 Mae'n gael y cwmhyslwyddiad o'r cyfnodau rhoi bod wedi bod yn ychydig o'r unrhyw o'r pawl yma, yn y ffordd hwn yw hwn yn hynny'n ddysgu ei ddweud o'r hwn yn leibra graphics. Ond mae'n gweithio, mae'n gweithio'r pernod cyfnodol iawn i ddweud o'r hwn yn leibra graphics a'r ddweud o'r prysgol yma. i ni wneud nadd confusion o'r rai gyfnodd, mae'r gwasanaeth o'r LGM. Mae'r gwasanaeth o'r rai gyfnodd, i ni'n ein s Lyngwun i'r gwasanaeth a'r iddi'r Direc yn geisio fel eich hampfryd, mae ynaung sy'n cymwysg llyfiad, bod ydych chi'n gyddiad o hemmettol y spas yn y sener yn rhan o'i cyfnodd y sefydlu. Ac yr ysgol, mae'n gangoedd eich ddafod o'r edrych gyda'r edrych. Ydw'r Edlab yn ei ddweud o'r projectau newydd, beth o'r edrych gyda'r edrych gyda'r Eidliadau inni'r Metropolitei. A mae'n ymgyrch o'r projectau eksperymeidol i gydag ardennig oherwydd ymgyrchol arddangos oedig yn edrych. I want to give you a bit of an overview of that and explore some of the... I'm going to do it like we know everything. A lot of the time, we problematise everything and things are complicated, but I'm going to imagine that we solved all the problems and I'm just letting you know how we've solved them and it's all great. So that's not strictly the case, but we'll do that. So the backstory for the whole project, well, my story is as a kind of community-based educator coming from campaigning and activism and community work and involving a lot of free software within that. Really the philosophical side of it is one, but also the practicalities of using recycled computer equipment and not having to pay for licences is also very important as well. But I'm also looking for paid work. I was at these meetings, I'd often be at meetings and I was the only person there around the table not getting paid by a university and that wasn't really working out for me. Because I'd be there just as exploring things. I'm happy here to explore, but a regular income is pretty good too. I don't want to be teaching a curriculum that someone else has planned. I value the co-production and the participatory approach of community working. So I found a home and I think it's also worthwhile situating it geographically as well. So the new MMU campus, Manchester Metropolitan campus for the Faculty of Education is in Hume. Now this is what Hume looked like in early 1990s and that's actually where the new campus is built. It doesn't look like that anymore, it's a very flashy modern university institution. But when I was at university in Manchester, this was what was at Hume. Believe it or not, this was a very creative educational environment. It was a very chaotic, squatted, chaos, Berlin-style environment. But it was also a very creative artistic community with a lot of musicians and artists there and campaigners and a lot of people using that space to really invent new ways of doing stuff. A lot of new music came out of there. There's incredible artist collectives. So like Dogs of Heaven turned these whole areas into huge Viking ships. They drove cars off the roofs as part of their performance. Parties would happen there after the clubs and people were innovative. They're like, this isn't big enough. They'd knock through a wall to make the space bigger. So there's a real spirit of DIY innovation in Hume that seemed like with this new campus coming, we needed to kind of get in there. So this is kind of part of the story as well. EdLab's situated there and in terms of how it came about, it came about through my boss Mark Pease who's been dissatisfied with the set-curriculum approach and really thinking that for people who are going into education, it's doing them a great disservice not to just go with that and just go, look, yeah, it's all about teaching to standards. It's all about fitting in with what's happening. It's all about three-part lesson plans. And so this is kind of his approach, is to have more of that kind of hackerspace co-generated approach but within the institution. So how do you make that happen in institutions? Well, the way he's aligned it is pretty much three ways. The first one is that students need this experience. It's a kind of experience that employers value, the idea of generating materials, of making things happen. This kind of idea of defining what enterprise means within, what does that mean in education? Well, I think it means making links to what are definitely, it's basically, it's open to define yourself because no one has a definition. We kind of, this is what the definition is. It's going to work with community partners to kind of co-generate new educational experiences. And just to do that involving practices that are kind of emerging. And really, we can really look at the free software and kind of open source community as a good model for that. And we can in some ways leverage the cultural influence that Silicon Valley culture has in order to kind of be a bit of a carrot and stick to the institutions that we work with and saying, look, if you don't want to be irrelevant in 10 years' time, we need to embrace these new ways of working. So it's that kind of saying, this is good for the students. It's about innovation and it's about, what was the other