 Mae'r ysgol cymaint, mae'r rhwng yn cyfwyr yn cyfwyr yn cyfwyr digital. Mae'r ysgol yn cyfwyr cymaint yn cyfwyr cyfwyr cyfwyr cyfwyr cyfwyr cyfwyr cyfwyr cymaint, wedi gofynu ymddangos byddoedd yn cyfwyr cyfwyr cyfwyr cyfwyr cyfwyr cyfwyr cyfwyr cyfwyr cyfwyr. Felly, rwy'n roi'n gwybod, a'n rwy'n roi'n cael peth o'r planau drwyll. Felly, rwy'n gwybod yma efallai y bandau? Mae'r bwysig o'r gweithio, mae'r bwysig o'r bwysig o'r bwysig, mae'n dweud. Felly, Feir i'r blant gweithio. Mae'r ffwrdd y ddechrau, rwy'n gweithio'r gweithio, a'r gweithio y Llyfrgell Llyfrgell, mae'r bos yw Scott ar y baeth, rwy'n gweithio'n gweithio'r gweithio, rwy'n gweithio'r gweithio'r Llyfrgell, rwy'n gweithio'r gweithio'r gweithio, a'r ystod, ychydig ymddangos ymlaen nhw, mae hynny wedi what Race has two you have is that academics get anxious about designing their courses, they do, and it's a very lonely process in a lot of places. Sometimes an academic is told go and design that course or they start and somebody says go design that module because you're going to deliver that in September, and we need to have processes in place. To give them a hug and say, ofeithio iddyn nhw'n fydd yn ymgyrchu a dwi i'n support i chi, a allan i'r ddal. Yn mwynhau'r holl o'r holl. Merth fr�, mae hynny'n ysgrifft gyda'r pelfund mewn 90s yw ysgwrdd. Mae fe bod llawer at allan i'r holl. Mae'n holl o'r holl yn ddiolch, feedd colleges i ddiolch, o'r ffordd o'r bwysig diwethaf ysgolach, o'r maen nhogel gyda'r sgolach, o'r SPLD, o'r sgolach honed gan y troi, o'r sgolach ar amlwg a dnorododd, o'r cyfwyr jeilio yn ddim yn fawr, ac yn ddigonio'r cy wprowadauol y byddai rhai iawn ysgolach a'r ystyried o'r ddigonio. I ydych chi'n neud hwnnw. Doeddwn i'n rhesyr wedi bod nhw'n rhai cyfwyr ond MEI content developers is an amazing graphic designer. So she took this that was a load of shapes that I just thrown together in PowerPoint and I made it look pretty. So what we do is we have an academic planning committee, and that is where the business case is made for the designer programs. And then after the academic planning committee, we get triggered as a team for any online master's programs and we then get involved. A what you'll see is that we get careers involved at that point. We get academic engagement, SPLD and inclusion, the programme team, Llin design team. There's actually more people than that that we get involved because we had a programme design workshop which had 15 people in it and two of those people were the programme team. That was everybody and what the idea is to remove as many barriers at this point as we can Felly, mae'n gwybod yn cynsofod, mae'n gweithio rai ei wneud i'w dweud i gydwyrwyr mawr yn y mawr gweithiol, sy'n cael ei wneud i'w dweud o'r prifswnod ar ôl. Felly, mawr yna'r gweithio'r gweithio, rwy'n cael ei ddweud i'w dweud i'w dweud i'w dweud i'w dweud i'w dweud i'w dweud. a we did a three-hour session where we do some bits of ABC, so we use the tweet, so we ask people to tweet their module, tweet the programme, watch your programmes, and the programme team tweet what their programme is going to be, but one of the things that we do that's a little bit different is we've got all the services to tweet how they're going to support the programme, so that when we're producing validation documentation for faculty approval, the programme leads have commitments from the departments that are going to support and help and enhance, and it's really important that we get that commitment from those departments so that we can follow that through the validation document, so we just put a little bit tweaks, do some rich picturing which is from the Carpe Diem programme design methodology, where we get them to think about the student at the centre of it and where's the student going to be in 10 years time from your programme, we always like to place the ego, imagine you're just given a keynote at the big international conference and one person sat at the front, what do they say to you, you know, so once we've got through faculty approval through this methodology, we then move on to module design, we design the modules before we go to validation, because what I want the tutor to be able to do is say, oh in module two, in semester two, the students are going to be doing this in week four and be able to give a comprehensive idea, so when we've got rigor behind the validation process then, so if any awkward questions come up, but also we've got the commitments from all these teams as well that we can feed through into this validation documentation so we can say, oh to support students with their SPLD and inclusion issues, we've got this commitment from the inclusion team on how they're going to support online students, again we get careers in academic engagement, academic engagement with our librarians, subject librarians and things, SPLD and inclusion, we get the module leads then and our team, we do also involve, we have because they have faculty responsibility for certain areas and then once it gets validated, we then go to our iterative design and development phase, which is based on a SAM model by a chap called Michael Allen, which is a successive approximations model and this is how we then prepare for delivery of the module, so we'll work then with the content development of the course and program, so yeah that's what we do, that's a process for you because everybody loves a process don't they and loves a very nice, neat process diagram as well to do it, so I've taken this everywhere, it's been approved, one of the things now as well if anything comes through APC as an online program it can't go here unless they've engaged with us, so it can't go to validation unless they've