 I'll just hand over to you, Rod. Brilliant. Thanks for coming, everybody. It's great to have so many people joining us today. Very, very quick introductions. My name is Rod Cullen. My partner in crime is Ola McCabe, who is currently running a session here at MMU and was hoping to get out and join us. But as these live things tend to run over a little bit, so she's probably going to join us mid-session. But we're going to talk to you a little bit about our experience of developing what we think is a relatively simple and straightforward model to help colleagues to develop their active learning in their practice. And so I'm going to kind of start with a little activity, with a starter for 10. And so if you make sure you've got a chat switch done, there's a little kind of slidey window in the right-hand side. You'll see that there is an EmotionCon option there. And what I'd like you to do just very quickly is to share an emoji in the chat that represents how you feel when you're about to deliver an active learning session that involves using a new technology for the first time. So something that you haven't done or something that you haven't used before. Thanks, Alice, for jumping in straight away and showing that you get a bit of a sweat on. That's great. Belinda, that looks like you're pondering something, which is great. A little bit of worry and concern for me. I guess we'll see if there are a few more through. So don't be shy. It's good to be able to share how we're feeling about these sorts of things. You can see we've got 16 participants in. So feel free to drop in how you feel about delivering those sessions. So what we're just doing here is what we call a trigger activity. And what we're trying to do really is just basically to get you thinking about how you feel about something and tell us what you already know or what your experience is. And as they're kind of coming in, we're just kind of looking through the things that people are sharing. And then we're kind of just reviewing those to see if there's any common experiences, if there's any differences in opinions, if you like, and highlighting them. You can see kind of the things that are coming in. Some people are excited. Some people are a little bit nervous. But a whole range of different things, which is absolutely fine. But the purpose of this really, kind of this trigger and review activities is to get something out of our heads to give us a chance to think things through, to rehearse the way that we feel about something or to share our experiences. And our expectation on that is that you will probably be somewhere on this spectrum of things. So those of you probably happy and excited about using new technologies, some of you might be thinking it's quite challenging. I'm a little bit worried about it. Others will be going, oh God, there's so many things to go wrong. You'll be feeling a little bit nervous. You'll feel a coaster ride, a little bit up and down. And some colleagues, no doubt, will be feeling really stressed and really scared. Richard and I had a little bit of a panic at the beginning of this session because Collaborate wasn't working. And that's all kind of part of the natural feelings and experiences of using technology online. So all of these things perfectly natural. So just a little kind of follow-up to that. Another thing that we can do here is we can kind of follow up on that. So in terms of what I've just said there, does that match your experiences? Do you agree or disagree? How do our expectations match with your experiences? So again, if you look down at this time at the bottom of the screen, you'll see what looks like a person. And if you click on that button, you get a little pop-up. And you can agree or disagree with what we've said. So you should, after a while, we should be able to see some responses coming through from that. Okay. And just to kind of explain what we're trying to do here, this is what we kind of, we would think of as our kind of track model, looking at our expectations, comparing what you input into the session against what our expectations might be our anticipation. Now that could be compared with evidence from the literature as well, but we tend to, in these kind of ice breaker type activities, we tend to kind of anticipate what we think people will come up with and we use it in a kind of a compare and contrast kind of way. And then having done that, we can then kind of go on to consolidate that activity by challenging you to think a little bit further about that experience. So that's essentially the model that we've come up with. What I probably should do is tell you a little bit about how we got there. Oliver and I work here at Manchester Met, which is a really big, big institution. We've got about 40,000 students, somewhere between 1,500 and 2,000 teaching staff. Before COVID, I think it's probably fair to say that we were an institution that we thought of ourselves as sort of providing blended learning with a real significant focus on the face-to-face provision. So our VLE was used to enhance our provision rather than deliver things specifically online. And so the shift online during COVID was really, really challenging for us as an institution because not very many of our colleagues had much experience of doing that. Part of our shift online was a rollout to Microsoft Teams and the introduction of an Apps for Teaching and Learning project. So we made five interactive Apps for Teaching and Learning for quizzing and polling and discussion activities. We made them available to staff as part of that project to try and help them to develop online provision that was interactive. And coupled with that, which is where Oliver and I came together, was a significant staff development and training provision. And so all when I come from different parts of the different teams within the university, I work in our Central Tel team and all works in our University Teaching Academy. And like many institutions, there's a kind of a false division between these things because our Tel team, although focused on the technology, very pedagogically focused, and our University