 Fy enw i ymddill, rwy'n fwyaf ymddill ar gyfer hynny ymddill, ond bydd ymddill yn dal yn y cyfrifod pethau cyfnodol, ond ond dyfodod yn ôl yn y gallu gyrdd. Ond rwy'n eisiau ymddill sydd yna yma, ond rwy'n meddwl yn y cyfnod lleon yma yn gweithio'n cyfrifodol, ond ei wneud yn fwy o ddweud ymddill yn ymddill, For those who are asking a question, as we go along, I'm very happy to take shout-outs Understanding things in handtots This isn't a lecture of any means, this is more of a discussion, we still have a lot to learn as well your questions are really useful for us so just penning it a little bit in context to start We had 6 courses go live this year in January We've just announced a further course on future, so we started off with Coursera and we've now just launched a partnership with Future Learn as well. And we've got a further six courses that have been announced on Coursera with about ten or so in development behind the scenes on top of that, so it's busy, it's exciting. And our subject areas are very broad. We started off with our first six courses where two courses from each of our colleges at the university, so we had two from medicine, two from humanities, and two from science. And we're kind of seeing that trend kind of continue. It's very much an even piece across the board. Academics are coming from far and wide to be part of things and enthusiasm is still very high. One thing that we've always been keen to ensure is that all of our courses are short. These are by no means just taking what we've done online or taking the on campus experience, videoing it, putting it online. These are purpose made for MOOC experiences rather than for taking over what we're already doing. It's very similar to how many of the other presenters so far have kind of said is developing new courses so it was a real opportunity to be saying, well what do we want to do in this space? And let's get excited about learning and teaching again and see what we can do and challenge things, do things a little bit differently. We were obviously fully online free to take but something I'll talk about a moment later is kind of open resources. It's not only where we're taking a steer that we should be doing good practising where there are resources already out there in the web and using creative comments wherever we possibly can because it makes it easier for sharing but actually the most exciting thing is everything we do, wherever we can give licence for it, we make creative comments. So we're really keen for others to be using the content in different ways to be repurposing it, recycling it, etc. And just without stifling the innovation as much as we can, say put it out into the world and see what happens. And if we put too many licences and barriers over that then it kind of stifled some of the things that can potentially happen. And just at the bottom was just kind of a quick summary of our schedule and how long it took to go from start to finish on the Coursera initiative and actually it was very similar for Futureland as well. So again just to kind of give you a little bit about some of our subject areas, this was our first six so pretty broad. Then we launched the Higgs boson with Futureland and then we launched a further six with Coursera but I can give you more details if anyone has any. So yeah, why did we do this? It's funny because we hear quite often, especially across the piece about this being about making my return on investment and having a marketing or whatever, Yes it is brand awareness but actually this is research and development, this is bread and butter for institutions. It gives us an opportunity to be exploring new spaces, challenging how we're teaching and learning but also to say well this is a research project in itself. It yields data, there's learning analytics that we could be looking at. The way that people are using content is going to change because we're just putting it out there and saying what happens if? Trailing dots and then trying to measure the impact in whatever means that could be and actually realising that this isn't something that we're very used to. We're not used to kind of saying here's an unknown entity and engage with it in an unknown way and then let's try and deal with that on the other side. We're used to saying here's a defined course and you sign up to that course and if you do not complete the course then you are a drop out or you are a failure in some respects and this is flipping out on its head and saying you could be coming in with any reason whatsoever. That's really exciting and we're really keen to have a look at that and to work with the insurance, trying to ensure that you get the experience out of it that you wish to sign up for rather than something that we have prescribed on to you. Yes, there's obviously the universal strength but we're used to seeing this as really good fun and it still is a lot of huge fun. Given that it's a bit taxing, it can be exhausting but it's worth it. It's been incredible and we'll talk about it a little bit later. We also knew it was never going to make us money. Yes, we can get some return on whether there are some things that we could be doing but that's not the point of it and also we were never expecting to suddenly break even because there's a little bit of investment up front that's needed in order to get these things going and we're keen as well for the schools to be reinvesting any revenue that comes from the course to say for example on assessments or certificates and things to be reinvested directly back into the course of themselves so either developing new content or investment in teaching assistants et cetera so it's not about making back to the centre, it's about developing those courses further in ways that people respond to and just