 Well, good morning, and I should say welcome to the University of Southampton. Speaking of someone who's been 20 years in Australia, I can say this is one of our sunnier, Brian's of Days. The weather's always lovely here, I'm sure the sun will be shining before we finish this morning's session. There's a real pleasure to be with you this morning, as Hugh said. I've been fascinated by what Hugh referred to as the MOOC movement. It feels like that occasionally. In fact, my first conversations about MOOCs were probably about 18 months ago, when I spent some concentrated time in the company of the Vice Chancellor of the Urban University, Martin Beane, who introduced me to the language of MOOCs and shared with me his enthusiastic understanding of their great potential, both as a force in education and as a disruptive force in education. From those conversations I'll say not so long ago has emerged Martin's grand idea for future learn, we'll be hearing more about that later, and an enthusiastic group of British universities who've teamed up with future learn to launch in just the last few weeks the UK's first MOOCs. Now I'm going to offer you a perspective, if you read my bio, I have absolutely no background in this at all. My perspective is that of the University Vice Chancellor, interested in the education of our students and the future of the university, and the place that MOOCs might have in that future. So I've posed a question that's been put to me certainly as a statement at several times over the last year. Is this the end of the campus or is a statement? This is the end of the campus university. I'm not so sure, as you'll hear from my presentation this morning, but it is a perfectly valid question to ask. So this is a photo taken just out front of the building we're currently in. There's certain symbolism attached to this, which I will refer to a bit later, but the two buildings you can see are one of our oldest, classic, red brick, library, housing a fantastic collection of books, fewer periodicals these days, a fantastic special collection, and the papers of the Duke of Wellington and Lord Paxton. Most recently we've inherited now a fantastic learning resource at the heart of the university. And all the left as you see it, our newest building opened for use just two years ago. It's a fantastic life sciences building, home to our biological sciences, medical sciences, and increasingly climate is a pretty fantastic interdisciplinary research and learning. I chose the future, as I said, for quite symbolic reasons, which I will come back to eventually. Now Martin Bean in one of his wilder and more enthusiastic moments said to me, the future is clicks, not bricks. There will be no campus in the future. Students can study what they like, where they like, when they like, through the meeting on the internet basically. And we're going out with a big cross on our lovely red brick building, which you can all go and expect later. So is it the end of the campus as we know it? Or certainly if you believe some of the slightly more excited, in my opinion, rather over-height papers and reports that have been written in the last year. I'm sure some of you will be familiar with these. I've forgotten the name of them, I forget them easily, but it was a report by the Pearson Group, no vested interest there of course, called the avalanche, it's coming. Again, Martin, who does get very excited, Martin Bean referred to this as education snaps the moment, this highly disruptive moment in university education. The logic is actually quite compelling. If university content is available for free, or nearly for free, of access to the internet, of course, we're going to pay 9,000 pounds plus a year for university education. If content can be delivered when and wherever people want it, we're going to turn up at lectures, lectures like this, ever again. The conclusion is obvious. I use this slide, by the way, in a presentation a few months back. The Times reported it directly as a quote from me that we should mook or die to warn the Spice Chancellor. Actually, this is a quote from somebody else. But nonetheless, I certainly engage with the spirit of mooks. As you said, I've been a pretty enthusiastic supporter of this university's engagement with future learn, and I have to say very responsive to what I've discovered to be overwhelming interest and enthusiasm among the university academic community for the creation of more accessible online learning resources. And if you believe a Pearson report, neither quality nor reputation can stop this avalanche change, this disruptive moment in higher education. Well, honestly, I don't know any of this truth, and I'd be surprised if anyone here really felt confident enough to predict quite how things will shape up, whether this will disrupt higher education, campus education in the same way that the music industry and the book industry has been completely disrupted as a consequence of the change. I'm not sure. I don't know. But I certainly felt that this was important enough as a change in higher education. The university likes Southampton to want to embrace it and use it in ways that we felt were compatible with what we're trying to achieve as a university. And there are a lot of opportunities for those of open mind and a willingness to embrace the change. For example, one of the rather deliberate approaches that we've taken to creating our first few MOOCs is that we're concentrating on what we do best, what we're well renowned for. We are entering a highly competitive market space for educational content, and we felt that the strategically what we needed to do was to make sure that we've positioned ourselves in the spaces where we know we're world leading, and we have something to say that students from around the world would be interested to hear about our first two MOOCs. It may not be a surprise to you if you know anything about the university our MOOC on Web Science, which is live, going live. On Monday? On Monday. Starts on Monday and just announced in the last couple of days while I was overseas in New York our second MOOC oceanography. The last exchange I saw you was that we were capped at 10,000 students for the Web Science MOOC, but you were applying for an extension. That sort of thing, yes. Yes, okay, fine, but certainly, as far as I'm aware, we have the maximum number of students, 10,000 students signed up already to commence our Web Science MOOC on Monday. It does give you some idea of the interest and enthusiasm for this style of learning around