 We're just about to get underway, so please do find a seat. Make yourselves comfortable for our final day. I think everybody is just walking into the room. I also want to give a very warm welcome to all who are joining us online here for Alzheimer's Conference. And today is our hybrid day where we start in person and online and then at lunchtime we move to a fully online programme and after party. Now, as you know, we've been really having fantastic support from all of our partners, exhibitors and sponsors throughout this event and in a run up to it. And I just want to appreciate that support once again. We're really grateful to have so many organisations who are involved in ALT, not just for Ulzey, but for the whole year. And today our call to get involved in ALT opens. So if you've been inspired to maybe re-engage or engage more, or find out a little bit more about how you can get involved in our activities and our governance, then please have a look out for the thank you email that will be sent to all delegates at the end of today and think about if there's any opportunities that are a good fit for you. Now, this afternoon or evening from 6pm, our time here in the UK, we're going to head to the airwaves to celebrate in traditional style now over the past few years with the Thursday night radio show. And I'm really grateful for all the members who voluntarily put on this after party. You can keep chatting on Discord and on the social media using our hashtag ALT C22. So hopefully I'll see many of you there. You can join from the train and listen to the beats of the community. And now I know you've met Joe already throughout this conference and we've also done a fantastic job supporting community engagement and audience engagement throughout this event. But there is a whole team here and so I thought for the last day today we get them all up on stage. So please give a very warm welcome to the whole team this morning. Thank you very much. Yeah, I hope you guys are looking forward to today. Thank you to ALT for having us here for another year. As the slide implies, we've been working with you guys for half a decade and it really is a highlight of the year for us to join you guys for this event. We are still down in the exhibition area so do you come and say hello? Not now because we're all up here. But yeah, any other time do you come and say hello to us. So we will be using Vvox again in this session and online. So you can join Vvox, use it for Q&A in the sessions but we're also going to use it again this morning for a word cloud. So joining instructions are up on all the screens, scan the QR code or open up a web browser, go to vvox.app and enter in that session ID. Cool, okay, so let's launch that word cloud if that's okay. So what we wanted to ask you guys this morning is what are your main takeaways from ALT-C22? So we'll give you guys a bit of time to join that session and start entering in some responses. That's a nice one to get started. More gaming. The community still goes strong, that's fantastic. So yeah, joining instructions are on the side so if you still haven't connected to the session you can just scan that QR code and as I will be using Vvox throughout the sessions for asking questions as well so it's worth getting on to that community coming in nice and big there. I like to saw the first thing. Yeah, there's a lot of stairs to get up to the top every day. Fantastic. Awesome, that's really cool. Let's leave that open just a little bit longer. What you'll also find on all the seats is both joining instructions for the Vvox session so if you need those they're on there but on the flip side of that as well we've got a crossword that you can complete so do feel free to do that, it's just a bit of fun. Bring any completed crosswords to our stands and we can sort you guys out with a prize and for the guys online do feel free to join in take a picture of the completed crossword and email us at educationatvvox.com and we'll be very happy to send you a prize in the post as well. So just to get you started with that if you haven't been doing the crossword in the first two days I'll just give you a clue for free down so the clue is that this actor has starred in the title role in Doctor Strange. And that's it, as I say do come and say hello to us we're just down in the exhibition area on stand 12 and yeah really great to be with you guys for another year. It is definitely a day to appreciate some of the hard work that's going on behind the scenes and as this is the last time we're all in one room together on behalf of All Involved I just want to give a big thank you to my staff team who've done a sterling job together our conference helpers and our online helpers who are moderating sessions throughout the day today as well working with the venue staff our program committee and our whole board of trustees so there is a lot of people making this conference happen. At some of the people we want to celebrate most at this conference are the ones who are being recognised this year and we have some of the winners of this year's awards with us this morning. So first up on stage is going to be Dave White who will lead this session so please put your hands together and welcome our speakers for this morning. Morning, okay so this is a little known thing but as president of All I can officially what would it be, bequeath on to you guys a gift for being here at the first session of the last day which is a very particular thing. Now the gift is that you can officially know in your heart that you are the best delegates. You're not allowed to tell anybody else but I officially bequeath that on you now. Thank you for coming this morning. Okay so what we're going to do is bring up on stage some of the winners as Marian mentioned and we're going to hear a little bit more from them about the work that they were involved in that led to them getting the award. I expect most of you, because if you're the kind of people that turn up first thing on the last day then I'm guessing most of you are here for the awards as well so you'll already know this but these are the awards and as I say some of them are new some of them are kind of classic awards and I think we're going to run through today in that order. Okay so first up is going to be the award for individuals which was won by Wayne, where's Wayne? If you'd like to come up. So Wayne you're just going to take us through sort of a specific aspect or some of the details of that work because obviously it's a bit difficult to get into on the awards night so it'll be interesting to hear from you on that. Thank you David and thanks to everybody at all that I've really enjoyed. It's my first time at the conference and having