 Fy oedden nhw, wrth gwrs, ac rydyn ni'n ddigwydd i'r ymwneud yma ar gael am yma ac Andrew Wilson. Rhywun o'ch nhw'n ei ddweud y teimlo i gydag i fyfnodol ond yn ei gweithgareddau neu'r cyflwyneu. Caer o'r cyflwyno yw'r cyflwyno am ysgolwyd ymlaen i fynd yn ymddi a'r ei gweithgareddau yn nhw'n gweithgareddau. Llywodraeth nhw'n ymddi. Rhyw pethau Andrew Wilson. ddechrau'n rhoi o'ch ddaf yn bwysig o ddweud o gyhoesio'r technolodol, yn ddywedig yn ei gwirionedd ymgyrchol, i'w ddweud o ddweud o'r technologiol o rhaneddau. Rwy'n ddweud o'r technolodol, content i peidogogi a'u gweithio'n ddweud, nawr mae'n gweithio'r model T-Pac ac mae'n helpu i gydag a gwneud o ddweud o ddweud o'r cyffredinol. Helo, gweithio. Rhywbeth y gallwn Helin Shelton yw eu cyflaid o'r prynhwys ar y Newcastle Business School at Northumbria University. Felly, rydw i eich prynhwys ar y rhan o prynhwys sydd wedi bod yn ei gwneud y grwp cyfryd, ac mae'r rhain o'r ddweud yma yn unrhyw y prynhwys. Rhaid yn gweithio eich bod yn ymlaen i gynnwys, fel that is those who are practitioners at the same time as being students, engage with learning and what that experience is like. But I'm also really interested in academic literacies, particularly with very mid-career adult learners and how they develop in that route. So the context of this case study is the senior leader higher apprenticeship at Northumbria University. of this case study is the senior leader higher apprenticeship at Northumbria University and this is a level seven postgraduate apprenticeship without a degree programme. So we've designed this apprenticeship to be much more like a CPD programme and the learners don't have formal modules and because the programme doesn't have formal assessment in the forms of exams or essays and reports in that kind to write there's not a huge amount of opportunities to practice their study skills, their writing skills etc. The apprenticeship culminates with an end point assessment which is an unaided project and for a lot of our learners that's the type of thing they do in their rule all the time anyway which is great but there may be aspects of what they're expected to do in that project which they haven't experienced before particularly things like risk analysis and so on that not all of them have been supported with or had the opportunity to develop. So they're quite a unique set of students and the university isn't really geared up for this particular type of project because it's very unusual in higher education so there's no real obvious resources elsewhere we have very good study skills support through our library but those resources aren't going to support these learners at this point. The university also has a KPI on mature learner performance as an area for development so what we wanted to do with this was to ensure that we could support these learners through their end point as effectively as possible. There's also a context for this which sits in three areas of research the first of these is the academic practice literacies dichotomy. So we know that literacy the ability to communicate and to put forward your view in written and spoken practice is a social practice the way we write is embodied in the different types of settings we're in. If you think about these learners they're very much embodied in a practice setting and so the academic setting is very different and we know from writers such as North Edge that learners can find it very difficult to express themselves in ways that are appropriate for assessment. The programme is also embedded very much in a model of Huta Guggy that is how we empower learners to find their own learning journeys and address their own learning needs that they have identified developing curriculums that is about their professionalism and about the things that they're interested in and one of the things we wanted to do with this case study is try and work out what it is that our learners needed and provide them with the right resources and we want to do that through personalised learning. So here's the problem how do we support and develop the writing skills of these mature learners very experienced professionals but perhaps grasping a task they've never had to do before. How do we accommodate the different levels of knowledge so from those who've never done it before to those who regularly for example write these types of reports but perhaps want to stretch their skills or want a little more support with it. How do we encourage them to engage with academic skills and how do we do that in the resource scant environments of higher education where we don't have a lot and so with this context problem in mind I turned to Andrew and I said what are we going to do about it? When Helen came to me with this challenge it was actually quite timely as I was in the middle of studying a postgraduate certificate in academic practice and I needed to conduct a practitioner based inquiry as part of my studies therefore as well as figuring out which tools might solve the problem I was able to look behind the curtain as it were and investigating and research what a personalised learning approach involves. So as well as considering the theory behind any proposed solution I was aiming to develop I also needed to consider the implications of the solution to the institute as a whole. I began the process by asking some key questions that is personalisation in the teaching learning assessment process important does a personalised approach actually need to be technology enhanced? How will the solution be supported and will that solution help influence the future of telenoathumbia? More importantly does it support the strategic aims of the institution? From the strategy point of view the top level institutional strategy which feeds into the tel strategy via IT includes the highlighted KPI which has the aim of embedding technology innovation in