 My name is Jennifer Crowdy and my session is on Co-Creative and Open-Missing Data and Environmental Education. I research into extracurricular online open platform, which I call the TAL, Technology-Legend-Earthing Champion scheme. So a bit background about myself. I will see the technology modeler and developer, long name I know. I am E. Bill Crowdy and I am 22 years old. I am a PhD student. I have a background in teaching for the Technology Specialism. I am a small technology boss, so I will start over some time, because we are quite focused on teaching. So scholars such as Kim Min-Dee, who inspired my life, recently argued that higher education is starting to shift multiple solutions to value of openness with that technology. We are in a digital era of technology education, where students have a potential to learn collaboratively, anytime, anyhow, anywhere, which to me summarizes open education in a very specific way. So the success of an appreciative open education platform requires a deeper understanding of the relationships between technology, our institutions with respect to pedagogy or teaching, and its culture, which can have good and bad implications. Co-creation, which is the approach for developing and implementing solutions to this, has also evolved as a promising strategy for promoting openness and engagement and inspiring. And that is what I am going to talk about today. In the last month and three, I have had many discussions from people about the tensions that they have had between your institutions with management-favouring profitability and marketisation over open education. So I am going to talk to you about a different algorithm for using an online extro-curricular programme. Because at the university, we want to create both education for the university for both our curriculum and the extro-curricular. So why the extro-curricular, as I mentioned? So extro-curricular activities and extracurricular substance have been discussed over a range of benefits for learning, including poor qualities of community, provisional connection, and personal transportation. However, my research in the digital structures with the steering of our view that research and the moss in the student experience continues to be a doubly focused on academic programme students participated, despite extracurricular activities having value alongside them. That is not to say that that is a bad thing, but to me it reveals an open-look aspect of the institution of culture. There are also conflicts in this, both from a cost perspective, depending on how leadership we use in the funding, and the tension between designing an open programme and a predetermined teaching-oriented culture that the institution reinforces. So we now turn to my introduction to the Tell Champions League. So when I adopted this online learning platform that we have at the University of Winchester, it was very, very different to what it is now. It was an extra online module that students could do, and it was basically to do a key study of the digital tool to remember and start the university who used technology in a way that is open to learning. There were several issues with this. It had a high drop-out rate, low participation, and many students saw it as just another assignment rather than an open-ended learning platform. On top of that, when I joined the staff, the previous learning designer and lecturer for the speech led the institution. There was no replacement, and the remaining staff had to make additional time towards the speech. There were a lot of issues I had to tackle. So as you can see here, there was no accessibility, participation, a high drop-out rate, and then it was about the opportunities being open to learning. Also, interestingly, when I was looking at how my university tackles open education, you'll see that our policy did one page long, which did not get me much to much on it, so we had to take the ownership on ourselves. So what would be my solution was to use a new group, as I inspired by Cap & Probeman, who is here today, in front of the individual group, and I'm going to talk about educational practice, so we use this in our main framework. So there was a balance in terms of openness, so making sure that any good systems that we use that were open or by minimal or no personal data from participants of the TEL Champions League. There was also developing digital literacies. That allows students to participate with undergraduate, doctoral, and alumni. We share resources and learning opportunities on developing digital literacies such as artificial intelligence, and also using assessment criteria rather than a linear case study that was created to support whether you have a learning journey of technology. So that boils to the knowledge of not best fit, which has many issues in the institution. So, other than social learning, so support at the speed of our social learning that works favorably with the perspective of higher education, but rather than a didactic learning style, that what we adopted is our community and primary approach to open-ended sections, tutorial, and student choice, enhancing communities that feedback are the heart of our practice. And finally, there was a challenging tradition of teaching for expectations where instead of having to send lecturers into teaching, I'm currently in the curriculum side and the learning teacher or facilitator of the board. And I'm a student so I've got many roles, and that was supposed to be wanted to bring down the traditional dynamic that's been a lecturer and the student. So, yeah, so that's what we decided to have to do, which made our own mental framework. So, I'm going to have a loop which I'm going to crucially argue that a lot of online higher education opportunities that affect that flexible access to post-effectiveness and interactive learning could not be achieved at once, but our aim was to make this a reality. So, this is what the new telechamping scheme looks like. We spent it to March and September to November, October, sorry, it was 222, the online platform Canvas, which we will see in this animation just like here, by a student