engaged with our team and that's been built into the process now through the quality team, so they have to engage with our team otherwise they can't be validated, there's new paperwork because everyone loves paperwork as well, so I promised in the abstract of this that I was going to talk about the toolbox of approaches as well, I think this is Ian Pace, a former Black, a deep purple singer, released an album called Toolbox in the 80s and we use a blend of approaches, not one size fits all and actually I have a big belief in things like signature pedagogies, I used to work with Tunday Vargrac and he wrote some great papers on signature pedagogies in that the approach that you take with a program has to be bespoke to that program, you can't say oh we're just going to use ABC and Carpe, we're just going to Carpe DM it because it might not work, so case in point we've just done a, we're just working on teacher training mentors and developing training for them, online training for them and we've had to take a totally different approach because the requirements on those people is very different to the requirements on students, so we've used action mapping which is something by a lady called Kathy Moore that I'm very passionate about as well, it's entirely flexible so we're very open and flexible about what we do, it responds to the program tools when student needs, so we do involve students, I forgot to explain on the diagram that we have student voice and our Centre for Learning and Teaching involvement that bound both of those things on the top and bottom so we do include students in the program design and module design workshops as well and we invite the program reps to those and they're brilliant. We use elements of universal design for learning, that's an invisible thing that we put in as part of our design, our actual design development where we will work to ensure that language is simple, that there are multiple means of representation, that there is sufficient rigor so that we can scaffold students through, I think a lot of people misjudge UDL, you can actually scaffold students through UDL because it's actually supposed to make those students independent and make them approach things with a bit more rigor. We use elements of ABC, some small elements just to prepare and then we use elements of CARPE-DM so we do use activities then to structure activity based on the outputs, what we found is that there's, I'll use this quote and I'm being streamed and recorded, I read in validation document that it said I won't identify the people so that's okay, we are de facto experts in online learning because of the pandemic and that was in a validation document that I read and so actually ABC is very useful for talking about equivalents and things like that so we use the ABC cards which we've slightly tweaked a bit and then we've mapped the ABC cards onto our own technology that we have in the university so that we can have conversations about how they might replace some of the face-to-face activity that they enjoy with digital learning as well. It's rooted in our taught degrees framework so we actually mapped all of the ABC activity, all the CARPE-DM activity, any other activity onto our taught degrees, I should have put the taught degrees framework up for you so you know what it looks like, I'm just presuming people know, I forgot to put that on there but it starts with why this degree and then there's certain things that the tutors have to consider and that actually forms the structure for the validation documentation and actually it's just about what we do as technologists, as experts in learning design, which is about bringing people together to solve problems. My favourite quote, it's one that Mark Schofield, our gene for teaching and learning, used about the Solstice conference and he quoted somebody else so I don't know what it was, I don't know who he quoted but he said it's all about smart people coming together and then leaving a little bit smarter and I really like that analogy of using that in workshops. So what are we doing in the future, so film for the future, I'm a big fan of the Scottish band Idlewild. There's a current review of baseline approaches, we're doing a big developmental inquiry as a department, as a university into baseline approaches and looking at how we can use the techniques we're doing so part one strand of that is learning design and looking at things like that and some of the big learning design challenges, anyone involved in non-modular, I actually want to see a show of hands so I can grab you and talk to you because actually non-modular courses are a really unique learning design problem that we have so when you have medical degrees and positions associate programmes, some nursing programmes or every single VLE and every single system in university is set up for three year undergraduate but actually we need to be able to solve that problem of non-modular so we're going to be looking at non-modular as well and hopefully producing some output on that. We're looking at systems for online CPD delivery, it's actually the project that I'm in the middle of launching at the moment and wrestling with IT services to get some domains, sent emails yesterday so I'm not really wrestling with them but to look at how we can offer online CPD so we're looking at implementing TDM by Blackboard which some of you may be aware of and have used. We're launching our first fully online programme this month, I say programme, it's three, it's three strands of the education masters, we have students that have recruited onto that and so we've used this technique with that team, they've been very happy with it, so happy that they've