won a prize I think I might retire now. So I've got ten minutes to give you just a very quick overview now. I can't give a four year research paper in ten minutes but I'm going to try to highlight a few things. So what I'm going to see on the next slide is the set of badges that was designed for a pilot study. Now somebody asked me yesterday about graphic design. I'm not a graphic designer but I came up with these pictures quite quickly myself. There's a lot of them there. I wouldn't recommend anybody doing a badging scheme to try and recreate 17 or 18 badges. Start small, start about one or two but there were a range of them available. Across the middle and the hexagons there were ones related to assessment. They're probably the easiest ones to come up with. If somebody gets over 80% you give them a high achiever award. They weren't terribly valuable. People, students didn't really go for those but they're an easy one to create. Across the top then and the right hand side we had best in class so for some key milestone assessments there was one badge given to the best grade. On the top left the triangular ones we have the levelling up. Now I invented those before Boris. That phrase predates Boris's levelling up. I'll explain what that one is in a bit more detail in a minute because it's probably one of the best ones. Across the bottom on the left peer nominated badges and the ones on the bottom right mystery badges because even when I was creating this I thought, hang on, what if something comes up during the year that I haven't thought about. So I created mystery badges. I didn't even know what they were going to be and that's where the intrigue came in. The student said, I decided to come to class today because maybe there was going to be a badge given out and I didn't want to miss it. That's brilliant. So I'm just going to focus in on three of those types of badges that I would always say to people these are the ones you should go for. So on the next slide you see the attendance badge. This was one of the mystery badges. I'm not going to read it and I wouldn't expect you to read it all there but just to get a sense of the level of detail that's in there it clearly describes what the student had to do to attain that badge and it also gives a little bit of I suppose background to why this is important. If a student is attending 100% it tells you something about their behaviour and their attitude to classes. So a number of students got that one and they reported coming to class because they knew they were going to get it at the end of the year. Just to give you on the next slide actually, thanks some of the responses to that you can see there what the Institute Manager said and what she focused in on was the fact that attending students there's a difference between students who attend and who are good, the good students might actually disengage and not attend because they're going to pass anyway but the badge made those people come in and they were then able to help their classmates. So on the next slide this was the levelling up one. Now again there's quite a level of detail in this and I was talking to somebody yesterday about this you do have to spend some time writing this because it's a bit like a learning outcome you get one shot at it really so this took me longer than the graphical part. On this one to earn this badge a student had to re-attempt an assessment so essentially really what happened was if a student felt they had a bad day at the office they did an assessment and they felt you know what I could have done better there they were allowed to have a second attempt. They sent their second attempt to me I marked it and if it was better than their first attempt they got the levelling up badge. The grades stood from their first attempt because that was done in an exam situation but they got this badge to recognise skills mastery and that came up with a workshop over that yesterday evening about skills mastery this is skills mastery in action this is a student volunteering to have a second attempt to prove to themselves that they can do better. So on the next slide there's some reaction to that this is what the employer said excuse the gender bias that his words have in here but the employer basically said that's the person I want working for me somebody who's not going to turn their laptop off at five o'clock on a Friday evening who's going to go and make sure that they act on lessons learned even though they don't have a grade reward for it the employer wasn't interested in the best person in the class in terms of grades so that was the person that they were interested in. Another reaction to that slide or to that badge type oh sorry there's only one reaction to that one this is the third badge type so we've had attendance and then we've had the body badges now the body badges were available to students by peer nomination so they were able to say I was helped by a classmate and I'd like to give that classmate something back so the students were issuing these badges to themselves by nomination a huge amount of detail went into the text behind that but it's important to do that because these are the type of badges that if an employer clicks on it they click on the image and up comes the text the employer needs to know what that badge really means and I had a conversation with somebody yesterday about grades and what does 72% mean I don't really know is it that much better than 70% is it that much worse than 80% so if you can give descriptions like this to a potential employer they know exactly what that badge means there's no grey area about what it means so that's why there's so much text in that somebody's going to be reading that to get an idea of what this candidate is really like so some reactions to that badge on the next slide again this is from the Institute Manager and what she's talking about here is engagement within peer groups and she values that maybe even more than just purely attendance and you can see here that what she's saying is that as soon as you put students into groups and get them to respond to their peers all of a sudden they're re-engaged so this peer learning we all know about peer learning and the benefits of it another reaction to that on the next slide let me know what's important of all this is what the student said this is a borderline learning styles here and we know about that but this is what the student was saying that if he can show a classmate in a way that they'd understand the concept they'd be able to use that information to go on and help somebody else I mean isn't that just fantastic that's what you want students to be able to do so the badge available for encouraging students to take on that kind of