 okay everybody round of applause let's get the blood flowing you see before you a man who at four o'clock this morning didn't think he was gonna make it here but he's somehow here thanks to coffee and and for breakfast and my same friend and colleague Laurie Fitz here on timekeeping he'd be great round of applause for Laurie just to make things a bit interesting all the speakers are expecting five minutes but there'll be a random one person only get two and a half minutes just for the crack of it I just pretend we were pretending that it's there okay we just started we're already just going to be encountered doing this singing then later on but a dancing and moving around so we're already done for Augusta we just want the whole crowd even the people up in the posh seats I would have loved you to be down here in the middle but hey you know that's okay so anyway I don't want really loud to kick off we just do a count out and then the hands up on the gas every ready okay I can rock and roll I'm told all right I'm gonna get back into serious mode and tell you about our unbundling project which we have been doing over the last two years looking at new models of teaching and learning at the intersection of marketization digitization and unbundling and today I'm going to be just talking about stakeholders and the contestations that are happening between the stakeholders and there is a poster outside which you can look at at leisure and the interesting thing of course is if you look at stakeholders in new models of teaching and learning there are so many more than they used to be there used to be teachers students and maybe some professional staff and now of course there are a whole lot more setting agendas policy makers private companies telecommunications companies search engines etc and as the entire set of services unbundled so do more and more stakeholders appear on the scene and I was really interested just to look around out today at the new stakeholders who are part of our process of providing teaching and learning some of which are private companies some of which are university consortia but they are now part of the process of creating new forms of curricula and provision so our study we looked at six universities in South Africa seven in England and we also looked at six private companies who work in both South Africa and England we looked at publicly available information we interviewed senior decision makers in universities we ran focus groups with academics and we did surveys with students and what we found was that for senior decision makers there was an issue around an opportunity to increase access and reach and an opportunity to get third screen income and they had very pragmatic attitudes towards working with private companies they were tensions for them around core business and global competitiveness this whole thing about the rankings in South Africa there was the need to survive austerity and there's much more of a social justice imperative in South Africa than there is in England where marketized discourses were much more common private companies generally considered university slow and inexperienced they were very interested in the brand and in building trust and they see themselves as the pioneers and prefer entrepreneurial universities and I couldn't resist this quote I had to take all the rest out but one of them said to our researcher it's just like taking candy from a child when you negotiate with higher education institutions they are clueless about how capitalism works and they will enter agreement's blind and be taken for a ride we have more but that one kind of sums it up academics were much more skeptical about the changing nature of universities and concerned about decision-making agency and top-down approaches I'm not really talking about students today but in terms of the contestations we found that universities are balancing competing imperatives they're actually stuck between a rock and hard place around core business and generating third-stream income and this need to to generate revenue sometimes for their core business and there's a tension across the whole I education system as they become more differentiated and they are negotiations negotiations and some alignment between companies and university decision-makers and they're rationale for these partnerships but there are definitely contestations between decision-makers and academics and decision-makers and academics and companies and there they were really strong differences of opinion there are serious negotiations around the control of the academic project and control of teaching and around the question of outsourcing what's considered to be core business and there's some real negotiation around the role of social capital you know the old boys network and how do we get to form these partnerships so can I suggest if you're interested in this conversation our MOOC on this topic starts next week two weeks of it you know it's not it's a conversation thanks very much so ready now I think we've enough people who disregarded my ask and suggestions so they're gonna have the people in the posh seat they're gonna have to do all the counting on this one themselves so you'll have to make up because it's not that many of you so you'll have to count really loud people listen the third seat and the third seat only you're gonna do all the counting everybody else to sit back put your feet up and listen to the loud cacophony of noise that the people in the posh seat they're going to make are we ready and only for the posh people are we ready that was really good that was really good this side not so good so I'm watching everybody there's only about 28 with you so I'm watching each and every one of you right and I want all the people in the poor seats to look at them and see who's not see who didn't count out loud are we ready I only open the posh seats are we ready good afternoon everyone my name is