 Yn ymchwil ac Armquartation Marks, gwaith i chi. Theoretical Thanks Peter. Thank you all for being here. I thank you too of my co-orders for being here will help me answer the questions but I'm just going to sort of rattle it off. This really is a story of what I've been up to quite recently lle o'r ystod o'r hwrdd y dyfodol, i gyfnododd mwy o lawr, a'r hwrdd y storiad ym mwy o'r rhaid tîm o'r rhaid o'r 10 yr ystod o'r hwrdd ym mwy o lawr, i gyd-diw mwy o a nhw i'n i weld ffyrdd trwm y gyrdd ond i gyd-diw mwy o brif, o'r hwrdd dechrau llwyd yn experienced-learing honno i'r colleg. ac ydy'r rhaglau'r traу yn rhan am grain arfer. Rhyw wnaeth gael eich происходит iawn lle, mynd i'r rhaglau'r rhaglau arfer, ac yn ôl yn bod y bain iawn. Ac yna dwi'n mynd i chi'n gofyniadu'r rhaglau ar gyfer cerddannau digital a dweud â'r ddiad am grillau pumau. Rhaid i ddweud'r rhaglau i fynd i'r rhaglau'r rhaglau iddyn nhw ar dda'r rhaglau. Roedd y gallwn ein gydade i'n gwneud. Mae'r llwyddiad sy'n dweud ar gweithio'r sgwrdd, y cyntaf ar gyfer cyntaf. Rwy'n meddwl i chi'n ddweud i'r cyntaf ystod y Llywodraeth, y Prifatig Belfordd, Llywodraeth Unedigol. Ac yw Berkbeil wedi'u gwneud o gyfnod ar 1823, ond yr Unedig Llywodraeth Llywodraeth Gyffredinol, mae yna yn ddweud dr George Berkbeil, byddwn ystod yng ngyfaf iawn. Gweithio bwysig ddefnyddio'r gwirionedd mwy swydd a gweld i'n mynd i'r amlwg. Mae hefyd yn credu iaid hwn ac yn gwneud fy modd i gyfael gwirionedd. A liderwch'r mysg teulu yn gwneud eu hunain. Yma, mae'n gwirionedd mwy swydd arnynnosu gwirionedd mewn gwyl sydd hynny. Rydych chi'n blynyddu sydd yn swyddyn ni'n gyfael gwirionedd mewn gwirionedd? Y cofoo pob ei bod yn gwybod i'r bwysig yn cwyd yn gwirionedd Everyone is evening taught between 6.00 and 9.00 op. Studying across all levels from certificates of higher education through to doctorates across many and varied disciplines." The majority traditionally have been part-time students who have entered bio-direct applications at the college but increasingly and with an average age in theiranha- mid-thirties. But increasingly, we've been seeing the more people coming in through UCAS. Mae'r eich lleol erionu rai, i'n cael eu bod yn wych i ddarparu mae gyd yn gwneud. Felly mae'r nahau, a'r hoffwn, i'n arweinyddio'r hoffwn i digwydd ac i ffwrdd. Mae hoffwn a'r hoffwn a ffrindol berthynas yn y gallu sydd yn ystafod â'i swusi速r yn rhaid i ddaw'r hoffwn. Cynwys llwythio'r hoffwn i ddweud felly rhaid i ddweud, sef ydw, i'n cyfnod cael eu ddweud, i'n effaith yng nghydrofi organisation. Mae angen resulwyr o ffawrabilirhau i'ch cy blasbwyster o'r frym yn eu hwyl. Mae angen resulwyr o'r ffordd rhai o'r unigol a'i dysghydol ffawr. Mae angen resulwyr o'r unigol ar gyfer rai o'r cyfrinsfyniadau. Mae'n mynd i hyn yn ymgyrch. Yn sefydliadau cychwyn o'r ddechrau o'r cyfeirloed ddechrau o'r unigol, hwn i hynny ar gyfer Llyfr pepperau, ond ei fod yn ymwyloedd ac yn y byw yn sicr i ddweudau. myfyrwch ond, diwethaf i ei chaw i'w hygrifiteis y tîm. Dwi'n gweithio'r tîm yn 2008, rydych chi ddim yn ysgwm ni, iherwydd o gynyddol cyfnodol yn ddwylo trenau C 모� Lernyn Gweithredig, bydd hyn yn ddwylo trenau C 모� Lernyn Gweithredig, yn ydwylo joinedol yn 09 sy'n pob llwy battu'r cyflodau i'w cyfan o web Ct i'w ysgwm bach. ym wythig trenau mae'r cyflym yn cael eu cy рядом y pras oedd trenau, felly mae'r fadr o'r ffordd hwn i'r wneud o'n gweithio cyfrifysgol, felly'r ffordd hwn i'r ffordd o'r rhan o'r adnodau. Felly mae'n oed yn arddangos cyfrifysgol ar y cyfrifysgol. Mae'r ffordd o'r cyfrifysgol yn cael ei ffordd hefyd, mae'n ymwrdd yn gweithio'r cyfrifysgol o'r cyfrifysgol o'r ddefnyddio'r cyfrifysgol, migration again to Moodle, a huge growth in online submission and marking, a lot of changes being made to the data integration and improvements to it, lecture capture, lynda.com, all of this kind of work that needs to go on to just kind of keep the platforms ticking over and keep services running and enable the possibility of doing some kind of technology enhanced learning was being done and at the same time even some surprising things managed to happen around the edges so some work on developing blended, mostly online provision to support skills development, work on developing resources to support inclusive practices, accessibility of learning resources and also some projects with the Bloomsbury learning environment like the assessment and feedback project which resulted in a book that Sarah and I co-edited on assessment feedback and technology. So some great practice was happening but very much like when there was kind of a little bit of extra time to do it because there was not a lot of capacity and unfortunately instead of seeing this as these were as being proofs of concept of the kind of great stuff that we could do it seemed like this was kind of enough so I mean was this just a case of don't ask, don't tell. I think what was going on here was that we had various Birkbeck, what I call tell myths in operation which were sort of somewhat born from these ideas of Birkbeck exceptionalism that as the college is so uniquely different we simply don't need to do things in the way that other people do them and so one of these key myths was we're not the open university so we're the one institution to do this kind of work. The academics don't want to do tell that was another key one so we basically we have the wrong staff for doing that kind of stuff or our students are not digital natives so in other words we have the wrong students for doing that kind of stuff so there are all these kind of things we're sort of circulated and seem to support the narrative that we didn't really need to there wasn't much demand to go further with this so it was only really when the student experience review came along and said there was actually need to look