 Mae'n gweithio'n fawr ar y cyfnodd haf. Edw'serve erdoedd oedd y spinoff gyda'r ysgoladu yng Nghymru. Yn gwybod, mae'n gweithio'n fawr, ac mae'n fawr i'r adnodd yng Nghymru yw Andy Ramston, a hefyd yn ysgrifennu i'r ysgoladu yng Nghymru i'r adnodd y dyfodd hanfodol. Fel gyda'r ysgoladu. Maen nhw. A rydych chi'n ymwybod i'r cyfnodd yng nghymru mae ziwel a'r FQR gofoedig i gael eich neu'r ddefnyddio. Felly, eich Pwlad coreisau o bb Majestyau Osiell yn ei ddsig, felly mae wneud gweithio i gyhoedd a ddim gael eich gweith. Rwb i fishwch arall chi'n gwneud. Ac wedi cyhoedol i'r gweithio gan yr mhais yn colli'r bwlad i'r gwnaeth o gyhoedd o bwladol i'r bwlad i'r bwlad i'r bwlad i'r gweithio ymdill o unigwydd nhw'n ddweud o'r clywed o'r context o'r modd teachu, ac mae'r ddweud o'r tyst i'r ddweud oherwydd a ddweud y ddweud am y ddweud anigwyd o ran ydy'r cyfrifyddog a fyddwch yn rhan o'r ffordd i'w ddweud, a wnaethaf oherwydd ein ffordd o'r ffordd o wawr, ac ydych chi'n ddweud o'r cyfrifyddog? Mae'r cyfrifyddog yn rhaglen o'r ddweud o'r ddweud o'r ddweud o'r cyfrifyddog yn e-learning case studies. I went back in 2005, the technologies they were discussing in that report have moved on. We don't inflate�im anymore or anything like that and John gets credit as well, but there's a really interesting case study. There's no, it's a scenario a walk through a day in the life of a student and if you look at what they were doing in that, that ability to create content, to share it, to communicate, to pick up information, to push things on, it still sits there and we're still talking about those types of things there. Mae'n gweithio'r awlaeth, mae'r newid a'r artennwyd, os ydych chi'n dweud o'r iphone, neu rydych chi'n dweud o'r modi, mae'r ddweud o'r 3 yn cymddeithasio'r cyfwyr yn ei gwaith i'r cyfwyr, ac mae'n gweithio'n cyfwyr o'r amser o'r sefyddiadau. Mae'n gweithio'n gweithio'n gweithio'n gweithio'n dweud o'r 20 min. Mae'r cyfrifio'r ysgwrs o'r cyfrifio ei gweithio'r cyfrifio. Is to take us through the idea from the institutional perspective but the learning teaching perspective, it works really nicely with the previous one. In what we think a mobile university will give us in terms of learning teaching opportunities. And then have a look at that and think how is that going to change, how's that landscape necessarily going to change from the way staff and students use the devices and other agents to change who are self that sits in the central services. I've picked 2015 for various reasons, one of which I wanted a narrative to walk towards, so it wasn't just scattergunning example here, example there, example there, example there, but I tried to give you a lens from Bath, so I didn't want to just give you loads and loads of ideas, but I wanted to make it realistic. The other reason is I was at an event up in Northumbria University a few weeks ago, and interestingly, there were people like Derek Morrison keynoted, then Laurie Fipps from just keynoted, and a very strong message from them was the emergence of mobile devices in the learning teaching space, and it resonated very well with the audience. They were getting very excited about this, and I was on third, so I was a bit sort of grizzled about this anyway. But something that I kept going through my head is an operational manager who takes strategy and implements strategy, would Bath be anywhere close to this mobile university learning space. So this is why I picked 2015 to see where we're going to go. And the outcomes, because you like to know that, I'd like to tell you where we're going before. We get that, is if you're a geographer or a background is soil creep, is where I'm going to look at, and I'm going to look at the process of soil creep for a number of reasons. Firstly, the outcome, you can't really tell if much has changed. The outcome is very uneven. Some bits will shift and move further than others, but you don't understand or appreciate the underlying processes that are going on. We are changing, we are transforming, more it might not be at the speed that people like within learning and teaching, but we've got a number of people to take with us. So that's where I'm going to go. The question I've got for you, which will be nice, is once you've looked at this and thought about this and heard this and internalised it, if you can see any opportunities to shortcut the path for us at Bath, I would greatly appreciate that. But we'll wait to see. Okay, so before I get into the intercity gritty, what is teaching and learning in the sense of a mobile university? And I've tried to divide it into two basic areas from the perspective of the academic, the lecturer and the student. We've got more of the same, but we're just going to do it on the phone now. So we've shifted from the desktop, the laptop to the phone, so we've got that type of space going on. And we've got the new learning landscapes, the new opportunities that are coming through that the mobile device gives. And we've had keynotes already today, so the location opportunities accepted. So we are looking at things about wickeytude and the movement of data and the movement of learning opportunities where you are in different geographical locations. Now Bath, if you're not aware, is a very traditional orthodox institution. We