course. All open, you can go and explore the site and you'll find a lot of the things that we're doing. It's a very broad range of courses. A lot of them have a focus on inclusion and inequalities. We're now issuing open mages and all that jazz as well. We're doing that too. We're just about to roll out a copyright course and again a copyright course with a view to that culture of openness and sharing and getting people on the right page so they're happy to share things. What I'd hope to be able to do today but we're not quite there yet. I was speaking to Jerry earlier on. CDN will become, as I know ambassador rule, we're not going to be surprised to hear this. CDN will become a member of all. And what we're hoping also to do is to roll out some of the same old specification and qualification and hoping to roll some of them out to the learning technologists in FE colleges. One of the things we got from them in an early dialogue was we hadn't really got proper professional progression and things so we're going to see what we do through all to help in that space. Broadly, broadly we're on all the things you might think around workshops and networks. It was one today I looked at. We're running a workshop I think today or tomorrow around using digital images and assessment. Now as well as all of that, if you're not from the FE sector, we also have something called resource. And resource is an open online sharing repository for the materials for First God, for FE. You have to be Athens-authenticated to deposit something, but anybody can go in and download and access things. And it's back to that since we talked about Coleg. Coleg was a fantastic model, but it wasn't a premium model. There was money in the Coleg system. People did get some money to create some of the materials to then give them away, give them away free. If there's a less and round resource, it's that, yes, some people give us free stuff, but there's not enough going on to stimulate people to share, push things into the collection. And I should also say that resource is a subset of Joram. So if you're familiar with Joram, you'll be quite familiar with what kind of resource works. And the challenges around using resource are the same challenges that you may have faced if you've tried to use Joram. And again, I'll loan up at this point. I'm on the Joram scheme groups. I'm really familiar with all the challenges around you. But let's talk a wee bit about what it's like in the Senators. I talked about there being 13 regions. The regions aren't all the same size. Some of the regions are very, very big. And some of the regions are very, very small. And that gives us, as an organisation, quite a challenge, because big regions, what different kinds of support from small regions have been doing an awful lot of work just hooking all their technologies together. So if you know any of the technologies in the FE sector, the big bags aren't the rise because what they've been doing is trying to get muddle to work across the ecologies. And they've probably been dragged in, too, to try and get the registration of the AMIS system or various other things to work across a region. But there's new issues I mentioned, too. A region probably needs a regional repository. And John Hemsdon kind of stood with under because that's the nice bit of working where I am is you can stand at the mount top and you can see what's happening across the whole sector. Clive College, in looking at Alfresco and the edge of sharing platform, because it works well with Moodle, is the beginning of that change out in the regions. Do you think people work in three buildings? You need to find a way in this, not three buildings that are right next to each other. Three buildings spread across. And again, there's a big focus in colleges in quality and standards of delivery and all these kind of things. So they need local repositories in order to drive on quality. And the bit I was pleased to hear because I was worried, first of all, when I thought, does this mean more closed buckets that they are all beginning to look at not just how we have a local repository, but how we have a local repository and also have a back door open to so other people can access this stuff. But they need a bit more support on that bit about opening that back door. We need people to and I said that we'd do a shameless plug. Again, if any of you are interested, West College Scotland actually is looking just now for someone to be their leader, the strategic lead on online learning across West College Scotland. It's a great job. It's there, have a look at it. And that would be working across, I've got to use the centres, that's working across West College's Recare Centre, Clive Bank Centre and James Ward Centre Group. So it's about driving forward, driving forward education across the region. And this is a new way of doing things. Further education will be funded through regional outcome agreements. So it's about different ways of working with schools, employers and indeed universities. In terms of the policy environment, developing Scotland's young workforce, I hope you've heard a little bit, in my circles people keep talking about it, but what does developing Scotland's young workforce really mean? Well, it means there's an expectation on schools to deliver more vocationally relevant training. So there's never been a better time for colleges and the indeed universities to position content and to do things, to help school teachers and learners understand what vocationally relevant stuff is. Next busy nodding. So physics, but in an electronic engineering way or physics, but in a you know, and physicists really knew all this once but they've forgotten a bit. So we need to give them resources and things that will help them deliver different things into the school space. There's an expectation too that there'll be closer relationships around articulation and we're actually being quite good at that, but that's that space of colleges and universities sharing things. So again, we don't get that bit of yeah, we take their HND students but we're not really sure what they do. Well, that shouldn't be exciting. We should actually be exchanging them with schools in that space too. And there's an expectation too that colleges will work more closely with industry and that's got lots of people in these glasses steamed up because we're always quite close in this issue. We need to shine a brighter light on a lot of the industry links that colleges have. And also too, that last bit about 13 regions we're also being challenged to look at something that was with us before the recession. Before the recession Scotland's actually got quite a low productivity rate. So how do we deliver, how do we support people in the workplace? That's the last bit. Developing the workforce is actually a seven-year thing. Just now if I said that to some colleges they would say I'm getting money for parked out windows but I'm getting, so how are we going to start how are we going to start doing that? But this is part of those ways to look. And the only way to do that is online I think and through sharing. We had chats about glow and it's still not clear but I think it's even still here because it used to be here. All colleges now have access to glow but we're just filling our way in if you like. But glow obviously is a great place to do that school college interface and to do more stuff in there. And there's other products coming along too. And I've got Lynn Malcolm with the back of the room. How do we get people just to share things and read things and have a look at things? SGA, social bookmarking I would call it I would say delicious or any of these kind of things is just rolling out a platform to learners, at-teachers to share some of the useful things that they do and to map it against map it against the parts of the curriculum. This is what's called a soft lodge. Lynn's going to give me some cards as we go along. But it's that we still need to map out we still need to map out how something like this that's just a lot of bookmarks how that links back to something like resource or how that links back to regional repositories or indeed how your regional repositories link to a central resource how do we open up the catalogue so that we can search across the resources that are beginning to come out of there. HQ is a challenge of course as we don't just