activity was the reward for doing this but again there's intrinsic motivation here because the student is doing it so another student can help somebody else he or she is not just doing it to get the badge, they're doing it for a general benefit of the class I think there might be one more no that's it I was told to stick to 10 minutes, how am I doing oh yeah okay well then there's a bit more if anybody wants to talk to me about badges absolutely I'm open to all kinds of chat and discussions about it so if you want to take a snap of that you can reach me in a few different ways and I'd be delighted to help people on their journey because as you see there none of these were about grades or assessments, they were about characteristics of students and I think it's important that something like a doctoral study has a human impact there are graphs and there are statistics to go behind this if you're interested in that too but it's more about the human impact okay brilliant thank you there's been actually quite a lot of chat on VVox so obviously a lot of interest including I wonder if there'll be more quiche at lunch but I don't know for sure so there's some really interesting stuff around the difference between attendance and engagement and I think you've kind of cracked the difference there and it's interesting hearing what you're saying about employers, potential employers understanding the difference as well somebody's encouraged an unhealthy work-life balance because what you're doing is you've sort of got not for me, not for you you've obviously got an unhealthy work-life balance that's fine because you've got the course as written and then you've got the badges on top of that it seems to me you quite successfully created a culture where the students were kind of going the extra mile did some of them go the extra extra extra mile did some of them get obsessed that's a fantastic question yeah no I would say the students that went the extra extra extra mile were going to do that anyway and this just happened to be a vehicle for them you know you're always going to get a gradiation of students in a class of maybe 40 when you get people who are just, they're high achievers no matter what you do for them no matter what you put in place for them so this was just a way for them to their obsessions and the flip of that is also true there were some students who just weren't interested and that relates to the last question that I'll ask you I think you've kind of demonstrated this there's a comment here about you know how do you how do you work with, I mean it doesn't really matter whether they're digital or not how do you work with badges as a concept in a way where students understand the value of them as being more than tokens now I suspect the way you've managed that is the level of detail so that the employers could engage with them but I mean I don't know how because I feel like you've managed to use badges as a last pure tokenism just wonder what your thoughts were on that as a last thing yeah I think badges as pure tokenism you're wasting everybody's time there has to be a value, an intrinsic value in them for the students and I think the real selling point for this was that from the very beginning of the design of the scheme there was an employer involved and I think that was what really kind of the students knew and one of the mystery badges that came out of it was in the middle of the whole thing how is it all going what way are we fixed and who are getting these peer nominations he was really fixated on the peer nominations and he said whoever gets the most peer nominations can we create a new badge for them and it became the best mentor in the last badge now the students didn't know about that so there was no gaming of the system to try and get more nominations this was a complete surprise to them but the employer latched onto that and he said this is what we need a person who gets 90% I wonder how this would work if there wasn't an employer anyway now I'm just thinking about so I'm supposed to be chairing the session I'm just thinking about it it's not even an employer these are first year students so it's even first year students going back to their parents at Christmas going look look what I got because a parent won't know about 45% but if a parent reads the badge my son or daughter is they're obviously doing something good so it's not just I wouldn't get fixated on the employer there's all kinds of other factors I got fixated on the employer okay thank you Wayne brilliant random applause for Wayne please okay so there's now an ongoing discussion about sausage rolls and quiche I think we should keep that going if anybody wants to add another food stuff into that that can be part of the session that's like the food based back channel I quite like the what did I quite like yeah I think I'm with the sausage rolls I'm on the sausage rolls side of that debate okay so up next that was an aside the award for leadership in digital education so Ann Marie obviously based in Canada seems only fair that she didn't come over so we've got a little video from her which is a different video from the one on the awards night is that right yeah okay so we'll watch that hello I'm Ann Marie Scott and deputy provost at Athabasca University in Canada and for those of you that don't know Athabasca were Canada's fifth largest university and could be considered the equivalent of the UK Open University I'm recording this today from to Kamloops to Shquepham within the unseeded and traditional lands of Shquepham will and you may have heard of this place as Kamloops British Columbia I'm an uninvited settler here and I want to acknowledge how grateful I am for the care that this land has extended to me during what have been some very strange times I'm also delighted to have been nominated for the inaugural Alt Leadership in Digital Education award because I'm a learning technologist who's a senior leader in a fully online institution and I strongly believe that we need senior leadership who are well equipped to make the kinds of decisions now required as our institutions and our world become even more digitally infused I've got a number of roles beyond my job here at Athabasca as board chair of the Aperio Foundation as a member of the After Surveillance Network and as a member of the leadership team of the Open ATC here in BC this work has given me a real breath of experience and knowledge and there are lessons that can be learned from many of the initiatives that I've led and I've tried to make that possible by sharing as much of my work as I can openly via my blog as well as via presentations and publications All of my work has been grounded in context in purpose and in values