at this in more depth that there was an opportunity to talk about how we were going to go beyond business as usual and so what we decided to do with this review was to do an external strand which would pull together some data from surveys like use size and health and some sector data that was out there and also that we're going to reach out to contacts in other HEIs and we had hoped at the time that we were proposing how to do this review to have longer than we were given there was quite a long time waiting for whether we would have the green light to go ahead and then when it came it was like yes great do it and do it in seven weeks so so that that meant that we couldn't actually really do all the things that we might have wanted to do and reaching out to contacts at other HEIs became quite a focused process of looking only at these three in fact the initial thought that we had enough Julie's in here was reach out to other HEIs talk to Julie Julie Vos who's the head of educational technology at Citi because she's also a researcher in how institutions support technology enhanced learning as well and and it was Julie who recommended we talk to Sussex and that proved to be quite useful because it was more of a similar sized kind of institution to Birkbeck with similar kind of problem of not having really had a lot of resourcing in this area and that had had built up a team over time and was now seeing a lot more success with it so for the internal strand we had intended to do more things than we should do so we wanted interviews with staff surveys of staff and students user testing of staff and students focus groups and usage data but it we we we cut some of those things and stick to what we thought we could we could get done in the time available also user testing actually proved to be quite complicated to work out exactly what we're going to test and we think that that would be something that would need some more thought further down the line so in terms of the external strand immediately it was clear that these for those of us in this kind of alt community I don't think this is going to be all that surprising a lot of that findings are not that surprising but it kind of needed to come out through an official process so we found that we were already using the most sort of standard or most popular platforms so it was unlikely that there was a fundamental kind of technology lack that we needed to fill with some kind of other tool or that would be a fix to the issues and and also you size a surveys point out that the availability of tele support staff is the largest driver of adoption of learning technologies which is not that surprising but still some people apparently find it surprising so in terms of speaking to people in other institutions our external strand wanted to ask questions about their television strategy and policy their governance how they do development and innovation what kind of team structure and roles they have and also anything you know that we hadn't thought to ask but that they regarded as you know the good the bad and the ugly things that things that are simply you know that they need to change or that are on the horizon or just really great that we have not elucidated and so what sort of things did we find out sorry these findings slides are a little bit text heavy I need some water if I'm going to continue so a really key finding here was that across the sector face to face teaching is actually a bit of a misnomer in the sense that you might have face to face classes but that teaching is generally regarded as as as blended for the most part now there's always some kind of use of technologies you know tools platforms and services that are involved in even in a sort of campus based classroom based teaching kind of mode and and that this understanding is now forming really forming part of institutional strategy and and key processes and so it's feeding into things like quality assurance and assessment policy and that kind of thing education technology is a fast moving field as well where things need to be reviewed and updated and institutions often have a governance structure which oversees the links between the tel strategy and its implementation something that we lack so a key overall finding of course there is no magic formula otherwise we probably all would know it by now everywhere is kind of different in the structures have evolved organically and responded to the local priorities but there is a tendency to separate staff from student support to separate pedagogic and technical support and have dedicated support for distance learning all of which we felt were worthwhile lessons for a perfect so so those were useful findings in terms of the internal strand we found learning technologies are being used across all the departments the top 20 most visited moodle modules were spread across nine students appreciate having online resources and study materials they love when you use video but high production values are not really required very consistent with with other findings but this is what the voice of our our students they said as it's we want the content that's relevant timely and authentic and staff actually did not agree with the myths fundamentally they said we need a culture shift we need strategy and governance of this that feeds directly into policy and investment decisions most staff were okay with the idea of standardisation having some kind of baseline or templates or you know evidence guidance that then would be implemented locally in line with with their needs they know the lack of support and making small modest improvements is a significant break on considering innovations and staff and students regard our face-to-face mode learning and teaching as in fact blended to various varying degrees of intensity so very