 Mae'r byw yn fawr gweithio i chi, yn fawr, oherwydd mae'n gweithio'n 3 ysgolion ymddangos dros 20 ymgyrch. Mae'n gweld wnaeth dwy'n gweithio, a'r gweithio, yn y llwyth, mae'n gwneud y cwestiynau'r gweithio'n gweithio. Felly mae'n gobeithio'n gweithio'n gweithio'n gweithio'n gweithio. Felly, efallai ydych chi, rydyn ni'n gweithio i Sarah, oeddwn ni'n ddweud o gweithio chi'n gweithio i ddechrau'r cyflwll. Mae'n ddweud. Mae'n ddweud Sarah Sherman. Rydyn ni'n gweithio i unedigol o unedigol i'r Llywodraeth. Mae'r six partner i Berkbech, y Llywodraeth Llywodraeth, i'r meddwl yn trofocol, y Llywodraeth Rhywodraeth, y Soas, y UCL's Institute of Education i'r Llywodraeth. A gweithio'r unedigol i'r llwys a daethwil cerddwyl. Fwyl yn ymgyrch gweithio i ddweud ac maes o'r seasoning. Mae'n gyfleoedd llwynt. Yn gyfer yna'r unedigol, mae'n gweithio'n gweithio'n gweithio. Mae'n gweithio'n gweithio'n gweithio'n gweithio'n gweithio. Mae'n gweithio'n gweithio'n gweithio ar y ddefnyddiaeth bryd. Mae'r llwyddon yn ymddangos ystod oherwydd i'r modo. Felly, Ac oedd eu ddweud o'r ddweud bryd, a ddweud o'r ddweud i'r ddweud i'r ddweudio. Ond oedd yn 2014, mae'n sicr i'r adrwm hynny'n ddweud i'r ffeithio, ac yn ymddangosodd hwnnw, mae'n ei gweithio'r ddweud i'r ddweud i'r ddweudio. Fy rwy'n gallu wahanol sydd wedi cyfleu cyhoeddwyr i'r perffiden говорить yma'r cyffredin iawn. Gweld tyfu ymlaen nhw'n ddiddordeb yn cyflym. Fy hoffi'n wahanol'n cyflym. Fy hoffi chi'n pri-rufusiynau'r cyffredin iawn. Felly, dyna'r cyffredin iawn wedi f арfodd, sef rwy'n haf i blynedd, a'r cyffredin iawn wedi y ddysgu'r lle, a pheddwch i'r cyffredin iawn i'r cyffredin iawn unigwyddi'r cwmwys dyl semnwys i'w srannu'r unigwyddiadau'n deall, rym ni'n ddweud o'r vetur, rym ni'n ddweud o'r rym ni'n ddweud. Felly mae'n gwybod ei wneud o'r cyd-dweud o'r cyfrifio. Rwy'n gweithio'r cwmwys dyma o'r ysgol maen nhw, a rwy'n gweithio'r cyfrifio'r tawdd. I wneud o'r cwmwys yw'r cwmwy o'r rym ni'n i gweithio'r cwmwys yw'r prym-rhywm. Meanwhile, Cymru'n dwyro'n gwaith chi i ddechrau'r unig o'i oesaf a os ydynt chi'n meddwl i'r unig o'u gymryd yn yr unig. Jyst papurfyddiad y gallwn cyflu sydd wedi gwych iawn am rhai ffordd o bryd o'r unig tym ni yw'r bydol, i ddim yn 130 o gwbl ar gyfer yr eich cychwyn clywedidol i amdano'r bobl. Roeddwn ni'n ddylai i chi'r llunion, yn rhan o gwahodd nhw'n gwahanol fyddwn ni'n fathgaredd? Roeddwn ni'n rhan o'i chi'n gweithio'r awlion o gyllidigio am y dweud yn blwyddyn? Roedd yn ddigon nhw'n ddigon nhw'n ddigon a fyddwn ni'n ddigon nhw'n ddigon anest. Felly mae'r helydd i'r rhai o'r crfatfyn o'r gallu gwahanol, ac bod ni'n gallu ei fathgaredd gael y gallu cael ei wneud. Something featured along the way through across six partners, we consulted a number of colleagues and we ran a couple of surveys with staff and students. In terms of consultation I report to a steering group which is made up of a couple of senior representatives of each of the six partner institutions. I taught to my advisory board to make sure they were happy with what we were planning. I also have a disburst team of learning technologists. We call them the BLE Tell Team. python o sefydlu, mae eftan gyda gwaith rydym wedi bod yn oed yn gallu project. E'n bwysig iawn bawb cyfleti gyda hwn oedd yn gyfledd yn rhan o bobl i ben reveal ar ôl agon o'r gen i ddweud o'r bydd o'r gyfer y gynhyrch chi gyda cyfrifoldau. Felly mae'n Cyfrifoldau, Mae gyrcaf, y bydd y gwblie, ond mae'n ffwyliadau ar exceptionalu ein piln drwy'r gweld yn pryd, yn gweithio all felly maen nhw'n iawn o'r cyfrifoldau. A hynny'n gwaith eich haf yn cofynol o'r prifethaf, ddiwedd hynny'n gwybod y cwmpas. Mae'n cael ei bod yn mynd i ddweud â'r gweithio ar hynny, a hynny'n gwybod â'r gwybod. A hynny'n gwybod â'r cyflwyno, mae wedi gweld i'r cyflwyno arall. Mae'n ddiwedd i'r cyflwyno. Mae'n mynd i'r cyflwyno'r cyflwyno. Mae'n ddiwedd i'r cyflwyno ar hynny. Mae'n ddiwedd i'r cyflwyno ar hynny. Beth ddweud yr un yw'r gwEL o'r sydd ydych chi'n mynd? Felly mae'r ystod gyda'r gwelwch chi'n ddechrau'r ystod yma sydd y gallwn gweld ymlaen, a y mae'r ystod y cwestiynau nhw'n mynd i ddweud yr ystod gyda'r gwEL o'r ffordd? O'r ddweud, ac mae gennym ni'n gweld ymlaen, i ddwy'r gweld, mae'r amgylcheddyn nhw'n ddweud. Mae'r fforddweud ymlaen o'r argymwylliant, oedd yma 17 gwelwch chi'n gweithio ymlaen, felly er mwynodd yn ddigonol i edrych yn gweld feludeb yn gael ar adeg. Felly, mewn mynd i'n meddwl i'n meddwl. Rwy'n meddwl am wir iawn. Mae'n rhai i'r ei wneud o'r perfforddiol ac mae'n meddwl ar ôl fel F1. Mae'r bobl yn meddwl ar gyfer awwr i dderbyn o'r uned hynny. A rhaid i chi'n meddwl ddiwyll ei wneud, oherwydd ei wneud o'r parwadu yn ei gael? Yn ymgyrch yn ddod, ac rhaid i chi gan diddlu i'w berthynas? a gyd yn ymweld? What advice would you give any first years coming in based on what you've found out? So we had 63 students respond to that. Again, loads are not significantly remarkable but plenty for us to get working on. So we collated all the results we got from all of our students and based on the data we started to identify the areas of this pre-enrolment course that we knew we would need to cover. So, this is like the spreadsheet taken from collating all our data. So, we started realizing that all of the teaching staff, you know, for example, 11 teaching staff said they needed something on Microsoft Word, working in documents like that. That cloud storage didn't come up at all. We thought it would, we grazed it out because only one person thought it would be significantly important. Not to say we didn't include it, but this really got us going, start thinking about how to design and shape the course. Ann currently collecting our data and finding out what our stakeholders want. We scoped out what resources already existed internally and we looked at all of our six institutions. We got access to this digital skills courses that they offered making sure that resources were available. Then we went to Externals so we asked local friends if they had anything in the open that we would be able to use in this course. dwaon wrth mythau i'w brifoedd fy rher wyddai newydd sydd yn y c ruined. Rydych yn gyrech bandwch gwahanol ar y b respects yn un-dod o hwn i'r ffordd unrhyw gws administratorawodd ac sydd eu hueig ond yром iawn, fydaux ymateb iallwch ar viwgriferdu. Roeddwn I ustr Jonoedd Cymru wedi eu rei allan o hyd teithl, ond yn tyw'r gwaptid sydd yma ymddai yma yng nghyfyddoedd. Hi'n anghychrydu defnyddu cyfnogaeth, froedd hynach, sigwn hi'n glw Dig出來 chestrydd a oedden nhw lnno i chi ry67llaiядu hag. a'r holl gwrs yw dweud bod ydych chi'n gwybod o'r gwrs o'r gwirio'n gweld. Yn ymgyrch yn y gweithio'n cydweithio, rwy'n gweithio'n ymdwyllt a'r holl gwrs