Sho and I'm a postdoc at the University of Tokyo I'm gonna talk a little bit about the development of a new move on English medium instruction EMI so EMI means teaching academic subjects in English and it's different from teaching English itself to begin with let me explain some background on this project so we have already witnessed the internationalization of higher education and it's being synonymous with Englishization we research in English present our research in English sometimes in five minutes and we teach in English the number of territory classes courses or even degree programs offered in English is increasing rapidly in non-angler phone countries like Japan where the provision of EMI doubled in the last 20 years and nearly 30 percent of Japanese higher education institutions are now offering some form of EMI nevertheless there's scarcity of training in how to teach in English researchers have also reported a lack of pedagogical guidelines for totally teachers who are assigned to teach in English there's also a positive of resources for such practitioners who need to develop their EMI competencies by which I mean not only English proficiency but also various various pedagogical skills such as managing international classrooms given these challenges the University of Tokyo is developing a new move on EMI in close cooperation with the University of Edinburgh the move is called U-Tokyo English Academy Up which I shall call EA3 EA3 will be added to the U-Tokyo English Academy Series we launched EA1 in 2017 and EA2 in 2018 both of them are online courses on academic English so we are trying to help learners with the smooth transition from English as a subject to learn to English as a medium of their teaching we use Open edX as a platform and EA has also already got 22,000 users enrolled EA3 is comprised of 10 modules covering various topics such as what EMI is why EMI has expanded in higher education across the globe where EMI has increased how EMI is conducted and the perception and challenges faced by stakeholders such as teachers students administrators and policymakers each module is comprised of pre-lecture activities that are designed to stimulate learners' interest lecture videos that explain the topics I mentioned earlier POTS lecture quizzes for comprehension check and discussion forums where learners exchange opinions discussion forums also serve as opportunities where learners can raise awareness of their own or other local contexts so EMI is truly a global phenomenon but challenges faced by the stakeholders I touched on earlier differ from context to context in Japan for example one of the expected benefits of EMI is to improve learners English proficiency but it is highly questionable whether content classes taught in English meet such an expectation so our aim is to encourage learners to localize or tailor the global boom of EMI to their own local contexts a major contribution of this project to practice is to tackle with the scarcity of resources for not only EMI teachers but also those who develop and implement EMI training the MOOC we are developing can be mixed with offline micro teaching sessions where learners demonstrate their teaching and evaluate each other the project also increases profile of EMI which has been seldom told through MOOCs so this is a brief overview of my project the project has been delayed in my abstract I'm going to present preliminary data collected from learners but actually we haven't launched ESV so my failure I can't tell you much about research into this project but I'll be happy to answer your questions if I need thank you no fun another perfect timing well done our next speaker though are we feeling me torred are we okay we'll have to get the hands up the sway and it's great see yeah the four lads out sitting together it's like a bomb sled team down the back there he's absolutely one fella there his hair so it's ruining for the other three lads yeah he needs to go or shave the head we already get the hands up we're going to go left to right get the hands up come on this afternoon and watching everybody people in the party say get the hands up are we ready thank you everyone um hello I'm a bit off my game today because I have a common cold so please forgive me if I don't make sense not that I make sense of the time so I'm the piñata lady I don't know if you have seen my poster and I won't get into the piñata metaphor you can watch the video there is a cure code so I'm going to talk about my experience of being a change agent so I never saw myself as a change agent or as a leader right and I'm very new to be to consider myself a change agent so in my mind a leader or leadership is for someone to tell me what to do I would say the gentleman in the picture will be the image of a leader for me he would be a white man telling me what to do so when I saw myself in this situation I was clueless so I did a pg3rd and I wrote about my experience so I wrote about organizing a telfest with a team of four people the tel team right so I I read a lot about leadership I'm not here to tell you about leadership you can probably um read a lot about it there are different styles and you will probably favor one over another one so I just wanted to share I never saw myself as a leader and I was just thrown into that experience um but anyone can be a leader that's what I learned so telfest I'm sure you have come across it so I I worked with this team and we were tasked with creating a technology adoption strategy so telfest is fun it sounds sexy and is positive so some some of the literature and leadership says that the way you engage people is through emotion so you keep things fun because change is difficult how do you cope with change no one likes change it's really uncomfortable it is a cognitive load so we don't want more hassle in our lives so when we are tasked with rolling out another yet another technology to our staff how do you