 Mae'r colegau ar eto, nes yw? Fe rydym yn y cyfle a'r blig ffaith yn y bach? Ynny, yw'n未? Fel ydym yn chi? Fel ydych chi? Rwyf ei fod yn cynhyrchu'r cyflawn. Felly, mae'r llwyddoedd yn ei fod yn y ddechreuif o'r unedref yw pwyllt i'r cynnwys i'r newid, os ydych chi'n ein bod yn gweithiolaeth. Pan ydych chi'n gweithio a'i fawr arlawn. A dyma dros yma dros ynglynnos am gyfan. Cysyma yn ymddir ymddir Therefore, learning, innovation, and development, and it spells ILLiad, which is quite trendy, so we really like that. Yes, my talk today. I've been asked. I'm the chair of the Al-Tamuk. I've had it be a blast, I have to tell you. It's been great. We've been launched a year now, so it was a good opportunity for me to come into today and talk to you about what we've been up to, what we've seen over the last year and where we think we're going to go. ha, this is my little presentation for you all. So, what are we been talking about? So, we watched MOOCs for Alt. That's our little strap line that we came up with. So my involvement came about because I answered the call. They were looking for developing a SIG on MOOCs and I happened to have been just looking at my theme for my master's. I was doing a master's with Edinburgh and I went to Hugh Davies, who is my boss in the centre. I said, what should I do my dissertation on what you think, and he said, do it on MOOCs. But you wouldn't tell me why, I said, okay. So he wasn't allowed to say it at that time, but we were just about to join future learn. So when the call came out, I'd already started looking at MOOCs, already started gathering information and there was so much at that time. So being part of this was a huge opportunity for me to really get involved across the country using, oh it's a fantastic network, so we could explore what actually was happening. So along with the research I was doing, this tied in really, really nicely. So that's my little bit of background. So who are we? Who are we? Who we are? Yes, I'm the chair. There's Mira and James who are here and Tracy up there too. The only one that isn't here today is David, but hopefully he is watching us from the remote shores of Australia because that's where he's from. But we've basically been, for about the last year, we've been communicating through virtual means because we're all scattered at different places. And we've enabled that, obviously, by using the Google Hangout. So our meetings were mainly online and we've met more or less once a month for the whole year, I'd say. So far our impact, we've done a few things. So we've got 114 members, we've got some good amount of followers on Twitter and we've had two conferences. And we also have the website, which is a blog, which I'll talk about later on. We've been using the hashtag Oatmoogsig, which is what we've been doing to generate interest in our activities. I was just going to tell you a little bit about the conferences that we've been doing because we've had a really, they've been really, really good. Oops, there we are. So, yeah, the first conference was in November. So we launched in September 2013. In November, we had our first conference at the University of Southampton. And so that was all about looking at where we're going, looking at what's happening at the time. It was about 50 people that came along, which is a nice number. We had presentations from Amy Woodgate in Edinburgh. We had Future Learn. Future Learn had just launched at that time. So they'd been around a couple of months at that point. And Simon Nelson came down and spoke for us. We also did, we had a couple of keynotes that were really, really good. One was Jonathan Worth, which was the Phonar MOOC, the Photography MOOC. And also, we had a guy from Vanderbilt University who, through the magic of Google Hangouts and Martin Hawksy, was able to communicate with us for that keynote. Looking at the themes at the time, it was really more about, these are the series of themes that we think we came up with. So there was a lot about what impact MOOCs would have on institutions, what the role for institutions was. Our Vice Chancellor spoke about the reasons that we were engaging with Future Learn. So that was good for us to hear about. That was nice. Also, there was a lot about the data. So Martin did the talk about analytics so we could look at the kind of data that's being generated. I think Katie Jordan at this time was producing lots of information from the Open University about the activities around the MOOC learners in Coursera and other platforms. And also, we had a look at CMOOC. So it wasn't just, and we've done this on purpose, we don't deliberately look at just Future Learn or just MOOCs that are on X MOOCs, if you like. We're looking at the range of open access opportunities for learning. So some of the outputs from that Southampton conference is Amy. There's Simon Nelson and Hugh Davis having a chat there. We had live streams. We even had a guy who came in with his iPad and was doing sketch notes. Kind of like you, Brian, but not as cool. And he was just drawing out stuff for us. So that was really nice to have. And it's a really