how to breathe the digital portfolio that exports their own technological journey, whether it's for academic, personal, entrepreneurial or research-oriented reasons. We currently have 14 students, rated and funded by the structural but also by the mine and by the members of staff who are also learning at the university as well. The telechamping scheme for its learning opportunities on a monthly theme, this is included social media, networking, videos, broadcasting, broadcasting, creating a digital brand or identity, artificial intelligence and virtual reality. So, as you can see the learning development that we do on our open learning platform is very much with the heart of what's currently going on in the technological world. Participants can access this anytime, anywhere that they're in business. Here are some of the examples of the resources we use with the telechamping scheme. As you can see here on the left, we have lots of open learning resources as well as ones that we create ourselves. This concludes our partner with the Duke of York Idea Rewards where students can learn at their own pace, fight size interactive courses and get a nationally recognised qualification on top of the expertise we're doing now. On the right you can see the region particularly perhaps that we lose both the nonprofit platforms such as this online where students can access digital readings, audio and video files and Project Gutenberg as well. On the bottom right you can see some of the AI tools that we use which we consider poke-creators which include jacuzzi, but also other ones that are at the forefront of our minds such as mid-journey and super rights in the area of view. So in February of 2023 we did a series of some instruction interviews for the characteristics of the scheme to find out what the next steps could be. So to our 14 and 24 participants. So with the survey feedback that we did, you can see we had a range of both positive feedback and things that were of course considered a feature. So with the Canvas module students liked the way combined online learning and fully accessible by our needs. The fact that students can collaborate on the schemes together or independently the fact that with their learning journey, great and digital portfolio there was no restrictions. It was just a case study to please their own department that was more free and possible to that. The only feedback that we had that gave us thought was that a lot of students wanted the open learning platform to have more of our own resources so we needed quite a lot of our own at this stage. Something we were working on at the moment and the main feedback we got was that there was only one senior town developer named. A student said you cannot be recommended so what else ends up taking over the role? We'll help share the workload and warranty the quality and vision of the speech will be lost. Which is something that I'll have to give consideration to our future. So let's push on to some positive results from ambitious planning prospects that also present several patients. Such as an extra group for the program and the preparation of the models very much depend on the effectiveness and adaptability of the AmI student team in both the learning designer and co-creator. We are in distortions to work with other organisations such as Audemic, Rubble Teaching and more. And thankfully because of this scheme this September we have an interest of over 100 students which is quite a big rise in the room for quality. So yes we have a couple of next steps from Group of Go Over which is currently developing a spin-out opportunity with the University of London which will allow the continuation of the champion scheme. It will allow us more free resources and funding which is by a small budget developing a crucial partnership to turn on externals where we are now. And it seems to create a divergent model to explore funding avenues for scheme support. So yeah, so that's my list of steps on our champion scheme. If you do want to learn more about it or any aspects of that then do let me know. And yeah, thank you very much. Jennifer we've got a couple of minutes of questions. Anyone have a question Jennifer? Yes please. I was just briefly looking at the self champion scheme. So I get a couple of books that come up but basically they describe what this scheme is and then there's an email address I can pop up if I guess that goes to you. But is it something that you can access from outside of the University at all? Good question. I've written down a few of the books in my first time presenting at the conference ever. So currently we are in a pilot year it's open to anyone in the University community but the aim is for this September to be launched so it's openly available to the public. And the reason for that is simply the pause. Like I earlier mentioned some of the tensions with you know, the requirements for universities that they wanted the pilot scheme to be closed before we opened it just to make sure that we get the matter of our feedback in case we launch it and then people want mixed feedback and then we've got to go back to square one. So yeah. Thank you. Any other questions? Very quick one. You mentioned some of the mindset issues in terms of your colleagues that you know so it's going to be more of a in the one or two challenges in terms of that mindset. It's had sort of like having done that before. Yeah. I think the thing is is that again because I'm fortunate to be both a student and a teacher I have the possibilities to do this and at my university it's very hard apart from the main like all responsibilities to you know do an extra program like this. However what we are looking into is potentially having for example lecturers and staff doing like guest workshops or guest sessions so you can still have an involvement in it but it doesn't compromise the improvements to the university. But yeah it is to be challenged like I said in the feedback. It is mainly me by school too. But yeah but frankly we are looking for ways to kind of integrate that so it's more for the students. Thank you Jennifer once again. Hello