fed back to all the Pro-Vice chancellers that they were really enjoying going through the process which made me go ooh which was quite nice and we do have another nine programmes in the pipeline, varying start dates and we're applying some of these principles with them, some have already been validated so we're just supporting to strengthen the delivery and things like that and I don't know what I finished really early which is good because I speak a little bit fast so I've got 10 minutes left, have I only spoken for 10 minutes? Oh no I've spoken for 20 so oh I can take questions, that's the thing, I can remember 20 minutes and then questions so does anyone have any questions, I'm more than happy to take any questions that you have on what we're doing. What's the student rep for the programme there? Yeah yeah so our best example of that is programme design so we had a the student rep for the programme there and she was amazing, what we do so again rooted in critical pedagogy the programme design workshop starts without anybody introducing themselves so we don't, we give them sticky name badges and ask them to take any line yards off that don't have job titles on because we think it could be intimidating for people to go in and see somebody with a professor on their thing and they might not want to talk to them because they've got professor or doctor in their title so we just remove all of those barriers and sometimes we don't know, I don't even know what that person does even though I've invited them and so we've just got first names so we get them to talk and that's when we do the rich diagramming in that way so the first thing we do is rich diagramming where they have to talk to each other and think about where the student wants to be in the future so nobody can identify usually who the student is or who the people who work for the university are and things like that and it's really nice because it sets that tone it's only when we've done the tweet when they've all written their tweets that we then get them to introduce themselves and what they do and then we go into planning what we're going to do in setting out the module so we involve the student in that way so the student doesn't feel intimidated and she talked about wanting a crown she said I want to be at the top of what I do I want a crown I want to be the queen of what I do and that's that's my aspiration that's why I'm doing this program so we we kind of built that into some of the phraseology that we're using you know and we actually bought some crown biscuits but then we gave to some crown chocolate biscuits because she said she wanted her crown so it's really interesting from that point of view and and she was able to talk to people on a really nice level as well so yeah you had a question yeah um maybe I missed this but when you say learning design team how big is the team and what kind of long time okay so there's just three of us so there's myself as learning design manager and I have a senior content developer who has been at the institution for a very long time and I can just turn to her and say Carol um do you know this person you should go yes and I go fantastic and I have Kerry who's a content developer um they're both doing kind of learning design roles so they're not pure content development but Kerry is a very talented graphic designer and Carol's won um one of the award-winning things she's won um exemplary course programme awards from Blackboard and things like that so using her knowledge of the technology to enhance what we do is really important and then Kerry's just taken her qualification in Blackboard to support and enhance on that as well okay oh yeah of course yeah in terms of the current program development yeah and um so we also take responsibility for online continuous professional development as well so any activity that comes through our knowledge exchange office that is going to be delivered online we run that as well but yeah we're exclusively done that. Carol does do some support with Blackboard but just because of her experience she's on your chairs your opinion user groups and things like that so she's she's very involved in in some of those things which I think is really important for the work we're doing as well but we also have project streams that we're working on as well that are kind of a little bit separate from our work but feed into what we're doing so I'm looking at data analytics, Carol's looking at synchronous delivery platform so it's we do have some little project streams that we keep rooting on there as well yes so that's a really good question so we've um so it's actually based on on the face-to-face delivery so actually part of what we do when we're looking at equivalents with ABC is to look at the face-to-face program and say well how can we translate some of this to online so where there's an established so RME and education has been running for for decades but probably longer than that even I think it was originally you know we were originally a teacher training college for women so we've evolved in that so um so working with the with the academic staff they they'd revalidated the program before I started so I went through all their validation document they talked about signature pedagogies and that which was brilliant I was like magic so they had this signature pedagogy that they'd done so we looked at how we could enhance that signature pedagogy and implement that signature pedagogy with them but we used ABC to look at that equivalence and on what they were finding and then we used um we structured the activity with them using activities and the five-stage model to get the online students doing and what they're doing