 We try to get ready to make some noise Excellent once again, we have some more people who want to join the exalted ranks of those who have been gosted And even better as short notice Martin has stepped up to the plate because he too wants to have the mark of cane upon him I was also told to Also advised that those we we now support provide counseling services for those who have been traumatized by the experience that is Gosta So we have Declan we get Declan on up here for his fourth one now Give him a round of applause. I didn't say a cheer. I just said a round of applause Now as I said yesterday, and I really do mean it there is a serious message to this people are doing presentations under extreme pressure and duress So they're really feeling the pressure So if they run over time, I want you to be really loud and tell them to start I don't want any niceness at all. The whole thing works because of the pressure of failure But we don't want people to finish too early either Anywhere between four minutes 58 and four minutes 59 is absolutely perfect. We don't want anything short of that Okey-dokey, then we'll just start off fairly handy today to be no up and down yet. Are we all ready to go? I'll just do the Hain today, and then you'll do the rest. Are we ready? Hey Hello everyone, thanks for coming along. My name is Declan McLaughlin I'm a lecturer in education specializing in anatomy from the Queen's University in Belfast that I'm here to talk to you today But our clinical cases that myself and one of my students Nicole have done over the past year So I'll give you a little bit of talk about what our aim of our project was Let's face it. You don't hear me talk. You want to see me do the demo and then I'll summarize what we did the end I should add I am an anatomist. This presentation does contain gross anatomical specimens That's gross in the big sense not gross as in the ear sense. If you are one of those people, okay Not all of you do what I do You might want to divert your eyes Also, can I ask that if you are taking photographs to tweet or anything? You're just sensitive to the material that's up there and try not to sensationalize it. I'm also not joking by the way There are body parts coming. There is a little trigger warning will come up So anatomical education for many years has been essential for various different types of degree pathways medicine dentistry and nursing biomedical science physiotherapy human biology and certainly at Queen's and I know here at Edinburgh that Dissection is taught in my opinion the best way Our anatomy is taught by dissection and pro sections. However over recent times. There's been a shift towards using more technology-based methods of teaching anatomy that's simply usually a cost factor because running a cadaveric program in universities is very very expensive and These technologies are now becoming More integral part of anatomy education Supplement and hopefully then replacing it trigger warning Pathology pots are another fantastic way of teaching anatomy and at Queen's were very privileged to have about five or six thousand of these pots Which would have been taken from biopsies or following autopsies of patients back in the day when rules didn't really apply and surgeons could take what they wanted But unfortunately, they don't really get used an off lot and teaching because a lot of them are in various states of disrepair So we want to try and change that so our primary Objective our first aim really was to develop some sort of e-learning tool to make these more accessible There are students studying our anatomical sciences Pathways and then second second to that was to develop the technical skills that gets those really sort of rubbish looking pots Looking a little bit more healthier and more useful And I'll look at that now So we have to put the cart before the horse in many senses We go very very old school we get rid of all technologies and we use things like drills and hammers and saws To repair some pots. So you've got a liver there on the top a section of a liver It's sitting in some fluids a little bit yellow doesn't look too great And then below it we have a section of the lumber vertebrae so the very base the small of your back the vertebrae there It's quite yucky looking The simple repairs, okay, so we drill holes in the top. We empty the fluid We give it a little bit of wash we top it up We put it in front of a light box and it looks nice and lovely and brand new and that's good for another 10-15 years without us having to touch it a little bit more accessible to the students However, sometimes the ones that look a little bit more yucky need a little bit more work And that's when you bring out the saws and the knives We've hung up on the corner there reminding us to be careful It also adds another element because if you're not very careful then Han Solo will be your new nickname Where you work and we just get another specimen for our collection But when we repair it we end up having something that looks a little bit like that I know it's a little bit small, but we'll look at it later So how do we do you make our posters? Well, we just use PowerPoint and ultimately at the end of the day That's what they are. They're glorified PowerPoint presentations. We didn't just Paste them together. We used our learning outcomes from one of our undergraduate modules and then a couple of textbooks as well So enough of me talking. Let's see what Phoebe and Rachel want to show us. So this is it. It's a glorified PowerPoint presentation It's got lots of QR codes little links that we can go to students can test themselves The little hyperlinks here that'll go out to Google Forms if you want to come and chat to me outside I've got poster. I've got the presentations with me. You can have a look at them But students can label these up on one of our big touch screens in our dissection rooms And they can see how they got on When we look at our one for all steel process this would have been sent for master students We can start seeing how we use these specimens there. So this just highlights the different places We can zoom in on different aspects of the specimen and these are a lot more useful than the one that was full of fat and