 Rhaid o'r ffrwng, gyda phanol ymgyrch, byddwch i'r ffrwng ymgyrch yng Nghymru a'r ffellawn yn ymgyrch. Mae'r nifio ymgyrch yn Caroline O' Conner, a fyddwn i'n gweithio ei bwysig ar ymgyrch, cerddianol Ierno O' Connel a profesiol Henry Smyddsyn. A wynau gyda'r ymddir i'w gweithio os y gallwn weithio, ar y cwmhaith, o ddyn nhw'n ddyn nhw'n cwstynfyn nhw ar y prifrogech. O'r prifrogech yn ymwyno i'r amser cydweithiau y dwylo sy'n gwneud o gyfnodaeth yn pengyrchu, rydw i'n sgwrthau eich cyfnodau i gweld cydweithio leirio gweithio yn gwirio peithio'i cynfarniadau sydd wedi'u gyffredin o'r Arddurddau Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun yn gweld ei porthoedd diolch i'ch wneud. A wnaeth beth am y cymdeithas hwnnw yn yr hollu'r projag? Mae'n golygu am ymddir i'r cymdeithas ym mwy o'r ddechrau, gyda'r cymdeithas â'r cymdeithas sy'n dweud â'r cymdeithas. Yming, mae'r ddechrau'r cymdeithas gyda'r cymdeithas o'r ddefnyddio'r ddechrau, o'r ddefnyddio'r ddefnyddio, rwyf yn cymdeithio'r ddechrau'r ddefnyddio ar gyfer y ddechrau'r ddefnyddio. There, the first year they have used Hebblepad an electronic portfolio to document and record nursing assessment of nursing clinical placement. Second year they had the opportunity to change the portfolio and evaluate another portfolio called Pathbright. Currently it will be June before we will have an evaluation of that particular platform. they are working hardwt that. Now they have been using it anecdotally and they've kind of been, we're been talking with them and they are feeding back and they probably are going to go back to Pebblepad for the coming year because they are also going to have the staff, which is an opportunity there, to actually encourage the staff as well to use it for their CPD because CPD is something that's coming down the line very much for us as nurses. Also as well we have been working closely with ULL a bod yn cael ei ddweud y ddweud y ddweud yn y ddweud yn y ddweud, ac y ddweud yw helpu a gyllid yn ei fod yn gyfnodol a ganddoeddol oedd cyfnodol ar hyn sy'n debyg oedd yn y ddweud yn ei ddweud yn y ddweud yn gyllid yn y ddweud. Rwy'n gofennu, y ysgol a meddwl, y ddweud â'r ddweud, ac oedd yn wneud yn y ddweud, ond mae'n gwaith oedd yn gweithio'n ddweud, ond, ond yna yw'r cyffredinol yn oedd yn ddweud ddwy enw ar gweithio ar gyfer yng Nghymru yn hanes o'r cyffredinol. Felly byddwn i'n gweithio wedi'i ei wneud i'r UCD a fyddwn yn ei wneud i'r UCD ac yn meddwl i'r cyffredinol o'r lefnodau'r wneud i'r cerddau i'r gwneud. Mae yna, yn gweithio, o ddim yn bwysig o ddweud o gweithio argyrchu ac i'r ddweud i'r cyffredinol yn ymateb o hyffordd. Da jawith yn g seminar ac yw'r gyfer y cwmorthion arloedol yn Llyfrgell cancelled, oedd tynnu'r unig o'r pryd o'r llogodd gympall ac ystod o'r pryd o'r pryd o'r pryd o'r pryd o'r unig o'r unig o'r pryd o'r unig i gyffrwyddon i Llyfrgell, ac o'r pryd o'r websiteiaid yw ymr�io ac oedd yn ddigon hi. Diolch yn dda i'r ffordd ar gyfer y cyfïgedd yng Nghym Rhaid i'r yma'r gweithio y platafennol a'r tyn ni'n ddod i gael y broses perthynau ac ysgolwladau yma yn y ddweud. Mae'r ddau'r amser yn gweithio, i gael y gweithio'r llyfr yn gweithio a'r wneud yn gweithio'i wneud o'r website sy'n deall ac yn ddod. Felly, yma yma'r profe Instyn Cymru, mae'n gweithio'r gweithio'n gwneud. Ac we have documented the management of our national forum for teaching and learning project, how that progressed for us and we continue to maintain and populate the website with new resources. Now the three main parts of the marketing was, the three main professions, nursing, medicine and pharmacy, we have all shared the website with our professional bodies. Roeddwn i'n gwirionedd i'r prinsigau hynny, Cymru'n wasbwyr, ac roeddwn yn cymorth gwyo gyda'r newid yng nglianllwyniol o'r cwmh返, unrhywm yn erbyn y cyfrifanc hwnnw hwnnw yw gwirionedd yma, yw'r cyfrifanc hwrdd i'n amwrdd i'r cyfrifanc yw i'r cyfrifanc Goeddio cyfrifanc, i'r cyfrifanc hwnnw dechrau i fynd i'r negrran, i'n teimlo yma a'r cyfrifanc wedi bwyd, because currently it will influence the actual new curriculum that's coming down the line in 2018 and also it will influence CPD recording for professional registered staff and registered nurses. We are also in line, and we're also in communication, I should say, with two universities in the UK. One of them is the University of Sheffield where Dr Jenny Swan is a coordinator for the third year gwasanaeth gweithio. Mae'n gweithio ar y bwrdd sy'n cyflweddol ar y wneud y dyn nhw, dyma'r bwysig, ac mae'n meddwl â'r bwysig i ddweud hwn yn ei yn e-preb. The problem ydych chi'n fan i'r rhaid i'w wneud y website. Rydyn ni'n chael gael eich cyfnwys, gyda phobl tuad o phobl, yn gweithio gyda dr Kate Nangall, ac ydych chi'n bwysig i addangu i chi ar rhaid i'w cyfnad i'w gael cyfnodol ar gyfer y byddai. The College of Medicine and Health within UCC have now formulated a core professional development module for undergraduate students, and this will be coming online in September 2017, where the resources we have, the digital