work in schools we can't just put stuff inside glow something we'd say an AFE member of staff may say well I haven't got a glow password yet I can't access that so that's why I have to do something to assist in a different space or indeed for the work base. I think there's some other some other good things that they mix. You heard about OEPS and the open university project just now we're still working with them to see how that can fold back into the college phase. Colleges are mentioned if you look hard you will find colleges that are referenced in the way it was published when we were preceding a partner with them in the latest year. But still things still remain an obstacle. We're not we're still not clear really of what the CPD drivers are for AFE staff to get what they do more open staff. We've got some opportunities though. By 2017 all of the further education college lecture CPD standards are due for a refresh. So that's probably the time when an organisation that coordinates that that we can look to put in some more open practice into both the entry level standards for education and CPD standards for education and that will help Jisk, it will help pass and it will help lots of other lots of other people who are standing around this saying come on we'll need to get this moving. Across the I mean I would say actually and you've heard the quite well I'm seeing we're not moving fast enough. There's actually some purpose of your excellence. It's like a swerg was going on that there are colleges that are doing great stuff with open badges, doing great stuff with reflective blogs, doing great stuff with online assessment and all these good things. It's just not formalised enough across the site. Across the UK and I'll do a bit about that too across the UK or in England maybe I should just say there's what's known as the Further Education Coalition or the Feltag Coalition and that's the web page there. The massive review of what should be happening in further education the minister announced actually last Christmas the minister announced that this year 10% of all further education had to be online and by 2017 70% of all education for all education has to be online and then in the last two months they've announced a 24% cut in FE funding in England and again a cynic said to me when it was down at bay hearing this news and they were saying 10% and then 70% online somebody said you know what that means we've got a 10% cut and then a 70% cut. There's no 70% there's a 24% cut and actually that 24% cut should be familiar to people in Scotland because in a way that is over a period of time that's the level of efficiencies that we've had to make in further education in Scotland and the big asks that they're being asked to do in England is to deliver more HE more higher education in FE because they're helping as good at that as we are up here a closer focus on employer relationships and employer needs so it sounds quite familiar really going so I expect to see bigger regional structures appearing appearing sites in the border Jessica supporting this FE alliance there's actually a whole range of work streams coming out of it and some of that and you can see CDN involved in it and lately we're there to harvest the best bits of it and bring it up and scortify it so that we can use it in Scottish FE but there are also responses from organisations like the UFI Charitable Trust so down south have a look for the UFI I didn't call it that actually I didn't call it that I didn't call it a polar things have a look at the UFI Charitable Trust and look at all the things they're doing around adult learning because they're doing some really quite interesting things around adult learning including things like citizen maths so trying to make a fight trying to do things that will support core skills functional skills back that kind of space they're also busy developing just now a MOOC for AT skills for online skills for AT lectures so that's the development just now but it's a survey out just now so we have to have a look at many different services Introduction from JISC there's an AT portal coming a further education portal to support further education across across the UK and there'll be a number of MOOCs here which is true but I'm not going to stick with JISC's stuff because it's exciting but it's an exciting time but we'll policy change things When I arrived at CDN I thought I'm going to take papers I've been working on it if you know me you're going to be working on this open learning space for quite a long time and CDN was one of the organisations that I hadn't signed up to the old Scottish declarations first thing I'll do between the first month of new year I'll get this all sorted out I haven't CDN I took papers to my development committee and so that's development committee are a mixture of regional chairs college principals but mainly subdeicu principals in colleges and I took a paper saying we need to sign up to this let's get a move on with this and they say no we need to take this to the principals forum because we can't sign them so with colleges Scotland to a group of employers association we took a paper there to the principals forum and the principals said oh this is really interesting and we'd really like to do something but really the government has to really say something to to make us do something so we're still at that bit where we haven't quite unlocked things people are keen in being open but it's that bit of I'm not going to show you mine until you show me yours that's kind of what it's being like moving ahead the challenges the challenges still are the challenges still are how national collections work how they work with new tools that come from JISC how local repositories that are emerging in the AFE sector work with national repositories how the OEX hub fits into the landscape as we move forward and how we overcome the traditional institutional fears and they're still there you know around people I know really well in the sector say things like we'd love to share but we're just really worried we get sued for copyrights we're not sure about some of the stuff that we have or we don't think the quality's that good we're too embarrassed to share and that quality always makes me you know because I think it's good enough your letters but you know and actually again I don't mind the quality you know something that's useful something that's useful as a teacher I'll use my language I like it but it doesn't have to be all singing and dancing it could be as simple as a list as an English teacher you know a list of questions I hadn't thought about when you were at Gatsby or something just that's useful and I can use that I can and if it could change that that's fine fine but there's this fear you know there's no about the high production values and all these kind of things so we've still got to overcome that and that was one of the things that I picked up from some of the university which I think that's something that exists across all of us but what I would say is if it's it's good enough for learners let's get it out of there and let's have more co-creation all these kind of things too because actually we know if we get the learners really involved in making the learning well actually the name would be better well actually let's take it in better and that's it actually a little bit simple thank you questions for Joe yes Nick Joe, do you share what's great is I noticed that there's a few things up there that don't get what it's like to work in progress is is it sorry Lynn I got the opportunity to do this off because the new year is coming all year to speak but it's really Lynn do you want to Yeah I'll get a mix of something each year is a bit of a learning on the teaching and actually upload it when you share your component on this bill and so to upload everything you actually have to register as the reserve mission to keep forward if you want the tight ends of the pattern you have two people yes we're actually working not just now we're going to do that in case two that we're lacking any work to do that so essentially it's not an easy to use so this is the source for users and whatever it is in the community I'm actually going to ask you to share a page that's subject to your email as I'm in contact when I come to the user so then we'll get back yeah just to connect to that I've I've I've definitely gone