 Ydw i ddweud, o'r ffordd, o bwysig i mi, os yw'n eich mwyaf, ac mae'r ddull wedi'i mynd i, o beth o'r ffordd ar y cael ofodau ar gyfer y cyfnod. Rwy'n dod o gydag yma'r ffordd. Ymgyrch yn ei gydag yma'r ffordd ar gweithio, ymgyrch ar gyfer y gweithio yna. Ymgyrch yn ymgyrch ar gyfer y newid unrhyw gyda'r gweithio ar gyfer ar gyfer ar gyfer argyrch. a phoblai a institution that produces and develops training resources that match the different kinds of topics, piloting open badges and also running a number of events, campaigns, workshops, and partnership projects. So those are the main aims of the project. It's a collaboration between the different institutions that are arrayed at the bottom and I've put in the names of the various people who are either members of the project team or who have contributed a great deal of the time and emotional energy towards supporting us in the project team. Felly, ddweud i ddweud. Felly, mae'r mawr yma arall o'ch gynllun ac mae'n gweithio'r gwenyraeth yn yma'r gweithio'r gynllun. Mae'n ymddangos oedd eich bod yna'ch gweithio'r rydw i'r ddweud y ddweudio'r fraywg digidol. A'r yma'r yma'r gweithio'r mewn yma yn ganju'r gymuned yma'r ddweud? Mae'n dda'i gwahyd yn gweithio'n mynd i'r gweithio'n dalgogol. Mae'n gweithio'n gweithio'n gweithio gan gworwch, mae'n gweithio'n gwithio gwahyd mewn gwath, bydd gweithio'n gwahyd yn eu lleol nag ymgwrs, ac yn cymohon yn gwneud. Mae hynny'n gweithio'n gwahodd â'r gweithio. Ond mae'n edrych i'n gweithio'n gwahodd i'n fwy gyrddio a'n ei gweithio'n gwahodol i'w gweithio'n gwahod. Dwi'n amseroedd yr impact ateb o fy yw yr Ynchydigwyr, mae'r gwahau yng ngwymor o'r ffrifigiau, dwi'n credu ein grwpau sydd wedi'i'n peir o'r rhain eu hunau i'r iawn o'r lefion o'r rhanfonydd yn ysgrifennu i wych. Felly mae'r lastnet ganwyr, rydyn ni wedi'r ffrifwyr digitala dashboard, tydd yn ei arwain ar 64 ysgrifennu digitala a llanfion wedi'i bwysig. Rydyn ni'n sylnu arfer, i am ychydig i'r cyfnoddau ar y cwestiynau. Rwyf wedi'u gweld i'n gweithio ar y gyfer IIMHE, gweld i'r gyfer y maen nhw i'r ddechrau'r cyfnoddau o'r OECD yn Singapore, felly mae'r cyfrifysgol. A oedd y cwestiynau ar y cyfrifysgol sy'n gweithio i'n gweithio... Rwyf wedi'u cyfrifysgol ar gyfer IIMHE o'r OECD yn ymgymell yn Llyfranol. Felly, fel ydych chi'n gwneud ar gyfer IIMHE, bydd i'n gobeithio ar gyfer. Cockataurus occur to see how it's sort of clicked with people. And we've certainly had lots of international interest so we're as I said a bit taken aback by it but obviously very pleased. What we've been doing also is trying to you know build on the framework and try and help people understand how it might be used for different purposes. Obviously if you look at it, we've got this metro mat. we've got all the stations corresponding to different topics to do with technology and digital skills. But if people want to work out how to navigate their way around this kind of complex landscape, then we're trying to help. We've come up with the idea and you've got to forgive me please for extending this metaphor a little bit further, the metro metaphor. We've come up with this idea of essentially travel cards. So, mae'r gafelau eich gweithio, eu bod yn dwylo'r gwrthod gwrthod o'r cyfrifwyr yn cyfrifwyr, mae'n gyfrifwyr o'r cyfrifwyr. A'r cyfrifwyr a'r cyfrifwyr, mae'n gofio ei ddweud yn cyfrifwyr 5 o 6 o'i gweithio. Dyn ni'n credu gyfrifwyr ar gyfrifwyr o'r cyfrifwyr o'r cyfrifwyr. Yn y ddweud, mae'n dweud ddim yn dweud yn gyfrifwyr o'r cyfrifwyr, o'r ddwyf yn dweud, Where they define them in terms of what people are trying to do. So that the creative is one of them. So the travel guide idea is a way of showing people you can do, construct your own little courses and get credit for them as you make your way through using badges. I don't have a verdict that very well but we can come back to it if needs be. Again, the feedback from that kind of approach has been very positive as well. In terms of the badges which is another area of our interest it's intimately related to the travel cards, cos the travel cards in a sense are a kind of a badge made up of smaller badges. We've had again lots of interest. So our badge pilots have extended far beyond just the initial institutions that were part of the consortium, but even within the institutions, the take-up has been quite interesting to see. So some examples I've got up here, Sorry about the colour scheme. But these are just examples from one institution, and you'll see examples from others later on. These are actual real badges that are actually being used. So, for example, up at the top there, you can see some that are associated with study skills for students. It's not that we've, in this particular case, created the content. We know that a number of institutions, for example, here subscribe to the Skills for Study programme that Paul Grave Macmillan publishes provide. Now, they have lots of online interactive materials, but they have no way, actually, of recognising that the student has completed them. So, what we've done is produce badges for each of those little lessons. So, the students are working through them anyway. Now they're actually given a badge, which can actually be used for purposes later on. So, academic staff, for example, will know or can say to a student, have you got the academic writing