 Felly, dweud o gwaith ymlaen nhw'n meddwl i'w ddaf yn gweithio, a ddaf yn mynd i chi'n gwneud y rhai newydd a'r prsydd. Felly, rydyn i'n meddwl i'n meddwl i'r newydd yma, ac rydyn ni'n teimlo'n gwneud yma o'r brifau'r bobl yn cael ei gwybod, ac rydyn ni'n meddwl i'r partyniau. Felly, fy logo, sy'n gweithio ar gyfer ysgrifennu cyfnodd, a'r mwyfyd i'r mwyfyd yma yng nghyrchu. roedd rhan o'r tyn agosu, oedd ym 5. Roeddwn ni'n gweithio'r ond 5 a oeddwn yn yn fan 6. Roeddwn ni'n ddiddordeb am y byddwyr rhaid, rhaid am rhaid am rhaid. Mae gweithio'r pethau ar y pethau i gynnyddio ar gyfer fynd. A wrth gwrs, yna'n gwybod i'r ffordd. Roeddwn ni'n rhoi'r gweithio'r dylai, roeddwn ni'n rhoi'r tyn agosu. Roeddwn ni'n rhoi'r ddysgu a'r Ffuntiaf yna'r ddysgu anodol. I'n dda i'w oed i'w oed i'w amddangos cyfacili ac cymunitio. Ieithio'n ddweud. Mae'r diagnostig wedi bod yn gweithio'r ddechrau o'r ddweud. Rwy'n dweud i'n ddweud i ddweud i'w ddweud i'w ddweud. Ieithio'n ddweud i'w ddweud i'w ddweud i'w ddweud i'w ddweud i eddych. Yn ysgolion o'r ddweud i'w ddweud i'w ddweud i'w ddweud, yng 과faint ein boddyn ni weithio daith i dda i fod yn rhoi'r cwestiy Bartέ. Cyfrлас y problemau cynveil maen nhw arweithio pet intensiwn o'r d thi. Felly mae wedi meddwl sixcu darstyle. Pan bydd운 ni yn фawr mud dweud os y persones a'r dda. Mae anodd. Mae'n dda figures mewn ei ddweud. Nid o ceisio lad trafficking a newydd. Rwyf ei ddweud hi maen nhw arle semi, er m Texas o'i wahanol ein dyma. Mae dus iawn,fall hyn dy tu am blaen o'r dod, … ac mae'r ddiagnoseb yn gwybod… … sy'n symud y gallwch i gyfotsio gyda'i ddechrau… … ac rhan o'r rhan o'r Fathysgol Llyfrgellau… … ac o'r ddiogelu'r Gweithleol. Rwy'n enw i ei ddim yn dweud hyn… … ac mae'n dweud hynny, ac yn gweithio'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio. Ac mae'n ddod o'r rhan o'r rhan o'r ddysgol am ddechrau… Llywodraeth, a mae wedi gwneud y dyfodol i gyferwyd, a mae gennymser yn ymweld yn ysgrifennu gyda'r ysgrifennu. Mae wirio sy'n dweud ar y dyfodol o'r ysgrifennu cymryd ymweld i'r hynny'n gyfaint. So mae'n gydag, mae'n gweithio ar y dwyllgrwyng hwnnw. Mae'r ddechrau'r siarad. Yn ymdweud hyn, mae'n gweithio'r ddechrau yn y ffordd yn y gweithio'r ei ddweithio'r dymell. Fy o ddim yn dweud. across the three institutions, UL being the larger institution with around 13,000 students, for example, versus Mary I and UL. We got a good indication then in terms of the diagnostic need and skills that could be shared. What's really interesting is the variation it showed up. Yn ymwneud yma'r top 5. Felly, mae'n ddiwedd yn ffynol yma'r yma, ydy ni'n ddweud y ddweud o'r ddweud. Yn ymwneud yma, yw'r blog? Yn 2, 1, 1. A'r ddweud o'r ddweud o'r ddweud? 5, 4, 5. Yn ymwneud, mae'n ddweud. Mae'n ddweud o'r ddweud o'r ddweud o'r ddweud o'r ddweud. Mae chefnodd y ffr�io sy'n ddweud o'r ddweud o'r ddweud. Mae'n astu ffordd o ddweud o'r ffredeg yma. Mae'n ddweud o'r ddweud o'r ddweud o'r ddweud. Dyna'r rhai yn meddwl yn argyrchogol ymlaenddol. Fe yna'n ddweud iddo fel hynny bod yn swyddi ddechrau wrth gwrs. Ond weithio, Two of the campuses, U, L, L, L, I, T, if you look at two, three and four have commonality. Those three are not here. In MerriMechlo College we're really concerned about our digital identity but we're not really worried about creating programs online and so on. And maybe because we've been putting a huge amount of effort over the last number of years into say, the VLE training, et cetera. So it's just interesting that it brought to the fore a relief i fi'n cael ei wneud yn dweud o'r dynnu. Fe, wrth gwrs, mae'n ddod o ddwych nhw'n gynnig o'r campus. Dyma yn ymgolol ydw i'r ddwych gyntaf o'r mhreithio a'r ddod o'r ddweud o'r ddod o'r ddod. parties and student road shows, and in some cases, combined. Then we had the third list campus there as well. Within those road shows, what was on offer would match the top skills that were required. Equally, people identified the skills that they could share. Felly,'r ffordd yw'r cwmwyaf yw'r cyfrifwyr yn ymdill, yn ysgrifoedd, ysgrifawr, ysgrifawr, ysgrifawr, y