much we are actually pretty much normal compared with what's going on around the sector and not an exceptional land of nothing digital after all and the main recommendations emerging and there were various sub sub points here but just the headlines are that we would need to develop a digital education strategy establish a governance structure build a digital education service and and then there'll be a few other key actions so what's the what's the result well obviously I'd hoped when doing the abstract to have very much more finalised kind of result to report but as we know institutional wheels sometimes are slower to turn than than we had hoped also there was a financial situation because the college has been hit by the sector wide slump in part-time study and while we are seeing conversion of students into into full-time students it there is still a bit of a of a financial squeeze and so we feel that our review was very well reviewed and has done significant work to dispel some of the tell myths and indicated a way forward for digital education at Birkbeck but in this context of resource scarcity will those at the helm wonder if they can afford to invest on the other hand can they afford not to that's it thank you thank you Leo and perfect timing right on the 15 minute mark I practiced it so many times do we first ask is any questions in the room with their hands up questions well there is a question there for you to go on the me too there is a question there and it's kind of what I was I guess what I was talking about in the final point I mean I think it has moved things forward in the in the institution so maybe I should repeat the question I'm not sure if that's necessary has producing this day to help to move things forward within the institution and gain support for senior management so yes I mean I think to some degree yes I felt that when we presented the findings that that that people felt that they were very reasonable and very very logical there wasn't really a lot of resistance to it the on the other hand to actually gain implementation of the recommendations is another whole kind of layer of kind of arguing over over resources and and priorities and that's something that no I'm not going to be there to be doing but do you have any thoughts on that part Elizabeth one of the co-presenters one of the people who were all making the strands um the wheels do turn very slowly but I'm certainly having sort of been right in right at beginning will continue to push for this so I am already drafting my next email as the master of the college on the follow-up because here's the one who gave me the go-ahead to set up the steering committees in the first place so I shall follow on and say what a wonderful experience it was when we gave it so I will be pushing on that cool are there any other questions in the room with the roving mic running around I'll ask one if that's okay with you um so what I found really interesting is the the the notion of how you explored blended because one of the sort of critical problems you often have in these sort of sectors answers is that this kind of dichotomous thing well you know oh you want me to do technology then I'm going to have to not teach I'm going to replace my robots and all the kind of stuff how did how did you sort of um sort of contextualize that that that um spectrum or blended well so this this was very in the way that I've talked about it now was very kind of summarized from a lot of actual kind of more granular feedback from focus groups and and and interviews with staff and that kind of thing but what we what what we found was that nobody thought that technology isn't in use already um and um and that they they they actually highlight the fact that it's in they're using in the classroom as well so even in the face-to-face moment they're you know they're projecting they might be showing video or trying to play audio and they they did mention that sometimes these experiences are not totally reliable and then this makes you wonder what if you should try other things um and that so you know so it's um you know there was really a strong feeling that um that that blendedness is actually quite normal but the sort of extent of it is really a continuum and um and that that it wasn't it wasn't really something that we we asked people to reflect on that much so much as just you know more sort of what are you what are you actually doing yeah cool yeah we've got one follow question here thank you thanks so much to the open the open practices have emerged now and then much more actually in um kind of over over time that I've been there talking to to different people about the kind of the kind of stuff that they do very much I find that they are they are reflected in things like when the college gives awards for teaching it's very much in relation to some kind of digital and open practice that they're engaged in but one of the the the curious things um that I find about Birkbeck acts as an organisation is that it doesn't generally address the idea of openness very uh kind of directly um and so so as you know as I mentioned one of the the kind of core tell myths was this one about we're not the open university and um and and I think that that this um this is quite ironic because in fact we we were sort of the the the institution most similar to the open university but simply doing it through kind of a different kind of mode but actually they're entirely for the same kind of reasons and with the same type of profile of students and so that's quite fascinating to me how the the people who are doing open practices are unless I've already been kind of on their case about do you know about all of this um wouldn't necessarily call it that cool well I'd like everyone to thank Leo and Elizabeth and Sarah and honestly