again saying what can we do if we invest in these things in different ways and let them grow and nurture them in different ways I guess. So how did we do it? Well to begin with we didn't impose a template, it was asking academics to come to us and say well what would you like to do? You've got this blank canvas, how would you like to develop it? And we ended up with six very different courses and it was wonderful actually to see how each academic was viewing it in different ways each team brought their own personality and it's something that we're continuing on throughout our new phases as well so although on one side it would be a lot easier to say this is the Edinburgh approach to mooks and everybody has to do it in the same way and you're only given this amount of time in front of the camera so on and so forth and good for scheduling in many ways that goes against the ethos of us saying what do you want this space to be let's try and work it out, get us excited about your course and make us want to put something a little bit different into it and respond to it accordingly with the different kind of resources that we can put in. We were also keen for them to be experimenting so when we said it's a blank canvas we said you've got this framework and that's great and you can do that but you could also break it. If you want to do something different try it, give it a go. It's funny how having something that's so big and so open and so visible to the world seem to be a less risky space to experiment in whereas doing things on campus for credit seem to have a lot more risks involved so perhaps it was the nature of it being not credit bearing gave more flexibility for this in fact it was short and it wasn't connected to any of our normal activities that it felt less of a risk to try something out something new that perhaps people have been thinking about for a while but hadn't necessarily had the space to develop further and as I said already we were keen for people to be using content that was sitting in other places to sign posts to other things to essentially do what we hope to see in the future of people reusing our content so we reused other content and see what's sitting around most of us are sitting on huge archives in university libraries and digital media and things that people don't see unless we have a way of surfacing it and this is an opportunity for us to do that to say look there's this space and actually the university is starting to join together and go around to each of the individual departments and say look you've got this great resource and we would really like to use it and they go oh that's fantastic can we put it in obviously we have to be concerned about licences and things but wherever we can it seems that people are really keen to be using this as an opportunity to hook their area, their discipline, their department on to the courses that are coming through. So a quick summary on one of our MOOCs, the EDC MOOC you may be aware of in London Digital Cultures they were a little bit different to the standard MOOC space in that it wasn't like the traditional MOOC of having things all sitting within the course site they said find your own spaces, talk about it wherever you wish to talk about it and bring it back into an aggregated hashtag feed and then the academics reflect on what's the conversations that are happening across the community, it's more of a connectivist approach rather than saying we have prescribed tasks for you that you must, activities that you must engage with at particular times there was content that was seeded and then people went off and nurtured it in their own ways and then brought it back to talking to the community Also it was quite nice that it ran in parallel with one of our online but for credit MSc programmes, the MSc in Digital Education which had its participants, so its students on that course were also participating in the MOOC as teaching assistants so it was quite a nice community effort as well getting more people involved and trying to encourage others to engage in different ways Another thing that one of our groups played around with, so in our traditional intelligence planning they took it out to Second Life and they did a synchronous session on Second Life that was then video captured and then put onto their MOOC space later Again another opportunity to get the community to talk, so we have people doing things that are a little bit different going into other spaces where we could but we also had some very traditional introduction to philosophy We took a very, we have lectures and then parallel activities and questions at the end of each week so we had the spectrum where we could Overall in the first wave we had 310,000 enrollees on our courses Now we're in the next stage and we haven't done as much marketing this time because it's not so we're still waiting to do that next push but we've now got around 410,000 people enrolled on so 310, first wave added on another 100,000 or so who are currently enrolled on our 13 courses in total The widest range of backgrounds as well and I can go into more details later if people are interested but much of what everyone else has been saying is that it's almost across the entire piece of countries wide age ranges, diverse intentions, everyone came with a different reason for being there they had different backgrounds and that in itself was very rich and came out through the forum discussions but what was most interesting, we said going back to the title of the experience is kind of beyond the height but they didn't just bubble up from out to nowhere we've been doing many people in this room from institutions that have been doing online education for many, many years and so it's not actually that new the kind of like the nuggets of