ymdwyllt yma, ond y gwrs yma. Yn y gweithio'r gwrs ymdwyllt, y gallwn digytsial. Cymru o'r digytsial, y gallwn gwirio'n gweithio. Yn y gweithio, yna yma ymdwylltechnol. Felly, dweudwch o ddweud o dda wedi hyn o ffilio. Zi'n de ridicadau hwnnw'n gweld cookies o'r diphilydd. Felly, ytho'r ddweud o ddweud o ddweud o ddweud o ddweud o ddweud o ddweud o ddweud o ddweud o ddweud o ddweud o ddweud o ddweud o ddweud o ddweud. raddwys ystod o'r awtog i gael, mae'n strifwyr hyn yn ddiddordeb wnaeth ystafell yn mythio a bobl ddigon o'r rhaid i drafodu'r ysgol. Fe wnaeth o'r awtog, oedd yn ymgyrchu, nad yna wedi'i gyda'r pwysau cyfryd roi eisteddfod i unrhyw y lwyddo ar stereo Answllte, bod o'n gwirio'n hoffa hwn yng Nghymru i'r glins Cymru. Felly hefyd, dyna hwn na'r hoffa llyfr o'r busau yn gallu ei ddefnyddio'n hoffa llyfr. The third option is all around safety, security and access, logging in. Some of our students I've heard colloquially come to the help desk because they can't get into Moodle. I've logged on to my laptop and I can't access Moodle. I don't understand why. Well, you have to log in to various different university systems. There are lots of usernames and passwords involved when you're at university. And the final section is about getting organised so that's online note taking, annotating, understanding, referencing, time management. So, this is another spreadsheet that we designed to start really honing in and really use this as the course map to structure the course. And if the link works, we can go into it more fully. So, it's all there. So, all these different colours refer to a different topic section. And in terms of how we managed the project, there was myself and my colleague Nancy who hopefully is tuning in live at the moment. And we used Google Drive to store all of our shared documentation. We worked disparately across six different institutions and our small working group, we wanted to ensure they had access to everything as we went along. We used Blackboards Collaborate quite often. Again, although we're located all in London, Nancy, for example, lives in Dorset, so we needed to make sure we all got together virtually. So, that's just a snippet of a Blackboard Collaborate session we ran as Nancy was starting to start structuring the course to show the working group where she was at. Nancy really is truly the architect and the key designer behind the course. So, let's have a look at the actual course. So, we use Moodle. Our course is a generic course. It sits in our sort of shared version of Moodle. And then, that's the sort of the landing page with a bit of information, a very short introduction. That is section zero. What is this course? If we click into the learning technologies section, it takes you to that. And there are only about, I think it's four sections in this course on learning technologies. We don't want to overwhelm these students. Potentially, they might be sitting on a beach and Ibiza. They haven't yet started their courses. So, we don't want to stress them out before they even start. But, it's just to give them that taste of flavour, a heads up of what's to come. So, you can see in the learning technology section, we've got a bit about an online learning environment, the forums, the assessments assignments and the video that you will be using or having access to video recordings. And at the end of each section, we've got a quiz. Students are expected to get 100% in this quiz of four or five very simple questions. They can keep retaking it and retaking it until they get the 100% and then they get a badge at the end. So, it's all kind of subtly demonstrating what it will be like to do an online course. And then that is, if I click into the assignments and assessments section, that is about the size of a page that we have on each topic. There's no scrolling. There might be a video. We've taken a lot of University of Derby's brilliant animation and videos about digital capabilities. There might just be a still image, something to make it look nice. And right at the very bottom of this page is a quote which we've pinched. We didn't have to make any quotes up, which was brilliant. We were considering it. But we got enough of those quotes from those students and that fourth question, what advice would you give incoming students? So, right now, literally at this very moment, we're running our pilots. So, out of the six institutions I work for, three institutions are now piloting the course. So, they've taken a copy of the pre-enrolment course from our shared noodle and dropped it into their own. So, that is the role of veterinary colleges, version of the course. That is Birkbex and that is Soasis. So, you can see it's the same course in different noodles. And right now, they're piloting. So, right at the very end of the course, we've embedded a survey which I haven't looked today, but we've already got at least two or three responses from. This is a very quick survey to ask them what do they think of the course. So, I found this course and they've put in a load of different adjectives for them to describe. Too much information, boring, confusing, but we've put in some positives mixed in there as well. We don't want to force anyone one way or the other. We asked them which bits they liked, the best, they can ticker all of those, how difficult or easy they found their way to navigate through the course and a bit about them. So, we know which level of study they're in, which institution, and their age range, and how they were accessing the course. So, as I said, we've already had at least response and one of them says, I am useless with computers, so the basic guidance which assumed no knowledge was useful. So, that was good going from our second response to the survey. And then once we have, you know, as the focus groups, sorry, as the survey has the pilots progress, we'll collect some focus groups based on students who are happy for us to contact them afterwards. So, what next? We're planning a full rollout 2019, so possible another presentation that we'll see next year, and our plan is to open up the course to everyone to the world. You couldn't see it earlier, but there is a creative commons licence already attached to the course, so it will be properly openly available, but if anybody would like to take a sneaky peek at it and have a look at it now, I would be very happy to let you in, so just grab me at the end or drop me a line. And that's it. So, I think we came up with a really clever metaphor for this presentation, which is something about unlocking the stable door. So, I think it's around ensuring our students, we might be checking they've got digital capabilities for the workplace, but actually, let's just unlock