through something I saw a brilliant presentation from a teacher of quite a wisdom who because of this particular tax book is using a lot of vocational catalogue from yesterday and it's really working with the incentive states and I can just see about the useful place of the user which is the place who are mostly teaching outside of the subject values to deliver the vocational and having it perfect but I think it's turning the score and changing the score turning the score and again you know that I thought I'm not overstepping the mark but I think that the user name of the college it's also opening up the name of the college is middle so that's a lot of staff theorised that is that is that group group anything else thank you thank you next group next up we have Jason Miles Campbell who's head of JISC Scotland in Northern Ireland so interested to find out what the newly sculptured JISC is planning for Scotland if you want to just again stand up and should go well Jason's getting us in his invitation set up feel free just a fantastic book and well the better then there in the queen Marce- KOF I'll get a two three mountain all systems I'll have to give a yes there yes thank you best fantastic so we get something that's right think we're ready I'm happy 2, 2, 3, game, 1, flow Mmh Put the colour back in her face Oh, right, absolutely Look at that It's almost a thing I used to do with um big lecture theatre get them up and through a lecture to all stand up just to get the blood flowing again and it's a but um it was always telling how many people didn't stand up because they were snooos at home one then Yeah Felly, mae'n ffordd hwnnw. Felly, mae'n bwysig yn Gyllidion. Felly, yna hath. Mae'n gennym. Felly, mae'n ffordd hwnnw. Mae'n ffordd hwnnw. Mae'r ffordd hwnnw. Felly, mae'n ffordd hwnnw, rei mewn mwy. Yn amlwg, wedi bod yn ystod o'r unig ymolio'r unig yma mor bob unig, yw'r unig mae pobl yn gweithio eich eich cyffirm. Rydym i ni'n ei hunig ymddangos, o Buddaiol Gael, o'r unig reiladu regions, oherwydd i jechisio. Wrth gwrs, mae darllwchй gaf gwahanau, gyda hir yma, yr oedd eich lŷm yn y ddweud maen nhw, byw'r Rydyddio'n Gael o'u adneud i ddim yn ei gyrthbyniad, rydw i'n ffordd maen nhw'n tynnu a'r adnod ineidol o'r unig. rhywbeth yn fawr i chi chynyddu felly rhai sy'n gilydd cymryd. here today, that's the afternoon. But it was again quite useful, because I was telling them, but of course, that they were the most important people. Making sure that the network was there and in keeping us all connected. And then I am coming to you to say you're the most important people, because the network may be there. But you do what matters and that's down to you. bod yn dwi'n cael ei wneud yn went poets taeth kimnig yn ei ddweud aeth yn unrhyw gwrth i gael eu maes o gweithiertiaeth yn ein ffordd. On iddo i ddim yn meddwl amdod, oedd gasket yn ei ddweud o'r ystod o'r cydynnal mae'r ffordd yn ynemwy oherwydd yn lle 14% mentos. Wrth gwrs, mae'n i'n i'n oed i gael unrhyw ar yr awdd meddwl ymddangos gan gweithi garkoedd yn eu ddweud, ac yn ychydig i wneud gwneud o'r corfryn Rwy'n meddwl, ond yn gwneud o'r ddweud y gweithgawdd a'r dweud o'r ddweud'r ddechrau. Rwy'n meddwl, mae'n meddwl, mae'n meddwl i ddweud yn gwneud beth a wnaeth y cyfrifnig yn gweithio. Felly, dwi'n rhaid i chi wedi gweithio ymwyaf i ddweud y gweithgawdd. Fynd godiwch y gweithgawdd a'r gweithgawdd yn gallu cyfle yma. Mae'r gweithgawdd ar y gweithgawdd yma, ond mae y gallwn ymddill yma yn ddechrau. ac yn ystod, dyna'r gweithio gyda'r gweithio. Mae'n rhan o'r ddaeth o'r gweithio'r gweithio yn eu cyfrifiadau mae gweithio ar gyfer arno i'r Archi yn Pyrrhonica, mae'r cyfrifiadau yn oed, a ddewch gyda Alta Lista, mae'r cyfrifiadau mae'r cyfrifiadau Ddodg, ddewch o'i cyfrifiadau metaf. Mae'r ddigon yn ymddangos o'i gweithio i'w rei, mae'n ddigon i'r rei i'w rei i'w rei i'w rei, A dwi'n gweithio a dwi'n gwneud o'r partidio o'r partidio o'r partidio, ac byddwn yn Gweithgogl Yn dweud iawn. A dweud o'n clywed eich gwelwch yn profiad drwy'r reportydd, ac mae'r rôl'r partidio rhoi o gwneud o'u bryd. Felly mae'r brofi ar y cwylabol yn gwneud o gweithgogl a'u byddwn yn ei'n bwysig o wych. Rwy'n cael ei ddiwrnog'r partidio o地 byddwn, byddwch. Metw'r dweud o Gisg Scotland a'r ffwrdd yw'r ddweud? Benderon ni'n ddweud, mae'n ddweud o Gisg Scotland o ran dda i'n mynd. Mae Gisg yw dweud ddweud yw rwy'n meddwl i ddiweddol ym mhobredol. Mae'r ddweud wedi'n ddweud, gyda Gisg wasfyrddau yn lleonol. Mae'n meddwl i'n ddweud, mae'n ddweud i'n ddweud mewn activitiynau sydd yn ffondio'r arwad o'i projegau i ddweud ar y ddweud. hay wario i ymgwrs hon. Er bobl ar y gwbl gŽed yn dynnu i gyllidol yn maenau yn rhoi ar y corffedd iawn. The down side of that was a large overhead in governance. It ended up with governance, with how many committees. The point I was headed was one of the advisory services. Each of the seven advisory services had a board, a user group, ac mae'r llwyddon yw'r cyffredin iawn yn amlwg. Felly y gallwch chi'n gweithio'n gwahanol, byddwn i'r cyffredin iawn. Felly mae'n gwneud dwi'n credu cerddach oherwydd. Mae'n cael i'r llei'r llei fath o gynnig, yn ymddangosol, fel y mae'r Llywodraeth yn ymdwylliant. Mae'n meddwl i'r llei yw'r llei fath o'r llei fath o'r llei, ac yn y rhaid, mae'r llei wedi chi'n cerddach oherwydd oherwydd i'r llei yw'r llei. Rym ni ddod am siaradau. Maen nhw'n ffordd ddefnyddio'r strategaeth. Rydyn ni'n gweithio i ddiwedd matlu iddynt gael yr holl wahanol, ond mae'n ddigud hynny'n strategaeth oherwydd wrth gwrs95 yw, Fydda chi'n cael ei gynhyrchu. Rydyn ni'n rhan i ddigud chi. Rydyn ni ond y blynedd ystafwyd yn ddigud hynny'n moddik i wedi'r gwaith a'r bobl hwn yn cael ei gwell yn blynyddiol. Rydyn ni'n gweithio i ddweithio ar y gwell. mae'n bwysig ohon i gwybod i gynghwyno'r gweithio sy'n wych y byddai hwnnw. Mae'n daogwch ar gyfer y Ffatt, neu mae'n dwy'n dyn nhw'n dweud gdaeth gwybod, i'r Gweithio Llywodraeth Llywodraeth Gwybysig ac mae phoblwch yn y pwysig oedd ac yn mynd i'n credu. Mae'n tu'n ceisio cwestiynau i gywroedd, mae'n cais i'n tyn nhw ein bod yn bobl yn y dwylltef ar 4 o'u cwaldoeddau. Er ydi yw rwy'n cais ei gwybod i gweithio. Mae'r bwysig ar y cyd-dysgu oedd Y Gysgr yn ymddangos – mae ychynig yn ymddangos – yw'r cyd-dysgu, yn llaw ddweud y cyd-dysgu, a'r cyd-dysgu o'r cyd-dysgu, a'r cyd-dysgu yn ei chwarae, yn fath yw. Mae'r gwirionedd yn ymddangos i ddiweddol ar hyn. Yn ymddangos, mae'n gwirionedd ar yr cyd-dysgu, ac mae'n ffordd ar y cyd-dysgu, mae'n gofyn ar ddweud ymddangos ymddangos cyd-dysgu. dros wcadydd, na chi'n rhaid fan hynny самый, yma Sorgdorffol, a siarad ar gweithio, os y gallais cyfrannu cyfrannu cyfrannu i siarad cyfrannu cyfrannu cyfrannu, mae yn gweithio, mae'n gwaith cyfrannu cyfrannu, ond mae'n gallu cyfrannu cyfrannu. Ar gyfer yr arfod mewn gwahanol, Ac o'r obwr a'r gofyniadur i gweld, nad yma rydym yn gweld o fe yw'r cyfrannu cyfrannu cyfrannu I can't talk with my team and that's what happened so they just Scotland team are spread between in the North Bonner Bridge on our community engagement officers and if you don't know where Bonner Bridge is, it's a long way north and Sunderland, the best person for one of the jobs in there. I've had to live in Sunderland and there was no reason for the fact that it's currently in England until things change but it's for him not to work and support Sunderland. So more joined up than before and it's part of one organisation. I can comfortably say that moving on from my ten years of manager just legal, actually in the past six months I've got to know more people within just than before. I'm hopefully more coherent. In just Scotland it can also be a translator that is that there will be an awful lot of stuff that goes on throughout the rest of the United Kingdom that we translate for the Scottish scene and just so recognises the importance of having regional presence hence that we're here. So I did hear in the odd room earlier before the change that Jisk was all moving to Bristol or London or wherever that was no longer support Scotland and also an interesting thing about, I can understand the reason why about Scotland and Northern Ireland being merged as it happened I have two hands, one of which is also head of just Northern Ireland. But no, we're still here in Scotland still doing it. We have to do it a little bit more efficiently as I say 34% funding will not be alien