Teaching Academy, although focused on the pedagogy, use a lot of technology. But because there's a barrier there, we often don't work together as closely as we would like, but that all kind of went aside during COVID. And Oliver and I came together very, very quickly realized we had a lot in common that we could offer in this respect. And so we got our heads together. And part of our initial thinking was that we knew that live webinars were going to feature very heavily as part of our online provision during COVID. But we were also aware of our own experience of attending webinars, really, that it's very easy for colleagues who've never done it before to kind of fall into a situation where they're just presenting slides to students. And we wanted to kind of get away from that. We wanted to encourage active rather than passive experiences. And we wanted to bring an awareness of the new technologies that we'd provided in the institution. We wanted to advocate an approach that was really simple to demonstrate and easy to replicate. And also we wanted to do something that was future-proof so that it was just as relevant to completely face-to-face teaching situations as it was to fully online teaching situations. And if we could kind of think it through, we wanted to be able to sort of think about how we might provide bridges going forward between face-to-face provision and online provision. And so the model that we came up with was this kind of trek approach to designing activities. And roughly speaking, what we just went through is so there is a trigger activity where we look at what participants already know, think, and believe, and we try and get something tangible out of the activity. So get them to write something down, share it in the chat, put some results into a poll. Just bear with me a second while I shut this door. Having sort of received input from participants, we wanted to review that, look for shared understandings, different opinions and experiences. And then having really got into what participants understood by something, we wanted to compare that against either evidence from the literature or to compare and contrast with formal definitions of things and bring in kind of more formal articulation of a particular subject or topic. And having done that, compared and contrast participants' input against expectations or stuff from the literature, we could then challenge them to go a stage further and to unpick that further by challenging their beliefs, challenging their previous experiences, or getting them to build on their previous experiences in the course of what come out of the literature. So that's kind of really sort of a simple model. It's got analogies with things like experiential learning and things like that. So I don't think it's a particularly new model, but it was a nice, simple way of articulating it to our colleagues. So let's try another activity, something that's a little tiny bit more sophisticated. So I'm going to ask you to go to, we're going to use a tool called Bevox. I'm just going to share a link in the chat, which hopefully you'll be able to follow. Vvox is an audience response system which is built into PowerPoint. So if you click on that link there, it should pop up in a browser window looking something like this. And you can put in the session ID and that will join you into the session. And so the session ID is 1-5-0-1-6-3-8-6-7. If you're able to do that, if you could give me a thumbs up or a message in the text, that would be great. Thanks, Sammy. Brilliant. Cheers, everyone. Yeah, it should work on mobile. We're doing it on the web interface here, but there is an app for it that students often have on their mobile phones as well. Okay, so we've got quite a few people that have managed to join the session. One of the nice things about Vvox is when you go onto your next slides, the joining instructions are still on the top of the slide, so you can send people off with the ID which is something that I quite like. So what I'd like you to do in this is I can put you on the spot a little bit with something that I think you might know a little bit about, but we often do this with our students as well. I'd just like you to put in three words into the text question that describe what you think are the essential characteristics of formative assessment. So I'll give you a little while to do that. I'm going to clear the existing results first. And then I'll start the polling. So you should be able to enter your thoughts into that poll now. Hi, Ola. It's great that you're here. Sorry about that road to campus Wi-Fi issues. Yeah, it's a day for the gremlins, I think. So if you look at the top here, what you can see is that in here, I can see that I've got seven responses out of 15 people who've managed to log in. Another one of the features of Vvox is that it gives you an insight into whether you're getting responses for people. And so now I can hold off and I can wait until we've got enough responses to feel that we're ready to move on. So I'm just going to let that go. I think you have to click on the send button because it's a text response, but you can add up to three different words into the Vvox response app. So we're up to 13 out of 15. I'm really conscious of the time, so I feel a little bit tight doing this. I wouldn't normally do it. I'd normally be a little bit more encouraging of getting more people to contribute. But I'm going to close the poll. It looks like a couple of people have had a few minor issues anyway, but maybe we can chat about that towards the end as well. So I'm closing the poll. And so that's now being processed on the server. And what we've got back here is a nice little word cloud, which is a really, really nice feature of a nice little feature of Vvox. So the bigger the word, the more people said it. So as you might expect, formative assessments, really, really key words coming out of there is feedback. There's interesting things like constructive, meaningful, improvement, iterative, instant feedback. We've got the common thing, the most consistent thing that we get in is the notion of feedback being