the curriculum so I knew I wasn't going to go too rogue with my solution. During the investigation and research I did around personalisation and personalised learning I came up with a number of findings some of which I've listed here which I thought were beneficial. So the idea of pedagogy of personalisation this is being cited by Penguin Down over the last couple of years and they're highlighting four elements which are individual characteristics, individual performance, personal development and adaptive adjustment and these characteristics are sort of coming together to form a new phrase around technology-empowered effective pedagogy. Again there's the use of the words personal and personalised and these can quite often be sort of misinterpreted and mean different things. So as identified by Jones we need to understand the difference between these two words and how personalised is very much more about the qualities and characteristics associated to an individual. An interesting element that I found whilst doing the research was this idea of a choice personalised paradox. This is the idea that instead of empowering a learner it might actually reduce the learner's control and give them less choice so as again that's just something to sort of bear in mind when considering personalised learning approach. Again limitations of personalised learning intel cited by Fitzgerald. This is very much along the lines of it can be expensive and time consuming and we need to make sure is it actually going to improve the learner performance at the end of the day as well. So looking at effective learning and teaching this is also it's quite an old reference, Laurelode, back in 2005 where she actually describes well-designed tell can adapt to learners needs and is much more possible than in non-tell settings. So in fact you know the idea of a personalised tell approach is not a new one it's just the idea of using today's technologies and integrating them. Looking at the benefits of personalised learning again Fitzgerald cites the sort of the micro miso and macro benefits. So at the micro level this is what the student is going to achieve. This is the personalisation that can increase motivation, improve attitudes towards learning. The teacher is at the miso level is going to support their activities, improve feedbacks through automation and it frees up their time to focus focus on other tasks and then finally again as already mentioned you know the institution at the micro level you know can we help tackle underachievement and help raise standards. So finally in terms of looking sort of assessment and how personalised learning fits into that I think for me it brings together elements of assessment as learning and assessment for learning. So you got the students involvement in the learning process and that their use of self-assessment. So both these elements are answering the you know the the question of how personalised learning fits into that. For me it brings in elements of both assessment as learning and assessment for learning. So you've got the students involvement in the learning process and that their use of self-assessment. So both these elements are answering the you know the assessment as learning and equally assessment for learning. So the personalisation is providing feedback to the students on how they can improve but it's also informing the teacher as well on the understanding of the skills and where help might need to be targeted. So after considering the outcomes of the research that I conducted it was time for me to consider actually building the solution and having a look at what tools were available you know to actually allow that to happen. So it was important for me to to start with the end user and consider them. So I needed to find tools that were but you know easily accessible had were fully you know accessible from an accessibility point of view but also in terms of technology you know they didn't have any additional downloads or installs. And equally it needed to have a friendly interface and be simple but effective to use. So from a technology point of view I had no budget to buy any additional software so I had to have a look around what what we had existing in the institution and it would put it obviously had to have the functionality required to to answer the the task posed and if if it was a new technology to myself it needed to have a steep fast learning curve so I could get on it and get the tool built. So in the end I actually came with the solution of using Microsoft Forms and Power Automate which are both products on the Office 365 suite which we have at the university. So let's have a look at the actual tool that I ended up developing. So as you can see here this is just a simple one question Microsoft Form. It's like a scale with seven options and it's just asking the student to identify how confident or not they are with with these following elements. As you can see here I'm already logged in and it's it recognizes who I am and that's key to the to the automation element that I'll look at in a minute. So we'll do a quick demo. It's just quick and easy just to highlight how the student, how the learner feels they are relating to these elements. They hit submit and that is that is all that's required from the student. They will then within a minute or so get an email with their personalized learning plan and if I jump to my email here as you can see I've got one prepared early and this is so like I say it knows who I am and that's key to get in the student to sign into the Microsoft Form and we've got here we've got these boxes that relate to those seven elements within that question. So as you can see here on the first one I indicated I was confident and what we're doing here is suggesting that if the learner then wants to further their knowledge within that you know create an executive summary