to you either. We've had to focus on what really means a difference and my great passion I can run for hours about this is about trying to make a real difference and trying to make sure things actually happen. We are subject to an outcome agreement with the Scottish Funding Council as to what we do and we're moving that on from a situation where the Scottish Funding Council were happy in the past and Jisk was happy in the past to record how many meetings we held, how many people came along but really things have to move on and you'll understand about some of the background of public sector funding these days but it has to be really about how learners learn better, how many more learners we can actually reach, how much more research we can do, what the impact is on that research. So no longer about how many things we go through but what happens as a result. And again I've fought for many years and you'll have had the same sort of thing as well. Some times I attended a meeting with three people and nothing's happened as a result ever. And other times I've had a meeting with three people and they've gone off and revolutionised something in their institutions. And again it's recognising that no longer they think just the fact that we've gone through meetings is being enough. We're having to pick our engagements. Again we've got fewer people than we used to have. We've got less funding than we used to have so we're having to concentrate on the stuff that has the things that impact. That will mean not doing stuff that we used to do before and that's the way it works. What we do needs to be evidenced and so we've had to as well change a little bit on what we do to make sure that we're recognising what actually happens as a result of our support. Again we had two big conferences, one in Scotland, one in Northern Ireland or the past couple of weeks. And I'm always worried about conferences because I don't know how, I must count up somebody how many conferences I've attended in my life. And you know you think this might resonate with you. Next morning I have a to-do list which is as long as it was before and the things from yesterday added to it. And I don't often get back to doing all the stuff that was inspired to do at that conference. And no matter how good the conference was. So we're trying to provide the ways in which to support you on again through our engagement for things to happen in the end and provide the right support for that. One thing I like to do with audiences is actually get audiences to email themselves and again it's something that RAC Scotland did with its postcards I think is part of its activity but it's so that email arrives a week later. So to try and get the memory going as to things that you intended to do because if you're anything like me I'd probably do 10% of all the stuff I intended to do before getting distracted by other stuff on the floor. And importantly just how its current guys has to be sustainable. You may know of an organisation called Bechtel, came and went. It won't be the first or last organisation to disappear. I think we can recognise it. If you haven't done so you can have a look at the Conservative manifesto, the direction in which the public sector funding is going. We are seeking to be sustainable, to be efficient and effective. Shared service which is effectively what this is. So that we have a body of expertise which is shared across the United Kingdom which means that you don't have to have experts on all the things that we've got experts in though you have to be able to get at that expertise. So that is our aim. So our vision is to make the UK my lessie Scotland because we know we're better at it. The most digitally advanced education and research nation in the world again. I'm always a bit pitiful. I'm good for a camera isn't I? So to make Scotland the most digitally advanced education research nation in the world, I'll always find it a pity that most people out there will not know that Scotland per head of population has got the largest number of top 100 universities. Which I think is amazing. Again, a lot of people appreciate the part of the ecology's play in the development of Scotland's workforce as well. I think that's coming more to the fore thankfully. I'm looking to a sales job there. But yeah, it's digitally advanced education and research nation in the world. And we do that by changing people and I think that's always the most interesting bit. I look back to some of the errors, the things that I've got wrong over the years. I was an enthusiast about technology and one of the reasons I got into copyright and that was my big area beforehand is that I spent 22 over mentors. I actually worked right through the night and was teaching the next day at creating materials for our virtual learning environment because I was an early adopter. And I think what on earth was I doing? Because what I was doing was paraphrasing other people's stuff and sticking up online, which was quite frankly a waste of time. And it seemed exciting at the time but what I should have been doing of course is using other people's stuff and getting permission to do it. Or indeed moving on to creative commons and the sharing of materials and open educational practice and getting my time creating the fantastic interactions with the students that actually comprise learning. But no, I was ending up spending up my night. What were I doing? Shuffleware or whatever. That's the paraphrasing of other people's stuff. And to this day there'll be lots of academics out there paraphrasing other people's stuff in the name of creating learning materials. You're moving them on, I'm sure. That's a little bit where we're at. So that was one mistake I made in terms of that. Other mistakes were not recognising some of the human factors that are involved. So, perception. So, I'll pick it again on open educational resources given it came up. I should have been flattered. Some of my materials are being used by a neighbouring university. Not because mine were brilliant but I suspect because they had a succession of temporary lecturers in a particular area that I was lecturing in. And it was discovered that my materials were being widely copied and used in the other place. So, I haven't mentioned this to my head of school at the time. And I have to say I was complicit and nodded away as we came up with this magic idea of starting printing my notes on dark blue paper so they could be photocopied. Now, I think about this. At the same time I was doing my best to try and get stuff published in research. I was trying my best to get the textbooks done. I think I just didn't link it to. Of course if I had a bit of credit for it then I could have actually gone across the road and said, look, understand your shot with a few resources at the moment and be happy for you to use this stuff. So, understand those sort of barriers. Also, one of the things that I have been working with recently is about moving as you may know is works, is moving from student participation to student partnership. And I think it is really useful to students and has a fantastic resource of ideas and actually for them telling me how they would like to learn. Which seems so bloody obvious now that I am ashamed. But I think the most that I myself and my colleagues got to standing at the front of a lecture theatre and more so some of my colleagues saying, does anyone know how you switch on the internet? So, Jisk, one of the things that was again a systemic issue with regards to the way in which Jisk was set up beforehand is recognising that it did have a strong regional presence especially in Scotland, a very successful one. But the way in which it was set up didn't invite some cross-virtualisation across the UK. So, for example, each region had its own system of case studies and as it happened Scotland had the best. And again, we are looking to replicate that. But we are making sure, we want to make sure indeed that we are able to draw upon the whole United Kingdom to making sure that lessons and examples can be brought from everywhere. So, our conference, we had a guy up from Southampton doing iChamps involving students actually and you may have the student partnership systems as well but Southampton has been particularly successful and had some funding, extra funding indeed to develop, if you can look up iChamps and that's an example. But