everyone. Good morning. So how many of you have recovered from the last night? How many of you haven't recovered? How many of you would just like to be honest but are not going to be meant to? But I'm going to take a photo of every buddy who do not want to be in this picture. I hope your face is now. You'll see why I want to have 24 of me doing this later. Okay so hi I'm Andrew Smith. I work for the Open University for the last 25 years. I've been working with vendor technologists, corporations, like Cisco, Microsoft, Amazon, CompTIA. Basically all the great satans in our industry. You can look at the slide there. You can see who I am. I've worked in further education. I've worked in higher education. I've worked in national qualifications in the UK. But I mainly work in a way that we've enabled young people, older people become slightly dangerous in our industry. So how many of you have taught computer science for something equivalent to the past? Yeah how many of you love teaching theory? Stop it. How many of you want to do things to go out and get a job and actually do something practical? That's the right answer by the way. Okay but the important thing is we've got lots of theory. We've got lots of curriculum which is good and lots of solid foundation. But I need to work with organizations that have got the resources that will enable my students to go out and get a job. That funny old job thing at the end of the journal. So I've been working with the Cisco Internet account program for all of this time, for 25 years or more. If you don't know Cisco, large telecom family corporation, they make little things like router switches. And I noticed that we're actually using their WebEx software at the moment to broadcast as well. They're like every corporation. They're in it for the money. They're in it for the shareholders. They're in it for profit. But they do have a good idea of corporate social responsibility, enablement, engagement. They'll work with underserved communities and they actually have a great program that's got all the right things in the coding, networking, cyber, security, whatever genre that they want. Still so. Historically, it was very much a pyramid selling program. It was a policy scheme sometimes, where it would have a county support centre, regional counties like the one I used to run, that we would get through a train of organizations. So we would go to a school or a college or a university for them to pay us in order to support them and develop them. That worked really well when there was money. That worked really well when there was an economic crash. It worked really well when it was sort of the up and coming trendy skill. But we had a problem. In the UK, we were having schools going to different places right here at UHI that couldn't afford to maintain it because it didn't necessarily match national qualification requirements or financial requirements. So paying 3,000 a year when you didn't have to do that, spending 15,000 pounds worth or more on equipment. It didn't work like that. So it would be difficult to struggle. It's just going to have quite a protectionist view of that curriculum, like Microsoft, like all the others. So we've created it, we own it. What was happening was that the market was diminishing. We were seeing fewer and fewer network engineering students. I was seeing my numbers and my university don't even produce anything. I was getting a little emotional. I liked my job. Jeff's smiling if he knows exactly what I'm talking about. But the support organisations were still charging for support even though they were losing customers. So I was approached in 2014 to join this company and come up and develop a new model and we recognised very quickly they had potential to offer resources for it. So we were speaking to all the accounting support centres in the UK and asking them, let's see what we can do about it. What will we do? So it did not work. There are actually some words here, but it didn't work. It kept doing the same thing in your role, but it's not the way. There's a problem, isn't it? You've got to change. They were still charging for support. They were charging for teacher and instructor training as well, which wasn't working. So I started giving it away in 2014. So all of it here. We picked up a few organisations and we said to them, you can now have it for nothing. We're just going to give it away to have it for free. We're giving it for free. You can have it for free. And we started offering teacher training by social media. So I have been at your city conference. And that's, you can do my work on teaching on Twitter or on Facebook. We actually flipped the model and found a way of getting it out to the educators in a time scale that worked for them and getting it out to the schools, colleges and universities in a model work that worked for them. That's why I know you can guide up in the chest. Small.com has been started. It's happened for 70 academies. I won't say the words that they used, but there was a serious abuse. They were in this policy scheme and they were addicted to money. Nothing wrong with money. It's just how you bring that into your head. So many more once they realised what was going on, saw how it was actually going to open up the opportunity for them and explore markets and actually teach them that they couldn't afford to support them because it was free. So no public social responsibility function within a large organisation made money. We're bemused, but they decided to watch in ways. There's this mad guy running around with matches. He's found different people. And you just don't see what a commute system would do. You're a subscriber at the moment. But you know what it is? It grew considerably. So at my lowest I had about 400 students. Now some of you have done the other university. We teach at scale. So some of our modules have two to three thousand students at presentation. We are not small. So 600 to us is the same fit. That is the scope of our organisation. But through investing in the community it grew and it grew. We grew a number of students in the whole community. So as we grew to about 