badge, you know, from the study skills. The ones in the middle row there, that's not the middle row, but the next row down, they're to do with continuing professional development of academic staff and other staff. So, they're associated with things that teaching and learning centres often deal with, things like peer review of your teaching or compiling a teaching portfolio or supervising research students. So, these badges are associated with CPD activities. And just for interest, we've also been doing health and safety ones as well, because obviously there's lots of health and safety regulations and staff we work in institutions have to do some basic training. So, we've worked with the Health and Safety Office in Galway, and if people do the various training courses, they get a badge. The attraction for the Health and Safety Office is that those badges can also be time limited so that they expire. So, if you have to get your fire training repeated every two years, then we should know who's due for retraining and the badge disappears. Some more examples here. The next one down is about a course which we run on teaching online. It's associated with a project we were involved with by Epigee and that company. So, again, we're using their materials, but we're awarding badges for each of the components. And then down at the bottom, there's a whole string of badges that we have associated with volunteering, outreach work. Public education. So, lots of students on these badges. But also organisations. So, here we have a particularly interesting project called Real Life Science, which is a national competition in Ireland for schools to produce science videos. So, not only do the participants get the badge, but so too does the school. So, we're now seeing this Real Life Science badge appearing on school websites. So, that's a kind of a bit of a spin-off from what we're doing, but it's all associated with badging and the concept of badging. And as I say, it's been really interesting for us to see the extent to which people have embraced the idea. So, what we're using technologically speaking is the open badge factory. When we last spoke here, we were talking about exploring lots of different systems and trying to determine which were the most appropriate. And it's a fast-moving field. Some of the platforms we were looking at no longer exist, because a year is a long time, as you know, in technology. But the open badge factory is a useful product for many, many reasons, one of which is it's completely compliance standard. And some of it, standards compliance, sorry, and some of the... Sorry, they have plug-ins for all the various institutional VLEs and other websites. So, it's actually very easy to use. So, typically, the badges will be stored in that system. And of course, a badge isn't just a nice little graphic. It's all the information. So, it's a badging criteria. It's maybe even also the evidence that people have to present to show that they've achieved that badge. So, if you were to click on a particular badge, what would come up would be the criteria that you have to meet in order to have that badge. Does that make sense? So, there's just an example, a peer review of teaching. I identify a colleague to work as a partner, plan and organised teaching. So, it's very well specified. The badges are associated with very definite specific achievements. And that's one of their attractions from a kind of career development point of view. Here's another example. It doesn't have to be a course or a... It can be also tied to an event. So, in this particular case, which we'll talk about later on, we have a scheme called Digital Champions. So, students, if they engage fully in this workshop, they're awarded this particular badge. But you have to make sense of this. It's very, very important to develop policies and guidelines for the design and the distribution of badges to make sure, I guess, that we're... We're controlling everything, but just to make sure that we don't create a plethora of badges for almost everything. We need to think carefully about the distinction between a badge that has real value to an external audience and other badges which might be useful internally within a course to promote motivation and progression. So, we've been very careful about that, and we've drafted some policies and some guidelines. Also, people need to be able to display those badges. And whilst using the open badge standard means you can pop them on to LinkedIn and Facebook and all those sorts of things, we're more interested, I suppose, from an academic point of view, that people can actually have their own personal profile. So, we're using, in this project, the open badge passport, which is an open product. And essentially, here's an example, a real example of a real lecturer who has really earned some badges. So, she has an online profile which links to her CV, or she can have her CV built into her research publications linking to the university's database for that. And any badges she earns appear on that passport. So, this has been a really useful way to help people also make sense and see where the badges fit in. For students as well, students have access to this passport system, and they will begin to accumulate badges. You know, there's a really nice example that you might be