gunk and lots of Bone marrow and things like that We can also then link to the more clinical the physiology side of things. I can see you coming Tom. I can see you coming So in summary nearly done Large class sizes we have 270 students to teach we want to try and make it slightly more accessible to them So we want to focus their learning they use it more as a revision tool and you can come and chat to me outside Thanks to everyone. Thank you for your attention Straight up But now as I said jogging sites and it's up meant world presenters have a chat app the poster out there like that Alicia here is a colleague of Laurie But sadly that won't get her any Now you have had one sort of bit of a count in So we just go left and right this time we start off with Hain though three Everybody you got but this time at the cook at the cost. I want to be armed. We need to start getting the cardio vascular going We've been doing the step open down I know everybody loved that and God forbid you put down your laptop for two seconds Now it's an ed tech conference, but who do we start off here on the case By the way, they are clay is left. Yes is right Little bit more cupola fucker Cupola fucker means couple of words. I know you all thought of something else Are we ready? Hey You don't know like it's a class. I can't see you so we'll try that one again. We ready Hi, I'm Alicia. I'm a senior design manager at disc I work for the research and development Department in the student experience team and today I would like to talk to you about Defining digital well-being. Well for us digital well-being is one part one element of the Building digital capability framework and We've been doing a little bit of work around it trying to see what the landscape is what's happening in this space, but also to Reconsider the definition that we have because the definition that we have at the moment is focusing very much on the individual So we wanted to broaden the context And show that digital well-being is a complex concept that can be viewed From a variety of perspective and has several aspects within a range of context. So for example The different perspectives that we have identified it can be individual Organizational community or global and different aspects or impacts that digital will have around all these emotional social physical or Mental spheres and also you can look at digital well-being through different lenses Of where it's being used so different contexts around community personal work or learning So this is our new definition It has two sort of parts. This is the part one where it talks about the individuals So we say that digital well-being considers the impact of technologies and digital services on people's mental physical and emotional health We can do this from an individual perspective in personal learning or work context This means understanding and identifying the positive and negative aspects of engaging with digital activities and being aware of ways to manage and control these to improve well-being and Here examples include managing digital workload or safe and appropriate use interaction with digital system services and content and then we move on to the The wider perspective so we can also view digital well-being from a broader Societal or organizational perspective where service providers need to recognize and take responsibility For ensuring that digital systems services or content are where managed supported accessible and equitable They also need to empower and build capability in this stuff service users. So including students and Partners to engage with these in a way that supports and improves their well-being and here examples include recognizing and acknowledging the impact on users and Generating an organizational culture to support and enhances digital There are sort of further examples there and Looking at different aspects There are different aspects of health and well-being in a broad sense So mental health emotional well-being social well-being physical health and digital can have both negative and positive impacts on all of these Talking about different context again We can have Digital social well-being personal well-being digital learning well-being and work well-being and again each of these we can look at positives and negatives so here. I just picked the digital personal well-being and if you think about positives we can Think about creating a positive identity building self-worth enjoyment, but also there are some Negatives such as negative comparison with others addictive behaviors passive consumption, so there are a new definition Broadened the context and also tries to show that it's a complex picture And also that we have to look both at negatives and positives So we are hoping that you're going to join the discussion On Twitter with a hashtag digital well-being We invite you to our digital community of Practice event which is happening in Edinburgh on 27 of November Where we're going to be having a little bit more discussion and workshop session around it. There's also a mailing list and We have published a blog post recently with a new definition and we would invite you to comment and send your feedback I'm done 446 Hey that The jazz side was a little bit poor now today or this afternoon there. There wasn't much arm lifting granting like that This is for your health. I'm thinking about you. This is getting it up there and getting the blood moving around You put that up there and raise it up Right Try it again, but this time definitely this side here was much better I want a bit a bit more noise from this side in particular. Are we ready? We start this side with the hand All together on the Kuik and all together on the hands up for the gossip. Are we ready? That wasn't rhetorical. That was a real question Are we ready? From Glasgow Caledonian University I'm here to talk to you about Feedback literacy framework that we've been working on So I'm going to start off a little bit of the interaction again Wow, I'm really looking forward to finding out why I didn't get an A So do you hear that a lot from students? No, no, did you hear that for a lot from students? Indeed well listen up. I'll give you some ideas about how to avoid it in the future. Okay, so