 Ydw i'n gwybod. Yn gweithio'n cais i ddweud y byddai amddai hynny. Yn ymryd i'w Llew Llywodraeth ar y gael o'n IT. Yn Jeunan Uned yn IT Carlham. Yn Ymryd i'w Llewodraeth i IT. Mae'r coleg Celyn Murphy, ac mae'r IT yn ymryd o'r Gweithio'n gweithio'i gwybod yw i'n gweithio ar y gael i'r gweithio ar y gael i'r PHD. Y Llywydd, i elu gyrthodd yn y gynhyrchu i gyhoeddwyr oherwydd emergingol, felly, ar gyfer amser y gweithgiolaeth nifer o gynhyrch oherwydd iddyn nhw, nifer o rhan o'r portwyr gyda'r newid o bryfodol. Rwy'n gynnwys y cyfathu oherwydd y PDAF, mae'r strategiaeth? Mae'r prifbobbyn ymddynt yn ddo missile yr hyn. Yn roedd, rydym wedi ddweud gwahog felly cyfathu o gyffanol ar y gynhyrch gweithio. Yn gyhoeddwch, dwi'n gwybod, y cwyrdyn nhw ydych chi'n ddodd o'r ymddangos yma, yn y Llywodraeth Cymru, ac mae'n ddodd o'r cyffredin ymddangos yn IADT, GMIT, a SligoIT, ychydig o'r cyffredin nhw'n cyfrifio ymddangos. Ond yna, ychydig o'r cyffredin nhw, ac rwy'n gweithio'n gweithio'r cyffredin nhw, Roedd y cwrs arno meddwl sy'n meddwl o'r cyfrifio cwrs ar gyfer y cyfrifio cwrs. Mae'n gweithio cwrs arno meddwl o'r cyfrifio cwrs ar gyfer y cyfrifio cwrs, o ddod 5, 10, 15 credits. Roedd y cyfrifio cwrs yn ystod yn cyfrifio cwrs ar gyfer cyfrifio cwrs. Felly, mae'r bwysig yn 840 ymddangos o'r bwysig ar y cwrs ac yn ymddangos, mae'r bwysig yn 2.20 o'r bwysig ar y cwrnod. Mae'r bwysig yn ymddangos, felly o'r ffordd ymddangos, mae'r adgylchedd yn y ffwrdd yma, mae'r modwl yma, mae'r bwysig ar gyfer y dyfodol, yn ymddangos. Rwyf i hetoedd, mae'n ddifillio'n gwaith i'r cystafell cychwyn i'r wneud. Rwy'n gweithio ac mae'n gweithio'n ddefnyddio'r ddifillio. Mae'r ddim yn ychydig, mae'r rhai o'r gweithfyrdd ar gael, a'r ddififillio'n ddifillio'r ddifillio, a'r ddifillio'r ddifillio'n ddifillio'n ddifillio'n ddifillio'n ddifillio'n ddifillio'n gweithfyrdd y gweithfyrdd y gweithfyrdd. Yn rhan o hyn o'i gweithio'r ysgrifennu, dyma, mae'n meddwl y rhan o'r rhaid hwnnw gweithio a'r cyd-af, mewn deillid ac yn gallu re immune o'r wirfrannu arif rydym nhw. Rym ni'n rhan o'r typologi, mae gennym yn ffocor o'r typogio acrwyddiadau, ac mae'r bywb yn bateriannol ti'r tyfu oedd ddych chi yn biddyliau'r digew ym lakh o bob ddans mwrth. These are the key objectives then of Plus, and it's about interpreting and mapping the existing provision, exploring RPL and identifying opportunities to align to digital capacity. This was the feedback from the review panel in 2016, and it was very largely positive feedback. But a number of things we knew we needed to address and we believe we have addressed them at this point are that we needed a clearer process and outcomes, a focus on pedagogy and forming development of a shared vision, a clearer evaluation strategy and also more consideration of impact and consultation and these are things throughout the presentation that we will emphasise. As to our targets in from phase one January to June project set up and planning and mapping and consultation we have achieved all that we set out to achieve between January and June so far. Also regarding ongoing process we have clear processes and outcomes in particular with regular meetings on Skype and face to face and I suppose we have the particular challenge because of the size of our group. We have clear action points and we have recurring agenda items. There's also a clear and transparent process all the way through and access to documentation so all partners use Google Drive to share in edit documents and also all partners and their supporting institutions will use the national forum collaboration space and we make large use to Skype and video so now I'll hand over to Gina to talk to that alignment. Thanks very much dear Dr. So I suppose one of the key features of what we're doing is aligning to the professional development framework and what we started with is a very much a programmatic holistic approach. As far as the core team is concerned we want to look at philosophies, the themes under printing, all our existing programmes, the programme learning outcomes as well as module learning outcomes and the learning and teaching assessment strategies as well as bringing in the learner experience through kind of maybe documentation that wasn't captured by some of these elements. So the LYN values is what our modules are based on. These were established in 2010 that's the Learning Innovation Network so they already align so we're very much a value led pedagogy that we're adopting so we can see there that they align very well towards the professional development framework. We looked at all of our programmes across the sector and we established first of all what are the key features of our programmes before ever we aligned and these were some of the ones that came out particularly in terms of authentic assessment, format of assessment, reflective practice and also the themes that were developed to suit the 21st century higher education. More key features that came out again across all of our programmes across the sector included kind of collaborative learning environment which we had established, the scholarship of teaching and learning, personal development and technology which we saw very much as being not just a kind of an add-on but was very much embedded in our teaching and learning strategies and the way in which we approached the learning and the content and the assessment procedure. I suppose a lot of modules start with kind of teaching philosophies. We started with a philosophy statement so we looked at the philosophy statements of all our modules and all our programmes and we depicted it by looking at the number of occurrences of the various words in all of our philosophy statements and what was interesting here was that the word