we want to make sure that we can learn from across the United Kingdom and also we can best draw upon all of Jisk's expertise because there is nothing better than getting something for free and given that the majority of Jisk's funding comes from England then let England do a lot of work there and do all the things but then let's get it for free up here. Of course, we do pay and we get my job to make sure Scotland gets its money worth for the fairly substantial amount of money that goes into Jisk but being sure that we deliver it as well. So, we have a large customer base there and we are dealing with 452 colleges over all, 160 universities 956 skills providers we've got an awful lot to learn from across the United Kingdom. We set off, again, I've said Jisk is unashamedly complex does a lot of things. We set out to try and boil that down to make it digestible in some sort of way so we came up with Jisk does four things some of you may have picked up a Jisk does four things flyer it's all available on the website. We've got them to these four things and it allows you to explore and navigate what Jisk does. Network and technology, the big one right in front of the building that JCV diggers some things go through that's always one, always a bit nervous when I see work coming outside but working on resilience to make sure there's more than one big wire and that's always handy but then again, the wire's not enough we can include things like security in that I don't know how the situation is here, for example but I know that there are certain institutions in Northern Ireland that are for effort and I have service attacks and I suspect that students apologies for that carrying out denial service attacks on their own institution that's always good fun but the security aspects are there and the authentication I'm so used and again it's easy to take for granted I go up around a lot of institutions and edge your role just the fact that my phone and my laptop is connected to the internet marbles so yeah, that's the long way to go on looking up then and again I hope they'll happen across the country hospitals becoming edge-roman-abled so that when nurses who don't always find it easy to come into institutions or learning and continue professional development then when they happen to be in the hospital and happen to get a moment, I don't know where that is for nurses, but when they get a moment that they can actually access their resources and that's one thing and working on it this is my adult project bus routes one in to anyone from Aberdeen here bus routes one in to and to Robert Gordon University that's it, through the centre I'd like to see that edge-roman-abled so I know it's got Wi-Fi at the moment see that, we do have to see the buses run on time at least when they're sitting on Union Street not moving then at least students can get access to resources perhaps bus routes one in to doesn't have it it's only in the 19 it's only in the 19 we'll be able to afford an iPad but we'll move the university and I'll be there the other way we do have some edge-roman-abled buses in south Wales actually just so many things are possible just about digital resources understand that on behalf of the sector it's worth buying some stuff for you to have and otherwise as brocering deals which are better because of the economy of scale advice and engagement hasn't gone away the advisory services have now been simulated within JISC so and again bringing it together and the example I tend to give apologies if you haven't before is that by bringing your own device there are empty bits of JISC that can give you advice on bringing your own device but that's the legal aspects disability aspects, authentication aspects security aspects and God knows what other pedagogy, that's always a good one of bringing your own device and once upon a time you had to search around JISC to find out where all this stuff was we're trying to do that together now so to provide a coherent answer to you and research and development we're still trying to find the things they try things out in the future so we get it wrong so you don't all get it wrong and spend money doing so of course then having broken it down four things they couldn't actually help bringing that down into further things and I'm not going to go through all that you'll be glad to hear and then the font started getting smaller and then into various areas JISC is not an unlimited organisation we have to pick our engagement but it's not us picking our engagement, it's you and the way in which we're doing that moving on in the model there we're owned by the central cross sector is having a nominated single organisational contact point for both JISC and for you here's something that used to happen sometimes JISC and its resource was a bit hogged at least on the institutional side by the head of IT and perhaps nothing wrong with that in ways and maybe that is the institutional direction but it was easy for JISC to concentrate on engaging with the person who had to wire up the connection at the end of it and that left out to some extent librarians and learning resource centre managers and indeed learning technologists and those in the learning and teaching function so what we're trying to do now is get a steer from the overall strategy of the institution as to where it wants JISC to engage we'd love to engage with all of the staff of the institution but we don't have the people power but they can be attached to do that so we're having a strategic contact nominated from each institution to guide us as to what is to happen for a university such as Glasgow actually the highest quality pipe to get large-haedron collider data into the university is something that Glasgow University wants us to prioritize and I'm quite interested there, I want to divert some of that large-haedron collider data to my one drive on limited things as well because I want to set webcams and see how unlimited it all is but large-haedron collider data will fill it up pretty rapidly I'm pretty sure so if Office 365 all collapses as a result of me having a large-haedron collider data apologies in advance a single organisational contact point but also the other way we have a team of three account managers in Scotland and each one nominated to be with an institution and they're the interface so that you don't have to look around so Google is good but if you want to know about electronic laboratory notebooks in case of asking your account manager to go away and look and just find where we do that we're still in the processes of putting together our own information management we're still putting together all this different business we have ATODS websites we have 26 health desks in the end so we're still in the throes of making ourselves more coherent so please bear with us a little bit though we understand you need to deal with it too and we're making sure that we listen to you and meet your needs there and one of the interesting things that we've managed to do by putting together just to get better data so one of the interesting digital resources what e-books are being used at each institution and also looking across the different types of institution benchmarking against other similar institutions to spot anomalies where institutions are either managing to meet very good use of a particular resource or a particular tool within jisc and where others might learn from that again that will be the account manager bringing back those messages so my personal note is about making a real difference and making the most difference and the right difference we all know that I'm sure at your institutions you will have pockets and as mentioned before of some very good use of technology some amazing stuff that goes on but my overall concern is to make sure that everyone gets a better experience and the baseline gets raised because to be quite frank I've stepped up to this I've just been sitting here at university and I've said a number of times that I'm learning for the most part it's quite like my learning to accept she has a bit of an online folder and she gets emails instead of memos I've still got paper memos in my days of learning but actually beyond that there isn't an awful lot of good use of the technology that's an institution that does overall quite well with technology but not for all students I would like to see the baseline raised