one? Yeah, community engagement. So it's about co-creating stuff with our community. So just to give a whistle-stop tour of some of our activity streams, part of it is about interdisciplinarity. It's like, let's take people from one faculty and other faculty, let's work with science, let's work with humanities, do science and poetry, kind of mash those up together. Let's do lots of stuff around maps, mapping and situating yourself within the city. Lots of stuff on walking tours. Also stuff around playing with technology. Arduinos, scratch, making makies, making that very accessible. The tinkering methodologies and how do we prepare people to be comfortable in a tinkering approach. And then also this linking back to community activism. How do we spark change? How do we use DIY video approaches, self-publishing? I'm going to skip through these methods because I think they'll be quite familiar to you, focus on participation, collaboration, agile design methods in a very simplified way and co-generation and look more at some of the specific interventions that we've done. Now I'm going to skip through those as well. We've got different levels. A challenge is very early intervention. A creative space invites a partner in to set a challenge and a project is more of a design project like you might have a graphic design brief that students then need to meet with the partners. So what we found out, well, we found out that we can incorporate a lot of free software approaches and kind of methodologies quite easily by saying that this is the right tool for working with communities and working across different partnerships without any opposition. It's almost like we're kind of going underneath the radar. We found that the use of lever graphics tools and kind of gaming assets are a great kind of resource to draw upon to visually stimulate creativity, not just in creating educational resources but also just to kind of evaluate what we're doing as well. There's also the idea of, like, let's get round all of these issues about what software we can use on the system by just buying low-cost laptops, putting Linux on them, and having all of our own software in these quite portable kits that we can take anywhere in the university but also out and about. And let's not call them computers. Let's call it recycling equipment to get round, like, the procurement strategy. They're not computers, they're just recycled bits that we use to teach the value of recycling. Just happen to run Linux on them. Also, we've learned that people love hacking hardware. They love taking stuff apart. They love breaking it, and we can use design methodology and can teach engineering concepts by breaking stuff apart. We've learned that kind of people actually are happy to use open educational resources and happy to contribute back, especially if they see the value very directly into what they're creating. Acoustic ecology is a very fun thing to do. It's the idea of what sounds do everyday objects make. Let's connect up these contact piezo mics and let's make lots of raucous noise and let's explore the science of what's happening there. These are just a few case studies, really. Bringing in DIY video-making techniques from the world of video-activism into a kind of educational resource production and evaluation is a lot of fun, and it's a good way of really getting things working. Here are some of the piezo mics as well. It's this idea that if you can create hands-on tinkering environments, you can get students experience of an educational environment and kind of facilitating education without a lot of preparatory work. They don't need to know the ins and outs of everything because they're exploring things along with the other participants. We work a lot with home education groups and home educated kids just because it's a really flexible environment. We can send out a message and they've got really good networks. You can have 30 home educators next week just to try out an experiment. The fact that we're all learning together is a really valuable and powerful message for education students to have, and it's also good to have that at the beginning of their journey as well. To recap it a little bit, this year has been a testbed with the faculty of education, people who are already paying to be educators, but we're offering the EdLab module, which is the idea of designing three or four educational interventions and writing them up as a report as a university-wide module so that anyone can take that module. If they're doing a completely different course, but they're interested in being an educator or just interested in education, they can do this module as well. I think this is something that we're going to write up into how to do an EdLab for Los Manuel, and I think this is a real tactic. We can actually use this approach for other institutions to really liberate a lot of our practices and just do it in the name of experimenting with education, but I hope you can see it's got a lot of potential for lots of different disciplines. The website is edlab.org.uk, and I'll just put that up there so you can check it out and get in contact. I'll be really happy to work in partnership with you guys.