anyway the idea here is that Over a number of different measures And a too many numerous dimension students have made it clear that they do not You find the least satisfactory is feedback Like me and myriad of reasons of why this might be the case It could be that a lot of students are actually Used to more declarative and corrective feedback from schools and it could be that Academic staff are faced with complex and sophisticated and abstract knowledge base that they cannot Just reduce down to a few points to fix and to get right But whatever the reason for this and we've tried tackling it, you know across the sector technology staff workshops the lot may be it's time to think about The students at the center of this and how we can actually facilitate them in having a rather better experience of and of their feedback Okay, then basically what we've done is we've constructed a workbook Using the blackboard Quizzing tool it's made up of discussion forums and questions and assignments It's meant to be Associated with a real-world setting as well as being online, so it's not really intended to be distance learning Now on the left of the slide as you look at it are the content areas These are the topics that we talk to students about They're basically cluing them in and the rules of the game that they may not be aware of and over on You're right of the screen are the activities we use to try to underpin these things So then there's three content areas from the bottom up and we look at the idea of structure That's basically where you get feedback Students can just think of this as why they didn't get an a basically and as we've already Have thought about that's not really that helpful To think about actually asking questions at seminars and tutorials when they're preparing their assessment work Couldn't be a bad idea and key about this re-use of feedback Hopefully if I'm not dragged off the stage enough to return to that at the enough time to return to that at the end Attitude we also deal with this idea of the disappointment the effective domain if you will and actually helps out We intend to the least endeavor to help students deal with the disappointment by objectifying their work flawed work is not flawed self But also to see that emotional reaction to feedback as part of the feedback Process itself and to ameliorate that with discussions with staff and with peers Thinking skills clearly with this type of approach that's meant to empower students. The idea of metacognition is is absolutely central And therefore in supporting students to make Self judgments before they hand in work But here's one of these things that I mentioned about the idea of rules of the game Well cue seeking for example students would tend to do well tend to cue seek That means for example, they're honing in on things that are important to the problem domain I'm absolutely certain that you've honed in at the idea of metacognition And that's going to be important with the idea of a feedback literacy framework And also they have antennae going for anything to do with the word assessment Coming out of the lecturers mouth and these are types of ideas Then of course if you if you include everybody into this then hopefully they will start to have a richer Experience of where feedback might be coming from We also then moving on to the activities and I'll just have enough to give you a few ideas there Exemplars tend to be very popular with students and rather more so than rubrics incidentally Which they find even more abstract and especially students who can struggle with an area Well, then they can actually find that that's just a little bit, you know to abstract for them So exemplars can be quite good, but again, they are concrete context specific and Trying to get students to actually look at the more general things that we can define from it Then we have exercises like icebreakers to get across the idea of reflective dialogue and that very last thing before Pulse me up. I just like to make the point future planning the idea of encouraging students to see feedback as the Start of an assessment process by reusing the feedback they already have and So anyway, we'll start off everybody together, but the hands up in the air with sway to the left them to the right Are we ready hands up? Hi everyone, and my name is Lawrence McSherry. I'm a learning technologist from MUI Galway I'm so excited to be here today in such fantastic menu to talk to you a bit about a project We've been running over the last three years and any way that's called digital champions and specifically what I'm going to talk about Is how we have used champions to foster a partnership within the campus community So firstly, what is digital champions? So the aim of digital champions is to improve the digital confidence of all of those working and learning in MUI Galway, so it's aimed at both staff and students So building digital confidence is crucial to the success of both staff and students But we want to do more than just build confidence We also want to provide our participants with the opportunity to explore opportunities to To become innovative and to use technology in different ways So more traditional approaches to building the digital confidence would include taught courses or running workshops, but with digital champions What we want to do is run a case study in the design and provision of flexible and Collaborative approaches to building digital confidence and how we can use this program to cascade the knowledge throughout the university And the most central aspect to this is the idea of partnership So what do we do? So the first The first element of digital champions is that it's a staff and students partnership So students are involved at all levels of the development of the program so they're involved from the side of Designing the workshops they are involved in teaching some of the workshops And what we have found is that workshops are open to both staff and students But the feedback that we have had is that digital champions is one of the very few spaces on campus Where staff and students can come together as equals to learn and to share their experiences So just to tell you a little bit more about our workshops. So each