the world. We don't really get much about the profile of those who signed up, I don't think. We've got a bit, actually. Okay, well, tell us. I mean, there's been this interactive. What do we know? No, as usual, we've got the ones who are coming in through the media in advance, and they're very enthusiastic, experienced learners. Very good. Excellent. Part of them are university of Southampton staff. So why are we embracing MOOCs? Well, first and foremost, this is an opportunity for the University of Southampton to show the world what it can do and what we're good at, why you might be interested to become a student, become a member of staff at the University of Southampton. We're good at Web Science and Oceanography. We are world leading in those discipline areas. And progressively, it's our intention over the year and coming years to bring online programs where we feel we've got something to say that is internationally competitive. It's very good. It will forgive me for being so commercial about this, but I did say to you, I'd speak as a Vice-Chancellor, it's good marketing for the university. We can bring to tens of thousands of potential students the opportunities that exist, the attention of students around the world, the opportunities that exist at the University of Southampton. It's good for us in terms of raising our international profile. It may well, although this is completely unclear to them, but it may well create new markets for us for learning that eventually may translate into theme-hanging students. We just don't know, but we are experimenting as we go along, as are most of the universities and organisations that are engaged with MOOCs at the moment. Over time, it's very likely, it seems to me, that MOOCs will have a part play in continuing professional development. We also, and I have to say, this is something that is strongly felt by the academic community of this university. We also see this as part of our public service role as a university. There's no doubt in my mind, Cune, described this extraordinary event that we held probably about ten months ago where rather casually, I think I'd have to say, we organised a very short notice, a lecture theatre, and said, if you're interested in MOOCs, come and hear what Cune has to say. And frankly, we were breaking the fire regulations on the day, I think, because people were saddened the aisles and were crowded at the back of the lecture theatre. We're interested in the idea of making educational content accessible all around the world to people who might not otherwise have any access to educational content with the standard and quality that we can offer at this university. The last thing to say is, I felt, certainly strategically as a university, that we really did need to embrace MOOCs as an idea, and that over time, I suspect, most of the leading universities in the world will be offering online content for free, organised courses for students for free. So you'll stand out if you're not engaged in the game. My view, though, I have to say, and one of the reasons why I've personally been so enthusiastic about this as a Vice-Chancellor, is that I think it offers us an unprecedented opportunity to draw through our academic community. It's not drawing through the students into the university as much in the short term, as drawing the academic community of the university in many parts notoriously conservative in its approach to teaching and learning, draw through the academic community to get the community to embrace IT and education much more. So the point I make on this slide, the first point, is that these MOOCs and the technologies that they foster, I think will rapidly advance innovations in teaching and learning, and will, as I've indicated in the previous slide, expand our market education away from the typical three-year campus-based undergraduate education, but it will expand not necessarily replace, and I think that's the key word. For me, MOOCs and again the technologies that will be developed through MOOC platforms will add to the range of options available for learning on campus and extend access to a wider range of content currently in the case. In my view, our challenge as a campus-based university over the next few years is how we optimise the campus experience, how we ensure that there is real added value to being on a university campus by, in this case, embracing the digital movement and in particular looking to free up contact time, free up the timetable to be able to concentrate on high added value contact time between university faculty and the student community. In my own view, I don't see this quite as I naps the moment as such a disruptive moment in higher education, but I do see it as a point of acceleration of an existing process of evolution in campus-based teaching and learning. One question I think is more legitimate. I don't know that this is the end of the campus, but it could herald the end of a traditional lecture. When I talk to students, I have to say there are genuinely mixed views about this. I rather boldly said a conference a few months back that how many students really like to be sat in the back row of a three, four hundred person lecture when in fact they get the same content delivered to them at a time that's convenient, places that's convenient they can stop and start and go over things. Why was the future of the lecture under those circumstances? I've got a surprising reaction from some students. Some students agreed immediately and said, I wish all my lectures were available online, that's how I would like them. Others though said that the discipline, the structure of coming into a lecture, of being with colleagues, of joining with other students before and after a lecture is as important as the content delivery itself and if. They sit at home in their room and receive a lecture, same content of course, possibly better and more tailored delivery but nonetheless miss the interaction in and around the lecture then they are losing something vital. It was just a reminder again that it is the human interaction that students have very high value on as a part of campus education and although of course there are ways of reproducing that human interaction online, most of the students that I've talked to about this will argue with me that being in a place is really important to them. Not to everyone and it's not possible for everyone but for them it's a real added value, a really important part of their education. So could be the end of the lecture, could be the end of the lecture