 I'm a queen of racing through things, so I probably won't take it very long at all. But I'll try and keep the energy up for you as much as possible. So my name is Michelle Tuher and I'm from NUY Galway, who are the lead partner on this project, collaborative knowledge exchange for learning impact. We are partnering with Dublin City University, University of Limerick and Mary Toulanae. We are currently working on trainingаков that will make that asham, a aam, as Mae'r ddwyllio ar gyfer Ysgol Llywodraeth, Llywodraeth Llywodraeth, Llywodraeth Llywodraeth, Meri-Maclwch Llywodraeth, Llywodraeth, ac dwi'n'n gwneud i ddim yn dweud. A y ffordd, mae'n dweud i'n ceisio i'r ddechrau, sy'n ein gweithio bod ddweudwn ni'n dweud, sy'n dweud i'n dweud i'r dweud. Yr unig o'r ysgolwch yn ysgolwch ar y rhan o'r ffordd'r ysgolwch sy'n meddylu ar gyfer y ddechrau, yn ymwneud o gwaith systamol yn ei gweithio'r gwaith. Yn ystod hynny'n gweldio'r ffordd y cyfnodol o'r fforddau sydd wedi bod ni'n gweithio, ac mae'r ideaeth yw'r amlwgr yn gweithio'r ddweud a'r ddechrau yn yr unig i'w ddangosol a ddefnyddio'r cyfathu digital, yw yma wedi bod yn ymgyrch yn ei ddweud. Mae'r gwneud hynny yn cael ei gwaith i'r gwasanaethau. ..a'r ddweud yn ymdilyn. Fyddwn i ddwy argymwyno... ..ynddo'r ein dyn ni'n gweithio lle.. ..yna'r ddweud yn ymgyrchol yn y ffordd... ..yna'r four yn y rhai rolygaid... ..rydych chi'n hyn yn fynd... ..yna'r ddweud yn ymgyrchol yn gyfweld... ..yna'r ddweud yn ddweud yn ymwynghwyl... ..yna'r ffordd yw'r gweithio'n cyffredinol... ..yna'r ddweud yn ymgyrchol... Lleonelol ynchgyrchu, mae'r ddylayddau i'r ddielu i'r ymerchafol, a wrth gael bod dros ymddiad, byddai'n gweithio'r decidedau i gael eich adrwntau trafnodol er fyddai'n mynd ar y wneud. Gweithio'r ddeud hynny yn dda i'r ymddiad o'r ffordd cyfkidsbethau yn ôl iawn, ddiddordeb ar y cair neu'r amser. based on an institutional needs analysis or needs analysis within each of the institutions. We want to help ensure that our heads are up to speed on key policies, on good practice and research and teaching and learning and technology. And in doing that build their confidence as leaders in these contexts. We want to provide them with accessible resources. We're very conscious that they are time pure, poor policies. So, you know, we recognize the need for something that's flexible and conscious of the fact that they are time poor. And we also feel the need to be quite pragmatic in our approach in order to engage them as much as we possibly can. So, we very much welcomed the call because we felt that what we want really aligns with what the call wants. And we also thought it was a really, really good opportunity for people from teaching and learning centres like myself and also from staff development centres and H.O.R. and the institutions to work together, which doesn't often happen or doesn't always happen. We're together to engage these people and to help support them in terms of their continuing professional development within the two key aims or the two key domains of teaching and learning enhancement and building digital capacity. So, our aims, the key aims of the project are we want to develop a kind of a fresh approach to professional development. And the freshness will come in the way that we plan on it being very collaborative and collegial. We want the people to work together to build networks to share experience. We want to balance the strategic initiatives with the real-world challenges that they are facing on a day-to-day basis. We want to design it in a way that ensures the maximum uptake, which is why we are coming at it from a very pragmatic way so that it's developed to the needs of the people that we're trying to engage. And, of course, we plan on evaluating it the whole way along and looking at ways that we can develop a sustainable and scalable model. It's key that we build networks of experience, that the people we're trying to engage get to work together, work with each other within and across institutions and work with us. And it's a great way for us to build up valuable relationships with those people as well. And then also we want to look at the resources that are out there, augment them and pull them together so that we can make sure that they are widely used and widely disseminated. And then, of course, our overarching aim is to develop leadership in the domains of digital capacity and the enhancement of teaching and learning. So in terms of how we will do it, the plan that we have here, and it looks quite linear there, but it won't happen in a linear fashion. All of these phases, we'll call them, of which we've identified four key phases. They will overlap, some of them will happen in tandem, and evaluation will persist the whole way through the project. The way we see it happening is an initial kind of scoping exercise. And in fact, we did, when we were considering whether to put in for the call in the first place in the lead institution, and now anyway, go away, we contacted our 16 heads of schools and our five deans. And the 14, 15 of the 16 heads responded to the email, which meant they read the email, and they replied to the email, which in itself was actually really, really positive, and they responded in a very positive way. They were very keen to engage, they very much respected, and were very appreciative of the fact that we were talking to them first, and that we were looking at them so that we could find out what it is that they need, and then we could adapt our approach to them. And four of the five deans also responded positively, so we took great heart in this, and this kind of propelled us forward. So what we would do is we would build on this, and in each of the institutions we would do a similar call in the first place just to see how people would like to go forward with this, and then we would look at more kind of in-depth scoping. We would organise small group interviews with the people we're trying to engage with the heads, with the deans, and find out what it is they perceive their individual challenges to be. This would be the start of a dialogue that we would hope would persist through the whole project and beyond. It would be the start of relationships within the institutions with those key members, but also with ourselves in the roles that we have in our institutions. We would look at how we would align their needs with our aims, with the aims of the national