of our workshops are run over lunchtime They're meant to be in a fun and relaxed atmosphere. So we have cafe style layout. We have pizzas There's lots of inbuilt discussion points and participants are encouraged to walk around to chat with each other it's relaxed and There's no pressure on anyone to come to more than they wish so you can dip in and out as you see fit So another element that has been I guess unexpected when it comes to digital champions is the idea of building partnerships on campus So not only is it a staff and student partnership We have found it to be a great way within the teaching and learning center to build partnerships with other student initiatives With curricular and co-curricular activities. So we run workshops with Career service. We run workshops with our volunteering service So there's lots of overlap and we want to build on that overlap so we can create those partnerships on campus One of the things that we've also found is that oftentimes with these types of initiatives There can be the competitive side to it Where an initiative is competing with another one to see can they get more students or how can they promote themselves on campus? But we're very lucky in that in our teaching and learning center The digital champions program has been mainstreamed so we don't have any need to compete with anyone on campus We really just want to work together We also try to work together with student leaders So we work with our peer learning scheme and we work with student connect and we work we run workshops with Student leaders who then can cascade that knowledge onto their peers So if you like what you've heard and you're interested in finding more and what we have done is put together a digital Champions toolkit so you can see it here I can share out the link and put it on to the session page and what this digital champions toolkit has is it takes you through if you're Interested in running a similar initiative in your institution. It takes you through the model and it runs through how How you could run something similar and it also has I think a set of seven or eight full Workshop lesson plans so you can get some ideas of the types of activities that you could run with your students So I have two or three of these here if anyone would like to talk to me afterwards Or if anyone would like to find out a bit more about it or take one of these home It's openly licensed. It's an OER so you can download it reuse it and remix it Again we have a poster to if you'd like to find out a bit more about the initiative so this is available on Our session page. It's available on our website too And you can find out more about our journey from pilots to mainstream with digital champions And lastly if you'd like to read more about the project We have a website. It's called www.digitampsnuag.com and if you want to connect with the project I'm Blaneth McSherry and our project is at digitamps.any digitampsnuag Thank you That's Sound to beat at all mid-afternoon slump. I think it's time for the legs to be moved. What do you think? Yeah, it's like dead eaters in the room isn't it? It just sucks the life out of it like that So you remember do you remember the routine up on the hang down on dough up on three down on car Up on Kuig get the arms up and I want a huge roar of Gosta The count is okay, but I want a big Gosta. Are we ready? Yeah Hey I Ready hey dough three car Thank you My name's Joe Nichols. I'm based at Cardiff University and an education consultant there I've put up a digital poster with the link here is a bit. Lee slash out underscore poster if you want more details there and There's a form at the back that if you'd like to ask questions again in touch them, please do so So the educational challenge that the is the focus here is that We have many undergraduate students who arrive at university Have a not written very much and in particular not very experienced at writing academic essays Now in the context I've been looking working in which is in bioscience and in STEM subjects generally Educators recognize this as being quite a key problem Much work that the undergraduates do in terms of developing academic academic knowledge and being assessed about it is through essay writing so The other problem that goes with this is you have a packed curriculum and the core curriculum doesn't tend to allow very much space for learning activities to develop learning literacies and study skills and So that's creates a problem and especially when you run workshops for what's nearly 500 students in the first year intake of bioscience So trying to cater for those individual needs of the students is a real problem And that has implications for the individual student the new student the new undergraduate So the university over the years has produced many different kinds of learning resources that are applicable To writing and other things associated with writing But the problem is and there's research evidence to show this generally an anecdotal evidence within the university that students Don't tend to access these resources very well very often and that's the problem So what we're trying to do is make it much easier for the students to do this Now historically what happens is in the VLE Links to all these centrally provisioned resources and support services are put as links in the module page to go along with the assignment And so it's left up to the individual student to take the illnesses on then to take responsibility to seek out and find What they need to do their writing just when they need it Now you can imagine that for a new undergraduate student new to university with all the distractions the social distractions the academic load The unknown that you know everything that's going on But this is it takes quite a loss of motivation and dedication to actually seek out these sorts of things just when they need them So the idea here that we're trying to do is bridge this gap between What academic services are offering and What the students need and fit that with the curriculum? So the idea we come up with is an assignment right rapper So we're replacing what was in the VLE with a dirty learning object that brings the assignment details together With a conceptual model