teaching, even though it's there, it didn't come to the fore. Learning came to the fore and we really believe that our shared vision is that in order to teach we have to learn. So we have obviously agreed to set up our mapping tool and again this is something that we wanted to remain quite simple but intuitive but also something that each of the partners could use and use collaboratively. So in order to do this we devised an Excel tool which was based on a tool that was devised by our engineering faculty in AIT in order to show their mapping to their professional body for accreditation. So we've got two levels so we're looking at programme level mapping to the PDF, the domains and the elements and then module level mapping and underpinning that are all the data in relation to the supporting data so the philosophy statements are the philosophy programme philosophies again the programme learning outcomes themselves the module learning outcomes are learning and teaching and assessment strategies and the domains themselves. So just to give you an image of these and we'll have a look at the Excel in a second these are just two exemplars at the moment we have a master document with all the institute information from each of the institutes devised we also then see that being split in for each institute so that each institute can indicate how their programme at programme and module level is is is aligning to the to the to the framework and so at programme level and at module level and I think it's interesting we will be able to see how we've done that so we've indicated a narrative for for what we mean by alignment. So here you'll see this is the interactive document so on the left hand side an institute will indicate first of all their programme learning outcomes and we are asking people to consider how these align then to the the elements by indicating whether it it's very evident the alignment is very evident from the philosophy from the underpinning values of each programme the learning outcomes etc and then we move down to some and and down to none for for each of them when when undertaking the the mapping this is interactive so it will link back to programme learning outcomes and also it allows the user to access the domains so that they can keep checking when they're doing this this this type of mapping likewise at module level the same applies so on each sheet we have indicated the link to the learning outcomes so people can check with those and then also check back to the domains to see how they link we we wanted this to be a holistic this initial piece to be you know a holistic approach so that they're reading their and they're interpreting and they're doing that as individuals initially so we're we're each undertaking this at institute level but the key thing is the discourse we're then coming together to meet to make sure that we're having we're achieving a common interpretation of the domains and also of the of the elements within those domains and see if they meet and if they don't for example we would we expect and we have seen where we are seeing red or where we're seeing some and as mentioned just a few minutes ago we see that maybe those elements will be addressed by undertaking other professional development which is not linked to our specific programmes so you can see across the the base here there are different there are different module lists all the evidence is there and also we will have our current module listings for each of off the institutes involved in the in the in the project in terms of just go back to our presentation sorry I'm a mac user so this is a little bit sorry I see it I actually see it yeah okay so so now we'll just move on to our evaluation consultations actually we see this as being kind of two sides of the same coin and we don't want our evaluation to be a bolt-on exercise we want it to be something that's happening as we're going through so again just to remind you this is our phase two work we've noted in red at the end this is a kind of an additional piece which has again come through from our work where we have developed a series of outputs to trial at workshops while mapping with graduates in each institute and I'll talk about that in a second so in terms of evaluations actually we looked at this as the evaluation of the project and we started with a question around what will success look like for this for our Atlas project and in order to again because there's so many partners involved in order to come up with a common consensus around that we've used the what's known as the rough data framework which gave us a practice based approach and allowed us to engage in reflexive questioning around you know what is the reason for this what uses what what data and evidence will we collect etc and just to show you this has had you know a very positive impact in terms of the way we're working through this so we've developed our mapping tool we've already presented it to our steering group for feedback it's been completed so the first iteration has been done by each of the core team and we're meeting again to discuss that the findings of that this week and we've also undertaken the development of staff development workshops and resources which we can use in in quarter four but we've also piloted those with current capstone module participants so the capstone on the pg dip in ait we've worked through these with them also which again is has been an interesting endeavour and you can see there our plan is to work with graduates in each of the institutes core and partner institutes in terms of again their perception of the mapping and and and seeing if it it links with with our findings the other thing which is very simple but we intend to make the pdf