research-led, we teach face-to-face, 89% of our teaching is done face-to-face. We teach large groups like this. We assess a piece of coursework in a final semester exam. The piece of coursework tends to be individual and the exam is individual, the unseen exam. So you've got that backdrop of the way we work, the way we teach our students, et cetera, to try to work in these mobile opportunities. So even though Mike Shuffle's et cetera is seeing that there's a great benefit for mobility for the learner, in reality as you'll see why we go to Soil Creek for Bath, is that's not the way we teach and that's not the way we assess our students. So we've got that pressure or tension that we might need to see some opportunities. We have some opportunities in new landscapes but a lot of our material for the mobile of a face-to-face institution is more of the same but on the mobile device. So this is the sort of Julie Salmond quadrants which is different ways if you can look and interpret this. It's quite a nice way. We really want to take across this message and I'm going to pick on two of the quadrants to work through. So it's going to be a framework of discussion. There's things like we have core services that we support. We support Moodle. We support, we don't, but there are a number of teams that do. So we support Moodle either, e-learning does. We've got SAMHIS which is a Central Student Record Systems or SITS that's used in many places. Wordpress, et cetera. So we have a vast number of different technologies being used directly and indirectly and to empower and enhance learning and teaching. Some of them are more classroom based. Again, we're a classroom teaching institution. We would say well if I'm going to talk to you in a normal semester system you're all sitting there but they're not giving me any feedback and you're not feeding back necessarily outside the Twitter channel with yourselves. So these are missed learning opportunities so how we move using the mobile devices in these spaces to change them. And I'm going to try even though we've got some reference to the external hosted solutions as well. But I'm going to focus on the top two to start with. Now before I go into the soil creep, similar message to the earlier one, we're doing, we're doomed. I thought I'd give you the upbeat bit where we've got a lot of pride. We're very pleased and proud at Bath of what we're doing which is, as I say, is focusing on what you do face to face. That's the blend working through there. So these are four examples of various technologies that we're using in some of the outcomes. I think the thing to start with is to go to the bottom of the slide and work up. So in fact you've got the sort of quote there from the maths lecturer who's now shifts from a very passive learning experience to a much more active learning experience. So there's nothing sort of radically new there. But by using the mobile technologies to give that opportunity to facilitate it. So we're talking about an enhancement on an administration thing here. So if I just sort of talk through quickly some of the uses to see why we're very keen on mobile and a mobile university it will give you a bit of a backdrop to why it might take slightly longer to get there. Right, first one is around the idea of student problem sheets in maths. So if any of you have taught those types of disciplines with large groups and using problem sheets very few people complete the problem sheets. The turnaround of the marking and feedback for the problem sheet is quite long so the impact is quite low when you're talking about 300 or 400 mathematicians and a large number of graduate teaching assistants. So what they did here is simply collect them in, sample a few, build a set of questions around that, a set of slides around that to tease out common known problems and then you've got the students in these groups like this to vote firstly to what they think if the solution they put on the board is correct, is it wrong because of this or is it wrong because of that. Then they showed the results and then you get the students in smaller groups to unpick why they said that and they re-vote. And then you get a shift and what you tend to find is that it scatters and it sort of works towards what you'd expect the overall outcome, which is the correct one. So that was really important and again it changed the way people worked in those spaces. Paul Crawford has been doing things again showing the creativity, peer assessment. A lot of activities here could be peer assessed. So he's using peer assessment and mobile technologies for that in face-to-face teaching. Gemma is much more, is that classic, a third of the course. I'm going to give you a number of questions to work through and you'll respond with your clicker technologies to unpicking groups what is the correct answer. In many cases there isn't a correct answer but it's the point at which you can start the dialogue then. I've got your ideas, I've got your feedback, I've got that and then we can start having a much more dialogue around the area then. Economics is quite interesting because they've been trying to explore the growth of Twitter and otherwise the personal learning networks, the back channels, what is going on in a very large group, what are