do it how do you persuade people that this is it because change is so fast and next month is a different flavor so everything you try to teach people or look this is so cool you have to embrace it it will change in two months in a year it will be a completely different thing so telfest sounds like a good strategy so we organized it there is a lot of um positivity surrounding this so it wasn't successful 88% of change strategies fail that's what the literature says and I think I am I am an optimist so I really am that kind of person that will just dive into things and I always expect the best the best outcome possible but the truth is 88% of changes strategies fail and I wasn't aware of that so I was deeply disappointed that people wasn't people wasn't as excited as I was about embracing technology what a shock so when I wrote my reflection about this so I'm I'm the child trying to break the pinata right is this wonderful experience of trying something new and really embracing it so then I'm here to give you a framework probably you know these things already because you're all pretty much experienced probably more experience than I am so people in process dynamics that you have to think about so when it comes to people the most important thing is people don't like change so I feel like part of my job is to understand the psychology behind what motivates people there are many different approaches and I think it's our job to study a little bit about how do you reward people for being awesome so I don't believe in punishment so reward is the best way forward and the process dynamics I think clarity of the outcome what the success look like to you and to the your institution and when you have this in mind you have a clear vision what is success like what does it look like what percentage of people do you want to use this new technology then you have a clear framework and then you can say that you're not part of the 88 percent of failure okay I think that's all thank you very much no phone no phone yeah I think it's more fun if you don't get in one minute we're on it isn't it's marvelous yeah I think that's all right I think we're going for that no more warnings 10 seconds and that's it competition the voting line pain though three car all together kuih and then arms up in the air I want to see who's gonna be loudest thought are we ready we're gonna start over here um I'm I'm Chris Kennedy I'm from Glasgow dental school part University of Glasgow and I'm I'm sure you've all been here this week and you've you've all taken a look at my poster that's been downstairs since Tuesday so I'm just gonna work on the assumption that you've all memorized everything in there and I can just build from there the project that we were working on was a middle redevelopment and I know that's not exactly the most exciting thing for the people in this room because it's it's what we do we do lots um but the the difference here was the the approach we took and also the course that we were doing it to because dentistry is a five-year integrated degree it's not modular and we've only got three teaching themes which means that we've got three middles per year which means an awful lot of content in each of the middles and clinical dentistry that we've been piloting on is fair to say the biggest um so what we end up with is a file dump with randomly named files randomly placed um the students don't know where things are the staff aren't sure what file belongs to who so when it comes to this time of year before semester starts you're trying to clean it up get rid of things that want students to see nobody really takes ownership of individual things so that there's an issue there um so we've got some data about what the the staff and students actually think about the current layout and we found out that 14.8 percent of students can find resources every time um the rest no but that makes sense because only 40 percent of our staff know where they're supposed to be putting their files but it is an issue the other the other issue that came out was the added functionality the use of the active blended tools the all the different things that Moodle can do rather than just be a dump um 64 percent of students love these resources they think it really helped their learning only 16.7 percent of staff actually do it although in the bright side 64 percent of staff say they would love support to be able to do it so the staff are willing the students are willing but the structures at the moment don't really allow it um so it you know we'd say break it two phases we've got let's fix the layouts and then stage two is let's try and get more active blended learning brought in that's quite a big job and frankly i wouldn't know where to start so luckily we found a framework um because there's always frameworks we love frameworks this one is the ad cola et al framework and it's for the holistic framework to support effective institutional transitions into enhanced blended learning um i could spend about an hour going over all the different parts but the the key bit for this is the circle in the middle and i think it's the most important part as stakeholders and more specifically your students because if you don't have engagement with your students then what are you doing um so as part of that we decided to create a project team and we brought in students as partners as co-creators and got them involved on the ground floor they co-own the project um one of them referred to as a hive mind mentality which is interesting but nice um so the the the staff and student problems we've gone into it's on the poster but the challenges we found was organization the layout is awful you know what see having students sit down and help you design the layouts makes it so much easier because you remove those assumptions that we have we know how the course is structured the students don't so we are making assumptions that they know what we know um