familiar with that's used in Deakin University in Australia, and we've had discussions with colleagues in Deakin. They have a really nice example there for students. So, each student has a profile page, and essentially any badges which the student earns during their period in the university are accumulated here. If they reach a certain level, and they can demonstrate a high level, they earn the graduate attributes, or what they call hallmarks in Deakin, and they appear here on their personal profile. So, these kinds of tools are becoming more and more used and they're recognised by institutions, but also by employers and professional bodies. So, there's definitely a considerable amount of interest in using these kind of profiles, and badges fit very, very nicely with that. Okay, sorry. So, that's the badges. But what we've been really busy with in the last short while, actually, is in the area of student partnership. If you remember last time round, and one of the bits of feedback we got as well from the group was that we were wanting to try and increase the amount of student engagement and participation with the project. Now, to some extent, we had originally considered the issue of having student representation on the group and so forth, but actually what we've done in the last couple of months is actually engage in a number of, really, I suppose, deep partnerships with students in the sense of creating projects in each of the institutions. So, for example, in UCD, UCD launched this academic year, its Student Digital Ambassador Scheme. And, basically, the students are working on a number of workshops during training. There's a little handout provided for the panel, I'm afraid, but everybody else can get it online, I'm sure. Just giving you an idea of the sorts of things they do. We had been in discussion with similar projects elsewhere, and we had discussions with colleagues in the LSE and also in the University of Edinburgh who had tried different types of student partnership projects, and we based these models on those and applied them to our own institutional context. So, the UCD Student Ambassador is a scheme whereby students can apply, they're interviewed and selected, trained up, and they then provide a support role across the institution. It will run for this semester and next semester, so it straddles the summer period. And I think it's going very well, isn't it, judging by the amount of work they're doing and is it involved in a project today as well? Actually, that's where many of them are. Again, there's these sort of badges that they can earn from the skills that they acquire. In Galway, we've also got a student scheme, but we've taken a slightly different model. We're trying different variants of the models and we're going to compare them at the end. Our model is more focused on a sort of campaign style, so we call ours digital champions just for a bit of variety. And our scheme students, it's a partnership project. There's this thing called the Explorer scheme in Galway. And basically that's funding and support for projects that are run jointly by staff and students. So what that means is this digital champions project in Galway is run by students as well as by staff. And in fact, I'm really impressed by how enthusiastic the students are in running this project. It's really impressive. I want to commend in particular Tyg, a first-year student who's really taken this on board and put a huge amount of effort into it. I mean, I wish I had that kind of confidence in the scale and enthusiasm when I was in first year. It's really impressive to see. So the students there were exploring areas of digital identity, of security and of online safety and their awarded badges. Oh dear, 30 seconds. And it's going well. Meanwhile, in Limerick, we have a similar scheme running both in UL and in Mary Eye, associated with another forum funded project, Take One Step. So we've tried to link the projects together. Speeding along. I won't go into this in too much detail, but I will obviously answer questions on it. We've spent a lot of time working behind the scenes on the technologies, the content and the various processes. So we have started to develop online learning materials and also putting quite a big focus on repurposing existing materials. So we're really enthusiastically seeking contributions from others. We've actually been given contributions from other institutions and we're going through them and trying to see where we can really kind of share and really exploit the creative commons licenses that people slap onto their materials, but really in practice remixed. But enough of that for the moment. And the technologies, well, that's for people who want to know the details about the technologies. I can come back to the question. In terms of the content authoring though, we're, as I say, trying to do this collaboratively. We have an open curriculum model that we're about to launch, which allows people to prioritise topics, suggest lessons, suggest the activities and that those will be packaged by our developers. And also, we'll be sharing all the materials and getting everyone credit. We have a style guide and we have tools for repurposing. But I'll stop there. Because Teddy's giving me the eye. I'm sorry. Sorry if that was a bit rushed. Okay, thank you very much.