 Thank you. Thank you. I'll just set my little timer. So, where am I? I'm a learning designer, a learning designer, instructional designer. It kind of goes by different names depending on what organization you might work for. I've more recently taken on work at the film school. So, I'll give you a little bit of background as to that film school. If you were here yesterday and saw my presentation, this is an identical slide. So, the AFTRS is founded in the mid-70s and they've used Moodle since 2013. They have different types of courses. Award courses are bachelor and master's courses and they go for several years. However, I'm in the short courses area, which is anything from a one-day course to a 12-week course or a five-day course. There's a very heavy emphasis on industry professionals teaching the courses and a heavy emphasis on face-to-face as well. So, that all has to be incorporated into the learning design. Now, this concept of subject matter experts. So, some people don't use that term, subject matter expert or SME. And so, basically, I have worked for lots of different organizations over the years from the early 90s. And so, some of my SMEs have been hairdressers or bricklayers, surgeons, doctors, academics at universities. And so, currently, my SMEs are filmmakers. So, it might be someone that is a production manager of a reality TV show, for example, or a producer, a film producer or an accountant on a film project. So, I don't know much about the intricacies of producing a film. And so, that's where me as the learning designer sitting off to the side there. And the SME inevitably has their big pile of content. So, they know things. I know things. So, basically, I like to put the SME right in the middle and so, and work around them with all the different emotions and tasks that go with that. And then the learning designer, which is me, I know how to organize content and design learning experiences. I'm sure most people in this room that might resonate with. So, generally, we have a project. And within that project, there is parameters like time, what LMS you are using. So, currently, we're using Moodle. A schedule. Again, this big pile of content. You generally have a user guide or a course outline, rather, unit guide, that type of thing. And then, generally, there's other people involved, but generally, at the core of the team is the SME and the learning designer. And yesterday on Twitter, I saw Colin had mentioned something about the benefits of co-designing. So, you could conceive that the tasks completed by the learning designer and an SME, they're working as co-designers, essentially. So, number one, there's 10 top tips. So, number one, I find that before starting anything, I like to just establish trust. And so, I just meet for a coffee. That's just to establish a mutual respect, confidence in each other. Confident that you'll guide them with online learning. Often, an SME doesn't have a lot of experience with online learning. Some of them don't have any experience with learning at all. No teaching background, depending on the circumstances. And so, it's always important just to lay out some kind of guiding principles in that area. I like to ask them, well, have you taught before? Do you have any teaching experience? There's other things like working styles and personalities, different approaches to project tasks. And so, the whole point of this first tip is to establish who you are, how you're going to work together, at what strengths do you have? So, number two, I like to look at schedules and budgets. So, they're not inherently interesting, but it provides almost like a mechanical framework to work within. So, if you only have one month to complete the work, you're going to approach it in a slightly different way to if you have one year. And so, if you've got $100,000 versus $10,000, how are you going to spend that money? Sometimes these decisions are not made by the learning designer or the SME, they're made by the project manager. Or, you know, it gets complicated, as you can probably predict. A lot of these are about restrictions, but within restrictions, it's like with any good design process. If you're given a restriction or a parameter, sometimes that helps the design process flourish as people look for opportunities. I think I've covered all of those except for the last one, or the last couple maybe, milestones and deliverables. What are we doing? How do we know we've achieved the end of the project or this milestone? Make these sort of things tangible, because if you have things that are tangible, then I just find that it just sets a really nice sensible tone. Here's that woman again. So, most of the women will know who this woman is. I don't know if a lot of the men would know who this woman is. However, she likes to tidy up. She has this phrase, does it spark joy. She generally helps people to declutter. What I find, and again, I've been engaging with SMEs since the mid-90s. They generally have a big load of content. Content is often confused with, oh, that's all there is to the teaching process, because content is king. You've probably heard that phrase before. So, I like to encourage the subject matter expert to get rid of some of the content that maybe it's out of date, maybe it's not working, maybe it's not appropriate, maybe it's not in a form we can use. So, just either bin it, or let's put it in our intray for the project. Sometimes that's kind of, I have a flippant tone as I'm saying, but it's kind of, I guess, yeah, it's a good decent conversation to bring up. And sometimes it can be confronting. Because, you know, I'm a lowly learning designer. I don't know anything about beef cattle or cutting hair or operating on a person in a hospital. So, I guess it's kind of just establishing that kind of trust, as mentioned earlier, but all to frame the idea of an audit. Audit of content. Collecting and collating. Sometimes the things that wash up on shore, text, images, videos, PDFs, start getting them into folders, that sort of thing. Horribly sensible. Okay, I like this image. I've used this image since, when I was preparing these slides a couple of months ago, I've used this in a couple of meetings where I've heard the tone of voice or it's a little vibe and I thought I'm not going to have any words, I'll just point and I say that's you and that's me. And they're sort of like a bit