the door, give them those digital capabilities now, and then they're free to leave the stable. Thank you very much, Sarah. You've taken my advice, and you've asked lots of questions, so I don't have to. A little bit. Right, first of all then, is there a difference between digital skills and digital fluency that is investigated in your data? It's a good question. I'm not sure if I'm going to be able to answer it fully, but I'll do the politician thing, so I think there is a really fuzzy line between digital skills generally, so understanding the software and, you know, if we talk about note-taking, for example, understanding the different Evernote and Google Docs and what there is, and I think there's a difference between knowing that and applying those, so how to annotate annotations and notes pedagogically for informing learning. That's not what we're doing in this course, it's not so much study skills as technology, so these are the tech tools or platforms that you'll be coming across when you're at university. Good, so thank you. I hope that answers whoever asks the question. Email me if you want to chat more. Do you already use Google tools for learning, for example Gmail, Drive, Docs? Yeah, so some of our institutions do, obviously, we're six independent separate institutions. Suras, for example, is fully Googled. They got Google Apps for Education, gosh, I don't know, seven years ago whenever it came out, so staff and students at Suras are using Gmail and Drive for everything. At Birkbeck, it's just for Gmail, and then other institutions can use it if they want to use it, so there's no hard and fast rule. Brilliant, thank you. Then thirdly, what's the level and quality of engagement with the course? Well, I don't know yet. We literally, because it's a pre-enrolment course, it's happening right now, we've let students loose on it, so the three pilots that we've got running, for example, at the Royal Veterinary College where I took lots of these photos of probably quite ill horses, but hopefully they're all on the mend. The RVC is piloting it with one BSE course, so it's a full cohort in the first years. They haven't yet started, so the moment the IT sets up their accounts, they'll be in. Birkbeck, we think we've got a number of courses, we've got some notes for some academics who are running those, and at SOAS we've got what they call bridging students, so they're international students, and they come over a couple of weeks before term starts to get orientated, do a bit of language stuff, and this course will support them. So I don't know, ask me again in three months, we'll see how we go. Take her email address. Thank you, great. So do you have a minimum standards for bloom use stuff? Minimum standards for BLE? Right, minimum standards. So students can be sure they will get what they have learned? I'm not sure if I understand the question, but what I can say is, I guess with all the consultation and studying we approached lots of academics, I think Liz, you were probably one of the ones who filled in the survey for us. We made sure that all the institutions could be covered, so what their needs and requirements were so that the course would be met, but there isn't anything formal as a minimum standard. Certainly the institutions don't know how minimum standards for the BLE, but I don't know if that was the question. Do you want, sorry there. One of the things that were customised, so the group created the course and when it was standing over we've actually gone in and customised it, so it relates to all the support materials, all the contact details of the post institution. So in regard to that, if they need additional support in the resources section, they should know where to go, so we're cyclosting as we go along. Thank you so much, Elizabeth, for reminding me. Elizabeth spent about an hour personalising the Birkbeck version of the course, so we provided guidance to our piloting and anyone else which bit needs a personalising, and I think in the actual template course, those bits are highlighted in red so people know what they need to change to make it fit for their institution. I put BLE because you referred to it as the Moves Relating Environment, so I want to put BLE, but it's kind of a bit of an age-old question. We have these ideas at our institution, should it be a minimum standard for lecturers and all their lecture captures up there? Can students expect when they come to the institution, I will see all my lecture captures, I will see all my PowerPoints, I will see a picture of my lecturer, and that's kind of what I was trying to ask. Got it, yes. Sorry, so actually I think, sorry, thank you, Elizabeth, that he answered that, so that each institution will have a different take on it, so from my point of view I've done the generic template course, and then it's up to the institution how they want to localise that. If they want to get rid of that whole section on lecture capture, it would be a shame because we work holes in it, but you know they can do that. Okay, thank you. Then lastly for our next presenter, you asked students for their age, was this relevant? Don't know, yeah. I think, I mean, probably not, but let's find out. Okay, right, well I would like to show your appreciation in the normal way. Oh, thank you. Then we have Patrick, who's going to talk about apprenticeships. Now, just has ten apprenticeships, so I'm very interested to hear what he has to say about them, and leaving the technology. I was going to say, I've clicked the wrong one. Why is that not closing? I'll do mine if you don't mind. So, as it says up there, my name's Patrick Viny, and I'm a learning technologist at Norfumbria University, and for two years now I've been working specifically with degree apprenticeships, and the journey that I've taken has taken me through doing a requirements appraisal to see exactly what technology degree apprenticeships need within the university, going through the various options to fulfil those needs, and actually implementing a solution, and today what I want to do is give you a taster for all the work that I've done. I can't summarise everything into 15 minutes, but give you a taster of what I've done and the solutions that I've come up with, and what I try to do is bring very simple, very practical, very easy solutions to quite complex problems, and this is where I'm going today. That's a quote from the Times Higher Education in April 1 this year. Degree apprenticeships are quietly revolutionising higher education, and what I'm going to be talking about is what makes a degree apprenticeship different from a normal degree? Why does it need different technology, and then looking at the gaps and the solutions? So, what