I'm very enthusiastic about ed tech, it can be enormous amounts of fun but I'm also appropriately sceptical and critical and I think this is vitally important Work that I've done in the area of policy has directly contributed to the development of Alt's felt framework My practice and activities have embraced the spirit and ethos of educational ed tech for many years and I advocate for learning technologists to play a bigger role in our institutions to bring our critical lens to areas like procurement of ed tech as well as the support of learning and teaching Leadership here in a fully digital university like Athabasca also means thinking beyond ed tech though, over the pandemic I helped to establish an emergency bursary scheme, secured over half a million dollars in funds for it The first crisis mental health supports for our students because our students can't learn using digital technology if they don't have food, shelter and their health The work that I do with the OpenEDC supports the whole of the BC post-secondary sector and during the pandemic it was the only platform available to several small colleges in the province to build out supports they needed to flip their institutions It's highlighted the disparity and capacity and resources in the sector and I've been able to feed that directly into the work that I've been doing as an external expert on the Government of BC's Digital Learning Advisory Committee The work that I do with the PERIO has had global impact our software projects they use to support education around the world and a vibrant open source ed tech environment I think is vital for success and for access in countries where commercial options are too expensive or just a bad fit culturally but I think the main thing that I try to be as a leader in digital education and that I encourage others to be is to be thoughtful and to be critical to learn from others to engage widely and broadly with the field and beyond to collaborate and to be creative because ultimately I think if we do all of these things we will be successful and we will hopefully have a lot of fun whilst doing it I think you can see why she was a winner I think you can see why she was a winner I we all know of a few people that seem to achieve an enormous amount and they're also really nice people and I think Anne-Marie is one of those people so I don't know quite how she gets all that done and I think the other interesting thing about her work and her practice is so there's this question that's always coming up which is technology good or bad to which the answer is yes and you can see there from just her video that she's capable of holding both views obviously there are very positive aspects to technology there are some really dangerous aspects that we need to keep an eye on and she's very active in that as well so I don't know having been involved in Alfa or at least coming along to Alfa years and years and years I think we've kind of moved from and that's come up over the conference we've kind of moved from a position of sort of perhaps not quite critical enough evangelism of technology and then and this was in the keynote yesterday then gradually in the last few years there's this sort of hidden sort of data based sort of undercurrent that has grown rapidly in the background in more recent years and so we've moved from position of evangelism perhaps to skepticism and I guess the future is sort of finding a way through that and negotiating those two positions and saying look it's complex technology's ideological it's political we just need to be conscious of the reality of it when we're employing it in our institutions and you can see Amri is obviously doing that brilliantly okay so next up is the award for teams and institutions and as we know that went to Glasgow so I'll invite Glasgow, you're representing Glasgow so come and tell us a little bit more about your work thanks Dave perfect, good morning everyone I'm going to do a slightly different pitch from Wayne where he was very focused on one thing I'm going to sort of I'm going to take the approaches to why I put the team forward for the award and I'm going to talk with three main areas for that and hopefully that may encourage others to do the same at your local institutions we came to a talk yesterday from my colleagues Hannah and Craig there will be some duplication so I'll go relatively relatively quick so firstly I think it's important to say a massive thank you to the short listing panel the amount of effort they put in to reading all of the proposals all of the interviews and listening to people like me for half an hour present why we should win an award it's a lot of work so just thanks for doing it and some work so the key areas that I want to focus on that was part of the submission was the commitment for upskilling the workforce so touch a little bit about how we started that in the pandemic but how we really amplified that and grown that in the past year about guiding the institution out of the pandemic sort of era and the benefits more importantly of holding on to good practice picked up and how we're trying to discourage away from sort of general the areas of possible bad practice that we had and I want to just touch on one about the pathways that we provide for students both for open course content and things like MOOCs and how we are providing much more structured alignment with that to degrees so the commitment to upskilling sort of 6000 plus members of staff so if you would hear yesterday Hannah and Craig we performed a college needs analysis for the university about a year ago and from that we managed to distill exactly the areas that the university on a whole were asking for support in from that due to the four college nature of the university we are now able to take that a step further and go directly to colleges and say well you are looking for X you are the only college for that how can we help, how can we support that and how can we help grow that and what we've got here is just like the upskilling calendar so I think there's like 20 sessions everything's sort of half hour and they're all recorded and the attendance ranges from a couple of people right up to 50 people to give you an idea when we started the general upskilling back in the pandemic we launched our first how to use Zoom in March 2020 for staff just as we went fully pivoted to online with a 500 seat Zoom license and within about 3 seconds the counter went from 0 to 500 to which I immediately started to panic and then the emails came through saying I can't get in as broken and I was like we're at max capacity so we've continued that approach and the university seems very positive with it the retrospective views to these are