 I that's our final presentation. Thanks for this to Robin at standing in for someone who couldn't make it, so we've got Robin Wilkinson, one of these skilled people who can buy, locate, wear more than one that has because he's actually a Royal Air Force reservist and also senior Category Manager for the Royal Navy and a few other job titles as well but I'll let him explain that Aquag existuyn ni'n amlwg yn Pwladau. Gweldio gyda ni i gwneud hynny. Dei croeso i ddweithio. Roeddwn i amlwg, Wilkinson. Roeddwn i amlwg Gwladfau Cyfifoligol yn sylwedd yn y rhai arbyn gennym 220 yn y rhaid, ac roeddwn i enw i yn y rhaid i ond maeig yn llenoedd αethis i unrhyw o gyfaf 90 yn y rhaid. Rwyf i'n gweithio, ond mae'n gweithio ar ben gyrtaf, neu nhw wedi cyflawn. Mae hynny'n peilio'r pethau cyfrannu, dw i dda i'n bryd o'r gwaith o'r rhaid i weithio ar gyfer yr Naforol. I li wneud i ni'n clywed o'r context. Wrth gwrs, ond y pargfa panfa arnau cyfnodau ffrindeador nhw, rwy'n Type 600,000 o gweithio. Dyma'r rhaglen ymlaen gyda a'r cadets, arline yn gweithio'r methu hwnnw, ac arnyn nhw sy'n tymnu gweithiau a'r ddechrau a'r context yma, yn rhoi ānau cynyddiadauhaethau yma a'r rhaid i ni'n gweithio. ...fawr, ac mae'n cymdeithasio grwybwys, a'r cyfnod bwysig yng nghylch yn 1 MB... ...eg yna ddim yn cael ddweud y cyfnod. Mae'n gweithio gael ei bod y byddai arnyn... ...ynghylch yn ei hwyl ar hyn. Ychydig yma yw'r gweithiau o'r Maritime War Fesgŵl... ...ynghylch yn ei ddatblygu yn eraill... ...y'r element yn y Rally, mae'n gael Echcelent, mae'n ym Collingwood... ...y'r gweithio eich Llywodraeth Sgotlwn. Byddwn yn gwybod wedi bod yn dwywr egolion o gael arnyfodol o'i prifysgol ar ythafod Abertaeth ni, ond yn dweud â'r ymwyf yn dweud ar y cyhoeddfod, a mae'n olygu'n eu rhannu'r ysgolion i'ch ar crunchyn a'rtyfu. Yr eich cyhoeddfod yr ator y copychendid Collingwood. Rwy'n credu bod yn waltynt, ond mae'n gwybod yma, ond mae hi ychydig o'r dyw o'r lliwn ar y c posturech hynny. Aso, mae'n dweud â'r ddau meddwl yma, fe bod hynny'n gofynio, mae'nios anodwch anodwch anodwch anodwch anodwchlar yn y pedfyn nhw'n dod ar hyn ar gyfer 2016 a 2017. A'r anodwch anodwch anodwch anodwch anodwch anodwch ar gwell rozwyddedig ymweld i'r 20調o. Mae'n gwybod y dddw i ddim yn gweinio bod ymgymell ddwy i 400 mil o bryd hyn. Mae gyd-fellawr gweinio'n gweinio'n gweinio'n gweinio'n gweinio. ac mae gennychwyr mawr 1.9 i 3.1 yw'r last 18au. O'r dyfu arall, a'r dyfu arall, a'r ddweudio, mae'n gydag eich llwythau. Ond yw'r paras eich bod yn ffordd o'r Seidiau. Dydw i chi'n dweudio'r sifftau? Dydw i chi'n ddechrau'r ddechrau'n dweudio? a grefnodd arlas y bwy parchment yn y hallu felly fydd yn gallu gallu ffordd. Ac yna wefwyr arall, mae gennym rhan o unig ysgwrs. Bydd y byddoedd Babcock yn y brym Rhywbeth Prymysgollayni a rhan o'r fforddau o'r defnyddio cyflwynt nesaf yn yr ysdyn nhw, ac mae cyntaf yn ei bod yn yn ei bod yn ffodd. Ond bwyd yn ei bod yn grei'r ffordd yn faddychol, yn ddylamenau cyfroedd ffordd ac yn ddylchannu eu bod yn dechrau. Felly, nid ydych chi'n 600,000 ydych chi'n Bryddoedd, nid ydych chi'n Nigerian, Japanese, Chinese, nid ydych chi'n unrhyw fawr, sy'n gallu'n gwneud ychydig o'r ffordd ymlaen i'r ffordd. Rydyn ni'n gweithio'r simulatio, ac rydyn ni'n gweithio'r simulatio. Rydyn ni'n gweithio'r model yw Llywodraeth. Rydyn ni'n gweithio'r model yw Llywodraeth. Rydyn ni'n gweithio'r help deskol, ac rydyn ni'n gweithio'r awr o'r peth yn siwtio ar neud y cwylur o'r sydd yn bwysig. Rydyn ni'n gweithio'r platform rydyn ni weithio ymlaen o'r effaith ymlaen i'r rylegaidd. Rydyn ni wedi ei wneud efo ei gwyrd, wedi bod wedi bod yn bobl yn eu rhyddon? Rydyn ni'n gwroed gennych hyn yw'r tempoh. Rydyn ni'n gweithio'r simulatio i'r bwynt sy'n hawl iawn, rydyn ni'n gweithio'r llef, Mae'n gilydd oedd y flynyddol a'r tynnu o'r sloid hynny o'r mwydyl. Rydyn ni'n gilydd cyflwyno gweddol a dydyn ni'n fawr o'r gwyllgor. Rydyn ni'n rydyn ni'n byw ar gyfer gweithio Caerdydd. Mae hynny'n byw i fythenio rhai o'r agor fy mwydyl yn yckeu arnyn nhw. Mae'n gwybod bod nhw'n gwych chi'n beth yn rydyn ni'n gwybwc, магiwch gwych ar nawr. Felly, rydyn ni'n gwyf yn erbyn i ymrhyw, Felly, mae'n meddwl yn ymddangos y system yw'r ddechrau'r hynny o'r portwil. Felly, mae'n meddwl yn gwybod yn llyfrigol, maen nhw'n meddwl yn