does make the difference, the funding model? I've got a 16-year-old son who I'm trying to talk into going into a degree apprenticeship, and I just went up to him one day and said to him £100,000. He said, what dad? I said £100,000. That is the difference between if you go on a three-year university degree and you end up with a £46,000 debt, and you go on a degree apprenticeship for three years, and you earn money whilst you're on that degree apprenticeship. That is the difference for him. So where does this money come from? It comes from a thing called the apprenticeship levy. Every business in this country which has over £3 million worth of wages built has to pay 0.5% of their wages into an apprenticeship levy. That apprenticeship levy they can use then to train apprentices within their organisation. The rest goes into a pot and smaller and medium-sized businesses can use it. So there's a lot of funding from the government going into these apprenticeships, and now they can be at degree level. This is why it's changing the face of universities, because we find in some part-time courses, say a part-time course in management, where the company would have paid in previously they'll be putting apprentices in. So we are seeing this gradual change of where we're going because of this funding model. It's obviously very, very complex a funding model, but basically the individual benefits by not having to pay their university fees, they're paid by the organisation. The employers benefit because they get somebody who's gone all the way through university specifically looking at their business. So it's a win-win situation for everybody but the employers who are paying into the apprenticeship levy are not using their apprenticeships. The next big change for university is we're used to the student-university relationship. The big change is now our partner is the employer and the professional body. So we've got these people, other people, not only do we sell the courses to the employers, but we have this relationship with them, which means that our insular technologies, the lights of our VLEs, the lights of all the technologies we've got which just go between us and the student. How do we get them back out to the outside world? So we've suddenly got these new stakeholders. The relationship between workplace learning and academic learning, a lot of undergraduates are fully four-time students. An apprentice will be working 80% of their time working and 20% at university. How do we create that synergy between what they do at work and university to enhance their learning? Yes, traditional degrees there are some nursing teaching where that happens and they're the ones I've used for models for that. And the final one is once they get the degree they don't finish their apprenticeship, they've got to go on for an end point assessment. So we're doing more work and the end point assessment is set down by government apprenticeship standards. So that's what makes degree apprenticeships different and the tell need I've got up there, this is the gap. Our technology and the way we tended to use it, the VLE lecture recording, it's all about getting things out from the university, the institution, to the individual, whereas in this case it's how does the individual have an easy means of gathering, storing, cataloging, evidence. How do we get them to start reflecting on it, deeper reflection on their learning and their specific logistics we've got to record for degree apprenticeships. We've got to record how much time they spend off the job training, how much time their employers spend there. This is quite difficult things. We've got to have records of mentor meetings and workplace visits. There's a thing called a tripartite meeting where you've got to have four every year between a member university staff, the apprentice and the mentor in the apprentice's workplace. And what we also need is a means to share information securely with the apprentice, university tutors, and then out into the workplace as well. And our systems tend not to do that. And as I've said, end point assessment, we need this portfolio of evidence and we also need minimal administration because like with everything we don't have huge budgets for administration. So on the front we came up with, at CMDA stands for chartered manager degree apprenticeships and it was a chartered manager that came up with this model of how we gather evidence from the workplace and how we use it. And there was three levels of it. The first level, informal capture of evidence. How do we encourage the apprentice to capture the evidence in its raw state in the workplace? Whether it be documents, photographs, videos, and meeting records. And I will be showing you a live example of that today, how we do that. And it's got to be with the mobile phone. It's got to be that simple. Click, done, and you've got it there. The next thing is a more formal way of doing it. This is where we're creating the synergy between the evidence they've collected in the workplace and the learning. Encouraging reflection through reflective templates, journal entries, blogs, and building upon those experiences and recording their experiences, not just the evidence of them. And the final formal part of this is how do we then take the evidence they've captured, the resources, and put them into for some of the assessments such as assignments and the portfolios. So moving on from there, what I'm going to do is just take you straight through to a quick demonstration of how I've used an app called PebblePod to do this. PebblePod is known as an e-portfolio system, but we're using it as an individual learning system. So what I'm going to show you is a quick demonstration of how I might record a reflection. And then I'll show you something that I've recorded this morning. And one of the workbooks we use for recording mental meetings and things like that. So if I go on to here, I want to record 20% time off. This does cause a problem for people. And like I say, I go for simple things and I've created a simple template here. I'm in the student system here. I can just click that and off the job training record. And I'm going to call this one day eight at university and then select a date for it. Literally I'm making things as easy as possible than just ticking the box what I've done. And all I require the students to do after that is give it a number of hours. And this way, I actually log what they're doing. That's all they've got to do to record their time off. And at the end of the first year now, we're at the stage where we get an audit of these records. And these records, what we can do is pull them out of the system. So if I close that now, what I'll do is I'll