absolutely enormous it's been about 80 months as I've checked but we were over about 7000 retrospective views on the sort of Zoom player so the staff are going back and rewatching these again and again and again so it's extra motivation for us to do something more with these sessions we also share and disseminate good practice so within the institution we have sort of flyers that go out in digital formats and other formats as well I don't want to touch too much on the content but what I want to say is that we've taken like a three pronged approach to how we approach work skilling and at the bottom you'll see there's a watch engage and attend so we're trying to direct people to the resources that are already there, we're trying to bring them into sessions that we are running and we are in the middle of a massive project about revamping the sort of website and taking it off actually into SharePoint because what we can do with things like SharePoint is if someone goes in and looks at I want to know the basics of Camtasia we can serve up additional content so if you're interested in Camtasia do you know about using video and active learning do you know about this and it just becomes an area that people should gravitate to naturally but yet everything we do we constantly share with the university and further and to touch upon that what we're doing is launching a 10 credit course on our PG cap called Designing Online Education where we talk about frameworks curriculum mapping, curriculum design so that's something that's been asked for during the pandemic and now we've finally got that opportunity and that starts in two weeks so we also share breast practice with the community and we do that through something that we use at Glasgow quite extensively which is our curriculum mapping approach and it will be familiar if you sort of look at this it's very similar to the ABC approach we use that as the sort of bedrock for this we digitised it about seven or eight years ago but we've taken it a step further now we've actually managed to map it on to a word document that sounds easy it actually was very difficult to do that so now that will be on the website very soon and we encourage everyone to take and use it and I know people over the past five or six years have actually done that and it's creative commons licence so we obviously reference the UCL framework but this on the website is available and sort of guidance on how to use it and like I said we use this extensively for our MOOCs, micro-credentials and even online degrees and we map this out we help people, colleagues map a course out or a degree out I guess the sort of advocate for sharing is sessions like today and it's important to I think always come up and say things that have worked but equally share things that haven't worked I sometimes feel you come to a conference and it's like everyone's got such success stories, we have other stories so I think it's important that we share both sides of the coin and yeah I think the information sort of on the left there is we've mapped out micro-credentials we've looked at how it's mapped out as a process from a standard course being developed at a university and how a micro-credential is especially with an externo supplier the additional steps and rigor that it has to go through so we've done a lot of that so if you are going down that process just reach out and we'll share everything with you, nothing's sensitive in that way and finally we spend a huge amount of time providing pathways for learners onto different degree programmes and it's not just about bringing students into degree programmes it's about having different entry points to education so we have fantastic courses on future learning course era and that's just a snapshot of two that's launched recently I think this is the most important thing it's about trying to connect this ecosystem for learners so they can start with a MOOC work their way through that ecosystem and end up potentially at an online degree but not every student wants to do an online degree so we provide multiple entry points for learners to gain knowledge and new information and learners actually tell us just how good it is if they've taken a MOOC and worked their way through this sort of system they feel supported they feel it was the right decision it was informed decision making so we advocate this for a lot of our online offerings and the university engages in this process very very successfully I think Craig mentioned it well yesterday in his talk at the beginning we used to go to colleagues now it's very much a colleagues coming to us for this which is fantastic and I'm just going to leave my last slide with a quote from our vice principal for learning and teaching just about how the LISUs became sort of integral to the university so I think that's just a really good statement and I think for the team I just congratulations to everyone in the unit we've got two here but there's more back at Glasgow so just congratulations to everyone brilliant thank you before you run away I've got a question for you so I think what you can see there is this is one of the reasons why you're a winner is you're across a lot so it seems I've been involved in similar teams for years and I don't think I've ever managed to be across that many different things so here's my question if you were the head of your org Scotland it's not a VC who's the boss man in your place boss person that's the chancellor and then we've got vice principal for different disciplines so there's a super important person in your organisation if you were that person what would you what would you do for your team what's the area that you really think could have the biggest impact if only you had a little bit more I don't know focus, support, money what would you really really want to push on so what has massively helped us was the new learning and teaching strategy so we weren't referenced in it but a lot of our activity and the pillars that support the learning and teaching strategy were there and it's very easy to look at that strategy and you understand who in the organisation can help get you there so the strategy that was released at the beginning of this year has had a massive impact on the unit and the colleagues that come to us for support so if you are coming to a point where the learning and teaching strategy is being revised maybe possible after five years absolutely speak to those people and say we can help with that but we need some references that point people to us organically without being called out as a unit and the strategy that won't happen but you need to be the enabler of that strategy so that's the most important thing that's helped us especially this year