 I'll do mine if you don't mind. So, as it says up there, my name's Patrick Viney and I'm a learning technologist at Northumbria University. And for two years now I've been working specifically with degree apprenticeships. And the journey that I've taken has taken me through doing a requirements appraisal to see exactly what technology degree apprenticeships need within the university. Going through the various options to fulfil those needs and actually implementing a solution. And today what I want to do is give you a taster for all the work that I've done. I can't summarise everything into 15 minutes, but give you a taster of what I've done and the solutions that I've come up with. And what I try to do is bring very simple, very practical, very easy solutions to quite complex problems. And this is where I'm going today. That's a quote from the Times Higher Education in April 1 this year. Degree apprenticeships are quietly revolutionising higher education. And what I'm going to be talking about is what makes a degree apprenticeship different from a normal degree? Why does it need different technology? And then looking at the gaps and the solutions. So what does make the difference? The funding model. I've got a 16-year-old son who I'm trying to talk into going into a degree apprenticeship. And I just went up to him one day and said to him, £100,000. And he said, what Dad? I said £100,000. That is the difference between if you go on a three-year university degree and you end up with a £46,000 debt and you go on a degree apprenticeship for three years and you earn money whilst you're on that degree apprenticeship. That is the difference for him. So where does this money come from? It comes from a thing called the apprenticeship levy. Every business in this country which has over £3 million worth of wages built has to pay 0.5% of their wages into an apprenticeship levy. That apprenticeship levy, they can use then to train apprentices within their organisation. The rest goes into a pot and smaller and medium-sized businesses can use it. So there's a lot of funding from the government going into these apprenticeships and now they can be at degree level. And this is why it's changing the face of universities because we find in some part-time courses, say a part-time course in management where the company would have paid in previously they'll be putting apprentices in. So we are seeing this gradual change of where we're going because of this funding model. It's obviously very, very complex a funding model but basically the individual benefits by not having to pay the university fees that paid by the organisation. The employers benefit because they get somebody who's gone all the way through university specifically looking at their business. So it's a win-win situation for everybody but the employers who are paying into the apprenticeship levy are not using their apprenticeships. The next big change for the university is we're used to the student-university relationship. The big change is now our partner is the employer and the professional body. So we've got these people, other people, not only do we sell the courses to the employers but we have this relationship with them which means that our insular technologies, the lights of our VLEs, the lights of all the technologies we've got which just go between us and the student, how do we get them back out to the outside world? So we've suddenly got these new stakeholders. The relationship between workplace learning and academic learning, a lot of undergraduates are fully four-time students. An apprentice will be working 80% of their time working on 20% of the university. How do we create that synergy between what they're doing at work and university to enhance their learning? There are some traditional degrees, there are some nursing teaching where that happens and they're the ones I've used for models for that. The final one is, once I get the degree, they don't finish their apprenticeship, they've got to go on for an end-point assessment so we're doing more work and the end-point assessment is set down by government apprenticeship standards. So that's what makes degree apprenticeships different. The tell-need I've got up there, this is the gap. Our technology and the way we tended to use it, the lecture recording, it's all about getting things out from the university, the institution, to the individual, whereas in this case, it's how does the individual have an easy means of gathering, storing, cataloging, evidence, how do we get them to start reflecting on it, deeper reflection on their learning and their specific logistics we've got to record for degree apprenticeships. We've got to record how much time they spend off the job training, how much time their employers spend there. This is quite difficult things. We've got to have records of mentor meetings and workplace visits. There's a thing called a tripartite meeting where you've got to have four every year between a member of university staff, the apprentice and the mentor in the apprentice's workplace. What we also need is a means to share information securely with the apprentice, university tutors, and then out into the workplace as well. Our systems tend not to do that. As I've said, end-point assessment, we need this portfolio of evidence and we also need minimal administration because with everything, we don't have huge budgets for administration. Mae Fonbryd, we came up with, at CMDA stands for Chartered Manager Degree Apprenticeships, and it was a chartered manager that came up with this model of how we gather evidence from the workplace and how we use it, and there was three levels of it. The first level, informal capture of evidence. How do we encourage the apprentice to capture the evidence in its raw state in the workplace, whether it be documents, photographs, videos, and meeting records, and I will be showing you a live example of that today, how we do that, and it's got to be with the mobile phone. It's got to be that simple. You've got it there. The next thing is a more formal way of doing it. This is where we're creating the synergy between the evidence they've collected in the workplace and the learning, encouraging reflection through reflective templates, journal entries, blogs, and building up on those experiences and recording their experiences, not just the evidence of them. And the final, formal part of this is how do we then take the evidence they've captured, the resources, and put them into for some of the assessments, such as assignments and the portfolios. So, moving on from there, what I'm going to do is just take you straight through to a quick demonstration of how I've used an app called PebblePod to do this. PebblePod is known as an e-portfolio system, but we're learning using it as an individual learning system. So, what I'm going to show you is a quick demonstration of how I might record a reflection. And then I'll show you something that I've recorded this