show you how that's actually pulled into what we call a workbook. So I go into there. This is a workbook which is provided to each of the students here. And the workbook creates pulls all these records together. There's a number of records I've shown you or one record I've shown you there where this is the off the job learning record off the job training record. There's reflective records and mentor meetings in there. All these records automatically come into this workbook here. So I've got my workbook there. If I go down there and have a look of the off the job learning records, you can see that I've got the number wrong, but day eight of university is already in there. And it's been taken away from the amount of time that I should be spending off the job training. And that's all the person has to do. Also within there, I've got learning records. So I've got reflective learning records and I've got in there a record of an experience that I've had today. So some of you might recognise the location there. I can take a quick photograph on the phone of any document that I want. I can reflect on it. I can then reflect on the keynote speaker. I can take photographs and do this while it's happening. And it's all there ready for assessment. That was a reflection on the first speaker there. And I've even got my presentation as a PowerPoint there. And I just built that this morning as I was watching. And it's as quick as making the notes in any format that you want. And you've got the presentation there ready for submission for assessment. And then after that, if I wanted to share that with an employer, it's as simple as clicking a button and saying, I want to share with people. And I put my employer's email address in there. And the student can do that. So we've got this very, very simple system there which allows me to share outside the university. And that's one of the crucial factors which we didn't have. So it's really a summon up. I've taken a whistle stop tour of a lot of work there, but there is this need for degree apprenticeships to go outside the university and share. And this is the solution we've come up with. I'm sorry I couldn't spend more time going over it with you, but I hope that's been a useful taster. Thank you very much. Very vested interest in understanding all of this myself. But the audience have come up with some questions, so you can whip through them fairly quickly to let the first presentation have their full 20 minutes. So first of all, a bit contentious, you might give a quick answer to this because it's probably quite a long one for this value. If there's such good value economically, why isn't everybody doing one? A quick one, if there's good value economically, the only for programmes where there's a demand for the programmes and there's the employer demand, so and the government has to set down the standards for each programme. So programmes where the government has set down the standards for them, so we're quite restricted in the number of programmes. And from a university's perspective, it's more expensive to deliver a degree apprenticeship for the same amount of money as it is for an undergraduate degree because of the end point assessment and because of the support layer. So it's a lot more expensive for the university, so a lot of universities are stepping back. Have you used Pebblepad to replace your VLE? No, we use it completely. Alongside the VLE, consider them to be totally complementary. The VLE is very much about the organisation given to the student. We put our lecture captures on there. We put everything on there. We use Pebblepad for the students to capture and send back to us. So it's completely the opposite. So we'll never replace our VLE, but they work very well together. Then the model is designed for a non-technical subject. How can this model be translated into a programming or network engineering discipline from an evidential perspective? I feel like saying parcel now. But yeah, it was a specific model designed for the chartered manager, but even with anything, a technical subject, you still got to gain your evidence, technical evidence, you've still got to reflect on it and you've still got to submit it. So we've got those three stages and the first challenge is always getting people to record that evidence so whether that evidence be something physical like a photograph or a video or whether it be a program, whether it be a website somebody's done, whether it be a piece of art, they can still reflect on it. They can still have this is my piece of art. This is my reflection on how I've done it and this is how success. Okay, in the interest of time, I'm going to combine two questions. So one has asked how do you tackle the degree component and then a second question was has there been a challenge for staff adjusting to the teaching in block rather than more continually? The challenge with all the degree components is the employers want that degree focused towards their staff and their staff's needs. So with the manager, for example, we've got an open program which is what attendance once a week where apprentices will come from a number of organisations. We've also got a closed program where they come for two weeks every semester and then we've got another closed program where they come once a week. So you've got different modes of attendance and you have the employers wanting specific tailoring of the course. It is employer driven. It is employer driven. The influence of employers can't be emphasised enough because they've got a choice between one university and another university and it's money. They'll choose the ones that are best. Brilliant. Okay, well we've got loads more questions but unfortunately we've run out of time so I'm sure that Patrick will be available in the space downstairs or in the foyer after the session so please do ask him about that because I think as he's mentioned it's a growing type of course delivery so it's good to be briefed up on that. And so lastly but not least we have a consortium. We'll have a little ensemble coming up. We're going to do a little routine together. An international group that has winged their way here from all parts of the UK and so I'll let them introduce themselves. Okay, well good afternoon everybody. We're perhaps more an omnishamble than an unsupple but we'll do our best so this is the bring your own advice for learning coordination team and we thought we'd share some of our experiences of running an open collaborative online event for staff development and what we thought we'd do is take a bit more of an auto ethnographic approach and just share some of our motivations and reasons for being involved and being continued to be involved in this