 Mae newydd y dyfodod amdano i ymdod amdano John yw'r ysgol hon y bydd chi'n mewn gwahod ymddangos ymddangos y cyfnod gyda'r cyfnod a phêl ac addysg fynd i ddweud yw'r ymdano. Mae'r symud i'w wneud ond rydw i'r dda John? Dwy oedd ydych chi'n i gael. Roedd yn dod addyn nhw. Mae'n gweithio'n edrych am allan chi i felly mae'n ei gennymser ar yw'r gyfeirion o rhan weithio, I'm just a academic who teaches, and I actually go back to teach a class at 6 o'clock this evening. So even though some of us might move to the dark side, I believe anybody on the dark side should be in a classroom, should be doing research, and I think this polarization of teaching and research and management and leadership or something that we should be mindful of and be careful. But, Jim, I welcome your report. I welcome its evidence-based. I think for too long we've been making decisions and policy change without evidence. We need data, whether that's qualitative data or actual data, and both triangulating against each other are incredibly welcome. I suppose we shouldn't forget one criticism, and this won't come as a surprise to some people in this room. When I look at leadership, I would have thought we might listen to student leadership, because of all places I think in the digital space our students are ahead. At least my experience is that in our university our students are using a greater array and diversity of technologies competently, maybe not always doing the things we want them to do, but actually where does learning begin and end. So I think we also need to listen to students, and certainly one of the questions I will pose at the end is what role my students play in staff CPD in TEL. That's a kind of an interesting space. I had a digital conference recently led by David Putnam in Cork, and I had a 12-year-old young lady give a presentation as a keynote speaker, because in some ways that gap between what we believe and what we know actually is getting wider. Last Friday I presented to my academic council a vision and a plan for our online learning, and I looked around the room and I certainly want people to start thinking about basic things like blackboard, what colour it is, and so forth. So I think we are actually at a very large chasm between what people in this room are very compliment and comfortable with, as opposed to the vast majority of our faculty. But I think there are extrinsic drivers here, and Jim has referenced someone in his report, but also the national strategy has said, and I quote, we must ensure that all teaching staff are both qualified and competent in teaching and learning and should support ongoing development and improvement. And Jim in his report says the intensification of CPD for academic staff is critical, and our leaders agree 70% said actually, and the IOTs were even better in their commitment in terms of the extent of which CPD is important, but only 40% of institutions were explicit in how we might achieve that. So it is a rhetoric in recognising that we actually need professional development and the extent of which the technology element comes into that is even a question in our own mind. But my experience is that academics have intrinsic motivations, and notice I am using academics rather than teachers in teaching and learning, because I think it is that richness that comes between the exchange of research-led teaching, research-informed teaching. And my experience is intrinsic motivations that awareness of the challenges and opportunities offered by new technology is something that our colleagues and I are interested in. A greater awareness of accountability for teaching through quality process and audits. Some academic staff value certification. If I look at my university where over 60% of the staff have qualification in teaching and learning, the vast majority of those come from medicine and engineering, because there is a culture of professional development in those disciplines. And I suppose one of the outcomes I would like over the period, whether it is e-learning or otherwise, is that there would be a professionalisation of academic practice, that we would begin to see ourselves as professionals, and part of professionalisation comes the whole idea of CPD. That CPD would become the norm, and we get greater satisfaction and we get greater engagement with our students, but perhaps also importantly a greater engagement with our HR departments and our institutions, so that they can enable us on this journey of bringing your colleagues and staff along the way. So one of the questions then is of course how do you measure the effectiveness, and I think we need to be really careful about the compact. We can become slavery to the compact. It's no surprise to me that we don't have undergraduate online courses. Our institutions get our money on the head count. We get the behaviours that we get handed to us, so if we get the behaviours of the people who pay us, but you know when the dial shifts and we get less than 50% of our money into our institutions from government, then we might see an interesting change in the extent of which we will start doing creative things. So measuring effectiveness is really quite tricky, because in some ways as an ecologist it's really nice to be here, but diversity bestows stability is the central axiom in ecology. Diversity bestows stability. So the diversity of measures that we take, the diversity of measures which we teach, the diversity of measures which we assess are critical, and technology enables us, for the first time perhaps, to diversify and use the analytics that were mentioned here today that perhaps we're not losing or using. So I think there's a real opportunity that we can actually measure impacts because up to now they've largely focused on the effects of teachers' attitudes and knowledge and skills as measures of impacts. And there's been lots of literature in the research and literature which supports a number of key measures of the impact of CPD. Academic reactions, participations, conceptual change, participants, teachers, academics, behavioural change, development and change of the organisational support for teacher development, and changes to student learning and performance. But what it also says that it has to be anchored in a discipline, and I think each of us find our home in our disciplines, that's where we actually know the pedagogy is relevant, and the extent of which that CPD actually supports that kind of approach. So in my own university, I'm only in this role seven months, I decided the best thing to do on the area of technology is to understand what my staff felt as we only took a survey last summer, 840 staff responded to the survey, and it's astonishing what you pick up. Some of the key messages is that some people were unsure of the possibilities of tele. Unsure of the possibilities. Some people were not able to use the virtual VLEs that we described, Blackboard and others, to the full extent that we might want to do it. Some people were unsure of the opportunities for training, but more importantly, people identified the barriers, and the barriers were not about money, actually. The barriers were not about the fact that we had all the cutbacks. The barriers were about not fully understanding the possibilities, not having the time, not having the opportunity, and not having the training and the framework. So in our university, what I'm doing is undertaking a whole range of training operations, which would be anchored in an academic practice framework, not a teaching and learning qualification or an academic practice framework. I think that's really, really important that we begin to bring both the researchers and teachers together because otherwise we've run the risk of polarising those. Now, one of the really interesting messages that's from the literature, of course, is that these short, sharp courses are not effective. If you do a short, sharp course, it all sounds great. We'll do it a technology week and we'll all fall into that fact, and actually the effectiveness and the impact of that seems to be quite limited. So I think we need to be mindful of the approach we take. So the barriers to the enhancement of teaching and learning transfer of learning from professional development activities include the lack of departmental support, it was already referenced, the fact that the leaders in the departments lack of funding and resources and lack of interest from colleagues and resistance to change. So all the kind of mixes of things we're trying to do bring on very sharp relief of CPD. But I'd come back to the professionalisation question. If we can transform our organisation such that we as academics want to be professionals, it naturally follows that we will have CPD. So in conclusion, what I hope the outcomes of all of these dialogues will be that CPD becomes the norm, that we'll have a professionalisation of academic practice because this will lead to digital champions locally. I think the real success of transformation will be where you have champions locally who are won over and will provide the greatest opportunity. It might surprise you, maybe won't surprise you, that some of the best digital literacy in my college doesn't come in the technology and the sciences area at all. It comes in English. So there are real champions who can drive real change and then for each individual we develop a pathway and paths to increase their creativity using technology enhanced learning. And I suppose ultimately for CPD to customise a discipline specific programmes that are relevant to increase people's technology enhanced learning. Thank you very much for your attention.