morning. And one of the workbooks we use for recording mental meetings and things like that. So, if I go on to here, I want to record 20% time off. This does cause a problem for people. And like I say, I go for simple things and I've created a simple template here. I'm in the student system here. I can just click that and off the job training record. And I'm going to call this one day eight at university. And then select a date for it. Literally I'm making things as easy as possible. Then just tick in the box what I've done. And all I require the students to do after that is give it a number of hours. And this way, I actually log what they're doing. That's all they've got to do to record their time off. And at the end of the first year now, we're at the stage where we get an order to these records. And these records, what we can do is pull them out of the system. So, if I close that now, what I'll do is I'll show you how that's actually pulled into what we call a workbook. So, if I go into there, this is a workbook which is provided to each of the students here. And the workbook pulls all these records together. There's a number of records I've shown you. Or one record I've shown you there where this is the off the job learning record, off the job training record. There's reflective records, there's mentor meetings in there. All these records automatically come into this workbook here. So I've got my workbook there. If I go down there and have a look at the off the job learning records, you can see that I've got the number wrong. But day 8 of university is already in there and it's been taken away from the amount of time that I should be spending off the job training. And that's all the person has to do. Also within there, I've got learning records. So I've got reflective learning records and I've got in there a record of an experience that I've had today. So some of you might recognise the location there. I can take a quick photograph from the phone of any document that I want. I can reflect on it. I can then reflect on the keynote speaker. I can take photographs and do this while it's happening and it's all there ready for assessment. That was a reflection on the first speaker there. And I've even got my presentation as a PowerPoint there. And I just built that this morning as I was watching. And it's as quick as making the notes in any format that you want. And you've got the presentation there ready for submission for assessment. And then after that, if I wanted to share that with an employer, it's as simple as clicking a button and saying I want to share with people. And I put my employer's email address in there. And the student can do that. So we've got this very, very simple system there which allows me to share outside the university. And that's one of the crucial factors which we didn't have. So really, in sum and up, I've taken a whistle stop tour of a lot of work there but there is this need for degree apprenticeships to go outside the university and share. And this is the solution we've come up with. I'm sorry I couldn't spend more time going over it with you, but I hope that's been a useful taster. Thank you very much. Very best of interest in understanding all of this myself. But the audience would come up with some questions. So you can whip through them fairly quickly to let the first presentation have their full 20 minutes. So first of all, a bit contentious. You might give a quick answer to this because it's probably quite a long one. If they're such good value economically, why isn't everybody doing one? A quick one, if they're good value economically, the only for programmes where there's a demand for the programmes and there's the employer demand and the government has to set down the standards for each programme so programmes where the government has set down the standards for them so we're quite restricted in the number of programmes and from a university's perspective it's more expensive to deliver a degree apprenticeship for the same amount of money as it is for an undergraduate degree end point assessment because of the support there. So it's a lot more expensive for the university so a lot of universities are stepping back. Interesting. Have you used Pebble Pad to replace your VLE? No, we use it completely. Alongside the VLE, I consider them to be totally complementary. The VLE is very much about the organisation given to the student we put up. Lecture captures on there, we put everything on there. We use Pebble Pad for the students to capture and send back to us so it's completely the opposite. We'll never replace our VLE but they work very well together. Then the model is designed for a non-technical subject. How can this model be translated into a programming or network engineering discipline from an evidential perspective? Right? I feel like saying pass on now. It was a specific model designed for the chartered manager but even with anything, a technical subject you've still got to gain your evidence technical evidence you've still got to reflect on it and you've still got to submit it. We've got those three stages and the first challenge is always getting people to record that evidence so whether that evidence be something physical like a photograph or a video or whether it be a programme, whether it be a website somebody's done, whether it be a piece of art they can still reflect on it they can still have this is my piece of art this is my reflection on how I've done it and this is how success. In the interest of time I'm going to combine two questions. One has asked how do you tackle the degree component and then a second question was has there been a challenge for staff adjusting to the teaching in block rather than more continually? The challenge with all the degree components are is the employers want that degree focused towards their staff and their staff's needs so with the manager for example we've got an open programme which is what attendance once a week where apprentices will come from a number of organisations we've also got a closed programme where they come for two weeks every semester and then we've got another closed programme where they come once a week so you've got different modes of attendance and you won't have the employers wanting specific tailoring of the course so this is really employer driven? It is employer driven the influence of employers can't be emphasised enough because they've got a choice between one university and another university and it's money, they'll choose the ones that are best. Brilliant okay well we've got loads more questions but unfortunately we've run out of time so I'm sure that Patrick will be available in the space downstairs or in the foyer after the session so please do ask him about that because I think as he's mentioned it's a growing type of course delivery so it's going to be briefed up and so lastly but not least we have a consortium a little on song room coming up we're going to do a little routine