5,000 at this precise moment our community grew 3,000 to that. So we're learning and accessing all of this content. What our organisations are getting through. We started with 50. I've now reached about 16,000 and that's growing. We only have 10 organisations. Now we've got 327 and we're starting to give them away and building other support organisations as well. Where we're creating new communities of practice. A semi-free model as well. And we've found to turn it into funding opportunities. Suddenly Cisco wants to give us money. Work with people with disabilities. I've actually got a bit that's been awarded recently for gender participation within the sector. So they might like what we do. We've now offered to the UK to get working in about 40 plus organisations. I was here on Tuesday speaking with the Cisco team here at UHI. Because they are now, you are now going to be part of a really Scottish community. Yes, they were building a Scottish community. We've got an organ Irish, a Welsh, obviously an English, and we've been doing it in different ways. Sharing the model. Sharing the Irish community. So I'm a bit of a client-of-file. That's us now. I mean I could zoom in on the UK but it's just as it's best. But the beauty of this is all of these organisations around the world have seen what we're doing. Everybody does it slightly different. That's completely of open source. Yep, my model, their model, they've got different ways of accrediting us. I don't care if they teach 10 students, or a hundred or a thousand. So we've got organisations like the Royal College for the Blind in Herbert. If they reach 10 students they're going to be equal. Wow, but fantastic. Vision-impaired students have got access to this. We work with the Arab Open University. Curtin University actually work within the Indian Ocean Rim with vision-impaired students as well. We're given the resources that they couldn't have afforded to have done under the opera scene personally. And they've uncovered the costs. Now, to get it away, they're actually able to make the income to keep themselves in a job and enable students as well. I'm a fire starter. I'm a Twisted Fire Starter. I'm a serial instigator. Okay, that's the words. Any of you know the apology? Of course. Yeah, classical music. Yeah, so I've not totally literally taken the lyrics from this song. But myself and others decided that things weren't working back about 10 years ago about 10 years ago. I was started a fire under a large Silicon Valley corporation CSR program and it's worked. And we're now reaching people. We've now got them to move from a closed model to a semi-automobile model. They're now creating self-enrollment resources. They're creating publicly available resources. Anyone in this room has access to teach their students. Simple terms of conditions, you just have to sign up to their program. This isn't a sales pitch. But what they're also stopping review is that you don't have to buy anything from them. They want that social engagement. They want that. And they want to see more people learn how to use technology. And they've made their curriculum more open standards based as well. There is no longer than fixing the chest, saying let's go into the empire and all that kind of stuff. It's very much here's how the rest of the world does it. And by the way, this is our system when the money comes. So we're now moving to a new model as I said with UA Giant, where we're now building a community around the world to become independent of us and start growing in their own way as well. That's it. It's simple and short. Thank you all for the slide deck as well. So any questions? Oh my god, who's the strange man? Hello, James. You've signed up already. Yes, but that's true, but I have one question. You told me you worked with the Open University. I worked with Ford. Right. But then in the slide, it said with OU, we are working with OU and other partners. So I was like a little confused. I worked with a lot. So I am not the only one. But I've got people at UHI, at Winchester. So we use their network. So my friend Rebecca, the University of Bedfordshire is one of my partners in crime. I gave her a box of matches for her. I have other partners in crime as well. And sometimes they go off and bought their own matches and they're a little kind of petro. And they've worked out how to do that. But we are a community. We work together a lot. I think one other very good question. Could you talk a bit more about how this scheme is funded? Because that's probably the main step going from 8 to 3. Some of our academies charge directly with some courses where I give it away 3 to attract people. I've got some programs where I've got government funding or charitable funding or corporate funding. So it's about when you build up enough community, you can go find funding. But does the university pay me to do this? No. But do we have a mission for wanting participation in an interest growing our customer base? How is it funded? Why are getting more students out paying in UK? See. So that slide way, way back. That was 600. That was 600 students of a percentage of university grant or loan fees. That's now 5,000 students proportion of university grant or loan fees. How is it funded? I group the whole community so I can be semi-parasitical and grow my university. So I'm doing it for my own selfish reasons but I'm giving it away to everybody in order that I can grow. If I grow the whole field my little corner will be successful. Thank you. Thank you. I have to tell you about not only the university but this is us. I'm very excited to be in here today and I work in the company University of Wales. I am a teacher of education and senior specialist. Anyone? That's it. Today here with TLC I would like to say something University, big nation learning units and other ways you hear us in the back. Alright. Right. So breathing from England, there is snow, not much weight and breathing from London. The University of Wales, the company University of Wales is a company university of Wales. This is the second branch of the education community. We have about 32,000 students and about 