adonwch, ond mae'n meddwl yn dod yn ymddangos, a dwi'n meddwl yng Nghymru. Felly, mae'n meddwl yn ymddangos ymddangos ymddangos ymddangos, ac fel ymddangos yw'n meddwl yn ei wneud i'r cyfnod, rhai'n meddwl i'r meddwl yn meddwl, ac yw'n meddwl i'r meddwl i'r meddwl, Ac mae'n ddweud sydd oes y gynllunio wrth yr oedd canwais teimlo ar y моedd o'r un i gyd yma, ac mae'n digwydd yma o erbyg a'i wir yn mwy o'r rhagpet deis. Ond mae'n ffordd yma i mwyn i'r gweithio i'r gweithio i gael'r cymerau i gael y gael ffordd i ymgyrchau'r gweithio i gael'r gweithio i gael'r gweithio i gael. Oeddwn i gael'r cwrs yn y gael amser i gael a'r gweithio i gael'r cwrs oherwydd gyda'r sefydliadau. gan wrth ac ynwg ymdd番wyr o'rowyn i'r moedd yn gyflogain arall, mae'n amddiffyn nhw'n gwybod hwnnw. Mae yna cael ei bod phonwyr, rwy'n gwirio'r ffysg, ond mae wedi wneud i'r simulad hwrth, ac mae'n rhanol i'r gwneud i ddeithasio achog cyr Talks-Uni i'r mwyntio i gael Fanol. clockwise rwy'n rhoi yn ymddug cael ei flyny a'r modl ond. Gwyddyn ni'n wneud i'r modl ond yma yng Ngolod. Felly we often joke that we're modernising training. I do think a lot of the times we're bringing training to where people currently are, but if you think about the architecture and the infrastructure and the security ramifications we have, I think we're doing a reasonable job. So what we've got for the defence learning environment which is Moodle, as you see there, what it does now, we're bringing together a lining professional training and we're bringing together a suite of learning. And some of the key user cases I'm going to show you shortly, we'll see how we're moving from education into the training arena and actually into the exploitation of how we're delivering effect into operations. So, the key elements for us, we need to get people through the system, reduce our costs, increase the quality and get people on ships, saving lives, getting to the Mediterranean, fishing people out of those refugees out of the sea, getting people to disaster relief zones. That's the bottom line, it's all about operational effect. So our concept of exploitation, this single Moodle we have has got a naval service site to it, where we have gone for an intrinsic look and feel. Unlike some areas where you go into faculties, we actually have gone for an intrinsic design where people come and go, I'm a Submariner, this is where I go, I'm warfare, I'm general service. It's trying to bring together people as a intrinsic driver. Unlike universities where people pay to go to university, their incentive is, I've spent the money, we have to convince people that it's in their interest to keep going, it's a very different dynamic. So, we've gone for a simple, robust logical intuitive, we know that Moodle is commercially IT freeware, even though we pay somebody to bespoke it for us. We're focused on handheld devices, how do we put this in somebody's pocket? 99.9% of people all have smartphones with them. It's all about providing a time, a place and access to the course, but we're moving beyond just courseware now, we're moving into knowledge modelling. We've literally just started putting together a division officer's toolkit so somebody can have on their phone, at a time, at sea, offline, something's happened, I remember doing this in training, I need to refresh and they can actually pull up just in time support material. It's going to allow us to prioritise training and break the dependency on fixed locations. The Moodle is financially constrained by the taxpayer, as we should be, and we're closing down Sultan, so we're having to put more into less. But when we look at the flipped classrooms and some of the excellent presentation we've seen, there's nothing wrong with that, you know, as long as it's done fit and appropriately. We are rethinking our framework of how we deliver training. Can we get people to arrive on site, turn up the mustron on Monday morning and say, right, this week is self-study, and if they go and play tennis every morning, is that a problem? No, as long as they're delivering the output, that means they're qualified to go and do the operations that they need to do. We're reducing the separated service totals, what that means is nights out of bed, bottom line is we need to keep people, we need to retain people, and if we're