when they're in the room with you saying that doesn't make sense to us it makes you realize that yeah we should probably listen to them um the awareness is a problem because the staff don't know what blended tools are available so again we got the students we gave them a sandbox access to middle to play with the toys and then when we meet with the staff to say hey why don't you try this the students can put the examples forward and say here's what we've tried out here's some examples why don't you do it in your course this would really complement your teaching and all of a sudden the staff like okay yeah we'll give that a go authorization well i think we're all aware of the bureaucracy in higher education there's a lot of committees and levels to go through um again having students on side makes it a lot easier because you say hey students want to do this so let's do it and students get the students want um but the big barrier was time because we're short on time across the board um even just to meet as a project team is really challenging but i would say we were lucky enough to pilot max off teams uh made our job a lot easier to work as a team and to move forward with that and running out of time um but what this is engage your students trust your students and you too can turn something like that into something less awful thank you now no pressure but from my viewpoint the right was very quiet and largely ineffectual oh sorry i was taking about west minister there sorry right this time we start off here with a hand but i want to hear it i love more gusto from the right a little too bright so my name is Stuart i work at edinbury uni and i'm going to talk about a project we worked on this year starting in february called the we have great stuff color and book i think a lot of you already picked up a copy of my supplies have run out already so i'm going to take you back in time to december 2017 and we had a staff workshop based on our playful engagement strategy you can get to the link there it was just a sort of brainstorming exercise people coming up with random ideas to see how they could improve the quality of sort of work in life and one of the ideas floated was taking advantage of the university's image bank and turned it into a color and book so these were very early prototypes can take you forward to february this year so the university runs a week long series of events called the festival of creative learning and this is an opportunity for staff and students to run any sort of creative event this is run from the institute of academic development and we put forward a proposal to start creating new images from the collection and we ran two three-hour workshops so this was to sort of overview the format of the three-hour session students were encouraged to look at the image bank there's 40 000 images in plus most of them are open licensed cc by and we gave them the means to transform them into black and white outline images and then sent of putting their efforts into a collaborative publication so one of the key outcomes of the workshop was learning a new digital skill for the majority of students and that was using vector drawing tools we used well not open source a free online browser version called sketchpad that's a direct sort of equivalent to adobe illustrator there was everybody started off in the digital method but some people weren't entirely confident or happy with their results so the alternative approach we took was to sort of analog solution with pencil and tracing paper and at the end of the workshop we had a inkjet printer and we printed off their effort and gave them free color and pencils to actually color in their designs and I think that was a nice way of closing the loop of the workshop from start to end and the very last thing we did was a friendly competition where people uploaded their images to padlet and voted on somebody else's image and then we gave out some professional color and book his prizes these are just some of my particular favorites that were created and this is a shawl but I really like how the student just focused on one small area because it's such a detailed image and this one Magnolia sort of blossom is beautiful I think the student had a low confidence level coming into the class thought this one was relevant for today it's a roof plan for mccune hall and this one's a piece of fabric from Barrett College and I really like how the student sort of extended the repetition to make sort of a bigger image for the book and this one I still can't believe was created in one go in sort of three hour session and this is one of the students who created the pencil version and this is Barrett College from the 950s so this is just an overview some of the feedback from the students the main things were learning a new digital skill sort of relaxed friendly atmosphere doing something creative there was a lot of students from the business schools I think they appreciated a different opportunity and I should say also a lot people didn't know about the image bank or the center for research collections so they sort of enjoyed hearing about that we published our book in April we had 2000 copies and distributed through the university libraries we ran a couple of sessions in April for exam week and for mental health awareness week for staff and students these are just some of the sort of pop-up things other people used with the materials at different library locations this is just a summary of some of our outputs and there's a dedicated website to encourage you to all have a look at you can download the book as a PDF and all the images have been uploaded to Flickr and they've already had over 10,000 views and there are some limited physical copies here today for people um there is a handbook for the workshop so if you want to run your own I would encourage you to do so it's very easy and straightforward and I would also encourage you to share your