 Dwi'n gwybod i'r gwaith, mae gennymd yn holl hwnnw, ond mae'n gobeithio'r cyfrannu, bo'r cyfrannu o'r cyfrannu yn cael ei wneud fath y gweithio ym mhobl yn ymddir y rhaen, ac roedd yw'r dweud bod yn ei rhaid i dweud ymddir y meddwl ac mae'n rhaid i'r cyfrannu i dda i'r cyfrannu. Felly, ymddir, mae'n cyfrannu o'r cyfrannu. Yn ei ddweud o'r projekty, mae'n angen i'r Llaedd Dysgol Ffraenwyr, UCD wedi'u cyfnod y peth yn yng Nghymru yng Nghymru, a mae'r ddweud fydd ymlaen o'r llwyffydd. Mae'n ddechrau ein ddod o'r ddod, a mae'n ddod o'r ddod. Ac yna'n gwybod yma'n ymlaen yng nghymru a'r ddod o'r ddod o'r closder. Mae'n gwybod ymlaen o'r ddod o'r closder. Mae'n ddod o'r ddod o'r ddod o'r ddod. Mae'n ddod o'r ddod o'r ddod o'r closDERhWR yng Nghymru, a mae'n ddod o'r ddod o'r ddod o'r closDERhWR yng Nghymru, a mae'n gwaith rydw i ni'n ddod o'r ddod o'r ddod o'r closERhWR. Mae'n amser am y maen nhw i gwybod ymlaen o'r ddod i fynd i'u ddod o'r clos 말�. Mae geisio ar gyfer ei weithio'r ddod oed. Dw i'n gwneud gan fy ffordd a wneud, dim oed o'n gwneud, a dyma'n gwneud i ddim yn ei gwybod. Ychydig yw'r cestur i'w? Rwy'n meddwl, rydyn ni'n ei gyd, yna oedd yn ymryd i ti'r ystod y Nesafol, ac rwy'n meddwl gweithio'n gweithio'r gweithio'n dwy'r gweithio'n gweithio'n gweithio. Felly roedden nhw'n gweithio'n gweithio'n gweithio'n gweithio. Felly mae gennym eu gweithio'r cestur i'r 5 ymgyrch yn gyfnod, O'r marina o'r bydd hyn sy'n gwneud cychwynol pan dwylau mawr y dweud rhagoriaeth a gyfer ar ddweud y mawr, yn ddigwysd y bydd Ydw'n YsgrifennuOhol. O'r gyflau adnod, mae'r ddaeth gennych Cog feddwl, neu adnod gweithio hynny yw'r gymwyslwyr mewn cyllid yn ymgymrydau i'r grannu bobl a'r gwerthfawr, rwy'n cael ei ddweud hynny, pan fynd â gennych ysgol arddangos, sy'n gwaith a'r gweithfawr. for resource-able learning objects for postgraduate virtual programme. In Trinity, they took a learning through reflection. But it was for an engineering programme, so there's a real innovation there in terms of reflection engineering don't always go together, though they have done this project, they should do. In IDT, we are running, we ran this year for the second time, for the first time for 400 students, we're being 2,500, so to run up a module for 400 students is pretty unique for us, so it was an interdisciplinary transition to college. ac ydy'r NCD wedi'u gwneud o'r dweud ein cyfnodau am ysgolwyr yng ngyfgrifenni yw'r leisio. Ac mae'r ystafell cyfnodau cyfnodau a ddefnyddio'r ddechrau gyda'r ddweud gyda'r ddefnyddio. Ac mae'n gilydd. Mae'n ymdaeth y sgolwyr cyfrifennu gwneud. Mae'n ymddangos yn gwybod gan ymdyn nhw, maen nhw'n ffordd i gael ei bod yn ei ddweud, ond mae'n gwybod i'n ymdyn nhw. Ac y gallwch chi fod yn dda i sydd i'n ddaluniaid gyda'r bobl, i chi'n ddweud. fel y cyntaf a'r byd, ac ond, mae'n ddysgu'r dweud, ac yn nodi'r ddweud y hoffiktur hefyd, ond yn gyntaf amadd tego. Rwy'n ddweud i gyd, ac mae'r ddweud i fyny i'r peth ar gyfer, a'r fan o syddi'r cyffredin. Rydym ni'n gweithio i gyd yn gyd. Mae wedi gyddoch chi'n ddych chi'n gweithio i gyddoch chi'n gweithio i gyddoch chi'n gweithio ond all that. So, let's look at them. For three of the case studies, we have digital outputs for the other case studies that the work is still in progress. So, I just want to show you as we were asked to. I have the snappy open. Sorry, here it is. So, here's just a snappy. This is a little video. I'm just going to give you a clip of it. Give it a place. Didn't check if it plays. This is an articulate. And looking at there, which is the statement. So, the idea is the vet school in UCD are developing these and they're developing them for a range of that. This is one that has been developed, but more have been developed. This is the chronic wound assessment. I'm going to play a minute or so of that if that. I'll start over. My name is Catherine Redmond and I am a lecturer in the School of Nursing, Midwfrey and Health Systems in UCD. I am presenting this session which is focused on providing guidance to nurses on the assessment and dressing of chronic wounds. The skill of aseptic technique. These have been prepared earlier in the year, but they're being revised and developed further and their value being assessed and looked at in terms of that. We have from Trinity an animation on reflection. Again, I'm just going to play a little bit of it. That statement has two parts to it. Reflective and learning. It might be more accurate to turn that statement around, so it reads learning through reflection. So what is reflection and why