of essay writing that makes explicit all the key steps and associated practices With writing their first academic essay and trying to pitch it for a new undergraduate So this would would evolve in the future And the idea then is that this then signpost and links to all the central resources that the student needs at the moment They're doing it. So the real difference here is they've got no choice But to access his model where previously all they had to read with the assignment title and perhaps navigate some other pages Now they're immersed in a model It still doesn't mean that they will go on necessarily and use it But what we're doing is really kind of pushing it in their face to see if it makes a difference Now the idea then is to compare their essay writing performance With previous cohorts to see if it has any impact on academic performance There's no guarantees that it will it's just that one of the things that we're challenged with in central services Is that we need to provide Empirical evidence of the impact of services on Learning and this is an attempt to do that to see if we can come up with some data to do it So the idea we're at the moment. We're building pulling all these resources together. They're already there It's just building the framework Integrating it into the VLE for the start of the academic year and hopefully we're going to run with a study for about 500 students on a formative essay that they will get feedback on and loop back into the learning resources Now if this actually works It will have tremendous impact on other kinds of learning activities and have implications across courses and curriculum If these conceptual models work, so if you'd like more information, please go and visit the poster. Thanks very much I don't like the last two speakers who are right on the both of them. We don't want that. We want people running over time That's what the crowd demands We'll just get back to our Sways again because I think people are falling asleep again You don't want any more that we're ready hands up this time. We're going to start at the right Are we ready? Hey, hi, my name is Carolyn Ratke. I'm an instructional designer at the University of the Highlands and Islands And I will talk a bit about a project that I've been living and breathing for the last nine months Namely our implementation of bright space. So orange is the new black we were with blackboard before and now we're with bright space and The goals in implementing our new VLE were on the one hand side to build capacity and confidence in the use of the new learning environment, but also to enhance teaching and learning practice consistent with the universities learning and teaching enhancement strategy a link to this strategy is in the Submission that we made on the website and we faced a couple of challenges because huhi is a very Distributed organization so you can see on the map and that's a map of all of our campuses of our colleges So we have 13 different academic partners all across the Highlands and on the islands and on and on top of that 70 local learning centers and on top of the Geographical distribution and we also teach anything from FE and to H&C H&D and HE Which means that we have a lot of different programs and staff has very and varied needs in terms of what they do with their VLE So our approach was a very flexible approach We wanted to provide staff with a lot of choice to really foster engagement with the new VLE And we as the project team were adapting and reacting to staff needs as quickly as we could and we so far evaluated our Implementation of the new VLE mostly with surveys that we gave to the champions that we had at the academic partners So we always had a local person who did training It was a point of contact for all the staff there and we also did surveys with staff Going forward when people are more comfortable in the new VLE We also want to do a module into an enhancement review to see how people are using the new VLE to enhance their teaching The framework we use for our Implementation is the prosci app or model if you're not familiar with that It has five components first of all to raise awareness and create desire then to Create knowledge and the ability to to use the the change So the new VLE in our case and then the reinforcement So how have we done this? first raising awareness and creating desire and the most important bit was to get as much stakeholder buy-in Engagement as we could and that means senior management and the academic partners as well as from staff and we try to use as many communication channels as possible and We found that actually staff preferred the local communication channel So as you can see from the graph most staff actually found out about the new VLE from their local champions that theme of preferring local support or local communication continued in in our Fostering knowledge and ability so we delivered face-to-face sessions either delivered by the champion or a member of the team As well as some online training through webinars self-directed online module and recently virtual drop-in sessions But again, as you can see from the graphs and staff actually preferred workshops and they preferred Local drop-in sessions and they weren't too keen on the webinars and the VC So we have shifted our approach according to what we heard from staff And the face that we're in right now is the reinforcement So staff are starting to teach in the new VLE on Monday, and then we'll go forward and Concentrate on especially the enhancement Some of the results that we've seen so far And lessons that we've learned is that time and timing is really essential and just want to stress the first point here Staff really need protective time to engage with the new VLE Because we're such a unique institution. We have a lot of staff that is part-time so they had sometimes issues Engaging with all the training or making it to professional development events And we had some industrial action earlier in the year Which created some some issues as well because again, it took away time from staff to engage with the new VLE And flexibility is really key So we try to provide as many varied opportunities as possible for engagement with staff and due to the