resources we have, the core competencies, all of that will feed in to people documenting their assessments and their whole journey through using the portfolios as well. We have also, in pharmacy in UCC, the second year are continuing to use the e-portfolio, which it has laid out for, and they've also added more resources to the website as well. And e-prep is working with colleagues in the College of Medicine and Health to identify contacts and establish links with more overseas and to encourage more international take-up of this particular project and the resources we've laid out for them. I've presented as well at the School of Nursing and Midwifery about a week and a half ago to colleagues, the entire project, and as a result of that I'm almost like on a road show. I am presenting it to many groups within the actual school from the point of view of postgraduate nurses, undergraduate nurses, and the advantages of actually using it and the opportunities they have to continually document and record their clinical experiences using the resources. Dr Andrew Regan and Henry Smithson, they are actually going to present the platform itself at an annual scientific conference in Limerick in March 2017, which is coming along shortly. We are also going to run a workshop in the InMed, which takes place in February, the end of February, beginning of March in the RCSI, and the project itself there will be involved and also at the project itself. One of the resources on the project here is a mini-kex, and that mini-kex itself has been the foundation for a publication in the Education for Primary Care Journal. It talks about developing and piloting the resource and training the assessor on how to use the mini-kex, so that's pretty good as well because that's taking in the tutor as well as the student. The ePREP itself has responded to a call from the OVPTL in UCC for the next generation learning space. The ePREP proposal here is aimed at developing a technological enhanced collaboration and active learning space, but the project has been advised to work with the students union on this as they have the funding to create the space within the same building as where we proposed the space to be. So with that now I'm going to hand over to Catherine Burke, who's going to talk to you about the national impact and the evaluation of our project thus far. Thank you. Thanks Caroline. So the ePREP management team, we developed a document entitled Guidelines for Managing a Project funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education. Now this document was born out of a brainstorming session on the train journey back to Cork following our last review in October. So as you can see we're quite a productive bunch and we do like to work on the feedback as soon as possible and to be clear about the document it wasn't a reflection of the project, it was a product of it. This was something that helped us to evaluate the project and its progress from start to finish. Our project did not run very smoothly, projects are organic, so there are pitfalls along the way. So this document was created really with the aim of trying to basically minimise the number of roadblocks that people would encounter along the way when they were managing a project funded by the NFTL or indeed any funded project. We found really the best way to use the document is as a resource both before and during your management of your project and it's particularly useful for those who are about to start because they can be aware of a lot of the things before we get to it. The ePREP management team then presented this document to the Office of Vice President of Teaching and Learning and NFTL associated projects in UCC in December 2016. So just to give you a little snapshot really of the guidelines, we also have a copy if anybody wants to look at it, but we broke it down into step one objectives impact and sustainability. So in that section what we really looked at was the importance of keeping the project on the straight and narrow from the outset with regards to your objectives. You need to keep these in mind the entire time. Every time you think of an action if you're going to take it, how does this relate to your objectives? Is it justifiable if it's not? Leave it behind. So impact and sustainability then what we really looked at was the core areas of reach and dissemination, teaching and learning and of course dialogue and discourse and methods in which those could be achieved. Step two is assess project requirements. So essentially your staff, what staff do you need, what equipment do you need, what support structures to make this successful. And number three then housekeeping. I suppose the nitty-gritty really. So basically we broke that down into several headings such as your project contract, your finances, communication, sharing information. If you have an executive group, your partner institutions, protocols in relation to conferences, publications etc. We also included project post mortem. So when you get to the end what