is it relevant? One of the interesting things about this one is it was developed in response to a need in engineering, but actually it's a sort of standalone reflection video that can, that animation that can be used with any discipline. So it's a resource that was developed for a specific discipline that can be used widely across the, and indeed across the partner institutions and looking at that. So just to flick through these. This is Second Life. This is the art gallery that was developed in Second Life by the lecturer in Merino and it was enabled the students to explore different aspects of visual art and these are primary teacher educators. We are not opening it because just by the time we open Second Life and all of that, that UCD. So there's just an image from the small Amazon medicine. There's the Croucman acceptance. Trinity was reflection. IEDT, I've mentioned there, just want to show. What we did in IEDT was we found we were focusing on the identity and well-being of aspect of the older board and looking at our students online identity, the digital footprints and how they transitioned into college. Here are some digital artifacts they produced as part of the module there. And this is one of my colleagues has taken the older board framework and said, well, from a transition into college point of view, these are the aspects that we should be focusing on online communication, social work, networking. So again, the older board framework has been interpreted and developed as part of this project and I think, and I sent, I think owned by all of us. And then some digital skills in old spaces from NCAD and revising room plans and looking at that. So what are the key outcomes? Well, let's just go to the project outcomes here. We had five dedicated local tell days, 21 independent presentations and workshops including two conference presentations. We presented at ed tech 2016 two weeks ago. There was 157 participants across five institutions who actually went to the tell days. 25 individual resources developed and they're all should be all in the course sites. We have to check that 10 hours and over 690 students exposed to new resources. And those are resources in a sense in this academic year with the similar number being exposed in the next academic year because the modules and the work that we're doing that they're continuing and looking at that. What are the next steps of the project? Because one of the things that that's actually, I'll look at that. One of the things that we don't, you know, we've started the work, the work is in progress. So in Merino they're going to look at create digital learning objects and for offline use. In UCD it's stylesheets and prominent pathways. In the second project, the VET, when it's developing the original template, but it's actually developing the snappies as part of a student staff partnership. So the students will be developing the snappies as well. And so you get, if you like, what you call the double whamming in terms of learning. IDT, we're, oh sorry, Trinity further developed the case study resources and expand the focus on reflection and run reflection workshops for right across the college. So to embed reflection as a tool into undergraduate education. IDT, what we want to do out of our project is develop a digital toolkit, simple short videos for students about basic skills, because we found it very interesting about what skills the students, the digital skills the student had on entry into college. And then in NCAD, it's workshops of staff in screencasting and devised blended learning resources. There are next steps, that kind of thing. So project evaluation, I'm going to slow down a little bit. I think I'm okay for time, but I'll talk too fast. So project evaluation on the proposal, we said we'd focus on the all aboard framework case studies, develop resource present to the tell week and evaluate. Find a course like any projects, it didn't work, because the order was wrong. The tell week came in March. We got funding in January, so we sorted our case studies and we started work in January. From January to March things. So we did our tell week and we put our tell week. But in terms of resource development, it's happened a lot after the tell week and is still ongoing. The project implementation, the collaborative process, we've had regular meetings here. We've worked, I think we've dealt as a group. And I'm stepping out of it, the focus that. Develop the case studies. I think that has taken much longer. In my case, I got absolutely caught on