 Good morning, everyone. So my name is Aurelie Souliere, I work at the Royal Agricultural University in Sarencester, the southwest of England. I've been there for only six months this week now, so it's quite new. Before that, I was at Cronfield University at the Defence Academy in Oxfordshire. So today I'm going to talk to you about finding your perfect blend and ingredients. So that's about looking at what are your perfect ingredients to make the perfect meal for your students to deliver the best learning experience for them. So if you don't like learning analogies and metaphors, you're going to suffer. So first of all, I'm going to talk to you through the background of the Royal Agricultural University, the values and principles that we are looking at in our courses, building our menus, cooking times, who are the chefs in front of houses, and putting a menu together. The techniques we use, recipes, ingredients and how our experience, what is the perfect blend for us, but also looking at maybe you questioning, what is your perfect blend to design, learning online and blended. So first of all, this is where I work and I'm very lucky. That's just the front inside actually looks like Hogwarts, which is really cool. So meet some nice dream. The Royal Agricultural University, our leader in land-based education since 1845, and makes it the oldest agricultural university in the English speaking world. So we're very fortunate that we have a long history and we're set in a 24 acres of pictures, green grounds, and we have 20 programs. They are based around different areas, agriculture, food and environment. We have business and entrepreneurship, and some of the courses I'm going to talk to you around these areas. We also have equine management and science, real estate and land management. And one of our partners is the UCM land management university in Redding, and I'll be mentioning them in a bit as well. We have two university farms, and I've been fortunate enough to visit some of them and do some filming, which is really, really fun. One equine center providing practical experience for our students. And we've been awarded Teaching Excellence Framework in 2017 as well. So the catalyst project. Now, it's not to be confused with catalyst IT. There are funding projects that we've been getting grants for. This is the catalyst project that was at the time, HEVKE, now a fiscal students and catalyst funding that has been awarded to the Royal Agricultural University. And we are developing a series of programs. Any content that's being delivered in interactivity, anything that happens during the module leads to building and scaffolding their learning towards that assessment. And we have key pillars. So we've got four pillars for the catalyst programs, and they are our core values. And we try and make sure when we talk to the academics, when the program leads are talking to academics as well, that we always reinforce those pillars and they are present throughout the course as a culture, effectively. So they are all way through teaching assessment and feedback. And the first one is inspired. So it's learning from others. The second one is reflect, applying to your situation. So students reflecting on their learning to apply through their situation. Innovate. So that's looking at evidence-based approach, making sure people are equipped to innovate and lead, which involves working with others. So throughout the program, throughout the development of the activities, we always make sure these pillars are present. So here's the analogy. Welcome to your dinner party or come learn with me. How do you set up the best menus for your guests? So the key thing is whether you're in a restaurant, you're setting a dinner party, you need to think about key things. And we're looking at the ingredients, the dishes, recipes, the menus. But above all, what do your guests need? And this is what we base everything around is what are your audience and what do they need? What are they trying to achieve? So do you throw all the ingredients and spices together in a random dish and leave it all to cook by itself? Do you use the same ingredients for different dishes? Do you vary them? And why can't you just serve everyone the same thing and just hope that they will just be satisfied? So the same goes for learning. So our cooking times are development schedule. So we've got a we work with the academics of a two sets of modules development. So those two programs I've mentioned, the MBA and the MSC, I've got four shared modules and each four modules plus a research method on dissertation or applied projects, depending on the student's focus. So a colleague of mine, Chantal and Anova's are looking at that we've looked at the development cycle. And Chantal and I have split the modules between us and we work with module leaders for each of those. So the first set of modules happened from last October until February and we developed six of those modules with the academics involved. And now we're working through six others, the research methods and the dissertation and applied project. And I'll show you looks like this. So that's the development timeline. Somebody's already asked me about that yesterday. If you want to have a copy, I'm happy to share. So we are going through those to have a basically nine month development plan. We've got 12 weeks, a little break, 12 weeks, some adjustments, media predictions and things like that. And then we are going to start those in October. So it's quite a short schedule. And I did do that. We are running some CPD's courses as well because our staff just aren't used to using learning technology much. So it's quite an intensive process. But one of the key thing that we've learned is that we have had to change the process as we went. So after the set one of modules, we had to adjust things. One thing we did is an entry in design workshops and action planning so that we work like as an intensive phase with the staff going through development and then quality review meeting. And there's Shoe and Tell, which I call the module fest basically where everybody goes together and discuss their modules and they still have three weeks before the end of the development to make adjustments. And our academics overall are really embraced that even though we were new staff, et cetera. So it's been quite good. So we've got a module approval after 12 weeks. In cooking, you have to pick up your pots and pans and you have here we've