event. I think for Neil, Alex and myself and Deb as well for you know about five years now five years we've been doing it so we just want to share with you a few of our findings and yeah there may be juggling later as well. So one of the things we wanted to talk about was using Chrissy's model and obviously we had to give a big shout out to Chrissy and Sue Beckham who actually devised the original and bring your own device for learning and David Hopkins as well. But this model that you can see from Chrissy is part of our PhD research. One of the things I think we found as a group working and running this event is that the group has become very very important and I think the support that we give to each other is really quite fundamental in the success of running the event itself. So I think for a week we actually probably all live in that group and it feels like that, certainly every night at eight o'clock when the tweet chat start. I'm not so sure down there about the high group expectations but I think we have our expectations and you know we want the experience for everybody else that's participating in the event to be as positive and successful for them as possible. So there are some expectations on us and I think we get a lot of support from the group. We do synchronous and asynchronous communication so this model I think we would like to take some more time to explore because it resonates with some of the things that we have just noticed and talked about anecdotally so I just wanted to share a little bit of that and that's something that we would like to fall up in more detail later but I'm now going to pass on to Alex. Thank you. I think the theme of the this week's conference is like community and it's community that's created bring your own devices for learning and it's community that keeps it together as well because we do come together over five days once a week to look at these five c's the themes and it was created as was said by Sue Beckingham and Chrissie Naransey and it's been developed kind of like over a period of time we haven't kind of like thrown the baby out with the bath water we've kind of recognised that they've created something quite special something very useful and something that is very engaging as well so what we've done is just I guess tinker of the round with the edges so for example this year these were the original kind of like themes for each of the evening's tweet chats we've just augmented them slightly to bring in so like I guess I guess more critical kind of approach to each of those themes and extending them out and asking kind of the participants to think about how they use social media and digital devices and bring your own devices in very different ways and to kind of like be more critical about what they do and I guess I guess also it allows us that kind of playful element you know so as we're saying we've been in this group for like five years now we encourage each other to try new things out and I'm a little bit of a curmudgeon if I'm completely honest so having a bit mojie on screen in front of lots of people kind of makes me feel a little bit of this but with the kind of like the support of the group it's helped me kind of like try and understand these different types of technologies because these are the kind of the types of technologies that students are using they're communicating in these different ways and while it's not always comfortable for us to kind of be in these spaces we sometimes feel a little bit of an imposter syndrome it's I think it's important to recognise that there is that communication is going on in these spaces and that's kind of really important um I just want another thing to say so I just kind of like talk about kind of like one of the motivations for me to kind of be in this group continually is that it kind of works hand in hand with what I do in my current institution that's the university of Liverpool so during the week that we deliver these sessions online a badge cpd event around it so we have a social media forum where we come together and talk about ideas technologies and approaches um but at the same time we also kind of teach academic staff to use twitter in their teaching um and that's kind of really important to have that dialogue between the face to face and online so I think I'm probably talk too much so I'm going to move over thanks Alex uh so Neil with him from the university of Salford um and just looking back 2014 seems such a long time ago that was when the first iteration of bringing on device for learning first run um Sue and Chrissy uh in the background were coordinating that that week um alongside Alex I think there were 10 other facilitators um and over the last six iterations we've been the facilitation team but I think the main message is um you don't have to be special to be in that facilitation team the facilitation team's changed so it's very much community which I think draws people back because I was thinking the other night thinking well actually I've been doing this for five years why do I keep coming back and keep coming back because every year's different um and not only is it just that one week um it's an open course that website's available all year round so I can find myself dipping back in and out of it reflecting back and forward so I think the community actually makes it um and that that for me is is why I keep coming back so it's it's just after Christmas it's January it's it's it's dark nights it's cold but it's actually really really enthusiastic week um it's a long week but it's it's really really important to condense it to that week because we have we have a conversation about whether we expand it over longer periods of time but actually just condensing really really works and like say you just keep finding yourself going back and back um five years seems a long time but then again it doesn't um I'm learning stuff every time I go in there um which I think's um a testament to the technology but also the community itself for bringing new new things in like a bit more for example so um pass on to her next speak hi everybody um my name is Debbie Baff and I'm a senior academic developer that's Fonzie that's Sheila though that's not me was I supposed to come in there there you go um so where I just wanted to say when I started being involved with bring your own advice for learning um I was very much kind of on the periphery and I was quite new to it and it was quite a challenge to be able to jump in really and try and get involved um look at me now um and it it is a case of constantly learning there's so much that I've learned from it um loads of different kind of tools that come out of it but also actually it's a really good