saying you're going up for a course that's a year, goodbye, or if we go, actually, you're going for a course that's three months, but you're going to get nine months' worth of study leaving there, very different attitude, and as long as we get the deliverable output and it's the highest quality, then we need to embrace these elements of change. So, our current training methodology, you've all heard of the 10, 70, 20 model, we've all heard of that. Well, where our virtual learning environment supports us at the moment is around that 70% mark within the training proficiency. It's where we've got people coming through the door and where we've got people leaving the door. We're still working to exploit that pre-course learning. What we're looking to do is to shake that up a little bit. I have to give credit to Lieutenant Commander Rob Driscoll for this because it's his slide. Pre-course, 40% pre-course, and these obviously we can argue about the size and the location, but knowledge learning, skills training on the job, consolidation, and then the application, almost a 40, 30, 20, 10 model. How that stands for us, independent study, study leave. Breaking the dependency on turn up, sit in a classroom, watch PowerPoint. Nobody wants to do that. Nobody wants to do that at all. Residential courses just in time, right place, right kit, right equipment, efficient for the taxpayer. And then work based application and operational application. People often think actually all we need to do is train. No, sometimes we do need to fight wars and we do need to put people in harm's way. This is where our defence learning environment, our current moodle sit, covers that area. But we're going to push it out to cover the whole gambit, right from left of art to right of art. And one of the big things is we will fail on stuff, but fail often, fail frequently, and fail forwards, as I think Will Smith said. As long as we're doing it right and we show value for money for the taxpayers, then it's the right thing to do. So our fixed defence learning environment application covers that arena. A float or offline covers the pre-course learning. Just going down a rabbit hole, two weeks before a ship goes out and see, it's chaotic. People have to do this course, that course, this course, they get on board a ship and then they transit for maybe two weeks and they're bored. With Moodle Mobile, which switched on yesterday, we can go right. Have that holiday, have that time with your family. Now you're on board a ship, now during this long haul, as you're travelling to wherever, you can do your coursework. We haven't changed the requirement for the learning. We've changed the location and we've given people back time with their families. And that for me is one of the big, big ones. The other one we're looking for is official sensitive. How do we take this and move this into the operational space? How do we use the data and go beyond it being a virtual learning environment? You'll see through some of the discussions we'll have shortly, how we're actually bringing this into managed collective training and operational deployments. So look at the maritime warfare school. This is the through life of a warfare officer left to right. You can see how they go. You can see the planned interventions and you can see all the different trigger points there. I do apologise, I did smash this together quite quickly. So, the Royal Navy, we're driving defence exploitation of the defence learning environment. The Royal Navy is the leading service at the moment and we're moving from the collective and joint training space. It's got some real opportunities of how we can actually bring together, not only in the UK space but potentially NATO and beyond. Changing the context, the afloat area, up until Moodle Mobile, up until the offline bandwidth of one megabyte to a ship, if you are not going to put a scorn package through there, how do we actually move this forward? Well, Moodle Mobile's been a real game changer for us. And holistic training and the culture shift, the technology's not the issue. The issue that is, is how we bring people culturally to go, you know what, let's take that chance because we're one of the more risk averse organisations as we should be given the nature of the job. But it's bringing that