 Mae Gavyn Clinch yn Llywodraeth Fyllgrifennidol i'r beth sy'n gallu cyd-igol ar y dyfynol, rydyn ni'n hoffi'r gweld sy'n mynd i'r cyd-igol ar y ddweud o'r cyd-igol, ar y ddweud o'r lŵr cwrwm. Mae'r ysgrifennu yn olygu i'r llyfrwyng yng Nghymru, yn ymddylch i'r llyfrwyng yng nghymru, ac yn ymddylch i'r llyfrwyng, a'r hyn o'r ffordd yn ymddylch i'r llyfrwyng. Felly, byddwn i'r problemau ar y dyfodol, ymddylch i'r llyfrwyng yng nghymru yn ymddylch i'r llyfrwyng yng Nghymru. Mae'n iedda i'n meddylch i'r llyfrwyng i'r llyfrwyng. Felly, haunted byddwn i'n meddylch i'r llyfrwyng, mae'n gweithio i wneud eich meddylch yr hyn yn tymnu sylfaenol i gael. Mae'r ddeilwr aethwyr mewn gwneud ymddylch i'r llyfrwyng Fylau Diddym minsuol gyda'r llyfrwyng â'r perneidau yng Nghymru. Mae'r pwysig o gyflogion, mae'n meddwl o bwysig o'r Plou Sigmar. Byddwn yn rhoi ei gydigon, felly yn ôl rhai cyfleu cyflogion o'r prysg ac mae'n meddwl i'w meddwl yn ei meddwl o bÕll, yn mynd i siaradau cyd-rhywbodaeth yng Nghymru. Fyddog am y prosiectiaeth ymddangos, saith yn ôl i gyflogion, sef modd unig i ridw i'r i'r bwysig o'r prosiect. Felly, mae'r bwysig wedi cael ei wneud yng Nghymru a Llywodraeth Llywodraeth. Mae'r Ffiond-y-Farr, mae'r UL, mae'r Havann O'Ceef, mae'r Meri McEllid, mae'r James Hyn, mae'r Limerick IT, mae'r Crenoginti, mae'r GMIT, mae'r South, mae'r Janifer, mae'r IT Slygo, mae'r Meri Fleming, mae'r Nwnor McGwyn, mae'r Gynllunau, mae'r Brian McGonagol, mae'n Lettr Cenni. Felly, mae'n meddwl i'r Llywodraeth yng nghymru, ond maen nhw'n meddwl i'r meddwl i fynd i fynd i'n meddwl yndwy'n meddwl, mae'r gael yng nghymru. Felly mae'r r picturedr hwn o'r Mwg rhaoddi'n mewn gwasanaeth. Dyna'r moog yn bwysig i'r moddiem ac yn yma'r moog wedi'u llwyffredig yma, ond yn ddylai ddweud o'r holl oeddion o'r hunain gweledd o hyn oedd unrhyw ffordd dacton yn yma. Felly dylunio os gymryd i'w gwirioneddau, a ddiddordeb y gair, yn maen nhw yma yma yn ei ffordd. A weithio'r hollod yma yn mynd yn gwirionedd fel o oedd yn Y Lon. But if I look at my own institute, and Maggie Slaggo, 70% of our undergraduates are now first generation students, so there's a transition that their parents also need to make. Then there are other modules supporting faculty supporting people in our institutions to support the students and also something that's been touched upon already, this transitioning of adult learners from the workplace into full-time higher education. Mae'r cynnigau wedi'i gwneud yr ysgrifennu'r gael o'r ffordd ynglyn â'r sgwrs ymlaen chi'n gwneud. Felly yw'r ysgrifennu'r 1 yw'r modul. Felly yw'r modul yn ysgrifennu'n gwneud. Felly yw'r ysgrifennu'n gwneud. Felly yw'r ysgrifennu'n gwneud, mae'n gwneud yma'r modul. Felly mae'r ffordd o'r ffordd o'r ffordd o'r ffordd o'r ffordd o'r ffordd. Felly mae'r modul, gyda'r modul 1.5, i'n tanfodol sy'n ffordd o'r ffordd o'r ffordd, mae'n amdano'r ffordd o'r ffordd o'r ffordd o'r ffordd o'r ffordd o'r hunain yn credu sy'n cyfo'r lleidol ymgyrchu'r ffordd sgwrs ymlaen i hyn a chi'n gwneud. Bydd y ffordd o'r ffordd o'r ffordd o'r ffordd i'r gael ymddangos ymgeithwch a ch Notes. Felly mae'r bwysigol yr un ffordd o'r ffordd o'r ffordd o'r ffordd o'r ffordd. So we're looking in terms of the model and the framework. We've looked at Jilly Samman's edivities. She says for learning to be successful and happy, participants need to be supported through structured developmental process. So I'll show you the slide with the weeks. Week zero being an orientation week and that really ties in with stage one access a ddweud ymgyrch sy'n sgaffoddau a sgaffoddau i'r ddweud sy'n sgaffoddau i'r ddweud ymgyrch, ac mae yna'n mwych 5, mae yna'n gweithio'n modul yn ysgrifennu. Mae'n mynd i ystafell sy'n ddim yn gweithio'r modul yma yn ysgrifennu. So, week 0 and week 5 really wrap around the actual content itself. One thing that actually Simon talks about are e-moderators, and this is kind of going to be important to us, who will be the e-moderators. And I'll come on to that in a moment. So, we've talked about this being a MOOC, and most people know about MOOCs and that the format of the MOOC, they're particularly ex MOOCs. People are starting to talk about being an ex MOOC-C MOOC kind of guy. Primarily they're ex MOOCs and talking heads, and we're looking at creating something a little bit different here, a different kind of menu. So this is, we think of MOOCs and we think of who participates in MOOCs. They're well qualified, tend to be over 25, and they also tend to be male from the research. But that's clearly not our demographic profile. We're looking at a MOOC for 17 to 19 year olds in the senior cycle, and obviously a mixture of male and female. One of the other issues with MOOCs is that completion rates are pretty low, and that's not something that is really going to be acceptable to our project. We need to get people through to complete the project. So current average completion rate, according to Katie Jordan, this is from our website a couple of days ago, is 15%. Our own MOOC that I mentioned, we had 48%, so clearly there are a lot of MOOCs that have only one or two percent completion. So in order to address those issues I've just highlighted, the transition MOOC will have two paths through it. The first path is really the self-directed route, signposted, and this is what