way to network with people can I just get a show of hands who's actually been involved with bringing your own advice for learning this course have we only got one okay all right then next one anybody fancy having a go next time around honestly I really would if you want to check out the kind of things that we do we can share some links with you later um it's not just on twitter it's on google plus as well all sorts of things um and I would really encourage anybody to get involved really because there's a lot of opportunities that have come out of it things like this working on cross collaborative um papers and we hope to do some more research which hopefully Sheila will tell you a bit more about in a second okay well I might not but I might okay so yeah the revelation for the team this year has been from Suzanne with bitmojis who knew you could have so much fun just making so um I guess of just to echo what Alex and Neil and Debbie have said that I really enjoy getting involved in that week um in January because it you feel like you're part of a team but it's an extended team so it's not my everyday team at work but it you know it's I'm connecting with people across the country and internationally as well I'm quite surprised about how many people get up in the middle of the night or early morning to take part in our tweet chat and it seems to give a focus for people and I think there's something about doing something quite openly this is very much an open staff development um opportunity we students can take part if they want it tends to be more staff um usually at my institution I find that it's round by exam time so it's a bit harder to get students involved anyway because they've got other things on their mind but um by calling Alex has said I've been able to do different things with bring your own device for learning within my institutional context I've run sessions around it I've got people to talk about how they curate within the university for example we've been able to use the library and share some of the learning technologies that we that people might not be aware of that are new learning technologies so there's lots of things that we can do around about that as well with that week but I think again the other thing that I find very motivational like Deb was saying you're always learning something but just being able to speak to other people it's it's kind of like a mini conference in a way just actually having that space every night to have a focus tweet chat even though it is very fast paced and it can be quite manic um it's almost quite reassuring and there's something about the supportiveness and the collaboration of that open community that's incredibly motivating and inspirational so I find that um keeps me interested and makes me want to be part of and continue to be part of that community as well but I'm going to pass overnight to our newest member Suzanne he's going to take because Suzanne you you are completely you have never had anything to do with it and you just jumped in completely to it so just um yeah so I was invited to join bring your own device for learning from Alex I had absolutely no idea what it was about and said yes to it and jumped into it so immediately I was struck by imposter syndrome I didn't know what was involved I didn't know whether I had the skills or the capabilities to deal with the challenges that were involved in this week um so certainly but I went for it and I think being part of bring your own device for learning gives you that safety and opportunity to try new things in a supportive environment one of those things for recording an introductory video all of the facilitators had to record an introductory video um I did mine obviously it was in the winter in Scotland I started in daylight and I finished when it was dark to be fair it was winter in Scotland there's not many hours of daylight anyway but I literally did take 52 takes of this video to get it right I think after 24 I was quite happy I sent it to Alex and said what do you think I said oh well you've done it in four we really want these things to be in landscape so 28 tries later I had my ideal but I guess just having that being able to that confidence to know that you're in a supportive environment to try new things I wonder the the godling things about this and you'll see there's different times on the video some of them were two minutes four seconds before I had to bin it other I fluffed up between one minute 21 seconds but the end of it culminated in me juggling so I was talking about having my working life my home life and this was the fragility in my imposter syndrome about what happens if things go wrong so the end of the video involved me juggling so I'm going to give that a bash now I will admit that I have actually hard boiled this egg I didn't I didn't do that at home so this is me trying to juggle my life so I'm just going to pass over to Alex now to talk about the opportunities that bring your own devices learning has brought to to all of us and it actually mentioned that in the me too yesterday because everyone travelled from Scotland with a tar boiled egg no that's true it definitely doesn't I think as as we've said it is kind of like a really kind of useful way of extending your personal learning network and actually finding support out there because there are lots of learning technologists educational developers who are really keen to harness the technologies that we have within our institutions and this is just one other way which is very easy supportive friendly and kind of like low risk way that you can get involved to kind of develop your skills in whatever kind of like technology that you're interested in so I think that's kind of really important and it does force us to kind of try out new tools and last night I tried out snapchat which I'm almost ashamed to admit and you know it's okay some filters were horrific if I'm totally honest but you know and again this is another tool that kind of like the students that are coming into our institutions are using and communicating kind of like you know almost every single day so we have to at very least understand some element of it and the fact that it's cross institutional collaboration as well I think it's really important we're all working kind of like different parts of the universities that we work in and that just helps with that kind of like context setting where we are the developments and changes because what you tend to find is that universities even though they've got different names and they're from the russia group or elsewhere they tend to have the same kind of issues and same type of problems so being that kind of like sharing community behind us is kind of