and could typically use a lecture. So I think you'll be more familiar than I am even with Flip Plaster although I tried this the last time I taught, made all my material available online in advance and told the students that I expected them to be familiar with when we started and we had a great and much more interactive set of discussions going on in the lecture. I really enjoyed it, I must say how our faculties will begin to embrace this approach to learning. But importantly, I don't think I'm going to be wanting surgery from someone who trained online. I'm not even that fussed to be honest about engineers that do their study entirely online. The truth of the matter is there's a lot of added value that comes from being on campus through the quality interaction that occurs between faculty and students and between students during their time on campus. Our goal has to be to use online learning, online communication optimally so that we can use place-to-face interactions optimally. I think for us that's the challenge as a campus-based university and I think that's the opportunity that the Move Revolution offers those of us working in conventional universities. It certainly offers us much more choice and flexibility. I'm going to fit that back actually just because chosen for symbolic value. Every year we run a competition with our student community to design learning spaces and increasingly now around the campus we have learning spaces that have been designed by and for our students and this is a whole area of one of our buildings that was redesigned. According to a student design using hotspaces highly digitally connected as you can see and all about enhancing the quality of the campus and optimising the wired facilities there. So Moog's on campus, well it's all in the wrapping. I'm afraid I struggle always to keep up with the ever-changing language that surrounds Moog's but I gather wrapping is a new part of that language. Even Hugh looks surprised. I'm very hip, hot and happy here. I've got the language there. So the idea here is that universities aren't happening in my previous university which was the University of Sydney in Australia. Universities are notoriously reluctant to accept teaching at another university as credit against its own degree programmes. So how's that going to play out? I don't know but I do know that the university's been terribly reluctant now to allow the free movement of students between universities and between degree programmes and I pose a very simple question is it all about the student or is it all about the institution and I'm uncertain as to how this is going to play out but the one thing I am sure about is that this university will be in the game. We will be actively looking at ways in which we can make it as much about the student as it is about the institution without frankly bankrupting the institution. So how do we make it all work? Well, I think we still have some way to go. There are a lot of issues emerging that frankly we probably don't want too much government involvement in just at the moment and I have to say Martin Bean and I have had exactly this conversation with David Woods, the Minister of Science and the universities and David is enthusiastic about the potential of MOOCs. He was very supportive of the establishment of future learn but equally adamant that he felt the best thing that the government could do at this stage was not do anything but at some stage down the road we are going to have to find a way of regulating of quality assurance of working through who owns what because the kind of number that I've just described will emerge quite quickly. I think it's fair to say that the campus of the future and I believe there is a future for a campus will be different to the past. The way we design campuses will be different from the past. The types of buildings, the types of space, the type of learning space, the type of social space that we have in campuses of the future will be different to campuses of the past. I've mentioned the point that I think the added value from campus education comes from the wrapper is what we do around the content because the content is going to increasingly be available in a number of attractive forms from a number of attractive places and it's all about wrapper. As I mentioned earlier, it's all about using the technology as it evolves and is being accelerated by the creation of moves for all forms of teaching, particularly campus-based teaching. My favourite Australian expression, of course, is that universities like my own, like Southampton, have to ride the wave, not get swamped by it and focus on the things that we're going to have. When does that leave us? Is it the end of the campus when I said that the two buildings have been chosen for their symbolism? In fact, on the right, the Hartley Library, I was a student here in the early 1980s and the Hartley Library was a library and it was probably less than half the size it is now. In the 25 years or so that I was away, the Hartley Library more than doubled in size and more than half the space used for book storage. It is now a learning space that still has traditional library facilities but a great deal more. It's been redesigned. It has morphed as a building. The façade, the lovely red-breed façade, still remains the same but the inside of the library is entirely different from a generation ago. What's stored there, what goes on there, the way in which students use the library and learn in the library is enormously changed over that time and I believe it will continue to change. The life sciences building on the left doesn't have large lecture theatres. It's designed with hugely flexible learning space for the students but it also, of course, houses a large range of laboratories for teaching and learning and research and lots of space for interdisciplinary learning where we're bringing students together from different parts of the campus in interdisciplinary learning and in research. So it is, for me, an example of what the campus of the future is going to look more and more like. Interdisciplinary mixed-use space, no large, large lecture theatres but lots of flexible learning space that are wired up and entirely designed to add value to the learning experience of our students today and in the future. So the future, as far as I'm concerned, of course is CLICS but it's CLICS and BRITS. I don't think this is going to herald the campus education but I do think it will accelerate an existing evolution in capital space learning. Thanks very much.