and admittedly I think it's quite interesting about the email isn't used by students particularly any more and if any of you colleagues they grapple with getting messages out to students who haven't been to their institutional mailbox in the past six months I just love the idea of registries trying to send information out by snapchat to students hear your results for the year or by snapchat or by instagram or something like that just don't do what a lecturer did at college and send out the assessment grades to his students by using a better open Facebook so the students, friends and family can obviously see the grades before the student saw the grades and it's just illegal we're involved in that for some reason so yeah we're all about keeping it real as well and it's all very well I don't know if any of you have had the opportunity to go to the BET show in the big education show it's a crime shame I tell you if I won the lottery and went around there I could have a whale of a time you think what a classroom would look like if you had a huge checkbook to take around that place but the reality isn't that my life happens to be a school administrator and I know that getting a ream of paper is a difficult job and less paper rather than paperless I think there's a funding side to that as well admittedly, her particular region, we've still got servers this is a primary school it's a server and a cupboard at the end of the corridor that they have to kick down again and they could do with moving on they have a wonderful system, I love misnomers if you come across the university system sits, the registration system the eye stands for intuition it's the most intuitive system I've ever come across in my life, it's moved on since the early days but the other one is click and go which is used in schools which I think means click and go on a training course how to use the bloody thing but the reality is that it's things that actually work I'm a great believer in this thing I think things have got wrong I will come to an end on this because that has been a long session once upon a time I stood in the lecture theatre my brother was a mobile phone sales person he had a large supply of dummy phones and he gave me a load of them and whenever at the start of the year in a new course I would say to be all such of your mobile phones and again reflect on that and then someone's mobile phone would go off my strategy was to leap up the the stairs of the lecture theatre which was always interesting because I worked killed so I had to be a bit careful there and I took the phone off from the student I was pretending to but actually I had a dummy mobile phone and I threw it down to the bottom of the lecture theatre and smashed it a thousand bits and then every student reached for the back switch of their mobile phone the other strategy that worked is a once ashamed about this but I took a phone off a student when I was ringing and went down into the microphone in front of the lecture theatre and answered that his mum was asking if he was coming home that he's not available at the moment can I pass on a message or bring your washing home and I'll do that that's nice probably didn't see that student again so this thing can do amazing things except what we actually have access to and I think back to 15 years ago I was teaching European law and I actually formulated a fantastic connection to the European Parliament using a wired phone that's all I took a phone to the European Parliament and one of the members of the European Parliament got them to talk about what the European Parliament did all it took was a wired phone and actually there's not a lot you can do with a wired phone it never made Oculus Rift and everything else that's it I just had this vision of 300 students all sitting with virtual reality goggles on going wow European Parliament but no the phone call work of course the big value of that was getting permission international phone call was taking about 3 months so we're keeping a real pot we got available to us what can we do it's all very well talking about students being given an institutional iPad or something I don't know if that's not going to happen by keeping it sustainable what actually works so we've got three account managers in Scotland again they are currently dealing with strategic contacts and being directed in each institution as to who they should contact there is a big advantage for you as learning technologists and that is we're working in a way from the top down to get buying so you I won't ask about your experience but sometimes it can be difficult for learning technologists to get the time and buying from senior management in an institution that are wrestling with budgets and so on when we get to talk with our strategic contacts we'll be saying to them about working priorities and then pointing out that in a lot of cases they have people who can make a difference in their organisations and we'll be pointing them in your direction and we hope by that way that we're working on developing the workforce for example and about providing the technical means for people in the workplace to get access to resources that are provided by the institution then actually there's a technology can help that and there are people there to help them out we have three Scottish subject specialists Celestyns with you today and learning teaching and assessment and learning on accessibility, inclusion and mark on network technology and infrastructure they are dedicated to Scotland but in addition the other 22 subject specialists we have a range of subjects are also available and the good thing is you don't need to know who all these people are because we are working in touch so as an example we have someone who is a special library management system she's been up in to help Fort Valley College recently but is there to help across the United Kingdom as well so it's not just Celestyn market and market because they would be a bit overwhelmed so it's making good use of all what we have available for just and we have two community engagement officers which look to facilitate networks of practice and communities of practice and coming to that part of what we're doing is having consultative forums and three of which should upgrade into them because the third one is the most important for us here learning teaching and student experience is going to be one of those where we have a a day's dialogue we're going to make it we're sorting out dates and how often we do this but to make sure that just is responsive to what you need and we'll continue to engage local partnerships and seeking collaboration and again in Scotland we've got a good number of bodies that are willing to work together to make sure that we work together with the College Development Network behind the scenes there and so on education Scotland QAA Scotland and indeed an awful lot of organisations that I run around seeing and trying to join them all up to make it happen so very briefly on your question where did the regional support centre go all that the regional support centre did well we looked at it and reviewed it as I say in a situation where we had a funding cut we had to deliver in a different way to ensure that we showed the value so the advice is as best we can still there and it's in a different form but just Scotland is now the successor how can we bid for just funds again the reviews found that the way in which just squirt giving money to an institution to carry out a project sometimes had local impact good local impact, sometimes had institutional impact rarely did it have sector impact and we've had to prioritise now and look for things which will revolutionise and change the game across sectors because we don't have so much funds and we are being asked to prove that the funds to cause a difference so if you're not aware already of the co-design process in the futures area of JISC then that's where it happens now we're being led by high level priorities but there is still some funding but JISC is no longer effectively a mini funding body that has not happened and we are having to do it can we get someone from JISC to visit us yes that's how we are visiting you we are looking at the opportunities to engage but we are having to make sure that it is meeting your institutional priorities so that and again this is the proof of the pudding I will be in a