really valuable for me and everyone associated with it and also it gives us the opportunity to kind of like come and share the work that we do and and I say work in the lucid sense it is an incredible no not bad I mean the setting in sense that it's an incredible amount of fun working with these guys every January and and just kind of like it just makes that whole kind of experience of your kind of nine to five and beyond much more pleasurable so thank you all for that I was forced to add this in last minute but it's not all about us we do need kind of new people as we've seen fresh people to come in with new ideas and help develop and change this course and and that's what we've got and that's what we'd like you to be involved in so get in touch with us speak to any of us at the conference over the next couple of days if you're if you're fortunate enough to be here for those three days um or get in contact with us on twitter um all our handles are there um and you can actually see a little bit more about the course from the link up there and if you're looking for more references there's a couple here so thank you very much for that thank you answer it in especially the last part but there are a few people just sort of wondering what actually is it it's obviously great fun i mean my question is do you have a facebook page that's wait we do i think we did at one point um but yes google plus and twitter seem to be the spaces that people have gravitated towards um and yeah facebook doesn't seem so much and i'm not sure of that i think it kind of reflects certainly my i think my relationship with with twitter with facebook i think quite a lot of people now just want facebook to be for family and friends and not for work stuff so i think there was a bit of that um but um i think you know thinking about new technology snapchat i mean one of the things that susanne did as well as just coming in to be a facilitator um susanne shared how she had been using snapchat with her students and you wrote a case study and you did a blog post so i think in a week there was a huge amount of digital capabilities that were wrapped up in that week so we are we you know that's the whole point of the week is to get people to talk about how they're using different technologies but if if anyone wanted to be part of of bring your own device for lining and wanted to set something up in facebook absolutely fine you can go ahead and do that we wouldn't we wouldn't stop anyone doing that we wouldn't stop anyone doing anything you encourage it it was just we found that people it seems to be google plus and twitter and the and i suppose just to give a sort of over issue every week we have five days so each day has a theme as alex said and we have a blog post that will give you some suggested links some things you might want to talk about and then each night we have a tweet a tweet chat usually from eight till nine and that's has tended to be i think in the last three years that's where most activity takes place there's it's a huge amount and people seem to i don't know because it's the dark nights or something people's have a cup of tea and get on twitter and yeah quite cathartic quite often there's challenges within that tweet chat yeah we have questions using new tools so don't really have any further questions on what it is how to get involved you don't have to be able to juggle by the way no we can't hi pardon how do you how qualified you have to be oh no it just has to be um no at all i mean if you want to be up no no it's for anyone i mean basically i mean i don't know any of us are qualified to do to be a facilitator the only qualified thing we would ask is time you know because if you're kind of one of the facilitators you have to do a bit more of the organisation so there's a bit more involved in that but not a huge amount because it's a team effort and it everything sort of works out naturally if you want to be a participant again you know there's absolutely no qualifications and if you're curious about using social media particularly in learning and teaching taking part in a tweet chat is a great way to just experience it you don't have to answer and you don't have you you can just watch um so the only qualification we'd ask is just a willingness to be part of something you don't have to do the whole week no you just a different you know one day or do an hour or 10 minutes yeah the question well i think it started when it started i think because BYOD was kind of the thing probably five years ago it was a big thing and it's just now we still use that i think it's more kind of almost like a brand but yeah it's extended it's less about your own device and it's more about the general use of um technology and learning i would say so it's opened up but you know it still has that we've got the hashtag and it's got that kind of identity but it's moved on um from that so the original focus was very much kind of i think that was probably when iPads came out and more people would get that Christmas everyone got an iPad i think um but it's good yeah we should have done that at the beginning yeah note to self yeah yeah we possibly yeah again that's why we need new people and new new ideas that's that sounded like a volunteer to me so to give you an idea about i mean we have probably about i think about a couple of hundred people um every night on the tweet chats we you know i think over the week we get something we certainly you know it's maybe about 10 000 tweets is you know it's big it's not as big as all in terms of twitter yeah every year we break twitter um so it is a great place to experiment if you haven't particularly more of the social media type tools if you haven't used them it's a good place to actually and it's quite short as well it's just a week and as dev said you don't have to do all of the week in dipping and out i think as well with regards to using new tools in a community you might um communicate with someone who says right i'm going to try this tool will you try it too and therefore you've actually got that the emphasis to try something because someone else is is relying on you to try it as well so yeah and the conversation continues because on the way i'm traveling on the train yesterday on the way down so xan was doing a snapchat tutorial for us in snapchat on the way so i use snapchat as a tutorial tool with my students i get really high levels engagement they don't engage on on the forums in mudel but they they're very much engaged in communicating on snapchat so um since especially we've got five presenters here it'd be very easy to get hold of them in the break that we've got now downstairs and so uh if you could all thank presenters very interesting