efforts online the library have this hashtag we have great stuff and you're welcome to use that or get in touch with me that's me thank you six seconds is very well done that's a great project now you're doing the next session coloring it brilliant stuff I'll take twice as long and you'd have to drag me off the stage brilliant yep deal okay yeah you're all being too well behaved now the fourth day was the best people running over mayhem absolutely brilliant okay twice as long twice and you'll have to drag me off the stage oh I have to be okay I will we'll sing again now who wasn't here yesterday you're all here okay we're going to sing to the tune of doha there we'll just do a quick rehearsal so to be ahead of the old tree and cover kuih and now you can start your dust so to be ahead a doe a tree a car a kuih and now you can start your agusta we got that one we do a quick rehearsal we're ready we're ready with that one now I'm trying to be all the learning styles we do a lot of kinesthetic stuff now and now we're doing it that overhead was very expensively gained are we ready now now this work you can join in as well are we ready a hey a doe a tree a car a kuih and now you can start your agusta thank you um well um my talk relates to the fantastic keynote that we had this morning uh we're very passionate about learning through play and I'm going to share our story but before I do that feel it's really important to highlight who I am and what we do and what our philosophies are so I was the undergraduate student that was often referred to as lacking confidence and that's something that as an academic I often think about what does that mean when we say our students lack confidence so I'm really in a privileged position because at London South Bank University I work with South Bank academies our university has sponsored schools and it's my privilege to work with our schools work with our young learners and the teachers and I'm going to share the journey that we've been on for the past couple of years so our project Inventus has been funded through Erasmus and supported through our university's Centre for Research and Form Teaching and Teaching Investment Fund we are here to help support school teachers build their digital confidence in the classroom so we connect teachers with universities learners with universities and our students go into the schools and it helps us so our underpinning philosophy is learning through play enable through technology using as diverse teaching resources as we can in an inclusive environment where curriculum community and can come together in harmony and we're going to I'm going to share how we do it so that word confidence that's something that I've been thinking about if the learning context is right the learners feel engaged so what we try to do is put the scaffold around the learning activities and then ask our young learners to interpret it and to work with each other in a collaborative way so our children work with school children across the globe we have worked with 40 different classrooms in eight different countries reached more than a thousand students we do it by making learning fun I think I have probably the biggest lego robotics collection in London if anyone wants to challenge me later I've got about 40,000 lego pieces in my office we make interactive sessions we engage our senior staff in the university to work with our children and our university students engage with the school teachers they work with the children and together we create an environment whereby the children work on a topic around sustainable development environments and they co-create stories using scratch and then they share these stories using various different technologies as part of what we do not only that we work with our school children we get our school children to work with primary school kids and then that that way the kids feel more confident they say okay we put we took part in a robotics activity we learn from it they come and give us feedback and say how could we enhance your robotics activity and then when we're teaching it to the primary school kids how could we do that better than you so I always love the fact that they come and tell me what you did was not so good this is how we can do it better absolutely love that as part of my job I employ students ambassadors they work with me they're members of my team right now they're training our graduate interns this whole throughout this whole week and our students go into schools they become role models it helps boost their confidence levels it gives them employment opportunities raises their profile at the same time we are aware that our school teachers across the globe we've worked with 270 school teachers in different parts of the world they need support they need support in terms of grappling with the technologies whether it's scratch or blogging tools or the way we operate in terms of our program we help them we support them with their learning needs we connect the teachers with each other it was absolutely amazing to watch teachers in Philippines finding each other knowing that the community that they worked with and how close they were to each other in the geographical location and I know I'm running out of time these are some of our children and some of the work they have done carry on you'll have to drag me off the stage um so uh we absolutely love a tree a color a cooling start thank you thanks for joining me in the graveyard shift here at outsea 2019 my name is Lisa Donaldson from Dublin City University and this is not worry yes it is working fantastic and in the next four minutes and 59 seconds I plan to take you through a whistle stop tour of some of the ways and the steps that we've taken to support lifelong learning for our staff at DCU now it's been a while since I've done a gasta and as Tom will attest it didn't go so well that time either so if collectively we make it through this after