is they they're they're going to use some of that material as well with their face-to-face so we one of the things that we're always very open about is it's there it's their content it's their stuff it's not ours we're we may develop some of it we may help to produce videos we might help them to structure their VLE area but it's their stuff you can use that however you want and just don't change any of the graphics otherwise we'll get really cross with you yeah so that's again another really quick I could say how long's a piece of string because as we know sometimes we'll we'll do all the all the ground work and then one of the things that I'm big on is that the the academics own everything so they they they own the process and and they they come to us we don't chase them because it's their thing so we we know that we're currently in we've got we've got one module where we know we're going to have to turn that around a lot quicker but generally we look at kind of um for online cpd I think it's at least 12 weeks and because it were integrated into the validation process it's part of that year-long validation process that we developed with so we will develop all those things in that year alongside for for a full programme so we wouldn't say um but then we'll will iteratively develop using the the SAM model we'll iteratively develop then at the end to get the module so we know that we don't need to we know we don't need every module that's going to be delivered for the year ready in September we just need the ones that are delivered in September so we'll then iteratively develop the the modules that are going on with the academics so um but usually we'd say probably we we'd probably need a good four to six weeks to be able to turn around everything with them if they worked really well with us but we know we're going to need to do that in a couple of weeks with one or two of the modules that we're working on at the moment because of availability any more questions or when I laughed out loud when the academics saying that they've been through the pendulum and become an expert is there anything that you want to dish in around that kind of experience of staff going through a very you know tumultuous experience of having to do everything online and how they want to take them that forward in that say that force that they want to design everything yeah so I think that I think the online design has been as a result of some of the work over the pandemic so it's not saying that everything that was done over the pandemic was rubbish but what what I think is learning designers and people involved in tell what we have to realise is that people had to very quickly change their mode of teaching which we all know you can read all of this so much research on it it's insane it's almost like AI research has become in now which is just white noise and so um so people have to really quickly respond what we're trying to do is convince people now that actually online learning can be prepared for and it needs to be prepared for and we need to put proper measures in place and plan for this and we will give you that hug that you need to do that and again you know it's hippiest way of doing it but it is that hug it's that come on you come with us we know all the people we've got all these friends here who can help you to do this come with us and we'll take you through it and I've got a little post it on my uh on my on my desk from the from the academic who wrote that in their vast panel and we did the we did the workshop with that team who'd put the de facto and he put all the stuff alone was just amazing so i've got that as a post it on my desk now so that he's he's like my inspiration now to keep going with it because actually the information from all those teams and just never underestimate bringing so many people together in a room um and how how great that can be for ensuring that that people you can remove barriers and if you can show academic colleagues that you can remove barriers for them they trust you and if you go you can go to a quality person who's in the room with you watching it all go on and say actually we've got a problem with the gap with the learning hours how can we solve this problem with the learning hours you're the expert in how we get this through validation so you help us with that actually how can we ensure that we're providing access for students we had a really good spoon analogy from our head of the I use a different word but I don't want to swear over the mic and over streaming but you've only got so many spoons that you have in a day and you use those spoons you know some people might use I use the f word to describe this so just just to know that somebody got it already so you only have so many spoons that you have to give in a day you said say you've got five spoons to give in a day you might use two of those to come to university you might use two of those in your lecture how are you going to get home because you've only got one spoon left and it takes your two spoons to get home so we're thinking about those things at the point of design how do we make these things easy and accessible for students as well so it's just that integration of people and yeah I can't stress enough how important it is if you're running design to have as many people in there everyone thinks it's just noise but have so many people in there that the member of staff feel supported and that's that's what this this team came out feeling they were like oh we're ready to go we know that we can get in touch with this person for this and this person and they would write names down and they had all the tweets that had the commitments and yeah so no worries