explicit on all our staff development activities so as you would with graduate attributes to identify an element just before a training session our workshop starts so that staff it's it's becoming just part of the culture of what we do in professional development very simple but i think we're seeing that even having an impact already because we've tried it and then in relation to ongoing our ongoing consultation will happen with programme teams again so that they are agreeing with with with the decisions we've been making our institute committees and also obviously with linen here who are supporting us so again just an outline of the consultation strategy again i'm not going to read it completely but we can already see synergies even with with the projects here today and we've had discussions with some of them and i see other potential opportunities from from the presentations also and so these are obviously we'll be focusing on phase two from from september onwards just about the student perspective obviously as is the case in the other programmes our colleagues are our students and the key feedback from our current students our graduates and also our prospective students is absolutely key and we're getting that consultation going on an ongoing basis we're also using existing existing evidence about the wider student body such as izzy lin service service within our own institution and we have a student union representative on our steering group as well just to talk you through where we are relative to the relative to the original submission as more i mentioned this morning the development of the two took time a little more time than we expected but we feel was time very well spent but more than that was the work and the time we spent on actually interpreting the professional development framework and we found this was a very iterative process we were continually going back and forth between us to develop a shared understanding we're going to be doing it again in fact on friday so in fact while we all have mapped our own programmes we couldn't show that to you today because we're the only ones who have done it this is now going out to our team programme team colleagues within our own institutions one of my colleagues is here is is is going to be involved in that very shortly so our programmes have wide ownership within our institutions and if this is to be successful everybody has to own the result we need to we know we need to get a consensus around how this is interpreted so this has been ongoing it's a very iterative process and there are a lot of iterations we see to come and where that came up very much for us was in the i suppose the difference between the explicit and implicit experiences as we were all mapping ourselves we were struck by how hard we found it sometimes to to see is is this evident in this module for example because not explicitly perhaps in a learning outcome or in programme content or in an assessment but sometimes absolutely implicitly particularly so in the communication skills and particularly so around the technology so we've had a lot of discussion about how we deal with that and interestingly in the piloting with the ait capstone group this came up from them as well the implicit versus the explicit so the consultation has been more iterative than we expected we also expect that the next work in phase two will be informed by the draft recognition framework which is a wonderful opportunity for us to explore it in our own context and to raise awareness of it locally and the staff development workshops are a new addition some of the feedback was around fleshing out what we're doing in terms of impact and sustainability we've taken the the impact framework and we've fleshed that out i'm not going to bore you by going through it in detail you can you can see the idea here first i suppose the key things in terms of impact are the fact that we will have we will have this framework aligned within eight of the 14 iot so this in itself is going to raise awareness hugely of the professional development framework it's going to have it informed in our work as newly mentioned it's embedded it's embedded now through a lot of the other work that we do and the other impacts will largely cascade from that but also importantly for us too we have all seen our programmes are long established very success for programmes that are recognisers haven't had very positive impacts in our institutions we have seen firsthand in very teaching intensive institutions the huge impact that accredited professional development can have and the recognition of this is hugely important for us so that is a hugely important impact from our point of view now the third phase will be january to june 2008 which sounds far away but obviously isn't at all we're going to be sharing the resources that we developed we're completing overall evaluation and we're going to start dissemination we've identified conferences and we're hopefully going to publish a little but also the local dissemination is hugely important for us we've been students here we've gone back to our feedback and we've tried to see if we've addressed the feedback you'll be able to tell us whether we've been successful or not and just finally one thing we noted overall there's a lot of different institutions involved in this we were a bit anxious about where we biten off more than we could chew is it going to be too much but actually the value of collaboration has been huge for us we all had worked together and collaborated in ways before but we really feel we're developing a community of practice now of strong one around the accredited professional development we've been able to sustain each other and most of all we're all still talking