learning engagement are very similar if not identical to what we've been doing for in the slightly different virtual learning environment obviously there are differences, it's mainly the scale that's different to what we've done before but the broad underlines are, let me say, one week's major so typical features, there's a virtual learning environment, there's some videos sometimes interactive tools, discussion forums, etc etc etc so it wasn't really anything new but it is something that is enriching to that overall experience what however has been very different is the way that the content has been used so usually courses sit behind firewalls or shibylers or whatever that you can't see what's going on behind it you can't be reusing it, you can't be sharing it in ways so a few weeks do you provide an opportunity for us to say, well here's some stuff and it's open to people and how can we be using it in different ways and be informing developments within the institution or out with the institution so here are just a few examples of what we've got going on at the moment with our first six courses on campus we have some of the learning materials, some of the videos are being used for on campus activities but that's just kind of to enrich at the moment, it's by no means a sign post them over and then say come back in five weeks time it's embedding the videos in different ways on the virtual learning environment the data sets themselves so each of the moves have learning analytics you can trace the individual learners, that's a huge amount of data that's being kind of created and those data sets are of real interest to academics across the institution for MSc dissertations etc to get their students to be engaging with research of big data sets, big data mining that perhaps we haven't necessarily had access to before as readily as well every time we launch these courses we will be creating another data set that could be used within that mix and also by them being part of that conversation means that we then have a greater understanding of what's going on because they're exploring things we wouldn't necessarily be able to explore on our own if we're doing research activities ourselves we're also seeing that people are starting to sign post their students to other people's moves so just for again the enriching experience saying well there's content sitting over there and whether you might be interested in or there's another course that's coming up that you might want to enrol on that complements this course well but some of the most interesting stuff is happening off campus so our content is currently being used in many different ways internationally so for example University of Maryland have taken a copy of critical thinking and a copy of introduction to philosophy and are using that for credit bearing activities so they've taken a version and they've treated it for their own delivery and then they've assigned credit to the university state system and we've also shared our content with an academic project called Generation Rwanda and they've taken again similar courses, taken copies of them delivering them within secondary education within Rwanda to see what works, how does it work, whether students enjoy that experience whether it's something that they would like to explore and that's a conversation I need to pick up probably when I get back to the office tomorrow is where that's going because they did a pilot and it was very well received but we're now saying well you can use all of our content if you want it but let's not just kind of say here's some stuff we would really like to know what you're doing with it and how we can be developing things that maybe meet you beneficial of us kind of then also gaining insight into how our content is being used because that in itself is a research initiative on top of that we have local schools within Edinburgh have been using our content we've had one example within introduction to philosophy where there was a teacher that enrolled onto the platform and then taught with the class I think it was an extracurricular activity but they did the course together so there was an alpha score where they sat down as a group-based discussion which was lovely and something else that we really want to be hearing more about but that's another opportunity for us to pick up in the new year is how to be best engaged with schools because it's all well and good saying there's this content there but not every school is going to have strong enough internet connection to get everyone to be simultaneously accessing it potentially or to have enough bits of kids or to have, you know, you might want to do it by CD you might go old school and send them out packages in the post or you know there's things that we could be doing but again there's no point us going in and saying here's our content, here you go instead it's a conversation of we have some content so how would it be best given to you would you prefer it online and it's in its success when we can share it or would you prefer it in a hard copy form or would you... again it's about discussions and not assuming that you know the best way to be engaging with these new audiences instead saying let's start building a little bit of a discussion together a nice thing we're seeing on course area is that all of our videos are being translated into other languages and there are a couple of initiatives that are going on through Passera to outreach in South America is Portuguese and Spanish is being put onto some of the very high, not high recruiting but high and roly courses and critical thinking and philosophy again have both been fully translated into Portuguese and Spanish and are being used for outreach initiatives there which is great and finally all of the courses