 Rwy'n meddwl, mae'r ffordd, Maryam Palmer, a rydyn ni'n amser yn ymgyrchol a'r psychologiau yn IEDT, yng ngyfnodau cyfnodol yn y Llyfrgell Llyfrgell ac yng Nghymru. Rydyn ni'n meddwl i'n meddwl i'r gweithio'r cyfan. Mae'r argyrchu'r Llyfrgell yn Oedden, Ffamorunogol Ffamorunogol, Michael Flannery, Argyrchu FeudioóOnia Galvin, IEDT, Llyfrgell H Hunt, NCAAD, Llyfrgell Fvilon a Os Yn Eryddon, Davy Jennings, IEDT ac Maryanna Carroll. Your art of the Test, the work of the crít, the measure to measure the world of matter. Rydyn ni'n meddwl i'r planes of the test, the work of the test, the work of the body of it. IEDT, IEDT, is the work of the test to measure the world of matter. gwahanol o'r clustu dda iawn arweinwyr yn golygu, ac mae'n hoffi'n gyda ddweud i chi'n ddweud yma y prosol i'r ddweud. Ac mae'n golygu'n dweud i chi. Felly, y gyddiad y dyfodol yma gwneud y prosol, mae'n golygu'n gyfan'r gyddiadau bod y gallwn yn ei wneud y ffordd i'r prosol, felly mae'n golygu'n golygu'n gwneud y bach ymlaen. Rwy'n credu rydyn ni, mae'n gweithio'n cymdeithasol ysgol yng nghylch cymdeithasol sefyllfa yn ysgol cyfathau a'r bwysig, ac mae'n gweithio'n gweithio'n gyffredinol gan y Llywodraeth Digital Sgylchedd. Mae'n rhaid i'n hoffi'r projectol yng Nghymru cyfathau Llywodraeth Digital, ac yn y galfyn a'r Llywodraeth New Ceddi yn wneud drwy'r gweithio'r gweithio'n gweithio'n gyffredinol gan y Llywodraeth Digital. So we are absolutely looking at that, so our case studies are going to link to the digital skills framework. Realised that we should have put the metro map into the presentation but didn't. We're going to share our case studies in our TEL week and we're calling it a TEL week. And we're going to share the case studies online so they will be open to everybody. Very importantly, this is the first teaching and learning project for the cluster. The cluster, let me just give you some numbers. Moving from right to left, IEDT has 2,300 students. Merino has 800. NCAD has 1,200. Trinity has 18,000 and UCD has 30,000. So I call us the two whales in three minnows. And so please do not underestimate the difficulty and demands that coming together as a cluster is it. And I can tell you, we get feedback as institutions about that. So we're coming together for teaching and learning. Just in terms of resources, when we do proportionally for teaching and learning, we've got the same resources for teaching and learning. About 0.25 of a person per student for the resources. So we are doing this work on existing resources and that. So just to bear that in mind. And we have kept that in mind. What can we actually achieve and what can we commit the forum to do? We don't want to make any commitments that we cannot achieve. So coming on to us, that firstly, the other thing is that diversity of right across the institutions, the diversity of disciplines, the diversity of lecturers, the diversity of skills, provides us with an incredible opportunity for engagement in digital that. So one of the key outcomes going to be, now I talk fast, I haven't timed this presentation for various practical reasons, so if I talk too much, I'll me down and that. So the first outcome is actually to disseminate the all aboard digital skills framework. I think as a group, when Anya introduced it to us, because I was vaguely aware of the project but not following it thing, we said this is a very powerful framework. It has been funded by the forum, then we should disseminate it across our institutions. And just love the idea of that. So developing, a development of a shared understanding of the framework, the previous presentation talked about developing discourse. We want people to start using the all aboard framework to start talking about digital skills. I think one of the things, and Philip mentioned it in the questions, that we forget the changes that have taken place. A writer who is encroated often, Lewis Gilbert from America, talks about the small changes that have happened that have been profound. When I started teaching in IDT 17, 18 years ago, 100 in work from a student was normal. It's not normal now, depending on that. The use of PowerPoint has swept in. So there's been a lot of change in terms of digital skills. The second outcome will be exemplars for staff and students in a range of disciplines. We have an idea. We've actually, we'll come back to the case studies in a moment, and will be to enhance digital skills for teaching and learning for both students and staff, and we're conscious of that. And I think one of the key outcomes will be the five institutions working together. Increased communication and collaboration. And while we hope that the projects will be here next year, we've also got to allow for change and diversity as teams change and develop. So those are the key outcomes. We're linking to the Order Board's digital skills framework, and we are trying to develop exemplars that use that and develop our digital skills. So what will we actually do? We'll identify participants locally, and we've said maximum two case studies per institution. In IADT, we have identified our case study, and we've said that case studies can be modules, staff or students. And we've said a maximum two per institution, and really one is a staff-led one, and one is a student-led one, if the students do it. And one of the issues we're facing is certainly locally, and I think right across our clusters, is while students, our poor students union, have a type B application in with that, we've first year matters, we have a lot of, there's a lot on demand on the students union. So it's what they can do. The other thing I would say, and I should have said it in the previous slide, is that, or previously, is that we have a lot of telwork going on at institutional level anyway. So it's building on that and looking at that. We've also learned a lot about each other. For example, going from left, if that's right to left, Trinity use Blackboard, NCEED don't have a VLE, UCD use Blackboard, Marina use Moodle, and we use