forum, with the professional development framework, which is very important. And from there then we would look at designing a kind of a curriculum. So that would involve identifying expert speakers who already have expertise in the areas that are a priority and the challenges that are being faced. We would arrange workshops and networking events, and we would build resource packs. There's already a wealth of resources out there, and we recognise that. It's important that we capitalise on those and we pull them together. Often, heads of schools, they don't necessarily know the resources are there, and they don't have the time to go find them. They're not always aware that there are things there to help them in their roles. A key to this project would be part of that, disseminating this, almost maybe sometimes translating it, taking away some of the jargon for them, and developing their vocabulary as we go along. Delivery then would build on that, delivering these professional development events. Cognisant of the fact that these people are time poor. We would try and find ways that would make the best use of their time, and they'd be very targeted as much as possible. Stimulating participation, stimulating discussion, embedding feedback throughout, and fostering this idea of networking. One of the things that came back from our initial scoping was that the heads were very keen just to get together for a chance to talk about this stuff, which they don't always get. It's not often on their agenda. Then, of course, the whole way through, we're looking at evaluating it, refining it, and seeing how it's going in the hope that we can develop a kind of a sustainable model. We have some example topics, and these have come from, these are projects that are already in existence. There's resources on them. Some of them are national forum projects. Some of them come from the UK or internationally. These are some of the topics that we would see are key to teaching and learning and digital capacity. We would be keen to align these with the kinds of issues that are coming up when we are doing our needs analysis. We wouldn't be addressing all of these. This is a kind of a matrix. We would prioritize as we go out and speak to the institutions and find out what it is they need to know. I'm not going to talk to each of these, but we have a really nice, diverse team. For each of these, there is one person on our team who has been involved in some way or another or will be involved in some way or another with these projects. We do have that expertise, or we have links to that expertise already, which is a really, really good start. All sounds great, but how are we going to do it? Really. Part of this is, I suppose, addressing what we are spending the money on. We would need to employ a coordinator for this. That person would work with the team. They would be a shared resource amongst all the institutions, but they would have a home probably in the lead institution. They would go out to each of the institutions, conduct these group interviews and do the survey of needs. We would envisage them, of course, and I should have mentioned this earlier, that the student voice is important, and that was something that came back in your feedback. We would see them liaising with student representatives, see them meeting with the education officers, and that those student representatives would have involvement in the project throughout in some of the interviews, and then also later on in the events that were organised. We would collate and mine the responses then from this initial scoping and align that with the supports and the development required, the existing supports and resources that are out there, identifying the experts that would help with, you know, come over, talk to the members and the groups. Then they would also develop this kind of curriculum, coordinate the events, curate all the resources. They've got a lot of work to do. Develop the resource packs. Of course, I'm all the time aligning to the professional framework. Actually, I completely forgot. I have little handouts, and I do have one for everyone in the audience, because the audience is so well-defeated. But it does have that matrix that I mentioned, but it also shows where we're mapping to the framework, because I didn't want to bombard the slides. Two more minutes, please. Yes, we would make sure to publish all our outputs under an appropriate open licence. It's very important that anything that is output from the project is free to use and share. Of course, the events that we would organise, they would be recorded, they would be streamed. We would also see ourselves creating podcasts, interviews with some of our experts' videos, and making them available online. In terms of the outputs, and maybe this addresses in some respect the value from money, is what is coming out of this. We would have shared seminars and resources as much as possible. We do have to be aware of the fact that these people are time poor. Travel may not always be... We may not always be able to arrange that, but we would make sure that if we had experts coming, we would try and negotiate it that they may visit a couple of institutions, or that we would stream some of the activities, have online forums where possible, and try and engage people in this way. We would have these resource packs, which would consist of key briefing papers, literature reviews. There's a lot of literature out there. Try and review that, have those key readings for our audience, and practical tools, audit tools that would help them in their planning, and looking at things like student retention, looking at the tools that are available to help them that they don't always know are there. In terms of impact then, speeding along, I won't talk to all of them, but we do see the potential impact. As I said, these people are a priority, and they play a pivotal role. Their reach is far reaching in terms of the academics that they are dealing with, who are doing a lot of really good stuff, but it's not always clear that what they're doing is supported by a huge body of research and scholarship, and the National Forum, and also that eventually we would see, hopefully that in terms of student experience, the teaching and learning practice would be enhanced, the value of it would be seen, and this would filter and trickle down to the students, and I'll stop because of that. Thank you.