people thinking when they leave the room, how can they facilitate or how can they add and enhance that. So we've got a lot of stuff going on in that particular space and a lot of really exciting stuff and a lot of good outcomes where it's been evidenced, we're sort of moving along in that space really, really nicely. So I suppose the question is why aren't we all running towards it, what agents are going to help us move towards a much more mobile learnings university in which what is going to slow us up slightly and what do we need to understand if we want to make rapid advancements, why, etc. So I'm going to take you through the top quadrants if you can remember those from the perspective of the central services, i.e. myself, staff and students to pick up a picture of why it's going to be slow and why it might be slightly lower impact than we want. So, two things, two things we look after and this is the uneven nature of it. We've got Moodle as our virtual learning environment and we've got Samus or Sits as our student record system. Samus Sits is dominated by staff activity, they put data in, students come along, they change some of the data, they also go there to do their end of unit evaluation so all students are emailed regularly to say your unit's finished, go in and do your evaluation form, that stores the data in there, so that one's there. Moodle, the virtual learning environment, very much more dynamic in the sense of its functionality. Samus is pretty much static and our Moodle is changes. It changes regularly, we get regular updates, we upgrade every sort of 18 months or so. The focus is very much around the learnings, there's much more student focus, student required interactivity, except are there. If I looked at those two and I have some responsibility to maintaining two, I can straight away say I have to adopt a different strategy to mobilize them in the sense of a mobile device because the requirements to keep up to date with Samus given the way it changes is relatively low, so the style sheet solution could be there and we could roll that out through that sort of device quite happily. Keeping up with Moodle and the way that is evolving is a very large resource. So yes, we've got two techies that look after or are associated with that application but that is a big resource and a big commitment. So the strategy has changed, so this is the unevenness. So for us something like Moodle or for Samus we might look at doing an in-house or a campus M type solution because it makes perfect sense from our perspective that relatively low cost, not radically changing me. Moodle, in a sense, how do we get that mobile opportunities for our students there is with much more community developed and there's going to be us working not on the technical side but where our skills sit. So for instance there's the Moodle for iPhone development came out a few months ago and they're now doing Moodle for Android and Moodle for Windows and Moodle for all sorts of things. So it's the style sheet solution that sits on the application. What we can do and what we're very good at which resonates with the talk earlier is we can get people together in a room focus groups together to drive these drive through various scenarios on these to collect information and send back to the developers. The developers are eight other institutions within a global institution putting into this. So that would be a clear role for us to say learning and teaching from a mobile perspective for us we want it to be able to achieve this we can't achieve these within these developments so we feed it back and then we get the information we get the enhancement and then we'll install the new set of style sheets or we just tell users that there are apps out there, we don't support one we don't necessarily just make people aware and we leave it up to the users to make those decisions and we're just going to make sure we can communicate with them that way. So given the nature of those two beasts we have to have an uneven we will get an uneven development in a mobile in a mobile university and that gets slightly worse in the sense of we're not worse. It gets slightly more challenging or interesting if you look at the face-to-face technologies these are much more diverse and more diverse for people at Bath because we're relatively new to this so other institutions are much further along in the way that they use their face-to-face technologies but the interesting things coming through is we're just at the divergent phase so really we're going to have to let it rip, let it roll see what comes out, see what emerges from the staff how they might want to use it and then that new note we've got a lot of external hosted solutions we've got a lot of, we've got lecture capital going on but the backdrop is quite low tech spaces so we've got to be able to move things in and move things out so all those lovely examples are earlier that require the movement of kit in and out of space which is ridiculous given people's ownership of devices, you should be able to achieve all of those tasks on those devices so that's how we have to think about what we're trying to achieve in those learning spaces there so I built up a picture of an uneven development Bill mentioned earlier the issue of staff