culture along and things like Moodle Moods are exceptionally what we need. And I keep campaigning that we need more armed forces personnel here. Key projects to make you aware of. Through life proficiency management of warfare, we're exploiting, we haven't got anything other than core Moodle and a couple of additional platforms. We've got a wraparound which called Defence Gateway which ties us to where we are, but we are limited to a maximum of 10 additional plugins and that's it. So therefore we have to make sure and be innovative in the way we bring things forward. So we're using competency frameworks and examining how we bring that to manage through proficiency from somebody's first walking through initial training all the way to when they leave and how we use that operational data to inform. The brackets is how much time will be saved. We don't know at the moment. We've got to trial it, we've got to see, you know, fail often and keep trying. Rules of the road at the moment or up till last week, we used to send out an email with a paper-based exam. The ships would print it off, sit down, fill it out, mark it, and they go, yeah, okay, we're all monthly qualified for that. We've now put that online. We're using examining confidence-based marking and that's proving very interesting because some of our navigators are very sure of themselves, shall we say, and they're getting a few nasty surprises. We don't know how much time that's going to save, but we are looking into that. Exercise marking using the rubrics. We've got one exercise where all officers go up onto Dartmoor for three days in the wind and rain. We're looking at live marking to the Moodle on the hill with tablets and we estimate we'll save 100 man days through just doing live marking. That's on one exercise and one establishment. We're using rubrics as well to do instructor assessment. We're examining that and projecting the savings, savings is the wrong phrase. The reduction in time potentially is 16.4 man years for one year by just changing to marking instructor assessments online. Those are just a small plethora of some of the things we're trying to do and push. I often say, Moodle's great. It can do anything. Moodle's also dangerous because it can do anything. It's about knowing what you need to do and where you need to go. Often when I work with people in Moodle, they go, I want to do this, this, this, this, this, this, this, this. We always have to say, just dial it back and do one thing at a time because people always, always, always overstretch themselves. For us, it's about how we move from the generate community into the operate community. From my two-star last week, his brief simply said to me, proceed until apprehended and I'll stand next to you in the court. That is a very quickly culpable together, one from the Royal Navy, even though I'm in light blue. Any questions? Thank you. Answer time. Do we have any questions? No, it's lunch. We will forgive you if it's lunch. We do have one up there. Hold on. It's only me. I'm going to have to run up there. Nobody's asleep. That's a good thing. Hi, I'm Dirk from the RCGP. A little query about content. Sorry, the number of courses you've got online at the moment is 2,600? Who writes your content? Okay, so how do you get authors for 6,000 courses? How do you get authors for 6,000 courses? Who's offering them? Okay. I'm coming from a content providing. If I see an online learning environment that offers 6,000 different model courses, I'm just asking myself, do you have 6,000 authors writing them? How do you keep them up to date? I believe there's five different options. A lot of courses don't ever want drag and drop, which is easy. It's how we bring them forward and keep them engaged. So we do have a lot of projects with commercial elements moving forward, but it's a robust governance system, and we're also going to put it as well as we have to keep it up to date. Thank you. Thank you. Any others? Yep, down here. Are you providing devices for people to use it offline, or are they using bringing their own smartphone on the ship for six months at a time? Okay, any more? Or do we all want our lunch? Yep, no. All right, thank you very much again. Thank you. So lunch is at one, and then if you want to come here, we start again at quarter past two.