3,000 less there. We are teaching 100% from the company University of Wales. It is an effort that brings together all the physical expertise and services needed from the teachers. This model before, which is a new model shows where we are. We have a small board team of different specialists. So there is some from University and some from University of Wales. There is education, learning services from both universities and schools, particularly in Wales and colleges, IT services, University of Wales. We have different areas for example, we have HR, library services IT mentors. Yes, I am an IT mentor, network IT mentor. So IT mentor network is a bunch of teachers from faculties and schools and they give a peer support in digital tools to other teachers in their units. They also have an open tool kit for digital tools. It is open for anybody and of course as many teach how to use digital tools in education. For the teachers that may be courageous. Then we have a Steering Hub group that is a general Steering Group that can be 25 20 euros. Everything about education and learning. And we launched more, we started, we asked from our teachers in both organisations what would they need for this kind of network. And here are some things I won't repeat everything, but some points anyway. So for example, many of teachers hoped that they could share their knowledge and ask for help from peers in a very low threshold and that's why we started Special Infest Groups as they said in teams. The reason why in teams was that we have four campuses. We have their discussion channels in different themes, topics and also we arranged some kind of discussion meetings there. For example, last week we had a artificial intelligence discussion meeting and there was over 100 teachers speaking and listening discussing. Then they also asked template for teaching material. Well, we have, I don't even know how many disciplines we have in our universities. So we didn't make a template for a teaching material, but we did planning template for a course and for a teaching session and so on. It's open in our web page. And also they asked for the place to publish their open educational resources and we have on our page TLC blog where everyone in our personal can write. We have also an editorial board there and what we didn't set up a repository for open educational resources, but we, such as they used the National Library of Open Educational Resources for publishing their material. Well, they asked for a chatbot. We didn't do that. We prefer the serving person. And now, how many years after, three, four years after this, we have to present a chance for them to do, but maybe they are having fun with that. That's not our official tool for teachers. So with all this, we aim to develop an open educational and educational information and services into our open web page. And there we also have open self-study materials for everyone's views. There are materials about educational planning, digital tools and stuff. And also we can we support teachers in very different stages of their career. And also we hope that if somebody is planning to pump the download page, we can present us as an attractive employer. So these are some activities we have in TLC. Of course our main aim to is to support all teachers. But as I told you, the website is open. Anyone can take advantage of that. And if you get the next one, all of these blue activity is hopefully some kind of open aspects as well. We have some webinars and events open to anybody, but also participate for example in open web learning. It's not posted by us, but we are in the network anyway. That's all. This is just the website in a nutshell. This is not as from the previous slide. It's not all we have, not only the website but all activities as well. In the website we have events calendar where teachers can find our inner and open events and trainings. And then the log news, the short interest groups and also the help button where they can ask for better possible support. But not only of course if we have material on the website that doesn't guarantee somebody's learning something. So for example in university of applied sciences we have a field development program, which has also these competence based strategies to support and ensure that people take advantage of this material. And all the teachers should, for example this year, they should do two strategies for that. These are just some specific samples here. And with a few approach, if you don't know what our digital access is, you can move on to our page. And in the university they are starting the same process for the research. Yes. And this is something we asked last December. How teachers have built. Now that they have this web page where the network is rolling, how do they think today they have found the material interesting, but they lack of time so they don't have enough time to really dig on that material. That's sad. Teachers say that their work is lonely, so this network is very useful to support them in their work. We are very happy with that. And they still hope that we would have more face-to-face meetings now after a pandemic, of course. And they ask different experts to visit their team meetings and such. And also they hope that when projects build some kind of open educational material, we would be glad to publish them. And we are, they just, you know, that's something. So that's one problem. Not everyone are aware of this. And we continue to grow and something about OER in Finland also and in our community. I think that we have a thing on open educational resources, part open science. We are from a university and we are close to updating our open science policy. And this update also includes open educational resources. As Leina said before, we have a library of open educational resources. We use that to link our real university library. It's key to be open to these sources in our community. And then we have this commission. That's going to make a continuous, flexible learning trade. And there is openness. That trade with our open science and our own expertise. We are sharing the material. Don't