shocked and confused. Because often I find that there's a it's like a tug of war over who owns the content. And so sometimes a learning designer, it's not their job to know the stuff necessarily. And so although we are our own subject matter experts in terms of learning and how to collate things, offering design solutions, so I just like to ask the question of who owns this content. Sometimes it's not the subject matter expert, sometimes it's their manager. Or sometimes it's someone else. It's kind of like, and this can have IP, intellectual property ramifications. Should this content stay or go, sometimes it needs to be checked or confirmed, amended, replaced and then that taps of course into tasks and workflow schedules. Sometimes you have to be working with content you didn't create. So that introduces a whole bunch of issues. And then it's good to remind the SME that our aim as a project team is to create engaging and meaningful learning experiences. So the content is an important part of that. So is learning design. So I like to draw an analogy. Jocelyn this morning was bringing in a whole heap of metaphors. So I've used this metaphor quite a lot where it's a dinner party and there's introduction and a topic one and a topic two, also known as a main dish, a side dish dessert, that type of thing. So they're all optional. Sometimes they're interchangeable. Sometimes they're not negotiable. Sometimes they're related to an external body that might be kind of assessing the learner. There's all these different dynamics. There's also this concept of hierarchy as well. So I like to just talk through the Moodle interface together and say, look, if we put your content here, this is what it would look like. There was a question from yesterday about these troublesome high school teachers. I used to be a high school teacher. So I can relate to some of the issues that were brought up about, well, if we've got a section in Moodle, we want a subsection and we want a sub-subsection and we want that to be final, final text. And that's like, well, some of these problems are solved in a non-technical way, if I can say it that way. And then I guess it's kind of reminding the SME that there's this thing called learning design and linking how their content might be structured in a way. So that can be really delightfully fun and productive at the same time because you're negotiating, you're co-designing essentially. Now I like this one, negotiating new content. Because sometimes you're going along really well and everyone's confident and comfortable. And all of a sudden there's gaps in the content. As symbolised by letter C and letter F, and sometimes the subject matter expert starts to lose it because they're linked somehow to their content and if there's gaps in the content then that diminishes their value or something. It's very mysterious. But that's me on the rise. And I have used Latin text in the background for those with a sharp eye. So that's a form of dummy text. It's like, let's just keep calm and put a placeholder in and get on with the whole picture. And I was liaising with someone the other day and I pointed to the picture of the guy with the question mark over his head. But she wasn't in that place. And so it's kind of you know, I'm over generalising because it's kind of, everyone's a person and they've got individual ways of dealing with things. But yeah, I guess it's this concept of gaps in content and how do you deal with that? And who's going to develop it? Maybe how much is that going to cost? That type of thing. I like to negotiate communication and workflow. Now the person in this image is watching an interpretive dancer and with a checklist. And we've got two minutes. Okay. So, how do you swap files? Is it death by 50 emails with five gig or five meg attachments or do you use a cloud based system? That comes up all the time for me. So I like to just establish some of these protocols. Here's this proof of concept. I brought this up yesterday. If you were witnessing the presentation from yesterday, I like to just build a little quick proof of concept so that we get to visualise what does that look like in Moodle. And that consolidates a lot of the thinking I find. And then of course once you've achieved a stable prototype then you can start to proceed. It's always nice to just have that stability and feedback etc. Up skill as in professional development. Undoubtedly there will be a need for something within the process. So it might be how do you use a particular tool within Moodle. Don't waste your time doing grand professional development programs. Just a just-in-time approach I find works really well. Need to know basis. It might be just as simple as a short walk-through. And then finally this is a concept I like to introduce. It's the reminder that it's not just, oh here's this big bucket of content. Give it to the learning designer. They go away and do their magic. It really is a team of learning designer, IT support, back-end infrastructure people maybe a specialist media producer. Other kind of support people within an ecosystem essentially. So that's my presentation. So we've got time for a few questions. Do you mean learning outcomes? Yep. That's a really big question. And I guess it's linked to documentation. So if you have, as one of your very early deliverables, some sort of documentation that is kind of like reassuring everyone in the project team including various layers of management, what are you going to produce in this period of time? How does that sit in within the context? You can build in a critical assessment or a QA type of cycle. That type of thing. So is this kind of addressing what you were asking? Yeah, there's ways. There's good old fashioned project management mechanisms to build in to any design and development and delivery process. And they're really sensible and really good to put in because they allow everyone to manage the risk and reduce the ambiguity so that everyone's clear. Okay. And then with the vocational education there's the AQTF framework for example. So that's kind of like a nice check. Well, is this resource going to map to those competencies for example? So you might have a little team that are doing that while you're developing something, another module or something like that. Excellent. If you could please join me in thanking Mark for his presentation. Okay. Thank you.