the late night conference dinner and the 2am fire alarms I do have something for everybody in the audience and I'm going to leave them just here on the front of the stage in case he gets the crook and holds me off before the end in DCU we launched our learning portfolio initiative in the academic year 2016 2017 so we now have many thousands of students using e-portfolios across all faculties for to support graduate attributes to support reflection for assessment and for extracurricular activities so this year we started to look at how we could utilize the affordances of e-portfolio to support the cpd for our staff and cpd is a core part of academic practice so the affordances of e-portfolio lend itself towards that the ability to have an online space whereby you can showcase multiple media that you can personalize and that you can share with perhaps accrediting bodies or if you were going for promotion or another job so e-portfolio offers a lot of advantages there and what you're seeing there just a snapshot of our e-portfolio system which is based on mohara so these are just a few of the initiatives that we've been working on in this last year some are in very early stages we have recently adopted the advanced he fellowship scheme and what we are currently doing with the first cohort that are going through it is very much a paper-based exercise but we're looking and here's a sample on the left we're looking that eventually that will move to e-portfolio to showcase the learning and accomplishment of our academics another area that we're working with in conjunction with HR is the learning grow initiative for our researchers and we've developed a customized e-portfolio template based on researcher specific competencies that they will be able to use to again showcase their excuse me their skills I have no spit left at all showcase their skills so that's going to roll out shortly as well within the TEU teaching enhancement unit of which I'm a part we offer many workshops to our staff and we've created customized for every single workshop that we offer reflection templates which we now automatically send out after the workshop there's no requirement for the participants to complete them but we are hoping that we can encourage ongoing reflection on the workshops that they take with us and this year for our teaching excellence awards we introduced e-portfolios for all our shortlisted candidates and this greatly enhanced the evaluation process but more importantly the candidates then had an online showcase of their teaching philosophy statements their teaching and learning initiatives their assessment initiatives and perhaps one of the biggest things that we did this year under the auspices of e-portfolio Ireland which is a national community of practice for e-portfolio which comes out of Dublin City University is that we designed and put on a design your professional portfolio workshop so this was a half day workshop whereby we wanted to encourage everybody to walk the walk and have their own professional portfolio so what you're seeing there are some of the the core areas that we we looked at including in a portfolio and they were informed by the frameworks that you see on screen so the professional development framework in Ireland the UK professional standards framework and our own DCU academic development and promotion framework and that's what you have here on the front of the stage it's those categories or sections that if you're looking to showcase your own cpd these are the ones he's going to start walking these are the things that you should look at having in your e-portfolio so i'd like to invite you to take one of those when i'm hauled off the stage and hopefully it can be a starting point for your own professional portfolio thank you i think that last one went well the intro i think that went well i like that but we need a bit more volume so for the person the second time we show no gossip at your cue to go are we ready let's get the hands on hi and so my name is andrew millington and i'm a developer from the university of Edinburgh i'm going to speak about how we used lti to extend our vle so two years ago i became involved in the academic blogging service which is a central blogging service for the university of Edinburgh that is used primarily to support teaching and learning activities and when we were setting up this project we had a number of requirements for it we wanted it to be easy to use with low barrier to entry ideally integrated into our virtual learning environment we also wanted it to be customizable because we acknowledged that not every blog would have the same purpose so we wanted to have different tools available to the blog authors and we also want to have different themes and looks we also wanted it to be portable so we wanted the blog authors to be able to own their actual content if they wanted to they would be free to download the blog and lift it and put it on another platform of their choice we also wanted the blog to be public and or private if they wished if it was public they would be able to share their ideas outside of the normal university colleagues and perhaps of the wider world to get more ideas and finally as a bonus we would have liked it to have been open source platform as well so that we could understand what the system was doing with our data and also we could use the developers at the university to expand upon the service if we wanted to so in our commercial VLE we have a blogging system but unfortunately as you'll all know VLEs tend to be swiss army knives they provide a lot of different tools but they're not always the best ones for the job for example you're not going to use that little corkscrew to open up a bottle of wine if you have a fancy corkscrew in your kitchen with the little handles on that you can pop up easily and that's what we felt about the blogging system in our commercial VLE it didn't allow us to make