nice buzz to it. And I think we have to say overall generally that the activities that we've done face to face have been really, really marvellous. And we've got a really nice community of MOOCs experts, I had to say it, that come along. The other conference was the most recent one. This one happened in June at UCL. Mira mainly is responsible for this, I would say. We talked to her online and she just went away and did stuff. And it became a two-tiered conference in a way. So 90 people came along to that conference, a range of different speakers. Again, we had a set of themes, still data. Data's been a consistent thing, I think, for us. But there was more about change, about the pedagogy of MOOCs, what MOOCs can do. So before we were looking what impact MOOCs could have, and that was the potential of MOOCs, and also about expectations. And that was a really nice workshop that we did that was really interesting with people talking about what we had promised would happen for MOOCs and what's actually happened, and what kind of things we said that was really interesting. Again, some of the outputs from that, there was a whole section on the benefits of a MOOC. And there was also lots and lots of really nice feedback. And there was a real buzz this time. I think as the time went on, more people were settling down, the hype was dying down a little bit. And we were able to really engage with really why we've done some MOOCs now. What do we think? Because a lot, right at the beginning, was we know about MOOCs and we've looked at some and we've started a few, but now we had other things happening. So, let's have a little look about, I think, yeah, looking back over the years. So now, there's been over 43 UK MOOCs happening. So this is obviously a result of future learn. But there's also plenty of MOOCs that are happening that aren't on platforms. They're using various tools like Udemy or Iversity, things that are not specific to us. And I believe there's a talk, the guy using Pebble Pad to do a MOOC, which I think is quite interesting. So these things will develop. There's an excellent timeline that Sean Bain has produced in Edinburgh. And it's part of their report from the HEA about the MOOCs where we are. Lots and lots of useful information in that. But she's done a really nice timeline so you can see where the MOOCs were. So this doesn't cover repeats of MOOCs, so lots of people repeat MOOCs. So what else happened? The biz reports. So just as we were launching the SIG, the biz reports, the business skills report about MOOCs where we are, essentially a literature review about what has been happening, not just in the UK, but also in America, Canada, and other countries. It came out with three recommendations. This is what they said in 2013. So we should be pushing forward with accreditation. So let's get some credentialing, as they call it. Encourage innovation and transformation of CPD and using MOOCs as a vehicle. So an online skill. So I still, my lead of being a digital literacy person, that's my particular interest. And one of the things I thought would happen with MOOCs would be that academics would see themselves online and want to manage their online identity, would want to be able to engage with people at a distance. And they'd also be able to do that effectively because they would be trying to set up some kind of model of skills development for the learners because they're not students, they're learners when they're on a MOOC. Has that happened? Not really sure. Some of it, a little bit maybe, who knows. So the other thing that happened, September, everything was happening September. Launch of us, launch of the biz report, and then future learn came along. Big Bang, 20,000 students in the first 24 hours. A range of institutions. There's much more than there were. There were 22 at the time, or 20. It's gone up, it's a lot higher now. And they're not all in the UK, they're Australian. And other, not just institutions, British Library, British Council are all involved. So that made quite a big impact, I think, on the landscape for British MOOCs because future learn was the provider that our institutions had signed up for. That was quite interesting. One of the great things that we went to in November was the London Knowledge Lab event, which is about MOOCs, what the research says. Absolutely fascinating. It was really, really good. Members of our SIG went along. Lots of us, well, lots were in London anyway. But it was particularly good because we could get to speak to people about their interests and some were already old members, but some weren't. And there was a range of different speakers to go there and that was really, really valuable and we really, really liked that one. That happened. Okay, and one other thing. In March this year, the QAA put a statement out on MOOCs. Should they be interested in MOOCs? MOOCs are, the UK MOOCs are representative of UK higher education. So the question really is, should the QAA have a position on what's being generated in the name of UK higher education? I went to a future learn partners meeting with the QAA and that was