and how that as another agent of change might hold us back or might in certain areas propel us forward so it's the challenge on that on the classic side over there you've got the colis and others they're the 4E's model so what we've got here is members of staff are the medium term for us in terms of learning and teaching if we're going to promote learning and teaching effective use of this we need to get staff embraced with it, we need to get staff using it because they're the ones that have to internalise it into their learning activities for it to make sense for the students that come through that they meet on their four year courses so this, I'm not sure if people are familiar with it but it's a very nice little way of trying to give a feeling of would you, if you were the member of staff would you use mobile technologies or would you use certain types of mobile technology i.e. AOS clicker technologies or Twitter within the way you teach and the way your students learn and the basic principle is if you can get these little three things added together and the top one which is the external environment the department, the institution the rewards except for that and cross over that line then that member of staff be them right or wrong whatever decision they make would actually adopt the technology it's quite nice, you break it down to educational effectiveness and awareness you know, you've got evidence that it works how easy is it to work how engaged with you, what do you might get out what might you get out of it, they all interlink and as I said the environmental issues of our mental factors at the top about culture, reward etc so this is a beautiful thing here then I was thinking well if you were a member of staff at Bar would you automatically through things that you can see would influence these would you adopt any use of Twitter and if you look at so all I've done is take the titles of our staff development program very traditional staff development program we run lunchtime sessions we run workshops and we run three week blended courses where people go through a whole set of learning activities to get them to move away from introduction level further on now if you look at that there is nothing there about necessarily in your externally fact about mobile technology, a little bit about clickers and a little bit about podcasting so the steer from the centre and from the central staff development program is we're not encouraging you to be aware of to reflect these two lines about what mobile technologies might be and then if you look at a teaching development fund which is as many institutions have up to a system of rewarding or encouraging innovations in the way that people teach you can get up to a £10,000 one year payment to get things going you look at those priorities again they skew the whole of the staff focus to walk away in this case this is our last one away from the use of mobiles and necessarily teaching to other factors so you've got the two there guiding you to the curriculum of the transitionary period and what you do afterwards now of course staff don't objubili because they are part of the process to decide on the priorities various committee structures and they are part of the process to decide on what is the most effective teaching or program that they actually want so when you offer it's done on feet really so when you offer mobile which we do a lot of mobile learning opportunities for staff they are not taken up so it gives you a feeling that in the short term we've got issues around staff awareness of mobiles and how mobile learning can affect them so that's going to be another agent that's going to slow it down so in the sense to finish up then we've got a quick look at the students and for me the students tend to be more because they are not part of designing the learning activity they tend to be more about the same but on my phone please type group because all they want to do is they want to get in and out of systems very very quickly and where they are what suits them and we're not designing as I say a lot of learning activities around enhancing by using the affordances of the technology so we've got a survey here 2007 and 2006 by students it's part of a JISC project we've got some money to look at QR codes so these are some of the outcomes of it four institutions Leicester, Bath, Sheffield and Gloucestershire won't go down well what came out from the survey in terms of the first question is can they have they got the technologies in their pockets to engage in a mobile university if we were to create vast numbers of more mobile based learning activities so in that said do we need to provide £1000 worth of kit to get them to vote or they use their phones in their pockets as you'd imagine similar to all the other conversations coming through, messages coming through they have, no problems they've got good phones sophisticated camera phones most of them are Wi-Fi enabled most of them are teaching spaces a little bit of uncertainty about if they've got a data package or not which is quite interesting is the unsure which is quite loud so there's a bit of issues there that we need to think about to the students so they can but the next question is will they are they willing to make the step to say if