tertiary nature of our Institution and the different Programs that we have as I said FE, H&C, H&D and HE We had to work closely with individual program teams to really meet all the different needs they have and talk about how they can use the VLE to the best of their potential and But to end on a positive note, so we're not at the end yet as I said we're looking more at enhancement But students so far have said that They find the new VLE easy to use and navigate and very intuitive and if you want to Learn more about what we did. Here's my email address. Thank you That's three people now, and you're no fun Robert. Don't let me down Not at all wasn't paying attention That could impact on the amount of time available Harsh, I think it's a bit harsh, but fair Okay We just do a Account this time because I want to I want you all to save your energy, but what loudness Plenty of I'm not making you move around for this one I want plenty of vocalization. Are we ready? Hey I'm gonna have that my dreams tonight Hello, everybody. Good afternoon My first gas to talk. This is exciting. Right. So I've got five minutes to tell you three things If I can go to the next slide Here we go One who I am to What I do and how we can work together So my name is Robert Triehan. I'm a lecture lecturer in life sciences at the University of Liverpool I spend most of my time teaching undergraduate students Mathematics and statistics for my sins That's not what I'm gonna talk about Because I also build highly specialized web applications that really deal with a lot more of the Logistical aspects of our teaching within our school So let's talk about that first So I build these these web apps that Improve student experience Reduce staff admin which is quite an important one in our school and For me personally that are vehicles for research So I do a lot of my pedagogical Research using these things it generates a lot of quantitative data that I can use a couple of examples So if there are any program directors or module organizers in the room that are responsible for helping students choose modules This might be useful for you In for our biological sciences program. So we've got 400 students and across three years They get to choose any permutation of about 20 modules out of 140 Okay, so generally every student has a unique experience our university intranet Static websites is absolutely useless at providing them with information in an organized manner that allows them to make informed decisions About the modules that they take So we built this this module scrapes all of that data into a single dynamic websites It also builds in historical data Using past student choices and builds it into a nice little Amazon style system where they can click a selection of modules They can look at the information associated one They can see if if I choose this module Previously students have also chosen this module so they get nice little recommendations It really helps them out really helps out our program directors because that then builds a little transcript That gets sent to them and they can approve those module choices to make sure there are no conflicts with timetabling or other Pre-requisites or anything like that. So you can go into that. That's live. You can go take a look at that now at libchoices.com another example So who's been to IKEA recently You know the little the kiosk at the end with a smiley faces on how about one of those for your lecture So as students are coming out their lecture We have a tablet mounted to the wall or they can get to it via a link and they can immediately rate with a single touch What they thought of that lecture they can give it 140 characters worth of feedback as well. That's really really useful for us Because otherwise our students are waiting till the very end of the semester often to provide an evaluation of that So they've often forgotten You know what they thought of that lecture by the time they do that and this also really encourages Feedback from those students who never give feedback and often they're the ones who you know would provide positive feedback So you get a much more balanced overview of what students actually think of a given set of lectures or a lecturer Again, this is a this is in beta phase at the moment But this is something that you can access very soon for free. I want as many people to use it as possible I'm currently using it in all my modules to give An overview of what's going on Okay Other things I do they'll go to the next slide Project allocate anyone here responsible for sorting out on us project allocations in a module See a hand at bay isn't that stressful? So we have 400 students in our fourth year Who have to be allocated projects to over 200 academics that is a nightmare So I built a system that does that in a very objective way We also have up too far a system for peer attendance monitoring So a little app that students can log into our it's login less But they can go in and to ensure that they attempt they might they submit their attendance. They can only submit it if They get a call from their peers So they have to be in their room in the room to submit their attendance. I'm pretty much done. It's okay If I can just Hey, hey dough a tree a car a coig stud Thank you Last but certainly not least a man who's gonna squash a 20 minute presentation into five minutes. Oh What says you oh it is now I think I wanted to serenade them So this is what we're gonna sing the countdown very simple We're just gonna keep to the tune of it over there So it'll be a hain a dough a trees a car Cooing and now he can start your gasta Will be your rehearsal. Oh, well, let me find where I am. No, I think the later rehearsal So we'll just you can just sort of OJ for the moment. Are we ready? Cooing and now he can start your gasta Where is it Martin? Where is it barking? I think you need a bit more rehearsal time. We're gonna take this was a last-minute gasta theme So it's not that I'm incompetent Yeah, we'll have another quick rehearsal. We're ready hain a dough a tree a car the one with going and now you can start your Augusta cool. We're ready to go. Yeah. Oh you done much. I've been looking forward to this. I Want everybody to sing like your hair is