really interesting because Stephen Jackson from the QAA had a few questions for us and he was asking about MOOCs generally. But we did point out that it's not just future learn, but they've actually come to the conclusion they shouldn't be involved in the MOOCs, but they're actually going to make a MOOC themselves where they're going to explain about the quality assurance processes and it's there as guidance. So that's really useful and really positive. And it was nice for them to come and have a chat with us. MOOCs are evolving. So what we've realised over the year is that MOOCs have been very much at the beginning where it's all about X MOOCs and C MOOCs. So you're either one camp or you're another and never the twain shall meet, but they're actually beginning to develop now. So as we are looking at what an X MOOC is and what a C MOOC is, people are coming to the conclusion now that actually bringing the two together, there are elements from each that are quite useful and can be developed. And as you can see already, institutions and organisations are developing their own groupings of these. So we have Sparks and MOOCs and Docs and MOOCs, lovely. What do they all mean? Well, we've got short, private open courses, big or boutique open online courses, distributed open creative courses, and I can't remember the last one. But the point is that people are not just, they're looking at the model, they're looking at the technology and they're looking to see what they can do with it and they're having an idea that they can actually go ahead and create something, which is a good thing. It's all good for creativity and innovation, I would say. So, but we're watching, always watching. So yes, the role of the teacher and the MOOC is something that has emerged as a theme. What is the teacher on a MOOC? Are you a teacher on a MOOC? Originally, we had the rock star MOOCs, so we had people like Michael Sandell and the celebrities. Those kind of people are distant because they never actually respond to an inquiry or a query in a MOOC platform, but they're there because they are the ones that have the content knowledge. There are people that are academics on MOOCs and they are involved in terms of facilitating and actually take part in the MOOCs, so there are different kinds. But there's also the automated, the automation of the teacher. So are they teaching? Is there any teaching happening? No, they're probably not teaching anything. They're just there facilitating in an automatic way. And those are things, normally on things like machine learning and Python, the things that you wouldn't really need to have any kind of human interaction, but you can do a multiple choice question and the answers are already given to you. Isn't they that, that's one of the reasons that they did it because they didn't even need to, but they did because they wanted their reputation to be reinforced and to always be on their high game, always, always, always. So this is actually a question. And so what does the future hold? So having looked at, I looked at the study that came out from the HEA and I also keep a scoop it. I don't know if many of you know what scoop it is. It's basically a curation tool. And I keep and we share with the old MOOC SIG, a list of everything, not a list, websites, a visual representation where I've noted down my thoughts about each of the latest research or the latest commentary about MOOCs. And these were the things that came out to pick out from me. Learning analytics, that's still a very key and very important part on picture of the MOOC landscape. Learning from the analytics means we know how students should be able to learn online. Most higher education institutions are doing something online and it will increase. So we should learn from this, the massive research project we call the MOOCs, learn how people are learning online and then we can apply what we can learn about, see what people fall down, what they like, what they don't like. We can apply that to our on-campus students. And that's one of the things that's my particular interest is the MOOCs that we are developing now can be used for our on-campus students. What do we get from that? Professional development. When Diana came to our conference in June, she spoke about CPD and MOOCs. MirandaNet were doing a MOOC with primary school teachers. That's one example of how CPD are engaging, the kind of roles that the MOOCs can have with people that do MOOCs, or really have a degree or higher. And lots of people are doing MOOCs just to enhance the skills they have just to keep up to date. And that's great, that's fine. But we could, very expensive professional development courses could take some lessons from that and apply that to the MOOC landscape and benefit from it. Udacity have stopped most of their free courses. It's $150 now to do some of their courses. And the idea is that they get a little bit and you get a lot from it. And we can't go on giving away free courses forever. I think that there'll be more online courses. The effect that the MOOC is on engagement and as a result of that, they're more interested in doing