 Sorry for the delay everybody. My name is Andrew Lee and I'm presenting today from Nottingham, from the University of Nottingham and I'm talking about a collaborative project between the University of Nottingham, the School of Health Sciences and the Nottingham University Hospital, Queens Medical Centre. The project in question is the Development of a Website that I've been working on and today I'm specifically talking about the educational component in that website with a view to how that's evolved and the learning that's been involved. The first question really is what is the dream department? The dream department is the department that the website is being built for. And dream stands for the department of research and education in emergency medicine, acute medicine and major trauma. It's serving about 400 people in the ED department and educating them and its ethos is that it combines the education and research that it conducts into clinical practice and advances patient care based on that. The department has several functions, two major departments, education and research. The education has internal components, the 400 or so people within ED and other members of Nottingham University Hospital trust. It also runs external courses where people external to the trust can come in and receive education in dream. It has a simulation function. Members of the public can become simulated patients, take part in scenarios and various workshops. And it has a big resource area, ECG banks, radiology banks, podcasts and many others. Most of the education in dream is conducted in a classroom environment, traditional classroom teaching but a multitude of other types of workshops, scenarios and simulations that I've already alluded to. And that's great. Classroom teaching is ideal for a lot of what they do. It's fun, it's engaging and it's flexible. There are, however, limitations with classroom education. You can't, in terms of numbers, you can't, there's a limited number of people you can teach. There's a problem with the flexibility of space. If you want to teach three people you're using space that might be designed for 30 or 40 people. Classroom teaching traditionally is time consuming. Takes a lot of effort to create the materials. Teaching can't be saved. And there's a specific issue in emergency departments of coordination. So, for example, you may arrange for a classroom event and then there's a major accident. Members of the public can present with medical issues that require the person that you've engaged in teaching. Obviously, the public always takes priority and so coordinating education is very difficult. These issues with classrooms are the issues of dream, the challenges of dream when it needs to upscale. It needs to teach more people. It needs to find an answer to the problem of the inflexibility of space. It needs to have much more direct education with the learner so that it's faster and it's more responsive. There needs to be much higher productivity so that education can be recorded and saved and then learners can see the recordings. And they need to announce it to the coordination problem so that the teaching that they're providing fits in with the lives and the work styles of the people that they're there to serve. There are two other very big issues involved with medical education, one of which is interprofessionalism. For those of you not familiar with this term, it's about clinicians not being fully aware or not being fully confident to comment on the behaviour of other clinicians. It's attempting to deal with an issue term siloing nurses when they go to university to be a nurse are taught wholly with nurses, doctors are taught wholly with doctors. When these clinicians are thrown together they need to work together and understand one another in the ED department. That's an added challenge that dream needs to confront. There's also the speed of change of medical research which is happening at an alarming rate. It's reached the point now where doctors and nurses, when they begin their career in ED, their base knowledge is already out of date and their education really begins on the first day and they need to be re-educated from the get-go. There have been three previous websites where dream has attempted to answer these various problems. They've fundamentally been passive websites and obviously websites answer the problem of teaching in terms of numbers of people because they reach everybody and they answer the problem of inflexible space because of their own flexibility so you can educate whatever numbers you want. The biggest drawback with this type of website is that it requires developer input. That's time-consuming and that's always been a problem. Faced with those challenges and the desire to upscale, at this point dream approached the School of Health Sciences at the university and specifically a department called Helm which is the health and e-learning and media team in the School of Health Sciences. It's a specialist department providing learning materials, resources and objects for the School of Health Sciences and the people who work there are specialists in web development, multimedia, audio, video and those things. Then it was at that point I was seconded to the dream department in the role of project manager and developer and at this point I can just make quickly be able to show you the website. This is a dream website and it's a work in progress. At the moment we are adding modules to it. It's a Drupal website. I'll explain what that means in a moment. We're