on Passera are being streamed on a parallel server for Chinese engagement so usually there's a number of blocks that are present for people trying to access from a Chinese IP onto some of the data we have on the internet because of local firewalls and such and so by having parallel servers and streaming systems it means that people can be engaging with it over those usual barriers which is interesting because China is an area that there's a lot of potential but we're not necessarily engaging with as well as people's faith we have on campus markets for our MSE programmes for example that when it's put online the same demographic is replicated all by China and that's really interesting in itself of one of the online barriers and again it's a conversation and research project in itself to start asking are we doing things differently is there something that we could learn from this experience that maybe it's not necessarily that our content is not fit for purpose but maybe it's sitting in the wrong place or maybe it's not being serviced or maybe it's not fit for purpose maybe we're pitching it wrong but it's also far more than just building the clauses what we're seeing is that academics and the internal community are starting to look at this online movement and go oh I want to be part of that I want to do a move or I want to be doing some online activities or maybe I could start reflecting on my on campus activities to involve more interactions, more online discussions more synchronous, asynchronous activities and it's not by any means an overnight change but it's getting there the momentum is building and that's really exciting to see that we are seeing a step change and we're people wanting to engage in conversations that we thought the door was shut to people are now going I think we're ready now I think we're ready to start talking about online learning which is fantastic and if nothing else something that we should be building more on one nice example of this is philosophy again this was a school that actually had not done any online learning at all and we threw them right in at the deep end with the MOOCs in that the head of school was Cain and there was a team identified and they wanted to do something but it was scary for them but they thought oh blast we've only got one shot let's give it a go and they loved it so much they're now doing a fully online MSc program and they're doing more online activities with their on-campus students and their outreach in schools they've got research collaborations that have been established as a result of being in this online space that they've never been in and actually they've now become I think the first fully online philosophy program in it might be in the UK but they're one of the first in something and that makes me feel good about stuff but that's no bad thing the fact that we're saying there is no subject you can't put online give us a channel and let's do it think about it in different ways is exciting to see we have a strategy at the university for getting a fully online MSc program in every school and we're not doing too badly but there are some schools that haven't crossed that line yet and we're really keen to know why and as I alluded to a minute ago it's predominantly because they just weren't ready at the time that other schools were ready and some are stepping into the moot space and as they're testing the ground before they go into MSc provision and some are almost saying others can do the moot thing and that doesn't look too scary or they're doing online learning maybe I could do that too and we are seeing step changes of people starting to ask some of those questions which is great and what we're also seeing at the moment is a space for collaboration so with many of our courses yes we do have interdisciplinary online courses but what the moot provide is a platform that it's quite easy actually to do collaboration schools can get together and say let's do something that sits in the middle we've got many schools that are all collaborating and saying let's do this one moot that makes sense for us and that isn't something that they've necessarily felt that there was the agency to engage with people so plans for the future for Edinburgh is that we're we're looking for more outreach we're thinking about community provisions looking to youth groups and schools and such to say how would you like us to engage with we've got this stuff is it of use to you but also we can see that there's a potential connection here can we start a conversation and also getting our students to see that it's something that we acknowledge and we recognise quite like if they would like it and we can facilitate that and trying to find a flexible portfolio approach to these things is potentially very nice but working with local needs as well local and national needs to say well is there a particular moot that Scotland needs a particular gap that you could be filling with a moot of some description and that's not necessarily for just Edinburgh that's for everyone that's kind of in the moot domain as it were for us to say well we've got this opportunity here let's again let's not work so moving out of the Edinburgh space and into kind of more of a a national sphere we've we've seen that obviously moots have had a lot of impact but how much impact have they actually had well we've seen it's had quite a lot of impact with university provosts vice-chances etc it's it's definitely infused then with online learning that perhaps we haven't seen at the same level before Governments are talking about online learning and wanting to develop new courses which is pretty exciting and the media love it oh if you can talk about a course having 200,000 people on it oh wow they could not get enough of it well in some