are you going to do with all of those resources, websites etc. who owns all of that. So basically and marketing as well which is a key factor which you cannot leave till the end so keep that in mind all of the time. And then talks are ongoing actually with the OVPT and then UCC regards the future of that and further dissemination of the document. So I will now hand on to Erin O'Connell who is going to deal with sustaining ePREP into the future. Thanks Catherine. Thank you. The clicker. Okay so if the executive were to stop working on ePREP in the morning which I wouldn't allow it to happen but if we did could we guarantee that ePREP would continue? Would it be used by institutions? And we think, we had a serious discussion about this, we think yes obviously it would be. Based on the pilots that we have not alone in our host institutions but also the pilots in our partner institutions who are very very strong constantly still communicating with us. For example Caroline was saying about path price versus pebble pad. There is emails, phone calls going back and forth still in particular with the winners of our poster competition. That generated another flurry of conversations again about how pilots were running in each of the institutions. Obviously the development of the professionalism module in the School of Medicine which Henry is heavily involved in for the medical students which will again also involve ePREP resources and also ePortfolios for assessment is going to be key to sustaining ePREP into the future. The College of Medicine and Health is also formulating the masters which both Caroline and Henry have been invited to participate in. And to do with interprofessional learning. So we do feel very strongly that yes ePREP the future is there, it will be sustained and it will be used. So sustaining ePREP and also sustaining the website obviously goes hand in hand. In the project we provided a platform that allows academic staff, placement tutors and students from a variety of disciplines to converge and work together to develop students progress as expert practitioners. It marries college learning, workplace learning and impromptu learning. We're supporting students to connect, contextualize and consolidate their learning. Be it through using the resources on the website and then demonstrating these within an ePortfolio and documenting how they've used them. One of the key outcomes is a resource website for healthcare professionals which will assist students and tutors in their journey from student to professional practitioner while also developing the teaching and learning experience for those involved. Currently we have over 1,100 users of the website which is pretty good. We're able to track quite closely even the pages that users are using, which are the most popular ones. And we have users across nine countries. Oh one minute, sorry, okay, I'll keep going. We have a 58% return to the website as well, hit rate which is very good. New resources that we added since we were here last as well or as Caroline mentioned the alcohol webinar. We're working on social media guidance. We've created a pharmacy section in particular for those students because they are now starting in this new placement for first year and second years. And then finally before I hand over to Henry, UCC IT services has taken over payment for hosting our website because it's hosted by the HPA. It's not hosted on the UCC website. So that in itself will guarantee the website into 2018 for us. I get the easiest bit, I just summarise. Thank you very much for the no cost extension. It was very helpful. I hope that it's going to have some benefit. Thank you very much indeed all of you for today but for the work over the last two years. Could I, yes we've got the second right. Marketing, yes it's actually how to use, when to use and essentially word of mouth. It's the change of philosophy. We're not saying this is an encyclopedic block of knowledge for a particular subject. What we're saying is it's little bits to help students, help tutors think about what they're doing and then develop that in the one to one tutorial situation within clinical placements. The website has been discussed, Twitter I have got no idea about but apparently we want to use it. We are very pleased with the participation that we've earned in the various conferences. We are talking more broadly with other disciplines. In fact the School of Therapies marched to my door and said, Hey what's this about e-portfolio? I said well I am the international expert on e-portfolio. But there was a lecturer who came to UCC from Australia and she had been using Pebble Pad for the last four or five years because of all her remote campuses. You can see what we've done down there and I'd just like to show what is how important the students and the tutors are to make this thing work. There's one of our students giving us a quote. She's on the website as well and we've got several tutors and students who are very engaging on the website. Thank you very much.