adding modules to it. We're also themeing it. We're also mentoring the members of the dream department so that they can use it. I just thought I would just give you a little bit of a, this is the team or part of the team. This is the beginnings of the educational components, the course components, current research projects, archive research projects, information about simulation, radiology banks. Its address is dream.ac.uk. It's an accredited. It's a Drupal site. For those who are unfamiliar with content management systems, Drupal is one of the big three content management systems along with WordPress and Magento. It's free to use. It's open source and it's very similar to other VLEs like Moodle and Blackboard in the sense that it's modular and you can add whatever functionality you need to. To improve the upscaling problem, I decided on multiple content authors, which is an important aspect of the website. There's a vast array of different roles in clinicians and they need to be taught by clinicians similarly to spread out. Nurses taught by nurses, doctors obviously taught by doctors, but the other array of roles taught specifically by people with those roles in the education department. Upscaling is aided by the modular aspect of the site so that it's responsive as you need to write new features. It's very easy to do. An example of one of those modules is paragraphs, which adds greatly to the functionality and the editing capabilities of the site so content authors can create the kind of pages that they want to create. Something familiar to everybody who's used Moodle is the idea of books. These are organised series of lessons, self-contained learning objects with content pages, index pages and our books now is a part of Drupal 8. In terms of upscaling, it allows learners to access via a library their learning easily. One other important feature of this new site is that the content authors will become developers. That means that they'll be able to actually create the architecture and the design of the site and not just to create the learning resources. That's important in terms of ownership. If they feel that it's theirs then they'll be much more motivated to work with it. Finally, I would just like to mention the changing roles now between developer and user. In this context, Helm has become more of a consultant providing pedagogical know-how, maintenance of the site, help with technical issues that are particularly technical. The members of the dream department now have taken on much more of a role of developer, so they are able to upscale the site and the site's architecture in the way that they want to. To summarise, the upscaling of the educational component of this website is alleviated in terms of accessing numbers and flexibility of space purely by being an interactive website. All websites answer those issues. There's wide departmental content authorship which gives direct connection between the teacher and learner, so there's no recourse for developers to be involved in that process. Modules aid upscaling through the wide variety of functionality and access to resources that they offer. Finally, content authors now have much greater ownership of the website because it's been specifically engineered so that they can design the architecture of the website as well as ad content. In closing, I think my final remarks would really be to consider a Drupal as a virtual learning environment in the same sense that you might consider Moodle, particularly if you need to design a website for a department such as Dream that has all other components but the educational component is very good and is getting a lot better. Moodle, for instance, was fully integrated into Drupal 7 and I know that's planned with Drupal 8. That concludes my lecture about the evolution of e-learning in the Dream department. I'd like to thank you for your time and I have a few minutes for a question. I've got one question on the MeToo. You can see it on the iPad there. Very stable. We have uptime of 99.8%. The site is hosted with a company called UK Fast, an excellent company and that's their uptime. It's at that point, it's at that level. Is there any question in the room? Hi, thanks for making the presentation. I just have a question and it follows on from Amber's talk this morning where she talked about the business case as learning developers. I'm just wondering what's in it for the university. This is not a fee paying or they're not getting students into particular programs. So I'm just wondering, you know, this kind of request is it a project, a specialist project or how is it managed? Is this happening increasingly where I work in health sciences? Our stakeholders are asking us to get involved in these times projects. So I'm just wondering if you can bring some background to that. There is money involved. The external course component of Dream means that there's a revenue stream that way so that external students have to pay to come to Dream and there are other revenue streams with Dream. In terms of the school of health sciences, this is kind of, it's a great learning vehicle for them. This is quite entirely new. It also gives a tremendous platform for a lot of the resources that are being created, for example, by Helm. And it's an opportunity for a great deal of improved collaboration between Dream and between Helm and the school. So, I mean, there's a lot in it really for both parties. Excellent. All right. We will need to keep to time. So thank you, Andrew, if we could have a note of appreciation for Andrew.