job next year if someone from the Scottish Funding Council goes to your principal and says what does JISC do for your institution and the principal doesn't know what JISC did for your institution someone from JISC may have worked wonderfully with you may have helped you in what we hope we have done but we have to make sure that in the end the impact of JISC and the value of JISC is clear to all of us we won't be here and we truly believe that if we're not here I'll ask several colleges and universities overall more to carry out actually all the things that need to be done never mind the things that we want to do so we're even still to be here for personal reasons but also for the reasons where believers in technology and education are passionate about it How do you contact JISC now? Google it JISC Scotland I also have the impact that I'm now unique in my name on Google, first the nine pages are all me so you can find me quickly and there's some details I have a supply of business cards I'm happy to discuss rant drink beer over discussions of technology and education until I'm fully ridden in the face so I hope that's been of some use so I hope you'll continue to engage with JISC and let us know what you need Thanks very much too The description of what JISC is doing now Unfortunately we don't have time for questions just now Jason, I think we're running a tight times per programme but I'm sure you'll be happy to contact to anytime afterwards So just moving on to our final speaker today we're going to hear from Lorna Campbell about progress with Open Scotland and a point for OER 16 Thank you very much We're trying to do this very brief Can you stand up for a minute please? Hi for inviting me along today Today I have my presentation on here somewhere very briefly I'm going to give you a very quick update on progress with the social education declaration that the speakers today have already mentioned and I'm also going to give you a little bit of news about the OER 16 conference So just very quickly a lot of you will know me from my work with Cetus an organisation I've been with for the last 14 years believe it or not I've had a bit of a change recently and I'm now working part-time with Adina at the University of Edinburgh as their digital education manager and I continue to work in partnership as well So I know a lot of you here are already familiar with the Scottish Open Education Declaration It is getting towards the end of the day so I will skim over this very quickly but if you would like to learn more about it then please do speak to me afterwards or drop an email or get in touch with me on Twitter So the Scottish Open Education Declaration it is based on the UNESCO OER declaration that was drafted in 2012 and the Scottish Open Education Declaration was drafted in 2013 and it was an output of an initiative which we call Open Scotland which is a loose cross sector unfunded initiative which really just aims to raise awareness of Open Education Open Education resources and Open Education practice to benefit all sectors of Scottish education and Open Scotland was initially an initiative sparked by CETUS ESEQE and the Association for Learning Technology Clearly there has been a lot of change there over the last few years and we are really very pleased now that at least three organisations is very much old that is driving forward the agenda that Open Scotland has laid out So the whole point of the Open Education Declaration was to try and draft a document that we could get by in from right across all sectors of Scottish education to highlight the benefits not just Open Education resources but Open Education policy Open Education practice and also very importantly Open Assessment practices which quite often get forgotten when people are talking about Open Education So what we did was we put this draft up online and we invited members of the community to comment and we had a very successful response to the first draft I can't remember if it took my head but we had some really rich and interesting discussion from across the sector and also further afield and we were really then very pleased with the response but we were maybe a bit too successful at that stage because quite a lot of people assumed that this was a formal policy that had already been adopted by the government and we had started to say no no hold your horses this is still a community draft Linda mentioned earlier that we have brought the declaration to the attention of the Cabinet Secretary for Education lifelong learning we have sent copies of the draft to Old Mac Russell and also to National Constance and I'll send a little bit of response because there's been a lot of interest internationally in this initiative and I wonder maybe if it's indicative perhaps of something in the School of Psychiatr I think there's been quite a sort of like cautious reaction to this at home whereas internationally there's been a lot of people wow this is fantastic I'll speak to this about it I'll read it about it so for example but no sooner was the draft declaration on the web than it appeared in the Creative Commons Courtyard Policy Registry we were featured in the Open Education Consortium newsletter we were invited to speak at a big local media conference in Germany and some of the guidelines were incorporated in the Planner Up Open Education Policy guidelines Planner Up was a European funding project so it generated a huge amount of interest we're also members of the Open Policy Network which is a Creative Commons initiative that's funded by The Gates Foundation and there's been quite a lot of interest in the the Scottish Open Education Declaration in that forum as well and we're also very gratified to learn but I know that the declaration has been used in various institutional contexts to promote discussion about open education and that's exactly one of the things that we wanted it to do so if nothing else I think it's been a success of that kind of but one or two people are using it to open a discussion on open education in their institutions I think that's great I mentioned that we have brought the declaration for attention of the Cabinet Secretary for Education this is the response that we got from Jeanne McIntyre who responded on behalf of Angela Constance you can see it's a very positive response they described the declaration as a noble initiative with potential to enhance diversity which I think is lovely so we're very pleased about that and we also to be perfectly honest we were actually angling for support what we really wanted was we really wanted to get the government to support this in order to support this we really need well it would be very helpful to have funding support behind this as well which is something that we've never had much of at all but the government responded that SFC the way that SFC supports open education in Scotland is through GIST so we've heard from Jason how GIST operates in Scotland there are new processes so really GIST are the ones who according to the government will be supporting open education across Scotland so I think we can hopefully look to GIST for guidance in this area most of the way forward clearly the Scottish Government and SFC have responded positively and supportively to the declaration but they are written about providing funding or further support to bring it further to develop it further but they have given us some very useful pointers so these are really the kind of things that I think we would like to do in order to get the declaration on the next stage so what we, when we originally wrote it we quite purposefully reused wording from existing Scottish Government policy documents to ensure that it did address these major policy drivers clearly policy evolves it moves on one of the things that we really need to do is check that the declaration is still in harmony and it's still answering current policy points one of the things we have always wanted to do and never had the resources to do is evidence of the declaration there is so much of the practice in Scotland we've heard about a lot of it today anyone who was at the Liar 15 conference in Cardiff earlier on in the year couldn't help but to notice the number of colleagues from Scotland presenting about their work at that conference there is plenty of open practice that we can use to evidence the declaration it would also be really useful to