 Rwy'n meddwl, Sarah. Rydych chi, cyfnodd, ar gyfer Siaradau, yma, ymych i'r cyhoedd yn gwneud y gwaith yng nghydfyniadau a'r gweithio ar gyfer y Llywodraeth Cymru yn ei wneud y gwaith sydd yn gweithio'r cyfnodd sydd wedi'u gwneud y gwaith yn cael ei cyfloddau. Mae'r cyhoedd yn ei wneud yw'r cerdd yma Mae'r mwyfridd o'r llwyddo cwyl yn cyfagor gydychol, ar gyfer y dŵr erfael yn meddwl. Mae'r hyn o lefion yn cael'r gyferrn rhafion. A'r hyn o'r ysgafodd yn unrhyw mewn hwn, a'r hyn o'r hyn o'r syniadol, os o'r hyn o'r eich cyfnodd maen nhw'r hyn. Mae hyn o'r llwr yn y safnol, mae ar hyn o'r trwy hyn o'r proiect. Mae'r f знod ffyrdd, unwch chi'n gweld gydag... ...werthod i ddweud â'i gweld print. Mae'r parwyr yn rhaid i ddweud. Mae'n rhaid i'n dweud bod y forum rydym yn cael ei rogwch ymdrygu mewn cyffredinidol ar gyfer ymdrygu cyflawni, yw'r cyflwyntau a'r wneud ar y cyflwyntau ac yn ymgynghwylio'r cyflwyntau, oedd ymdrygu rhywbeth. Yn rhaid i'r cyflwyntau o'r rhaid i'r cyflwyntau, rhaid i'n rhaid i'r cyflwyntau, a we have invited a number of people, guidance councillors, teachers, other people in education to look in and give us the feedback on that. Then there is the two pathways there, one for the schools and one for the self-directed learners. We did circulate a login for guest access to the panel. Did any of you get a chance to look in? Great. Thanks. I suppose the pedagogical model as first envisioned was this with the MOOC Connectivist Learning as Siemens and Downs have noted in Connectivist Learning a teacher will guide students to information and answer key questions as needed in order to support students' learning and sharing on their own. There was a major part of it. In addition, Gillie Sammons' E-tivities was a model that was employed by Jennifer. We see this as the kind of interaction then between the three players, the E-moderator, the student and the teacher. The E-moderator is an additional role. Probably most MOOCs don't have an E-moderator, although the BLE MOOC in the UK is working with a similar kind of idea. You can see that there are interactions within the classroom and interactions outside of the classroom. I will go through these outputs fairly quickly. This is really just picking up on the second year of the project. The guest MOOC teacher orientation area, this is to support teachers. Many of the teachers we have spoken to, guidance councillors, are a little bit nervous about engaging with the MOOC and their own digital skills. We've developed a handbook and a teacher orientation for them. We've redesigned some of the modules and we've completed the development of the other modules. Again, just quickly in the second pilot that we ran, 45% of those participating completed 100% of the course, which by MOOCs completion rates are high, given that we've got different pathways. It's probably a little early to say whether that is a good or an indifferent completion rate. Further outputs is the splitting of the modules in the MOOC and I'll come on to that as well in a moment. Two promotional videos, if we have time I'll give you a little excerpt from those two. One is aimed at the students and one is aimed at the teachers. There are just 92nd videos. The full roll out then of the MOOC in its entirety and a lot of promotion, a lot of time spending promoting through newspapers, newsletters articles, through attending at schools, meeting with guidance councillors. Content development, so the initial proposal was to develop a number of MOOCs. Three really, one was this, the bigger one, which is these six modules, orientation plus five modules, they're complete. A further MOOC then is aimed at parents to support them, parents particularly of whose students are first time into higher education. We have the content, we just need to develop that in the online format. And a final MOOC which is to support faculty and the wider players within higher education to support the undergraduate. Outputs to the end of the year is completion of those final two MOOCs that I've just referred to, completion of pilot three which will be running with eight to twelve schools, evaluation of that feedback and continuing to promote. So 25 schools have been talking to us about taking the MOOC in some format. I think that they're still looking at it. One of the big issues really is where does it sit within the leaving, within the senior cycle and the leaving certificate period. That's something that each school looks at and looks at differently. But the flexibility that we have within the MOOCs that they may be engaged with one or two modules rather than all of them is something that they've welcomed. Those schools that have taken this journey with us through pilot one, two and now three, we find that there's an increased confidence with the teachers to engage with the MOOC now that they're familiar with it and they're using it and they see the benefits of the outcomes. So in terms of the lessons learned and there's a flexible approach to the modules, the online element where students can engage with material outside of the classroom, the schools are choosing which cohort. We haven't dictated where it sits within the senior cycle. As I mentioned in previous presentations, it's also available to first year undergraduate students. We're promoting that heavily in IT Sligo. So you can take it at different points in this pathway into higher education. The feedback we're getting from the schools is that the time that they're really identifying as being a good time to run it is the second half of each term. October, December, even November, December, really kind of after the midterm break in April to June. Digital badges, this is the currency of the MOOC. We've heard about digital badges from all aboard. We developed badges for each of the modules upon completion. We have had wider discussions around the currency