respects you can go oh but it's not all about that but in other ways again that's high level BBC media is almost every week there's something about online learning and that's incredible as a domain that we've not been in before they're all really interested in you saying no that's not the point yeah exactly but that's all right if it's going into mass media and there are people that are looking at these things that perhaps wouldn't have ever thought about it before wouldn't have thought that there would be an online course for free and branding or why not and although in some respects it's had a big impact it's also probably had more of an impact in the spaces that we're looking in so the next thing is getting the media out there for outreach to community that haven't necessarily had the engagement we can see there's lots coming through Guardian education lots happening in BBC education but we don't necessarily see quite as much in local newspapers but maybe we will see more and maybe they'll get excited about it but what is interesting is the loop the connection on media and the impact that's having on students and as we've seen many people have seen that their students are engaging with the MOOC activities and are keen to do more of it and are starting to kind of you're doing this thing over there and that's really fun why is it not coming over here they are becoming more vocal and more empowered to speed up and accelerate that rate of change that we see within the on campus and the online class showing to say that things happening that we could be doing or maybe that we need to start having internal reflection and development on learning provisions but also what's most noticeable is that there's been most impact in the areas that we would expect where the avatimes have been happening of the US, the UK, Australia etc and the regions do vary and I think that's where the future plans are to make sure that we are starting to outreach and you know your point earlier around internet is a limiting factor here not everyone has broadband access that's always going to be a difficulty for streaming videos so we do need to start this has been a fantastic opportunity we've seen a lot of impact but if we're going to really take it to the next level we do need to start thinking critically of how does it make greatest impact, how do we start reaching to those areas that we hope by teaching the world we could teach the world but you can only do that when everybody has access I think that's pretty much me done, obviously I'll finish on this we've got at the moment over 5 million people talking about online learning and if that's not an opportunity for us to be capitalising on we've got all these institutions talking about online learning we've got hundreds and thousands of academics involved in this stuff I think the topic of this whole conference should we turn back why would we turn back on that surely we just need to keep running with it and seeing what happens next but I've got other bits where I'll stop there and we get questions I wonder if we could just take a few questions but only now, we do have a panel later on while we're setting up for the online connection Mike, do you mind? Yeah, thanks for that, from your experience so far we've considered this sharing of experimentation is everybody sharing it could be seen as a competitive advantage to know how to do things well is the approach that Sarah to share with this analytics is approaching all the participants in different universities to share or is it seen as competitive? So there's a lot to be said for doing what you wish to see so everything that we're doing is being shared is our content creative commons but all the research that we're doing all the scripts that we're developing they will be creative commons open access all of our materials all our handbooks for example that we give to our academic staff they're all creative commons, they're freely open to anyone we're hopefully going to be developing a future loan version of that as well which we will be circulating to the masses our reports are open access everything we do we're trying to share is very useful because actually what's quite nice is if you do you share it and say it's not finished it's not perfect, tweak it but let's learn from this process we've seen our surveys have been used now that's the European standard for the first kind of questionnaires that are given with the Coursera now that's great because it makes it really easy for us to then share and compare datasets if we know that there's a commonality within the question sets that are being asked depending on the demographics that are being taken we are seeing especially within Europe there's a real enthusiasm to be doing this but not everybody has something to share yet many of the partners are still very new so we're trying to do a bit of a fit something out there first and hopefully others will join in but if they don't well then that's fine hopefully they found some of the stuff we put out useful and if they didn't well that doesn't matter at least we tried it's great to see more people sharing we'd love to see it happening people are keen to share but I don't think that's necessarily because Coursera are doing a lot to nurture that that development but it's not necessarily their place so you must share it so it kind of has to have a reputation I've talked by Coursera who's saying they've got more data and more knowledge about learning from their platform just humanity they are very open-minded if you ask them for information they do share within the partnership and then we share the outcomes of that analysis for example so we are trying as much as we can to do it and yeah they're good guys likewise with all the mute platforms everyone has it they've