worry. So, we have a cheese seminar. Welcome. So, we will see you there. Thank you very much. Can you take one very quick question? Go on. You are going to laugh. Thank you. Thank you very much. So, there's the link there again if you want to have a look at the slides or the my journey. I sometimes struggle with trying to decide that my research journey is not the end of my research journey. This is what I kind of deal with. I am an anti-student student in DC. I am a student in Ireland. I have a lot of work in the university. I have a lot of work in the university. I have a lot of research from very childhood. Research along that entire spectrum of education. I have a lot of work in the university. I have a lot of work in the university. I have a lot of work in the university. I have a lot of people looking at me. Thank you. I work in the university. I'm an anti-student. I am a by next year, and I'm going to supervise by the professor, do the work here now, Dr. Hayden Foster, who's a teacher of 15-months-old, or she's a law-abiding governance around leadership strategies for schools, and Amy, of course, is here at the conference, and it was a round-the-gast presentation on chapter GPT yesterday. But he's not here in the room today, so I'll go to the side, and we'll all have to find a talent that starts with students to do different things, and hopefully do different things. That's was the kind of big idea, a bit kind of the big idea by the line of students, which is we all have something great in our organization that allows students to do different things, which, however, we trust to do this now in these students. So maybe a more empowered in the state-fied and data-valued world with data is being collected from a certain moment today. It's being used to monitor us, and they'll just track us, get part of the aid, et cetera. I really want to help students and others with skills to protect themselves in that finding world. I'm really interested, I'm interested in building this. I'm really interested in helping the minds of our public builders to practice openness with data and the situation of education, and be more transparent in our data processes, and convert that power dynamic in the way that this is going to change students and at least for the interest of the management students. And again, we must decide the values, or the value that is circulated from all the thoughts and the value of the education system. And I'm interested in developing an energy approach towards future growth presentation. So, again, I'm not sure if this is what this is, doctors. I'm not sure about one topic or about two topics. As I said, those five, as I said, they're your LACDL. So for learning analytics, I'm critical of data literacy, trying to see where it is that can and drawn together in this research. So learning analytics, that seems to be free of that time already. It's measuring, collecting, and reporting on very granular data about students, learning people, so it's useful to make some informed decisions about how to master a learning experience. And critical of data literacy is, again, data literacy, digital literacy, information in terms of dimension, area, and by and by and by and by and by and by. And 10D, and Dave's theory. Data literacy is around, obviously kind of valuing those skills to organize data, and work with data, and visualize data, and interpret data, and such. Critical data literacy is a little bit beyond that kind of technical focus around work with the digital systems. Having in fact a critical awareness, a critical appreciation of data is used in the series of one of the kind of self-administrations. So I'm interested in a critical aspect of it. So kind of the problem with the issue I see, which is a lot of literature emerging around this area is society, our lives, our work, et cetera, society is rather, are becoming increasingly data-fied. So I mean, in terms of technology, it's big, which is data, it's big, which is the data stream that's flowing and growing as one of the important data that's being collected and extracted from us at every moment of the day, right now, right here, this data being collected on us, it's one of the things that we're often very conscious of, or it's not what's going on. The risk that we need to develop an awareness and what the risk shows that citizens mostly are kind of aware of the extent at which their data is collected, about the amount of purposes it's being used for and where that data, you know, maybe where that data can be kept on us at certain one time for a specific purpose and that could be activated or moved on or combined down in the line. So one of the data sets and per data, when it goes, you're not going to be sure of where it will end up and there's a need to develop citizens in the situation of this, first we go there to literacy and that, I mean, entirely about awareness and that criticality around what it is, is a way to capture or protect yourself in this data-fied and data-fied society and living in it. Of course, higher education should still be a society of universities and education institutions. Collect a lot of data on our learners and we've always done that but that's obviously part of the patient with kind of good students for centuries and kind of good themselves for centuries. So that's the thing with the new, what is new about learning analytics, I suppose, is the granularity of the student is the scale, speed, scope of data, very specific data, background, students, data, background, students. So that is the perfect difference to the ability of the gears that you can have in an intervention in your students. It's also not that any of those initiatives is a background student by the higher education network. Those students are mostly data subjects. They don't have you on a data set. But on a co-owned data, that learning analytics, in a lot of cases, they don't have a very forwarded opportunity to interpret or look at for work. Institutions, are some examples of course, where as a student facing learning analytics, of course, a student. But we end up getting sort of the summary of the overall overview