have evidence of impact and again I would hope that we should be able to find evidence of impact out there and again we can hopefully look to the OEPS project to start to surface some of that evidence one of the recommendations that came from the Cabinet Secretary's response was that we engage with the University of Scotland that if we could perhaps get the University of Scotland on board then perhaps we might actually get some traction on the declaration and we've also heard from Jo how important it is to make sure that any discussions about open education engage not just with one sector but with all sectors of education so it has to be schools and colleges and higher education and I should really have sorry the third sector is there we do have to get all these sectors working together I think but one of the things that struck me listening to people talking today is that there are blockages in the pipelines and we tend to get into these cycles where I mean Jo had a very nice example of going to you know his college principals who say oh no we can't approve this it needs to be the government but at the same time perhaps there are other bodies that don't want to approve this because it's still a draft that's where we've had a conversation about on Twitter the reason it's still a draft is we need to get more senior support so if we get into these vicious cycles this is exactly what Marion was talking about as well I think when you have these policy structures in place it's very very easy to get stuck and nobody's willing to actually say yes I will be the one who says yes we will ratify this or we will back it or we will push it through and I think that's really where we're struggling and it is a struggle but I think we're very much sort of committed to it and I hope we will eventually be able to push through these blockages so please do use the declaration it's online it's an open draft it's CC licensed it's there for anyone to use however they want to use it you can take it, you can cut bits out of it you can add to it, do whatever you want with it use it in whatever way it's helpful to you and we will continue hopefully trying to push it so that it does get more traction and I mentioned earlier on that the importance of ALT in helping us to continue further in the aims and we're very grateful that ALT is actually in the process of continuing a policy workshop that hopefully will take place in Scotland in August so that's not even been approved yet of just an authorization yes I can mention this so I think it's a case of please watch this space for further information there so end of part one I'm going to part the open education exploration and go on to say a little bit about OER 16 so can I just ask how many people here have been to any of the OER conferences in the past but that's great quite a lot but not everyone's though we need to get more people involved the first OER conference was held in Cambridge in 2000 and 11 10 maybe I can't remember the date but I do remember sitting beside Joe in Sir John Daniel's keynote and Albin Joe it would be great if we could do this in Scotland well I'm extremely pleased to announce that the next OER conference will be in Scotland but the first time ever the conference will be held at the University of Edinburgh and we're really really pleased because I think openness just seems to fit with the Scottish people's education and there is something particular about the culture of education in Scotland that fits with the idea of openness it's a civic responsibility and I think it's great to see that finally this conference has come out to Scotland the theme of the conference is open culture and we want to look at the value proposition of embedding open culture and in the context of the institution strategy and it's going to be chaired by myself and the Mr Highton who is the director of Marnie Technology at the University of Edinburgh these are some of the themes that we've identified for the conference obviously we will be putting together a conference committee that can help us to develop these themes but one of the things that I'm personally very interested in is how we can get the cultural and heritage sector more engaged with education there's a lot of talk about the value of open practice Piedams spoke very eloquently about it earlier but I think we also need to keep a focus on open educational resources as well there is a wealth of content out there that we do not have access to in education and at the same time I think we have silos of open practice we have the open access community we have the glam community we have the education community we have the knowledge community we have the data community and there's not always that much conversation or content between them and one of the things we really want to try and do is to bring some of these sectors together so that was one of the reasons why we set it on open culture you can interpret that how you will that could be a culture of openness or it could actually be about bringing cultural heritage resources into the education sector this is the first confirmation of the dates of the conference so we finally approved the date and the venue of the conference last week and I would very much like to thank the team at fault and also Joe at the University of Edinburgh who have worked very very hard to get the date assembled so the conference will take place on the 19th and 20th of April at the John Macintar Conference Centre at the University of Edinburgh there are also two other big conferences taking place in Edinburgh at the same time the LAC, the Learning Analytics Conference and Learning at Scale are also taking place in Edinburgh the following week and I think these conferences will actually kick off the weekend after when we are 16 so it's all going to be happening in Edinburgh next April so there's the date for your diary get that in your diary those of you who haven't made it along to an OBR conference you will be able to make it along to this one it's a really engaging event it's certainly one conference that is in my diary and I've never missed it since it's kicked off so we already have a conference website which is pretty much the holding page to provide you with a little more information and if you would like to get involved we do have a call out for conference committee members if you'd like to get involved in organising the conference in helping us to choose the paper to develop the themes if you're interested in helping to develop a social programme we're looking for people to participate we've already had lots of volunteers we don't know how we're going to accommodate everybody's contributions but please do if you're interested to sign up here also keep an eye on the OBR 16 hashtag which we'll be using to disseminate information about the conference as we're planning it and do also keep an eye on the conference website as well so that's me there's your information and I hope that I can look forward to seeing all of you and many of your colleagues as well in April and April next year what's the deadline for the paper? I don't have that far yet Linda lots of chance we will let you know as soon as the call is out and yes we haven't even got the call out yet so the first thing to do will be to put the conference committee together then we will issue the call out and then we'll issue it we're so keen honestly that's very much Lauren ok well we've had a very busy day there's been lots of information lots to take in and I've certainly found it a very stimulating experience today there's lots to think about and things to take away and reflect on in their own context and hopefully you've all managed to make some connections and speak to some new people and if you haven't done so already perhaps after this event you'll be able to get in touch with some of the speakers and people that you feel you'd like to know more about so thanks very much everyone for coming today it's been lovely to see you all and I hope I'll see some of you again at the ALT conference in Manchester in September we'll have a face-to-face meeting of the ALT Scotland's sake at the conference so for those of you who are going to be there hopefully I'll see you again then meanwhile thanks again to all our speakers this afternoon thanks to yourselves for joining in and safe home have a good summer and we look forward to seeing you again soon