 First of all, I wish having heard the earlier talks, I wish I'd re-titled this now because actually, although I'm going to talk about video use in the master's, it's a distance learning master's, I think that's a key point, and we're using the flipped classroom concept. felly mae'r effeithio arall yn ymddangos yn ymdyn nhw. Wrth gyd, mae'r cyntaf ar gyfer y gallwn ymddangos. Yn mynd o'r ffordd o'r rai argen yn dda, y dystiad o'r newid yn ymgyrch yn ymdyn nhw ymddangos ymdyn nhw ymdyn nhw'n ei ffordd o'r cyffredinatid o'r cyffredin nhw. Mae'n fath o'r pradwchio'n gwyb gyda'r cyffredin nhw. Mae hwn yn ddag o'r pethau pradwy o'r wneud o'r cyffredin nhw, ydych chi'n adnodd, i'w pethwys, i'w ddweud o'r anhygoel o'r ddau? Felly mae'n challwch ar fy ysgol yn ymgyrch, ac mae'n hynny'n ymwysigio'r ymddangos o'i ddweud o'i ddweud o'i ddweud o'i ddweud o'i ddweud o'i ddweud o'i ddweud o'i gweithio. Felly, mae'r clasr oedd mae'r ddechrau hynny. Fy oeddech chi'n mynd i'w ddweud y gweithio, y ddweud, y ddweud, sy'n gwneud o'r gwneud, ac mae'r ddweud o'r ddweud yn ôl yn y webin yn awr, ond i'r gwneud o'r fawr i'w cymdeithasol, yn gyfalu ac yn gweithio. Mae'r ddweud o'r gwaith ymlaen i ffair o'r gweithio. Mae'r ddweud o'r ddweud o'r gwaith i'w gweithio. Ac oes eich cynciedd bod oeddwn i'n meddwl gweithio'r newydd ar yr unig, oes aelodd ar effaith o lecsubu'r cyfrifwyr, mae mae'r lleici o lecsubu yn cael dim, ac byddwch yn rhoi'r peth ar gyfer y coulun â'r gweithio. Oes pot fod o bwysig colliad am y LPD, os oedd yn gwneud argymethu gweithio'r lleiciol, oes o ran y rôl ofod o'n mfodus o lecsubu'r newydd ydiol. Oes iechyd i'r newydd yn cynnig. Mae'r gweithio meddwl eich gweithio, y bydd ymlaen wélo flopol, y first! gesnodmu, ysbyses, ac y ffifo. Mae fyddw i ddau'r hyfforddi牙ion fyddwch pen yn gwneud wneud yma. Felly, mae nhw'n bwysig hynny'n gweithio arlaind i chi bod yn ffotoadau a fan hynny'n gweithio'r fforddau. Fi'n bwysig weithio ymlaen fcrin. Fodd ymlaen ythafoedd rydyn ni, ond nid ymlaen dros ffotoadau yn y ffordd ei fod oesio. Rydyn ni'n iawn ar y leif. Fighting The separatedago between talks and nears bottom right is a green scheme presentation but thought right by the way is probably my most viewed video on YouTube it's how to do interviews hundred 302,000 views on YouTube gives you some idea what kind of audience you can reach if you do that. That's an important part I want to make about the production as a part of it to it slog this videos which people wasgwvern a ddim yn mi oed yn mynd i, ac ond dyna ddim yn mewn sgwyddiol. Rwyf wneud â'r ydych chi, yn ei wneud o'r youtube, oedd yn gweithio'r gwrs a gyllid â niol ac amg wrthysg. Rydw i'n bwysig, mae'n erbyn ychydig a llynoddau. Mae gweithio'r pethau'r pwyllgor yn ymddangos, mae'n gweithio rei am chesaf ei starteru ei hawddio iawn i ni llwy o'r gweithio ac addioddwn yn deill. Felly mae e'n cefe ydych chi'n meddwl am hynny. Llo cost also in the sense that the academics who are doing this are used to writing lectures, used to doing conference presentations and so on. It's what they do already, so that kind of capture it by video is very simple to organise. We also do a bit of screen chat capture as well, things like Cantasia for using software, although as I said there's a lot of stuff already on YouTube so why reinvent the wheel. Problems of updating though with production are that, you know, Well, the first is a great advantage of social research methods is it's slow to change, so we don't have to rotate it that much each year. We can reuse the videos of a few years running, but eventually we'll need to replace them. As Dominic said earlier on, the video quality will show up and there's other issues like the other fashions people are wearing, the kippa ties by refers to university videos, the early ones where the lecturers all had big kippa ties and it very soon showed up as old fashioned later on. And of course when we get new teachers that we need to redo new videos too. Student responses, well again as other speakers have said, students tend to watch just before webinars. You can do that through YouTube, but YouTube can actually see when they watch the videos and you can track which site they're becoming in from and so on to watch that. There's a great good of continuity that the lecturers that appear in the videos are the same who run the webinars and that gives us a sense and a feel of, you know, when you talked about that in the lecture, now talking about that in the webinar and so on. And generally we'll receive that approach. And I think others have said this as well, that students whose second language is English can re-watch and redo bits that are having problems with that. My conclusion, well first of all this is a low cost video production approach. It hasn't involved large teams of production, minimal scripting because it's lecturers doing what they do anyway, writing lectures or doing presentations and talks and so on. I think the flip classroom approach has worked well, that integration of the video into reading and the webinar discussion on the same kind of topic just like the last talk we had at UCL. And I think it demonstrates that you can be successful in this kind of distance learning approach to teach a practical skill. And certainly our students report that there's a good feel that they're learning the practical skills that you would normally be in a classroom to do or in a lab or whatever things like that to do. So, you know, the integration of video and webinars I think is working well in a practical subject. And I think I might have even finished early there, so that's it. Thank you.