staf ar gyfer ddeutydd. Felly, dwi'n gwneud yn ymdill o'r adroddau, ystaf, ac yn ysgrifawr. Mae Ffond ymdill yn ei wneud, yn gyfer bod y dyfodol'r bwysig effeithio, ac mae'n ddysgu'n ysgrifawr yn gyntaf am ysgrifawr. Roedd ymdill yn cael ei gweithio? We had General calls in MaryEye. We had a part, make a general call. You can try and pitch for all of it. You can try and pitch for a small amount. It also brought out people who wanted to do things that didn't require money but they took the opportunity to ask for help and that created a nice connection for our one-to-one CPD sessions. UL took a grant approach where they had only 1,000 Euro grants and they got 15 projects out of it. Mae'n golygu, a'i aelwyr i gymryd y Gymryd Lleif Simon i ni i ddweud occupation ein llefyn i fynd i ddweud. I alwod yn eich colli'r llefyn nawr. Be gydag y gallai gweld ar gyfer yng Nghymru ac ymddech chi'n dweud, yn gyfnod ei ddechrau'r hunain. Ni'n ddweud chi'n gweithio gyda 1000 yma o'r rhaginiadau? Mae gynhyrch yn gyfnod eich hunain. Onh sy'n gyda'r hunain sy'n gyfnod ei ddechrau'r hunain o golffon o'r 1200 eurol hwnnw, sy'n digwydd. gweld. Mae cyfrifio'r ffordd. Felly dwi'n mynd i, yn gwelio'r gweithio'r ffordd. Mae'r gweithio i Alistair Davies y Cynllun y gallan o'r unigol. Mae'n cyfrifio'r gweithio'r unigol ac yn fawr i'r gwirio i'r ddweud o'n ein holl ar y gweithio'r unigol. Mae'n cyfrifio'r gweithio'r gweithio, mae'n gyfrifio'r gweithio, I think five OERs created by the students and we had a 10 day showcasing window on Facebook and YouTube. In that 10 day window we had nearly four and a half thousand engagements on social media via the student union platform. So we just were so happy with that response and the whole design branding was also central to the t-shirts. The take one step sign, which is down there somewhere, we go nowhere without the take one step, see connection with all the board, keep there our baby and our pull-ups and later on you'll see our cake, take one step, cake. Social media again was a core part of the campaign and we have 300 followers now on Twitter, take one step, it's easy to find. We had 105,000 impressions on Twitter in a 90 day period, Michelle. And we also have stats on our engagement factor, which Michelle made, come back to later. So we were really happy with that. Twitter seemed to be our most successful one actually. Again, the students were core to us. We had a student ambassador structure we could build on through, say, the library ambassadors and also our work with all the board. But they were crucial also to say adjudicating the innovation fund. So say student union from one institution would go to the other institution to adjudicate etc. So and also they were very central to I guess having peer to peer promotion and engagement. There's a little still of one of the road shows, one of the UL road shows there. You can see how to flip a classroom is there, how to do blended online courses, how to measure impact factor in research. Now interestingly, that's not on the all board. So we pointed that back, pointed that out to all board. You know, measuring impact is something you need to get up there because institutionally that's important for us. So we were able to build in the webinar and that was shared out nationally etc. So that's just a little taster of what it looked like and we had 15 skills presented over the road shows in terms of attendance across the two in UL, the one in Mary I and the two campuses in LIT. Got a little view of the cake there and the sign. We've created coming out of the road shows then we have 30 OERs which are up on the website. I'll hopefully get a chance to show you those later and then out of the innovation funds we'll have case studies and OERs there ongoing still and nine OERs from from the students, you know, and they're really nice. One of them will be using student student orientation around student identity, local and national impact. Then when I say at a practical level, we've got really useful standard operating procedures for how to do this. That