we build these not only will they come but will they engage with it and you've got two sort of things I'm picking up here firstly from the same survey would they actually pay for the stuff and of course, no there's a message which for these groups and these groups aren't necessarily a great surprise because those institutions are face to face teaching institutions so the message that comes through is that I want to pay for that when I've got a thin client machine that I end all over the place that I can walk in and use and I get all the materials there and then so there has to be a very good reason when you design the learning activity and I would come across this problem when we start to design a lot of SMS gaming activities which if you actually count up the number of texts involved to complete the decision matrix quite expensive or not quite expensive has to be factored in the other one I've got is from our George the vice president education is that in fact this isn't mobile learning in the mobile university isn't on the student agenda this is what the ticket he was voted in for and it was really really good vice president he got through most of the things he needed but if you look at that the student body who are voting in these people are very much about well we just need things like feedback we need to know if we say something what's happening these are the things that interest them they want to know get their own funding get the academic executive the student body to be much more effective than it currently is they're not similar to the messages the messages staff are getting they're not driving a mobile learning or a mobile university so that would act as another so that's the two messages there so they can but they won't necessarily or they won't necessarily will they do it or not I want to finish up with in the sense where does this leave us for 2015 in the sunny west country where does this leave us a lot of change from where we were in 2010 and not radical change from where we were in 2005 to be perfectly honest we will expect I will expect to see without the drivers without the alignment between the staff body and the student body for what they want to do within the context of face space institution I will expect the developments and we will see uneven developments very much about letting you do what you can currently do on a laptop a desktop on a mobile device yes you will find that Moodle will let you do quizzes and wikis and discussion groups and all of those types of things but it's still steered very much it's not the device that's giving you the enhanced learning it's you're just getting in and out a lot easier on your phone and therefore unfortunately though because the guy got a soft spot for it left about the other side definitely going to be that it's just a realignment of priorities that might not come in a tightening tightening resource envelope so that's the sort of message I wanted to leave hopefully you can think of if you've experienced them there's similar things and you know shortcuts I would love to know not only what you did how you mixed the pots so please get in contact with me and I shall pass it over for the last few minutes for any questions for Andy then for lunch middle of the back there Tom Hi Andy Colin Andy, University of Wolverhampton I kind of sensed from the last but one slide that you think things are going to change even though the current indicators are that it looks a bit like there's some things that are sticking blocking the system I agree with that absolutely because I think these students we ought to be looking at are the potential students the ones that in four years time will become into the university or whatever it is for 12, 15 how do you think we take our colleagues who are staff colleagues and our current student body along with us if indeed we give ourselves the job of sort of driving this in order to get to where I think you're kind of indicating that we ought to be in 2015 as opposed to just watching it all not happen Yes well if I can go back though it's Bartha no different to other institutions in this sense that in fact to take the staff body with us there's a growing feeling that our staff development programmes are not geared or designed to take the staff with us so those are heads up some we inspire you go away we never see you again or we seldom see you again we get a usual suspects through the system we don't take advantage of connecting this way doesn't allow us to connect with those that aren't aware don't know that they don't know or haven't got the time etc so what we're looking at really at Bartha is the sense learning from we've had a couple of higher education academy projects sort of change academy ones where we've taken units groups of people that are teaching a unit either when the unit comes towards the end of its degree scheme review or there's a set of annual monitoring that have come through to say well we can do that in the sense that the cows come home but it's not going to be effective but we're finding we can take units out with subject librarian, learning technologist student and a number who will teach on the unit they can actually start to do a course redesign and that's once they start the course redesign phase to introduce the