things online where they really wouldn't have had the time to do before. So we see MOOCs as a Trojan horse for getting people interested, taking those early adopters and putting them to be further along the chasm, as you like, jumping over the chasm onto the higher spectrum. I didn't really want it. They asked me to say, what do you think is going to happen? I'm there. We can't do that. We don't know what's going to happen. And I saw this quote just the other day from Gregor Kennedy. He was talking about how MOOCs have opened up the can of worms for engaging in much more innovation, which is a good thing. It is a good thing. But he's right. Only the brave will make solid predictions about where MOOCs will be. And I'm not that brave. So I'm not going to do that. But it's just giving you some ideas. In terms of what we'll be doing with the SIG, we really want to know what you think. We want to know what your experiences are. We want to know what you've been involved in and where you think MOOCs should be and where they're going. Reading about courses being replaced solely by online courses and we've been reading about professor-less universities. I read an article just the other day that said that MOOCs have started interest with administrators in replacing the professors. I don't think that's going to happen. I think that institutions have a place for everything. But I want to know what you think. We're really, really interested. Your interests and it can just be commentary. It doesn't have to be full-on research, but we really want to get the community going. One thing I can say is that our community has really, really developed. We really have a buzz for everything we're doing. We are conferenced. I think our conferences are our key highlights. But all through the year we want to keep that momentum going. I think that's probably more or less it. We have our meeting today at 5.45 in room 0.11, wherever that is, we haven't found that yet. And you're all very welcome to come along and we'll work out if you would agree. The first is that platforms and MOOC providers stop actually banging on about the number of people that have signed up for MOOC in the first place if they're saying it's completely irrelevant in terms of success. Secondly, that we actually design MOOCs in such a way that you can actually just drop in for one bit, perhaps not by having to sign up at the start and instead actually releasing the resources openly. I think that we need to get beyond the idea that it is something that you sign up for and that actual moment of signing up is somehow important. And I wondered if you'd spotted any developments in that area. At the moment, oh, I don't need a microphone, do I got one? Yeah, at the moment I think other institutions are looking at that model too. They're looking at changing, so from as a result of looking at MOOCs and seeing people's reactions and seeing how they're engaging in technology and education, they're looking at changing the model of education they're providing, which I think is a good thing. So some institutions are looking at doing pick-and-mix almost modules in their universities so that they can take choices. I haven't seen it particularly, I know that Coursera are encouraging people to do that pick-and-mix approach so that you can have your own qualification, your own make your own degree kind of thing. But they're still asking you to go through the whole course. But I think, yeah, I think again, it'd be with the analytics, wouldn't it? It'd be with all the information we get, how do people participate, what's their interest, you know, that's going to be. Overall, can you say that you're seeing institutions starting to consider accreditation, you know, more formal accreditation of any kind or taking any steps towards this? Yes, well only in terms of future learn. So if you think of future learn, they've just started to do the equivalent of the signature track from Coursera. So you pay for a certificate. So there is that kind of recognition and in now, of course, linked in, you can add certificates to linked in. So when there's a driver like that, the benefits to the user or the learner are, they can demonstrate their completion, then there's got to be money in that. You can pay for that. I guess I mean a link to the university. Like is the university giving its blessing at some point that you're seeing? No, not yet. No, not unless they're delivering, unless they were designing their own away from a particular platform. So if you had your own course away from a platform, so if you went to Udemy, for example, then you could technically produce a certificate, but then that's when badges would come in to me. I would give a badge, not yet, but potentially. The badge would be because that's authenticated by the institution. So that would be your recognition. I'm probably going to go along later to the... Yay, coming on. Everyone's coming. ...to continue this discussion, and you're all very welcome to join us and at this point, can I thank you for your presentation? Thank you. I'll do a quick break between transitions, so I won't grab a...