 Hi, I'm Elizabeth Noonan from UCC. I'm Director of Quality and I'm presenting some initial ideas on learning analytics from the perspective of UCC, representing input from two other colleagues, Dr Orly Murphy and Tymol Donovan. So just to say a little bit about us, my remit is Head of Quality or Director of Quality. I suppose to declare my interest, I have a passionate interest in an enhancement led view of quality, so assurance serving a purposeful end. Orly Murphy is Chair of our e-learning committee, she's Co-ordinator of the MA in Digital Arts and Humanities, she's a digital innovator. She's also a national teaching award winner and Tym has been working across our various systems, our VLE, our SIS, has been exploring some of the data related to student engagement. So actually in terms of the theme of today bringing people together, just the very existence of this opportunity brought three of us together to express our interest in learning analytics. Some of the opportunities and challenges I suppose that we have a shared view on, we certainly see the potential of learning analytics as being intrinsic to augmenting and sustaining the quality of teaching and learning and importantly the quality of the student learning experience. There is an opportunity to look carefully at the data which is already gathered and to consider and evaluate how it might be presented most meaningfully. I suppose again where we converge is the whole idea around supporting engagement and enabling staff to make sense of what's actually happening and perhaps being more responsive at a local level but also at a strategic level within the institution. Some of the challenges that we see developing a common language particularly even around simple terms that are currently used so frequently, quality of the student learning experience, what does it mean, unpacking engagement, unpacking the sense of learning analytics and what it might do for us. We would share concerns around issues of privacy data ethics and concerns about governance arrangements and just one idea I'd love to offer you in relation to ethics. We currently collect a lot of information, student feedback questionnaires that sit there sometimes languishing and actually that's an ethical concern and we're probably not talking about it. So I think there's potential to consider how we use student data ethically and that's very very important in terms of this process. Others have referenced the multiplicity of data custodians and locations and integration between systems and we certainly see building trust across and within the community, within our institution as being absolutely key to taking forward our first steps in relation to analytics. The very next steps that we're going to take quite simple ones actually but this as I said has given us an opportunity to identify a number of people coming from different angles with a shared interest in this topic. So what we really want to do is draw together the key concepts, identify and bring people in within our institution. We're just going to craft a discussion paper using many of the concepts, questions and points of discussion that emerge today to raise the potential around learning analytics and also to feed into UCC's digital enhancement initiatives. The other practical step we're about to upgrade and renew our VLE so we'll look certainly in terms of having learning analytics which is integrated if possible with a view to providing more streamlined digital footprint. I think like many others the first perhaps obvious locus of learning analytics may be in relation to supporting retention but I think we would hold the view that retention is a big strategic commitment on the part of an institution. I think it's notable as well that Vincent Tento has written so extensively about retention, offering many strategies, many studies and his last pronouncement on the topic was really to say institutions need a wholesale commitment and coherent holistic strategy to supporting student success. So I hope that learning analytics might be a catalyst to take us in that direction. So thanks a million.