you'd see in a Coursera, a future-learn MOOC. It's the basic model that they use, but we're looking to create a second path which is teacher-facilitated, and so a change in MOOC design. That really will allow for a flipped classroom, a flipped approach to the learning or to blended learning. So if the teacher will work with the students in class, they do certain activity and then they can interact with the MOOC offline in the evenings, part of their homework, and so we're looking at creating a pack for teachers to work with. But going back to the e-moderators, so the e-moderators could be ourselves in IT Sligo, could be members of the teaching cohort, or it could even be as we run through the MOOC and through cycles of the MOOC we could have second and third level students becoming e-moderators and supporting the younger students coming through. So badges, this is another important component of the MOOC and we use badges to incentivise completion. It might become some healthy competition within classrooms or within schools to collect the badges, to earn the badges for each of the modules and for the final completion. So the structure then, I don't know how much of that you can see, but the structure is that at the top left we have a landing page that's then moving on to introductions and to some overviews and this is in week zero, so sort of structured supporting them, giving them an introduction and getting them to understand how they navigate the MOOC. A lot of MOOCs are kind of straight in into week one and straight into your content and your classes. This one is more, and some MOOCs do have an orientation week. And then as we come down here on the left-hand side we get to a point where we've got these two options, two pathways, one for the self-directed learner and the other one is the more structured one and requires the facilitator. So in order to do this, we have to look at the different platforms that are available to us, different MOOC platforms. We like the future-learn model. I think it's predicated on good sound pedagogical thinking but it doesn't allow us to really create the pathways that we want and to structure it the way that we want to do. So I mentioned our other MOOCs to 90s logo. They're on the Moodle platform. Examples of where Moodle is being used as a MOOC platform, sailor.org, 90 plus courses on Moodle being customized. For those of you familiar with Moodle, stripping out a lot of what is there, particularly the text-based elements and making it a lot more attractive and appropriate to the way we want to design it. Another example, this is a recent development in the Fachhochschule in Lübeck in Germany and they've taken Moodle and they've developed it into Moin, which is, as they call it, a German greeting. So the next phase really of the project is to pilot. We're going to take week zero and week one learning to learn and we're going to pilot that in schools in October of this year. So work is ongoing in terms of developing that first module. We're reaching out to a school per institute. So seven schools plus a cohort of undergraduate students which will be then within the institute that we can work with. And then from that we really need to do surveys and interviews with the students to find out the issues, how did they find it. We've got two particular paths. Some of them will be self-directed. Some of them will be facilitated. We also wanted an international advisor to review and identify and assess the MOOC. We decided not to go with her in the end but we got this guy, Dave Cormier who coined the term MOOC and he's the in charge of retention and student development as a university of Prince Edward Island in Canada. So progress, it's a two year project. We're probably 25 or 6 months in so we're about 25% of the way there. So we've got a number of pieces of the picture coming together. I suppose the timelines have been dictated by school calendar. Autumn being a good time to engage with the schools and not obviously over the summer or even earlier in the year. Institution procurement rules have held us up a bit as well with Jennifer here but we haven't had her for very long and that's as a result of slope procurement processes and delays there. Three minutes for three benefits. So an open, nationally available MOOC I mean there are 150,000 senior cycle students, 50,000 coming in every year. We see the advantages or the benefits being pre-development of skills that better manage this transition. That seems to be a very important intervention here. The development of a more engaged student when they come into third level. This is obviously on the basis that they can engage with this MOOC prior to starting in the institutions. And higher retention rates of students in third level. Like Tom, I sneaked in a fourth one but I just didn't put a number on it. We'll also create better linkages with the schools and further education institutions. We're so sneaky Tom, aren't we? Okay, so promotion is important. A lot of people hear about MOOCs and they're circulated through email and through social media. We will be using these to guidance councillors, specialist teachers in the schools. Corine has a database of key contacts in schools and further education colleges, students union and HE retention officers as well. Okay, I'm in time.