to get involved in across all the different things that we've been doing but the pandemic massively helped us let's not forget that because we were amplified overnight so yeah but from this point on it's more strategy led it's definitely been a big enabler okay excellent thank you thanks very much thank you okay yeah that's really interesting so kind of getting wired in as a really authentic part of the organisation so everybody knows who you are and I think your experience at Glasgow is probably similar to a lot of our experience here which is we've moved from having to kind of sell our wares around the university to having so many people coming towards us that there's a whole different way of working so now it's strategising around the fact that suddenly super popular rather than trying to figure out how to get people to engage with you and it's almost turned upside down from the pandemic hasn't it so fantastic deserved winners thanks for that okay so moving on award for case studies of ethical editech so I think because probably most people have seen the video for this haven't they so what I was going to do was just talk around it a little bit and ask you guys a question that we can use to see what you've asked for actually so one of the interesting things about this form and if you want to watch the video which has got a lot of detail in it and it will be on the website won't it but just in case you weren't here for the awards Falmouth had developed the done quite detailed piece of research into what the carbon cost of online events and I guess online teaching because online teaching is a form of online event what that carbon cost is compared with face-to-face events and one of the things that floats past very quickly in the video that you might not spot is I think at one point she says that the carbon footprint for all of the online events they'd done over quite a long period of time that had 2,500 people participating in them that carbon footprint was the same as one hour face-to-face event for 100 people so like this which I think is pretty huge and one of the things that's interested me over the pandemic but I think it was there before and I don't know what your experience of this is is the thing that I think of as kind of hyperscrutiny which is that because the digital is still in some ways perhaps strategically seen as a new thing by institutions it quite often comes under as a mode it quite often comes under more scrutiny than the bit of the university that people consider to be the bit of the university that they're culturally normalised to which tends to be the residential bit depending on what kind of institution you come from so things around perhaps sustainability certainly inclusion accessibility they're really really heavily scrutinised whenever it's to do with digital education which is as it should be but I've got this little test that I run in my own mind which is if somebody says ah you're doing that online you're doing that teaching and learning online have you considered blah blah blah and then something to do with inclusion or something to do with sustainability or something to do with time zones and I'll just cross-check in my mind whether that's something that anybody's considering when it comes to the residential courses or not and often they are but quite often to a lesser extent so I do think it's reasonable to occasionally go yes we have considered that we consider at least as much if not more than the other modes in the university and there's not a fight between digital and residential or digital and analogue modes but I think it's worth being a little bit careful about that and sort of pointing it out if it comes up in as constructive a way as possible so in terms of this and this piece of work which I think was a really brilliant winner for Ethcore EdTech I just wanted to ask you guys a question that you can answer using this which is most of our I suspect all of our institutions will be signed up to some kind of sustainability framework and targets and all the rest of it I need to phrase this question so that it's a yes no I'm going to create a pickle if I'm not careful I'm going to create a pickle it's does your institution have any wait hang on there a second guys I'm just about to plow into the problem there does your institution have any specific framework for digital sustainability to your knowledge yes or no and you can answer here it will just come up it might be better is it if you want to mention Keesh that's fine too so slick guys well done you can answer again it's quite exciting isn't it that's kind of twitching around about I think that's going to that's around about where it's going to end up so it's going to be about three quarters no oh it's I should just wait it's around about three quarters no one quarter one quarter yes which is intriguing I suspect that's probably because obviously in terms of sustainability in carbon the physical estate and the residential programs are just obviously that as we can see from the work of Falmouth that's a much bigger footprint than digital but I think as I mentioned on the awards evening pretty soon we're going to have to come up with a kind of what's the carbon cost for an online student what's the carbon cost for a residential student an international student a home student and be able to add this stuff up because we do have to take responsibility for the fact that obviously digital has a carbon footprint and Falmouth not only did they come up with the numbers but they developed a method of running digital events that minimised the carbon footprint of those events so there are ways of doing it well or badly digitally so I've got one more question can I have another word cloud please I'm loving this so another yes no word cloud which is the same question but is it a word cloud sort of the residential the buildings do you have in your institution some kind of sustainability carbon type framework for the physical estate for everything else yes or no so I've sort of lent on Vvox a little bit here but see if they can generate another word cloud clearly I've just sprung this on them yeah thank you so Kerry's just reminded me that Cara who did the work at Falmouth was a PhD student and it was a PhD study which is one of the reasons why it's so detailed thank you and I believe Wayne that was the same for you wasn't it it was your so in terms of digital education and research and how that relates to practice there's two really good examples of serious piece of research being one of the award winners okay so that's just flipped that on its head well that worked out well for me so so I probably just undercut my statement about hyposcrutiny on the digital haven't I if I think