that they're interested in. And there's others to help develop themselves for learning. So there's some examples that on the co-owned, students are very interested in subjects not to teach with learners. And it's also noticed that in work development, literacy and translation is needed. And in relation to work with data, there is some work with data sensors that can be done on practical data. It's important for developing the interest here, principal and educational interest model. So essentially what do I want to do in that area? That's an interest to me. As I said, I have some unusual high-level contributions I want to make. But specifically what I want to do is to evaluate students essentially and call us for education on the course of study. We're going to be interested in how much this knowledge includes all of our greater education on students to participate in a short course of education on data literacy. I'm going to by the side of the word pretty close to the intervention I'm developing a kind of big job. So I want to find the established baseline of their accurate data literacy for the engaged intervention and the information itself will see me complete and will be reflected to the sort of strategy students for which we're learning about every data from them giving back to them as a part of the student to kind of reflect on and to take that to this as an opportunity to see what it's like to be in my position and be able to give the interest and so on. And I want to say I don't want to do that in the isolation where I want just to talk together and explore these issues and then the education will get interested in the social again and help develop that appreciation and the volume of the sections of our presentation and then we get afterwards as we get into the the next discussion. Yes. Also, the situation. And these research questions I keep changing and I keep the size of almost almost every day that I let you know that you're in the middle of a time so I'm just I don't want to do that. So essentially I want to kind of ask today in fact to this educational approach to understand the students to be able to be interested and in particular those there who are more interested in learning and understanding their own data but in person as well. That help is thought that is which in the world the data is kind of an indispensable approach in the case study and which we see samples of our students. So I'm just taking and the technical focus to the literature module at the moment to kind of take places working for sale very hard to visualize very good to make graphs very technical. So I'd like to present them to you just to give you some why do beyond the data that you're interested in so why do you because that's a critical data that you're saying I'm also just more students teacher education programs in the D.C. but again they will be education professionals themselves and teachers fine and they will be united on that data on their topic of future. So I'm interested in doing this kind of research. In terms of timeline for I ask Canada to do the meeting about the and I've heard state and about the state and the students about the students with some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some some by this time next to a new letter, so I'm going to say the very first one, which is a new title. And again, just a family can come out, as long as it's a community, although I hope to achieve it in this community. I want to help narrow students to move on, as a piece of the incredibly, entirely independent field, really want to practice that, and do this, so that we can share our knowledge through the field. We're not open to that, but we want to share our knowledge through the field. But what we can help our students, and I want to say, we should be dying, and be open to this value, and we're going to say, time is equal to quality of our systems, and quality of our processes, times 5 to the same value, keep the center of our systems, and increase the time value, and increase the time of the students. And again, we're going to use this educational approach, which I have spent a lot of time on. So we're going to start with this one. So lots of ideas, and I've come to Obi-Wan 24, and we're going to have some interesting issues inside us to show the results of our research. Fantastic. Thank you. We like the idea of thinking through the field, by a lot of the students as well. We're running just two minutes over, just so we can get rolling, and then off to start, but you're sort of playing the game in sessions constantly. So we can take a little bit of questions there, by the problems we have. Thanks, Adam. I understand you well. How do you collect data in the learning environment? How do you cope with tools that are used, not so without the environment? For example, EC generator, or feedback tools, how do you cope with learning with something in place there? Yes. That's an excellent point. Really, we see most of our learning, most of our community learning integration, each one of you. So that's what this transition is. This is a technical and, again, a follow-up rule, is to manage the university's B and A, and why it would adapt to trying to construct a new population. There is an issue, of course, that individual lecturers can't even plan to do, but they don't have the resources. And often they do so without, in regard to how that research has been conducted, and it's been protected. The worst of this research, I don't have access to that, but I'm open to this kind of dialogue with this sort of developing a value around protecting data, in my perspective. It's not protecting data, students have to give consent of the data. So they give, for example, working on a project now where we collect data from who so far to them, and it's to generate, for example, we connect them to the learning goals, and the students give massive dashboards on their development or learning tasks, and it's not for them. It's for everyone. And the minutes will be important, so if you want to know more about it, we'll be right back. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you.