got their best interests at heart do you have time for that one? yeah I'm just a detail I love the way that you made me in the opening there was a clause in Coursera when it was changed to say that all posts and all resources posted by learners were the copy of the Coursera exclusive has that changed? so there's a big difference between the content that's created that's then published within Coursera and that Coursera instance so Coursera do not own any of the copyright of materials that are developed by the institution the institution holds for like these but the information that's put into forum discussions and things because they sit on Coursera's instance on the platform then Coursera you could say own but it's really it's just in that they sit on that data and they hold that data I don't think it's changed but they also have no rights over the content that's put on so they have access to a version of our materials that are uploaded to the Coursera platform for the intention of that particular course but we can pull it at any time so it's yeah it's it depends what people don't have to write anything on the forums if they don't want to I guess it's it's an interesting one I don't think that there I haven't heard any grundlings of it and it's something that lots of people are engaging with and don't seem to have a problem with at the moment maybe we'll see something in the future but hopefully not hopefully everyone's doing this for the right reasons and not necessarily feeling too bad about sharing and asking questions and things on the forums for IP applications or whatever we'll see it's an experiment any more questions I was just going to follow that up I might be coming I'm just going to follow that up my question is supposing you took a screenshot of a forum post or a set of forum posts in order to use that in an academic publication would you need to actually if you're taking a screenshot yes only because you would then be able to trace the individual if you found them on the Coursera platform so you can definitely use the data within the platform itself for research potential there's no further it just needs to be analysed taking a screenshot if it's traceable back to that individual Lana is and not to the best of my knowledge but that's also because it advances them for them to have us doing research and things so I think there's a fine line that seems to be working in everyone's best interest at the moment but we'll see we're still waiting for our connection in America so are there any more questions how do you access your materials the materials you use because they said they are being used on the other basis so are they open realised they can change them to make them related to the context and is there any help they want so all of our companies are their watermark but they are open access and they are well we use Creative Commons images so everything we do can be shared can be repurposed wherever possible if we've used a particular image that has a licence associated to it that we've bought that particular image for that particular instance when we share it we would make it clear that that particular image we need to have a new licence bought for it if it was being used in a particular way so it's not quite as simple as here's a full copy of it in each of our courses a copyright section that gives traces of each of the individual resources that are so used and what their licence means and how we can use it etc so hopefully it's as clear as it can be for sharing and repurposing later but we haven't heard mainly because the instances that have been taken for further use and development have been for educational, private purpose rather than for MOOC it's not Maryland have taken a version and said this is the Maryland version of the Edinburgh MOOC being used as a private course and there are certain affordances that come with doing education most people use images that if it were open they probably would be able to take something from Google on their science for private cohort of students for example but we do get away with a lot in education because it's being used for those particular reasons rather than it being kind of an open space whereas many people put it out to the world and say here's our content you kind of need to make sure that you've got a trace for everything that is being used there's a question I mean Matt most of the action being for your student body in terms of do you know any students that are doing any of your MOOCs or indeed have they been incorporated into any programmes on an official level so we actually haven't heard any grammar everything that we've heard has been positive but that's also because we haven't done the whole integration into formally integration into our provisions it's been more of a oh there's some nice videos over there or there's a good course over there we also have been very very clear that we have our MOOCs learners that sit on this platform over there and if you are you could be a student of us and happen to be a learner of the MOOC but you are by no means a student with us if you do the MOOC so we've been keeping them very very clear in every kind of document or whatever that goes out it's always kind of students are the ones that go through our formal kind of enrolment processes and learners are people that sit on different servers by Coursera so I think because of that we probably haven't we've forgotten some of the I guess ambiguity that comes with others talking about students collectively or students or students maybe seeing more of that merging agenda just maybe because we haven't explored it as much yet but I guess watch this space I know some institutions have had more problems with that than others but we haven't seen it yet Thank you so much Thank you