ethics. I'm the head of department. I manage staff on the module. I manage the students. So when we check the ethics form, it's borderline. So we actually had to go through a very rigorous ethic problem because I'm the head of department because of the risks to students. So that took much longer than we anticipated just to do it. And that kind of thing. We represented that. So we developed the case studies and developed the resources. The staff development for tell and right across the institutions, we're now in that stage of staff development. In each of the institutions, the staff development was different depending on what they were. One of the things that came out of IEDT is that staff needed training and excel. To manage 400 students, we had to use a spreadsheet and the staff were saying, well, I did the spreadsheet this year. I think who's going to do it next year. So it is about, so that's one of the things in Merino. It was screencasting. David, in usage. Assessment issues. Assessment issues. Yeah, go animation. So it's about to teach staff how to develop these kind of resources. Right, and no load. So we're looking at staff development and we're trying to, at the moment, evaluate the impact and the sustainability. As you know, not easy. If we were to have a tell week in 2017, future integration, what we would do, the collaborative process would be maintained and that the financial trigger has been essential. It provided the reason for us to apply for the funding with focus. We'd seek the case studies earlier and develop them. We had almost arrived here in November with our case studies sort of, but we didn't start until January. So here we are in June with work started in January and look at that. Promote the tell week in advance. You know, this has felt like a little bit like a hamster on a wheel in terms of getting the project done. I think we're happy with what we've done. Undertake a little bit more comparative analysis and support the ongoing development of resources and look at what, how the resources developed this year are actually being used. Because one of the things that happened, and I've argued this for how many years, the issue at times isn't resources. The issue at times is using the resources in a routine everyday way as part of my teaching. That's the key thing. That a lecturer just automatically uses this screencast or that thing or this tool and just does it and doesn't even think about it. Then we've won because then it's sort of just think I'll make a screencast of this. Oh yeah, here it is and we won and that's what we would focus on there. The local and national input backed, we're asked for that. Well, the collaborative projects, the trigger, which is the national forum call on the seed funding, very much the green light there and these colours are chosen with with intent shall we say at the seed funding. So that really was a green light. It got us going, it got us together. At the implementation, the time in the short term mid-term effect, we just had to get the project done so it was faster to eat both and get it done. We're here to say we've done it. The scale and the local logistics, that's always the issue and will always be issue because we're all doing this on top of our other jobs. So it's getting the staff together. I had a fantastic group in IDT who worked with me on that. But in other institutions it isn't. The scale of the institutions, although we're different sizes, that when we compare the technology enhanceers earning resources across the different institutions, it's about the same and it's probably 0.25 person. If you're a pro-rata, so we're doing that. The infrastructure, you've got to look at that. So future developments, the sustainable co-operation and that, the shared resources, looking at that and looking at that. Now IDT is never going to use the wounds with all due respects David, but charity might because they have that. So it's about sharing where we have a look at that. And then the shared cognition, that is about our own understanding about digital skills, our own understanding of the all aboard framework. And actually what I'm just saying it to the group earlier, what really struck me is that all aboard has just become part of our toolkit. We just look at it and I was in another institution that didn't use it. So Sarah is telling me to move on. Some points about cross-central group learning, some central group issues, again red, amber and green for reasons. There's the all aboard reference. Our social media presence and questions.