dependent on sing pretend you're in Morayfield or you've even stayed you are even Are we ready? Hey dough a tree a car a cooie and now you can start your gasta Right, I'm timing it to Tom's don't think right. So this is a talk. I'm giving next week So it's the last 20 minutes. So we're gonna do it in five again. So that that's that's no worries So I'm gonna talk about go GM, which is the global OER graduate network, which I'm a director As they were talking we'll talk about what the aim of it is What we do some analysis of our network and some feedback from our members and some lessons I think that you could apply to other research networks you wanted to develop As the name was we launched it. Well, I say it was launched by Fred Mulder are you Netherlands in 2011 and At the time open educational resources was quite a kind of emerging field and in order to try and grow that research field They wanted to kind of develop a global research community and They decided to focus on doctoral researchers as the way to do that So our process is if you're a PhD student or a D student studying something vaguely in the area of OER You apply to the network and we look at your application and admit you But you need to be kind of actually doing a PhD not thinking about doing one. It needs to be in that kind of general area We then bring some of them together for an annual seminar Well, they spend two really intensive days with us. They get to present about the research and we run other sessions on Being an open researcher. That's usually ally to a conference usually are we global although this year? It was We are 19 in Galway We run webinars. We've got a very active Twitter comfort Twitter account. We send out newsletters We share resources and we just tried to develop this very supportive network We also give out awards every year for best paper and best area open educational practice We really want them to become open practitioners as well Not just researchers who come in and look at this open stuff and then go away and don't do it anymore So currently we've got 113 members we've run four seminars in these places lovely to get away We take about 15 researchers to each one. We've done 23 webinars over this time And we are 19 there were 31 presentations from go-gear members. So it's pretty so I think we've come a really kind of visible Presence at these conferences We run a survey this year and we had 38 responses from 14 different countries So it's kind of representative. I think of our of our network Oh I need to change the font that so that we asked people what they're kind of research area was so blue is looking at MOOCs Orange is open educational practice Gray is OER and yellow is open distance learning. So it's that kind of broad area around open education What they what activities have they done so this kind of demonstrates they tends to arrange of things with us Which is most useful coming to the workshop is always most useful that they really value those two days We asked them to rate the features so generally they're very positive about everything we do but building that community and network And it's really important to them We asked them what methodologies they use and they tend to be quite qualitative our people But I think what this really demonstrates is they're just using a lot of methodologies often mixed methods You know, there wasn't kind of one that really stood out This is some of the feedback on the seminar so I'm saying the seminar actually impacted my research plans Immediately and they connected with participants and went back and changed what they were doing people saying it was priceless, you know The one of the messages that often comes across the people often feel quite isolated to the students is that all too often I felt like an outsider Since few are interested in the same thing that I am and they meeting up with others kind of really changed their perspective I've got to say our members really love us and we really love them. It's a kind of very supportive collegiate network And this kind of message of overcoming isolation is really important for them So sometimes being so far away and isolated and in a broken institution was thanked for the community and collegiality I brag about how friendly it is to people in other research fields And this person saying meeting fellow go-gen research face-to-face this year has made enormous impact on me Hold on Right, so things you want to improve so we we're coming to the end of one lot of funding hoping to get some more funding We want to try and we get a kind of peak of activity around the seminar What's gonna get that guy more throughout the year want to encourage more participants from global South now? We've got a alumni want to have more of them involved So quickly the lessons and I think emotional support is really important and often we don't build that into Projects like how do you wash your KPI for emotional support like number of hugs given you know Actually, that's what the thing that our students really value a face-to-face online mix important meeting people face-to-face with an allowance to carry on Online people need to make connections with others and that's been really important across different countries different methodologies So it takes money to an effort to grow a sustainable community Good opportunity so a good place to start you'll never take me alive Tom If you do want to get in touch if you have someone in this area Please get in touch with us that go Jen don't net. I go Jen. I don't thank you to the Hewlett Foundation and Brian Matthews Well, don't I know a short note So ladies and gentlemen all the presenters please stand up again, and as I said yesterday We stand up. You all entered here as presenters. They now leave as gust of tears. Well, don't Adina's work with learning technologies helps to develop skilled data literate students who can change our world for the better Teachers and students can develop and share coding schools with multiple or Jupiter not put service Our Digi map services deliver high quality mapping data for all stages of education Future developments include a text and data mining service working with satellite data and machine learning and smart campus technology