here. So again, this is our trigger and review activity. So we've got you thinking about it, sharing your experience, sharing your understanding. We can review that as they come in. We can see that we've got kind of some common perceptions of this around the provision of feedback, et cetera, et cetera. And so we're reviewing that as well as it comes in. So our next stage is to, well, how does, how do what you guys have shared, what's your experience like against the formal definitions and characteristics of feedback that come back from the literature. So we could spend quite a bit of time comparing these things. So feedback came out quite a bit from our session. We can pop back to that slide and say, okay, yeah, feedback's in there. Needs to be timely, constructive, actionable, included references to key publications in relation to this, to evidence it further. We can talk about formative assessment as assessment for learning as well. So we've got a really good opportunity to say what you know, how you feel about something and how that compares to what we know from the literature or from our expectations as the providers of feedback ourselves. And very usefully, it does all fit, doesn't it, Rob? It's great to see that it actually mirrors there between feedback being timely and that kind of thing. I think that's absolutely true. But also, there's no right or wrong way of doing it. So if we've got this here and everybody's kind of missed the point, this is then a great opportunity to look at myths, misconceptions, making assumptions, et cetera. So there's no kind of, you can't lose with this sort of approach. If your students get everything right, you can build on it. If they're unsure or uncertain, it gives you an opportunity to delve into something and unthink it a little bit further. And so having done that, so we've now got stuff out of you, we've compared it against the literature, we can then go on and we can challenge that a little bit further. We can push and consolidate our understanding of these things. So in this particular example, there are loads of different options that we could do. What we could say is, well, okay, that's formative assessment. What's the difference between formative and summative assessment? So what are the things that distinguish them? And we could do an activity where we ask for contributions to the chat. We could do another follow-up poll in VVocs where we look at different characteristics. But again, we can kind of pull in stuff that we've prepared in advance where we can look at formal definitions. We can look at key characteristics and compare and contrast. So the key thing with, the key difference between formative and summative assessment is that with summative assessment, you're genuinely looking to make some kind of measurement against objective criteria. Students get a mark for it. Usually comes at the end of assessment. It's often referred to as assessment of learning rather than assessment for learning. Really sort of simple little things, but what sits at the core of this is having done that first thing of getting something out of your student's head based on what they currently know, think, or believe. And that's something which in a lot of presentations, what we often do is we just kind of start off by saying, here are the definitions. Here are the things. And then we kind of, we then come to students and say, well, how does that compare? At that point, the students are reluctant to do it because if they're at odds with that thinking, then they're reluctant to share their experiences. So getting the sharing first, I think, is something that's worked really well with this particular approach. A little bit of thinking that we've kind of done on this kind of, you know, it was originally envisaged to be within a live teaching session, so whether that be a live online session or a live classroom session. But having worked on it now for, kind of worked with it now for over a year, what's become apparent is that you can think of this beyond the classroom. So you can take the trigger activity and you can pull it forward as online preparation. So you can set the activity in advance. Often a little bit like what you think of as, you know, it's usually cited in the context of the flipped classroom. This isn't flipped classroom, but getting students to prepare things online is a useful thing to do. And then to think about consolidation activity is a follow-up activity. And in doing that, using the moodle or teams at our place, we can provide a link or a bridge between sessions, which we think, again, is a real opportunity with this kind of approach. It's very simple, very accessible for people to think through. So we've got some basic, some simple advice that we usually give in a live session, think along the 15th to 20th minute rule of thumb and think of it as provoking interest rather than maintaining student concentration. What you want to do is to get them to want to share their feelings, but don't overdo it. If you try to do 20 of these in an hour session, it would be too much, but maybe three or four to break up the session is a good way of thinking about it. Don't plan to present your information. Plan to engage your students with them. We think this has got a real kind of good potential for showing effective approaches to learning. Our students tell us that it's enjoyable and fun in the work that we've done to unpick it. If you want to read more about it, we've got a little article that we've written for media and learning. It's only a five minute read. It kind of goes through the stuff that's covered in the presentation. So, given that we haven't got a lot of time left, I'm going to stop there. I know we were kind of short. We got here a little bit late, but I want to give people the opportunity to ask questions and to many points. Is there anything that you want to say, Ola? Not really. Just apologies for being so late. I'm sure that it was all covered super efficiently and effectively, Rod. Probably better without two voices, actually. But happy to answer questions if you've got any. I'd like to say that. Thank you.