that would, what are the students, what are the school children actually think is a good currency. CAO points is the currency that they're really focused on. We've had discussions around can we tap into that? They're only at the discussion level at the moment. I think that the badges have been widely recognised increasingly within Ireland and elsewhere. Open Educational Resources, we've incorporated or we've linked to a number of projects, some of which have been funded by the National Forum and others are openly available. This speaks to Digital Roadmap Recommendation 3 that institutions will adopt open educational principles of regards teaching and learning. We've linked to the Learning Innovation Network's student-led learning project and we've used videos from that project. We've linked to another project we've seen earlier, the Student Success Digital Toolbox. We've also linked to the Embedded Things from the All aboard project. Externally, a project that some of us, some of the institutions in Ireland did with Epigeum, Academic Success, Skills for Learning, we've incorporated that in IT Sligo. That's not available, obviously, to all of the institutes. Then we've looked at the careers portal where this is a big thing that the students want is to sort of advise on careers. There are a lot of videos here for the different kind of disciplines, the different roles that they may take on post higher education. We're linking to that and encouraging them to look at those. This is from the Open University, I've created a number of open badge courses. This is one that's just started, Introduction to Cybersecurity. Again, things that are relevant, things that are very relevant to this particular demographic, we're promoting it within the MOOC and pointing them towards it. They may not engage with it, but we're pushing them in that direction. Okay, so just coming back to the project outcomes, the intended outcomes that we had. Pre-development skills that better manage the transition. Yes, that is being achieved through the content within the MOOCs and through the engagement with the MOOCs. Development of a more engaged student. I think we don't know yet. The time will tell and that one in the project needs to run a lot longer. Higher retention rates of students at third level, again, that's something that we won't know in the short term. Better linkages with schools. Again, we are asked to engage with students as partners and I think that by going into the schools and talking to the schools we're achieving that and by taking feedback from the senior cycle students we're really getting an understanding of what they want and what they need. Development of digital literacy for both students and teachers, again, this is happening, some of it by design, some of it simply by their participation within the course. Again, previous panel feedback said that giving learners experience of online learning at third university should help develop their capacity to study successfully and autonomously in addition to the value of the orientation itself. The final one then is students better prepared for lifelong learning. Again, that really speaks to that same panel feedback. Impact, reach dissemination, a number of national and international conferences where we have presented. Probably more critically than those is the engagement with the Institute of Guidance Councillors, the National Centre for Guidance Education. The autumn newsletter came out on Monday and I think by Tuesday morning we had 25 enquiries from career guidance teachers looking for information on the MOOC and some of them committing to run it. So that's been very effective. Promotional leaflets, we have leaflets in this kind of format here, College Awareness Week and this dialogue through one-to-one school visits, this is actually just from IT Sligo but our student ambassadors will be visiting 277 schools targeting 10,000 students. Again, this is about engaging with schools and further education providers, acknowledging that they are best placed to identify content needs. That's another forum aim. Impact in terms of practices. Again, this speaks to the forum's aim to develop a consistent, seamless and coherent digital experience for students in Irish higher education. I think that this model of blending the MOOC, the online content with classroom activities, classroom discussions, forum, whatever is certainly a model that they will experience in third level education. Impacting on learners and learning, again, picking up on the digital roadmap recommendation, warned there will be increased use of active learning approaches to student experience, harnessing potential for technology, while building digital skills confidence. Organisational practices. MIC might talk about this in the Q&A. They're looking at integrating the MOOC into their pathway, access to higher education. We've certainly, I think all the partners have experienced this increase in collaboration, sharing resources across partner institutes and developing relationships. These are all byproducts really of working on this project collaboratively. We're going to move on to sustainability. Beyond the funding through partnership and support, and possibly new partners, one of the issues that we have here outlined is that because we went with MOOC as the platform, there are hosting costs, 8,000 to 10,000 at the top end. That's an annual fee. How do we pay for that? Is it the forum? Is it the HEA? Is it new partners? If all of the HEIs were supporting this, then it's a small amount of contribution from each of those. I think when we started out with the project, we talked about the proof of concept, evaluation of the outcomes that we need to achieve that in order for anybody to invest in its support and development. Again, we can tease that out. I see I'm on 15 minutes, so I'll stop there.