about it because in actual fact it goes the other way so just to sort of finish thank you for doing that and thanks Vvox that was super agile love it okay just to finish that up I think it's it's a good example of where the winner of the ultra award is probably like a couple of years ahead of the curve because our institutions haven't quite caught up yet but I think in two or three years time if I ask the same question then whatever sustainability thing our institutions have signed up for would now include the digital that's where I imagine that might head okay thank you and this is great I'm loving this they're going to Falmouth will be sharing that work that they've done openly as I mentioned on the awards night so we could probably bring that into our institutions as a way of kind of pushing that area forward okay so next up is digital transformation so I'd like to invite guys from Leeds Up tell us a little bit more about that thank you morning everyone so Steve and I are just going to talk to you briefly about the Minerva Upgrade project at the University of Leeds it was a huge and very complex project so we're going to focus on a particular aspect which is the online teaching areas but before we get into that I would just like to say thanks to ALT for recognising the hard work of the team as I say it was a huge and really complex project and the team worked incredibly hard under very difficult circumstances so I'd like to say thanks to the team Debith is here representing the team somewhere and also to the other people at Leeds who support us in particular the faculty based learning technologists of whom we have many so if you will indulge me fellow delegates and just give a brief round of applause to these people as they are in the audience ok so as I say the project was enormous so we're really just going to talk this morning about one particular aspect and that is the online teaching space kind of upgrade if you do want to know more about such things as our mass communication strategy and you've got spare seven to eight hours please call me outside afterwards but yeah so anyway moving on so the project really has an enormously long history back in 2017 so which is you know the before times we created what we call Minerva what we did was we brought together our Blackboard VLE and a separate portal and I was involved in that project it was really good but what it did do was highlight some of the problems that we had at Leeds particularly with our physical infrastructure we were running Minerva on really old hardware based at the institution but we were relying on a whole load of custom pieces of code, widgets things like that so obviously customisation is great but what it does do is potentially give you problems when for instance people leave the institution people are around so thankfully the timing worked out well for us in that before the pandemic happened we experienced a lot of periods of downtime I think the worst period of downtime was like two days which obviously don't really want your main learning and teaching system being down for two days so it's decided that we really needed to sort this out and the Minerva project was instigated and one of the first things that we wanted to do was move off that old piece of hardware on campus and move to software as a service delivery thankfully we were able to do the first phase of that before the pandemic here I'm not saying that we knew what was happening but put it down to look and then in summer 2021 we actually moved all the way to SAS so we moved first and managed hosting and then we moved all the way to SAS next slide please so as part of that move we were then able to look at BlackBod's new ultra course fee which was a new design that they had for teaching areas we'd been BlackBod customers since 2008 and we'd been using their original course design basically out of the box since then so an awfully long time really and there were loads of problems with that view that had accrued over the years so really kind of labyrinthine module structures I used to work in part team and I remember one call that I got where a student was panicking because they had an assessment hand in they couldn't find the assessment point it took me half an hour to find it so we really wanted to get away from that and we looked at ultra course fee and we thought that while it was still it was in development but we felt like it provided us with the potential that we could have something better we felt like it had a more modern interface it's a lot more accessible works well on mobile devices gets updated monthly we used to have an annual update so we would be on the same system for sometimes up to 18 months but ultra has monthly updates adding features and we decided to instigate a pilot and that pilot went pretty well so these are some quotes from students you will see the one on what would be your left hand side no your right hand side sorry one or the other 50-50 and I got it wrong that one that's right does highlight a key problem that we found and I'm sure that you are familiar with this too which is students said that while they liked it they were less keen on the fact that some academics created module structures that look like this and some created ones that look like this so and that was that was something that we've seen in feedback for many many years so when we decided to actually roll out ultra course for you we felt that firstly we wanted to go with a big bang approach and have all a module use it so that we weren't giving some students one experience and others a different one and we also knew that we needed to really look at that consistency that sort of consistent approach so we worked with some colleagues at the institution every colleague at the institution really so various projects that we've got going on one of which is curriculum redefined our faculty learning technologist who I mentioned before our deals we love an academic leader it's a digital education academic lead and we came to recognise we came to decide that what we really needed was a module structure so a sort of suggested scaffold for teaching content and what you wanted was something that could be used across the institution Leeds is obviously a very big institution we deal with a wide range of disciplines so we needed something that would work for everyone and we wanted to provide a level of flexibility within that so that colleagues in design colleagues in medicine health could make it work for them and Steve's going to talk to you a bit more about the template Hello everybody and thank you very much for having us just to start off with we don't have a uniform in the Minerva project of played shirts and we certainly didn't coordinate