technology component so you normally get everybody talks about what will the technology do me and we spend a day persuading them not to talk about that and then they do the course redesign aspect what they're trying to achieve, the learning activities how the face-to-face will work with the online and at the end of it you've sort of taken a group of four people who will then split up with the nature of the beast and go off and work on other units so people like Julie Salmon up at Leicester have got vast numbers of people going through the system this way it's not any clear evidence it's led to change now because it's quite a slow animal to change in the way staff use technology because they only have a certain number of bites of the cherry each year or each semester when they teach those courses but I think that's going to be the emphasis now that course has a slight tension with resourcing in a slightly tighter resource envelope but I think we have to look and think that we've done lots and lots of heads up we do lots and lots of just-in-time stuff support but we probably we do need to rethink the way we develop staff Brian Hi Andy you were talking about student use of mobile technologies have an interest in staff use of such technologies particularly at events like this so there's a whole load of us with a whole set of technologies we've got a good Wi-Fi network we've actually been quite conventional with a bit of power points and a bit of talking so what do you see perhaps at the symposium next year ways in which we could use these technologies to enhance our professional development or perhaps even at all since September The problem with these types of events is their snapshots they're one-offs so I've got to motivate you to use certain technologies that will be a burden of get the readers on or engage in this texting activity which will be cost you and you've got to find out if it actually adds value so it would be more to drop it into a smaller group you could break this up very nicely as a set of small group activities but there needs to be a lot more time in the schedule and the program to allow that and you won't get the nice tight outcomes it will be all fuzzy and you'll go off and say well it won't work at my institution because this is the way it will work at my institution so the real way is to get you to sort of look at it would be nice to have clickers here I could have done it but it would take a large chunk out of this session so I don't think it suits it unless we can get proper activities with Twitter and other things in and get everybody on board but there is a golden opportunity now alt should be running sessions on it there should be workshops, it should be full of workshops about classroom technologies Brian are you just complaining about the program because if so you can leave because if so you can leave it's a pitch for next time isn't it last question How do you praise across the University of St Andrews I think St Andrews as an institution is even more traditional and I think that the problem that we have across all institutions is that I don't think the case has been made on the educational effectiveness issue of technology and there's been great hullabaloons about webcities and blackboards but if you look at what's in them it's powerful and I think that the reason academics haven't engaged with a lot of these things is because they don't see them as valuable and I think that that's where we've got to make the case I agree with you now I'm not even convinced there is a case but I think that that might be one of those I'm not sure your mic was working so I'm just going to the question is about measuring the effectiveness of the use of these technologies essentially and demonstrating to other people their effectiveness to change their practice so I was very happy to show this off but if you probably know more about this what we're doing at Bath in terms of classroom technologies the most academic staff at Bath know because there is not the community of practice at the institutional level so we've trundled off very happily our smart cities fantastic stuff, a lot of the links we're really getting places but yeah we don't share within the institution we either sit within our disciplines and we don't find the space to actually move across and we don't have necessarily I'm going to have to bang on about it because I'm a staff developer we don't have the educational staff development programs to give people space to come out and do these sorts of things so it is very very difficult you kind of get this heads up if you're not part of the institution otherwise it's a lot of work to find out about it yeah well that's it we don't know until we do these and I think to admit the economics ones aren't showing a great amount of value for Twitter, they're interested in the idea but Twitter might not be the solution we need wall gardens we're looking at different Yammer services but we don't know until we've put people through the process to say well actually and we've got to be honest with people and brave and say no absolutely useless yeah it doesn't achieve what you want it to achieve but you've got to go through that okay on the absolutely useless note we will break now for lunch can we just say thank you to Andy