 Next paper is on empowering digital education professionals. Good afternoon everybody and hello online audience. I'm fully aware I'm in between you and your drink and reception. I know for sure which one is more attractive. I really appreciate you are still staying here and listening. And so let me just say, OK. Yeah, my name is Farwagun, and I worked for the centres for teaching and learning of the University of Oxford and so today I'm going to talk about a Seymod support scheme. We have a Seymod, you've heard of it. And we developed a Seymod support scheme at Oxford to support our colleagues to apply for Seymod. Rwy'n dechrau yn ymgylchedd arwag felly sydd wedi bod ydy'r cyhoedd ar gyfer cyhoedd. Rydym yn ymgylchedd arall, mae yna tynnu ar 20, 60, 30 ar gyfer cyhoedd yn ystod, yn ymgylchedd. Yn ymgylchedd, mae'n gweithio ar gyfer cyhoedd. Mae'n gwaith cyhoedd ar gyfer cyhoedd ar gyfer cyhoedd. A'r cyhoedd ar gyfer cyhoedd yw yw, yn fydd yw'r cyhoedd, bywch ar y Cymru, yn gyfliwethaf. Mae'n rhai gwaith. Rydyn ni'n ddweud y bryd i'r tyfnol yn fwyfyrd. A ychydig y ffordd i gydig am y cyhoedd yn y cyfrifol, yn y gyflawni ar gyfer gweithio'r cyfrifol, yn ymgyrch yn cyfrifol. Rydyn ni'n gweithio'r cyfrifol. Rydyn ni'n gweithio'r cyfrifol yn gyflawni ar gyfer gweithio'r cyfrifol, The provision of support and the people in the university are still remain the same, right? So there is a mismatch here. For the support scheme, what I am talking about is why we introduce this scheme and give you some overview of what it looks like, how we did it. Share with you some benefits of having a support scheme, rather than let them apply themselves. Then I want to share with you what we learned so far. We learned quite a lot, but we only got 15 minutes. I'll be short. So the reason why we introduced this game, so think about during the pandemic. So we suddenly headed to work from home, right? So the people felt quite isolated, and my colleagues started talking to me on teams. They said, look, I'm not quite sure what's going on in the team and what's going on in the department. And we realized, actually, people are quite isolated. And what we started to do at Oxford is like we tried to coordinate a lot of sort of like e-learning activities, support teams and together to try to talk about, talk to the library, our services and talk to different department and how we can better support our students and staff. So, as I said earlier, COVID has led to the high demand on professional development as well, because just imagining, we have more technologies and more people using the technologies, but we still have a similar number of staff. So there's mismatch there. So the staff need to learn more about technology, learn more about how they can be more capable to support our students and staff. And so we sort of also realized this might be a little bit controversial here. For the university, normally they recognize the achievement of academic staff, a lot of recognition, right? But for support staff, admin staff, it's very rarely to get recognition. So we realized CMOT might be a very good scheme for us not only trying to find a channel to support our staff, but also, you know, just celebrate their achievement, right? Celebrate their achievement and reflect on what they have been achieved. So, and also the last point talking about CMOT is evolving and the different standards we need to catch up with the guidelines and standards. So those are reasons. So what we look like, our support scheme, if you ask me to summarize the scheme by using four words, will be online plus offline and asynchronous plus synchronous. So what I mean by that, as you can see in the middle, we run five monthly workshops this in person because we realize if you do hybrid and a lot of people just do not turn off, okay? And the final excuse, or you know, to not turn off. So we run in person workshops. Workshop one, we look at all core areas of CMOT and like overview, we talk about what is about and what comes in, you need to put into this core area and think about the topics and the projects and the ideas because it's hard to sort of put it on paper. And then the workshop two to three and four, we focus on each core area. We get into detail and we talk about examples and also we allocate 10 to 15 minutes allow the people to really sit down individually in exam condition, I'm joking. But they just need to be very quiet, work on their own to write down what they need to put into each section. They have some initial idea. The idea is not only by any workshop, they not only learned about what each section is about but also can take away something they have written down and they can carry on working on it. And the last workshop, we just wrap up and look at all the sections and talk about logistics and how you can submit and so all these life issues. And in between, as you can see, the red text here, what we call it like office hours, which is weekly like Microsoft team sessions. And just realize that. And the weekly like Microsoft team sessions. So we also questions and people might have 30 minutes every week and we try to arrange on different days and different time because everybody is busy. So in addition to that, I'm talking about like we have a similar kind of website which is one stop shop which has all the resources from workshop and from art and the guidelines and putting into one place for people. And also we have a dedicated Microsoft team area for people to ask questions. And so that's what I call them like offline, online, asynchronous and synchronous support. And