will sustain. We have a knowledge bank and we have a clear plan for CPD, but it will change. That's the nice thing that when you look at this and use it in five years time, you can you will you should see a change because if they're still looking for the same CPD, it's telling you something. We've got nice case studies of innovation, which everyone knows like the most inspiring things to see what your colleagues have done and how it's worked. We think we've established a strong and sustainable brand through the T1 step. We have our OERs created, curated and disseminated. We have a direct mailing mailing out to those who signed up all the time. You know how you get an entry skill, here's a new OER, et cetera. And of course, the building of our community of practice. Now we're almost done with evaluation. We're using a Stuttlebeam's model and Deirdre. I'm going to hand over to Deirdre Rhine, who's going to just give a taster. A few slides just tasters in terms of feedback. So I suppose for those of you who are here in November, you will know that we were using Stuttlebeam as a framework, I suppose, really, or backbone to the project design. So in terms of evaluation right from the beginning, we knew that we were going to be looking at, I suppose, the CIPP model in terms of content, input, process and product. Now Ann has already talked about our baseline analysis in terms of how many signed up, how many OERs we've created, what we did on our roadshow days. One of the really strong things that came out of it is in the input in terms of our standard operating procedures. We really focused on trying to write those up, to really document what we did in each of the institutions. We really feel that we have created a sustainable branch. We're ready to go again. I think T1Step has kind of hit that level really within our own consortium, but also it's trickling out there into the world as well. Then in terms of process, that idea that Ann said about our differentiated approach, we could do that with our roadshows. We had our innovation. Communication is an animal of itself that we are learning so much about. And I think you spoke to that back in November in terms of how do you engage people. And then in terms of product, our OERs. So we have our OERs up on the website. We haven't got a chance to show you those, but we let our staff know across the consortium that they're out there. And so those who couldn't attend actually are engaging with those now. Impact on teaching and learning, I have to say, that is a picture that's just emerging. We can't say that we know exactly, but we do know from conversations we're having from stuff that were being asked to CPD were being asked for that it has caused a ripple and an impact out there. So really I'm not going to focus on the quantitative data, because quantitative data, at this point, it's really qualitative that we want. So we did run a survey, but we also ran about five or six focus groups with staff, with students, with those who contributed, those who didn't attend anything, so that we got a kind of a feeling on that. So we did get very, from the survey, yes, very satisfied with it. But really I'm interested in the focus groups, which tells us that they were very positive, keep going. They would like to see it rolled out every year. And one of the things I particularly like is that it was nice to have staff and students together. I got to sit beside a student, I got to hear what they had to say about something, or think about something. So that was really important about our Rochial days. So very quickly on to the team. This is the team. We had 16 meetings in that space of time. And we come from different backgrounds as well. We have a library, we have ed tech, we have TNL, so we have ICT. We have got this large group of people together. So it was quite a good group, a vibrant group, and we would hope that the steps will continue. There is the cake. There is Ann, who loves that sign. I think she takes it home with her of an evening. So that's basically where we're at. Thank you.