this morning but these things happen just to explain who I am my name's Steve I'm actually on my day job a lecturer in the university so I specialise in the financial crime and digital sphere so you've ever had an email from a Nigerian prince saying that's what I look into but for the last two years I have been part seconded to our digital education services team to act as what's called the academic lead for this project basically I look after the governance structure but also I am what's probably described as the chief advocate cheerleader complaints line for the academic side and the engagement with this project because one of the things we thought about when we started on this project is that whilst and I'm sure most people in this room know this is teaching a few to suck eggs here if technology can improve that's great but actually it's the engagement with the institution and with the staff it's just as important as the technology itself you can bring a new piece of technology it's fantastic, whiz bang it works and you haven't got the institution with you on that journey on this large scale institutional change you're going to really struggle so what we thought about with this project when we started was that we needed this kind of interaction between Paul and the team and the academic side of things so we went away and we spoke to a lot of our institutional stakeholders and we said okay what you're interested in what you're actually looking for when we come through this and we created our institutional module template from that and it ran within our pilot, within one of my own modules and 15, I always get the number wrong 54, 52 54 modules from January and second semester this year and this created this sort of standardised structure which we knew our students were interested and wanted because of, as we said from the feedback from the pilot itself and it allowed our staff to revisit their teaching areas and to go back and have a look at their content because we know we've had a pretty difficult couple of years and it's very difficult to motivate staff to go back and look at all the content and say well can you change it up, can you mix things up and realistically we've all been in an emergency mode for a couple of years and the 10th place has allowed us to go back and do that and it's given us that kind of a boost as a way so we can but really what I wanted to kind of have a bit of a chat about and to talk for the remainder three or four minutes is how we did implement this, how we engage with the institution how we actually aligned what we're doing with at least support or hope for support so we thought off of our communication strategy so we went out to the institution and we started in 2021 so around about 12 months before we brought in some of these big changes we started off with the usual town hall meetings going in, listening to staff listening to the complaints more than anything else the struggles that people are going through because people want to be heard people want to feel like they're going on this journey with you and it's not just being imposed on them and then this kind of culminated in the release of our ultra course view modules this year and in June this year we had around about 8,500 modules all moving across to this new platform which I'd be brilliant, was extremely daunting terrifying and we expected to have this plethora of emails and complaints coming through and quite frankly it hasn't happened yet now I'm fully aware we're still two weeks away from the start of 10 and most academics like myself probably haven't even looked at their content at this point yet and we'll probably get it in a few weeks time but realistically it seems to have gone well can I ask you to pop over to the next one and it's gone well because we've tried to do a bit of a belt and braces approach with our communications and support we've tried to include both digital and in person support so we started off with this high level overview package of what change is coming this was done by the DES team and it's absolutely brilliant and if you get a chance feel free to go and have a look at it and then we started to implement and identify that we do have these really great resources at a school and faculty level in particular our LTs and our deals, again acronyms, apologies and what we did we put a suite of training on for them as train the trainer training lots of alliteration my apologies and this was for them to get up to speed before we then went out to the rest of the institution anything you want to say on that poll before I kind of move on no just as Steve said you're going to have to go relatively quickly how would you be going to walk with we're on the last slide don't worry guys it's just as Steve said it really was a kind of mix of in person trait well in virtual in person so asynchronous and asynchronous and we worked really hard to ensure that the kind of learning styles of everyone were catered for so whether it's on demand sessions whether it's come into an actual session whether it's looking at a website looking at a high level overview with training sessions that we ran and dropping sessions and also through the work of a faculty learning texts and deals like actually embedded within our faculties and schools being there to support staff if they have any problems oh thank you excellent so I mean just personal reflection for me I've been involved in those kind of projects as many people here and I think everybody here knows just how huge and tricky and kind of terrifying that project is I mean you know trying to move transform from a VLE that you haven't sort of touched since 2008 and use the term big bang which pretty much everybody else would go we can't do as a big bang but you just did anyway is pretty huge I think one of the reasons why I think leads to a great winner is that you started with a technology platform you finished with sort of the same platform haven't you that's not the point transformation was everything except for the platform in some sense is right which I think is a really important emphasis and reason why Alton just really thought that you were really strong winners okay we don't really have time for questions but there is one up there and I think the answer is yes the answer is yes so you can track down these guys and go how the hell did you manage to do that because you'll be floating around for a little bit after the day thanks guys brilliant okay so we've managed to run that time somehow fantastic I think we've got a half an hour break now next sessions are at half ten if you're interested in watching the videos then Maren's posted that link onto discord so you can take a look at them as well thanks, cheers