got key templates that we've been using to support the learning design process. On the start of days, we've got design conversations. We've got some cards over there, content template for the interim design of the activities with title per themes. And the action plan as well, which is spreadsheet and a quality review meeting form. So we've got a series of forms that support this there. So the menu is our module stages, that's the actual running of the modules. And this is how everything will be delivered and some meal will happen basically. And the chefs, so for us, we consider we're, we consider we are the teaching team and learning technologies have to work together to cook these courses. So we have, as I mentioned, split the modules between us. We've got a digital project manager and the module leads are basically our cooks and front of house because they'll be delivering it as well. And we've got our program managers, which basically the head chefs and overlooking everything. And as you like it, the critics, our students, they will be, so MBA students will have two years experience in management and they come from various backgrounds. So we have to make sure we focus on all their needs through the development. Very quickly, because I'm running late. If you follow our recipe, you know exactly what you're having for dinner. And so we have put together templates on Moodle to actually get this happening effectively. And we use one topic per page. So each topic has a picture. And when you open, when you click on the headings, it opens basically and that's how we're using this template. So we've got some ingredients, a lot of Moodle tools. We are using some plugins like the completion of progress block, database, forum, a lot of H5P, Moodle assignments, and the workflow to go with it. We've got external non-Moodle tools as well. We use Mahara, Tali's reading list, and the answer garden as well. And one of our favorite labels. We love labels. We are always trying to make sure this stuff are adding narrative throughout their content and guiding the students through their learning. So this is our own blend, our recipe for success, hopefully when it started to be delivered in October. What I'd like to do as I'm nearly finishing this presentation is for you to consider what are your key ingredients? What are your audience or your customers or guests and what do they really need when you design your learning? So to choose tools to support the academics, developing the content, but also more importantly, support the students learning what they need to learn. There you go, thank you. Thank you, I love the food and the recipe analogy. So with five minutes, slightly more actually, for questions, if you want to ask really some questions about Moodle or indeed about food. So we've got two microphones, one over there, one over there. Becky. Thank you. Actually, it's the ones that I just missed. You know, you had four pillars, so the second one was reflect, then innovate and lead. What was the first one? Sorry. Inspired. Inspired. Inspired. Yeah, it's the only one that's not a verb, that's an adjective for some reason. So, yeah. Yeah, it was inspired, reflect, innovate and lead. There you go. Well, it's two seconds. Thank you, thank you. Thanks, Arli, I suppose my question is really around you working with the academics. Did you find their level of digital literacy was such that you were talking very much about content as opposed to kind of, you know, this is how we need to look at it, to look in a forum or whatever, or what were the things that you remember from your discussions with the faculty, with the tutors? So we had different levels of digital literacy. And I must say these academics have mostly been handpicked to work on the programme because they were more digitally apt or at least open to different things. But we'd still had to re-educate some of them to do some different approach and to actually explain different things. So some things like just explaining to them, talk to the student, say you as a person. There's only one person who's going to look at your page in the narrative, say you're going to look at this now, you know, actually address the students as a person here. Little things like that. But also the programme lead, who are really excited and inspired and who did all these pillars, were like, oh, you need to develop this amount of content in this number of weeks. And I was like, no, make it fit what they need. So we had to, you know, reshape some of the things. But we were lucky enough to work with some people who were open to that. The main challenge is for us where staff not given time to work on it, even though it was a priority programme. OK, we'll have Mark, and then depending on how long you're working on it, maybe one more. So along the same lines as to what you're answering, my question is, did you manage to change the pedagogy as to how they were actually approaching stuff through the use of this technology? I think we did, because some people have now said, and that's the whole point with this catalyst project, is actually to inspire people to use this in their face-to-face and online learning and other things. And we did, because some staff are going to use now some of the tools, methods, approach and interaction throughout all the courses. So I think we managed to change the pedagogy pull approach. OK, one more, anyone? Yeah. I don't know what. Thank you. So not wanting to stereotype, but some of the learners that come into the agricultural industry and the land-based industry might not be the most digital-oriented people that you come across, have you got any plans in place to prep the learners for this awesome content that you've put together? Yeah, so we do have, we've got the research methods module, which we'll be running throughout the course, which will be about study skills as well as research methods. And yes, you are familiar with this environment. And it was the same way in my previous institution, where we came with people who hadn't been in studies for a long time or come from a different background, and we do need to have those study skills support there. And that's something that we've been considering. But in particular, more online focused? Yeah, yeah, so one of the things we've been looking at is developing a short package about preparing to study online at the REU. But we're not there yet, so it's the next challenge. Thank you. Thank you, thank you very much. OK.