topic then this would be the correct resource for them to do that. Likewise if they felt that they were perhaps a bit overconfident and needed to step back a bit they could come down to the sort of the intermediate resources and then likewise if they felt they wanted to start again and they'd answered it incorrectly we were actually giving them the opportunity to access the entry-level resource as well and that just gets repeated for each seven element. So again that's a confident but so coming down here so somewhat confident this is highlighting that intermediate resource that is appropriate to their needs and again we're often the opportunities to then further their knowledge or again go back if they wanted to start down a level and that just gets repeated for each of those seven elements. So what is the code to get that to work so using Power Automate and this is a this is the Power Automate itself I apologise to anybody any coders out there this might look a little bit messy like I say I I kind of had to learn from scratch and I'm still learning and I say dare safe in the future I'll learn techniques which will help streamline this but essentially what happens is a the flow the power automates gets triggered when a new response is submitted to the form we get the details but the key bit here is I won't expand these it's also getting the user profile so that's what's dragging out their full name and their email address. There's a bit of a program a bit of a delay in there just just so the system doesn't get backed up and then I'm creating a number of variables for each element within that question so we've got these switches here and these are the bits that kind of do the the main organisation of the structure of the email so it looks to see what the answer that the learner gave and either confident somewhat confident or not confident depending on that it assigns the resources in the correct order which are pre-written here and it assigns all of that into the variables above and then close this down again right at the end I'm constructing an email to the email address that I've captured and then I'm inserting the content of those variables which were set by these switches. So what we did after we had built that was we asked some of our learners to pilot it. Now the first cohort of learners who need to build these reports and use these resources to support themselves with that don't actually do that for another six months and that timing's been really problematic for us because it's been very hard to get the learners to engage with running a pilot but we did manage to get some to do it and the ones who engaged with it demonstrated to us that we this idea of differentiation of results based on the skill level was very helpful because they quite enjoyed the idea that they were given all of the options in what they saw but were directed to an option that seemed to be appropriate on the basis of the things they'd selected so that was very helpful and we also found something that surprised me a little bit but that the learners were grateful for having very directed resources so that they could use their time very effectively. We know from reports like John Butcher's shoehorned and sideline report that part-time learners are extraordinarily time-pressured and therefore you can see why that would be useful that they're given the right kind of resources pitched at the level that they're working at very quickly and it narrows down the amount of searching that they need to do to find the right kind of things so we can see the benefits of that in that feedback. As the learners go into doing these reports we will be continuing to do this feedback process so we can refine this for further iterations of the tool. So in conclusion, we did have issues. I personally found it very time consuming to find that initial content and I think that's because it's not standard academic content so I couldn't fall back on things I might have used. If we were doing something else I'd be directing learners to Manchester, Fraser Bank and so on. That content wasn't there so I was relying heavily on industry sources for things that actually I'm not an expert in. As I said, it's very problematic to engage learners in a pilot prior to the point of need. In terms of building the tool and the technology that I chose, like I said before, I knew very little about Power Automate other than what I'd seen in demo so I knew it could probably do what I needed it to do. I just needed to learn those skills very quickly and my advice to anybody else having a go at this would just be have a play, see what's out there, watch YouTube videos and I say within six months my knowledge of Power Automate and what it can do has grown rapidly and the next time somebody comes along and asks me to do this I'll be able to produce it a lot quicker and advance things as well. Things we found very beneficial in using this tool was, as I said, the learners really like that personalisation. It feels very targeted and directed for them so when they do engage with it they engage with it well. Once you've got over that initial curation and that initial creation it's very low resolves. It is now running, Andrew and I don't touch it. The only reason we would go near it is for me to promote it to our learners and they can access it when wherever they want so there's no time resource that we have to embed into that which is great. Likewise it's easily adaptable to other uses so I've shown this to quite a few other people and I'm now working on a number of other projects using Power Automate to help speed up processes, free up academics time, improve the outcomes to the learners so the benefits are definitely there. So that's our recorded presentation and I understand we're now going to drop on to live so you can ask us any questions you've got so we will be with you in a minute.