Blackboard. So we have to take those kind of things into that. When we've identified our two case studies, we're going to work with them to develop it, do a needs assessment and appropriate training, and then use a rapid development process to, if you like, develop them further for the TEL week. And then share the case studies within and across institutions. We propose to use a digital course site for open digital access so that anybody can access it and look at that. And we actually, it's one of those things, we actually decided that before we realised that some institution didn't have a VLE. We looked at that. So how will we do it? Well, this group is the central working group, and we've been meeting since June 2015, representatives of each institution. I'd like to particularly thank Onia Galvin of UCD for calling us together and suggesting that we start a process of discussion and that kind of thing. And it really has been learning to understand each other's language and process and learning to work together in a way can we make sense. And that's the first stage. So this central working group will be responsible for, if you like, the rollout of the project. At local level, we're going to set up local instrumentation groups of staff and students. So, for example, in IEDT, Mary Ann is the staff training learning development officer, our e-learning technologist, the education office of our student union. We have already made to look at what we might be and how we might do it. And then we will bring in additional external support for e-learning as required. And that's where most of the funding from the forum will be going and looking for that external support. And then it's really working with the modules in... I'll leave the IEDT example for the questions and you can come back to us there. So we haven't given you a detailed timeline. We have a detailed timeline, a work package set up, but we literally followed the forum's guidelines for this presentation. So, and in fact, I forgot, I should have put it in that slide, our tell week will run in March from the 7th to the 16th of March. And that's when we've suggested it comes out. So, how will we promote what we're doing? Well, in our work package and our work plan, we've said the first thing is a communication strategy within and across the institutions. Actually, and that's something that I've been working in teaching learning in January for what, 8, 10 years now. And actually one of the difficult thing is that communication because sometimes you're just so busy doing that you're not telling people what you're doing. And that's thing. So the first thing, that regular communication with stakeholders. So we've held an implementation group meeting to tell people that we are applying the project. Obviously the institutions agree we're looking at that. Regular communication with stakeholders trying to tell people. Now, I don't know about you, but within our institution, if you send emails about that, people file them. And they read them. So it's how, you know, it's developing a local communication strategy but also communication strategy across the five institutions so that we know what we're doing because once this project starts, it's going to be a gallop to the end of the tell week and looking at that. Local updates and then an online present is appropriate. And again, you have to tailor it to the size of the institution. So one of us said, oh, we can update our Centre for Teaching and Learning website. And I'm saying, Centre for Teaching and Learning? That's me. Half a quarter of my time. It's Nula, a quarter of her time. So we have to scale it up for the size of the institution and looking at that. Key aspect for communication for national forum for wider dissemination. And Sarah has argued that how the last session today will be about that wider dissemination and the reason we're all presenting to each other is that we know what each other is doing and how we can think about it. And then particularly the tell week. Now, the tell week again has different impacts on different institutions. I know that in my institution the tell weeks I couldn't have picked a worse week for students because it's the end of term and they're going to be drowning in assessment. So we will have to accommodate that to make sure the student voice is there. We're going to do very similarly to the previous presentation and have a day in each of them with, we hope, live streaming. I'm not sure live streaming works. Rena has live streaming. I think UCD has. But that's a technical issue. And we're looking at, let's check anything else, and we're looking at how we actually structure the day and actually make it a worthwhile day. We don't in Dunleary have a tell week. We haven't generally one. We have staff development days with a strong tell. But again, we have to learn to work how each institution is going to do it. Okay. The other one we'll do, well promotion. One question we have considered quite considerably is how will we evaluate the impact? Again, feedback from that. Well, first of all, we're going to take a developmental evaluation approach. Learning by doing of Quinn pattern and looking for improvements. We are not at zero. We're trying to possibly establish a baseline but we're not at zero. But many people in our institution could be. So we're looking for improvements across the cluster and within each institution. And then we're going to evaluate the tell week. And the tell week will be that. The other thing we will be looking at is Kirkpatrick's model of evaluation, looking at the four levels of impact and that. And then hopefully closing the project and finishing it by June. This project has to be finished from this cluster. This phase of it by the end of June for all sorts of reasons. And then we would hope the cluster will continue working but that will depend on circumstances. And I think that's the end of that. Just some references. And I found the spelling mistake in the presentation. Always makes me relieved. Thank you.