very quickly, I even can't see, you know, standing here, the text here, the benefit of scheme, why we have a support scheme then. So we designed sort of like very short, thank you, thank you very much. So we designed very short like a survey between each workshop. We asked them like very basic three questions. What worked well, what didn't work well, and how we can improve it. And those are not positive like sort of feedback. I can share the negative one that you like. So the first one for example, the in-person format made a huge difference. Being able to hear about other people's experience were very helpful as we have been able to visualize and discuss concrete samples, which is so important because the first time when I talked to my colleagues they said, okay, what am I going to put into this like section, right? Okay, I don't know much about technology. But after talking to colleagues, they discovered actually, they know a lot. They use a lot, right? And the second one, we talked about collaboration, working with the colleagues together to receive useful feedback. This is what we discovered. We encouraged people to work in pairs, you know, either based on their level of the C-mode pathway or the submission time working together to help each other and also sort of like set an example for each other. And reading through a colleagues C-mode, as you can see, section forced me to engage with the core principle in the guidelines and put my accesses hat on. This is very, very important. And we talked about, if you think about, imagine, looking at your own C-mode portfolio as an accessory, right? How you can improve your portfolio. So by looking at other people's portfolio as an accessory, and then really help them. And the most important benefit, as this guy said, is like, you know, get down and do the things, you know, schedule it, right? Because what we found actually, everyone is busy and also they realise the importance of professional development. But they often think C-mode is not part of their job, so all the other priorities took over. So we said very important schedule, 20 minutes here, 30 minutes there to work on the session. Small steps, then you get there. And last comment, as you can see, talked about working on your own exam condition, as I said earlier, which is very, very helpful. And what we learned so far, yeah, we need to offer flexibility. So that's why I'm talking about in-person, online, asynchronous and synchronous. Because if you only offer one format, it's very hard to get people on board. And second one, yeah, you do need to educate some writing time during the session, and they can take away something if you're more productive. And the last one is peer learning, pairing up together to, like, you know, I often, you know, even to my colleague, when I do my C-mode, hopefully, just nag me, remind me, I need to do that. So that's sort of like the three most important things we learned. And that's it. Any questions? Thank you very much. Does anyone have any questions? I mean, if you plan to do any similar support scheme, I'm aware there are a couple of universities are doing similar support scheme already. And yeah, please, like, get in touch and we can share and learn together. Yes, we've got a question. Nice and handy and close as well, aren't you? Hi, thank you for that. I was wondering if part of your pipeline of, you know, the workshops, have embedded internal reviews, because one of the feedbacks I, you know, informally have heard about such an application is that you really don't know what the reviewer is going to say. So it's very difficult to gauge the quality, and as you say, the standards are evolving and so on. So I don't know how your institution are channeling that support to make sure that the people applying get a better idea of what to expect from the review process if you have internal processes to support that. I don't know if I understand my question. So in terms of internal review, do you have a process for that? Do I have one? Sorry. Internal review processes. Internal processes. So what happened after the applications get submitted in your institution? So this, we just started pilot this scheme, and so, yeah, we just encourage as many people as possible to apply on this sort of program. So do you, I think the question was around, do you offer a review, so do you review the portfolio before it's something like that? Absolutely, absolutely. Give an idea of the review process. Yeah, absolutely. We're doing this kind of like a peer review during a workshop, but myself also look at colleagues portfolio. I got my CMOT, that's from my agent now, 2006. That was very early stage. So I had a lot of experience assessing other people's application. But I also got two more colleagues now, they submitted their CMOT October last year, and one of them already got a CMOT. You're absolutely right. We need more support and peer support. Thank you. We have one question on VVox, and I think it's time for drinks after that. Yeah, absolutely. So how many staff have you supported through this? Yeah, from October last year to now, we have 29 colleagues, and two of them are submitted and almost successful because one of them already got a CMOT. And in May, three more people submitted, and yeah, I'm aiming to encourage everybody to submit by end of May next year. That's my mission. Thank you. Fantastic. I think we should show appreciation to Fairway for his presentation on CMOT. Thank you very much, guys. I can hear it sounds like the disc goes about to start out there. I've heard a bit of music.