our blogs public it didn't allow us to easily download that data it didn't allow us to easily extend that or change the look and feel of it but it did integrate well with the virtual learning environment however there was a system that did work well for most of our requirements and this was WordPress WordPress allowed us to customize the VLE it allowed us to download and export the data it allowed us to make the blogs public and with a bit of tweaking we could make it private as well but the one thing that was missing for us is it wasn't easy to integrate with our existing tools and our virtual learning environment now in the php world you have web application frameworks and i'm a php developer and web application frameworks give you the bare the bare tools to make any web application so this is data into database integration email integration form validation and code igniter at the top there used to be the swiss army knife of the php framework world and as time went on people realized that the tools that it was using weren't always needed or weren't required so lara vel and symphony came about and they were more modularized they allowed you to rip out bits and pieces of it and replace it with systems that you wanted to instead and that became a big mess because people realized that they weren't always interchangeable so something came about in 2013 called the php framework interoperability group which writes standards and these standards say how these modules work so you can now take modules from symphony and put them in lara vel and you can take modules from lara vel and put them in symphony and i would love for a vle to work like this and have standardizations and modularizations like this unfortunately we don't so we have the next best thing which is the lti standard now this won't replace the blogging system in our vle but what it will do is it will allow us to use a different blogging system if we want to it's a mechanism for securely transferring data from the virtual learning environment to an external tool and the data that we transfer first name last name email address the role within the vle and so on it eliminates multiple logins if you're logged into the virtual learning environment then by a simple click of a link you will go into the blogging system if you don't have an account there it will create one for you based on the data that's been passed across if you do have an account it will log you into the blogging service so it provides seamless transitions between learning tools and that's what we wanted we wanted to be able to easily cut down the barriers to use wordpress as a as a tool for our blogging service so what we did was we created a wordpress lti plugin and this plugin has two modes available to it the first is a course blog mode and what that means is that if you have an lti link in your course then anyone that clicks on that will be added to the same blog so all students will participate in a single blog alternatively you can have a student blog mode which means that any student that clicks on the link will get their own blog and the lecturer will be added to that blog as well and when the lecturer logs into wordpress they will see a list of all of the student blogs that are associated with a particular course to be able to go in and read about them we've made this plugin open source and it's available at github.com for slash yoe slash dlan for slash ed lti and it's licensed under the ganu version three license we wanted to do this to allow people to download it so please go and try it out and hopefully you'll be able to extend your video as well thank you too good so round of applause to all the gosseteers would you all please stand up please all the presenters to gosseteers not easy big round of applause and can i just say thanks to all of you as well just to only walk by participation so oh i tell you why you weren't sitting in the right place all right your chance is gone i can't guarantee five minutes though okay even better because i doubt myself i doubted a four o'clock in the morning he's stopped me singing and get that thing to work i'm running out of songs to sing and here we go are we ready five hands up and i mean the loudest shout of gosseteer for the whole day particularly the people up in the cheap seats yeah you know your bum has sat on a nice soft seat for the whole day and poor lads are sitting in the wood are we ready hey and uh and watch it stop stop stop there's people not doing it right it's one last thing people say oh the graveyard shift and fall asleep i'm giving you an opportunity to stand up i'm making sure to not waffle on for more than five minutes even if it's so all we ask is get the blue flowing are we ready sweat that drink over here are we ready a hand a dough a tree a car a curic okay hello we're last but hopefully not loosed um i'm Cara and this is my colleague Lucy and as you can see from our first slide this is what we do between us we have over a decades experience working within higher education as digital media producers generating a wide variety variety of video and audio assets we wanted to share with you today one or two of the common assumptions and misconceptions that we've encountered surrounding approach to creating media content that if overlooked can hinder an institution's development of sustainable media practices so this quote is from a paper that presents an overview of current video practices reflects on the relevance of production value in support of learning so the quote reads we encourage an approach that prioritizes learning and pedagogy over glossy high production value videos a diy approach to production prioritizes media literacy for content experts so while no one can argue with the fact that learning and pedagogy is always the priority here and from our experience this value is separated from the contribution of the media expert if i was someone without media experience reading this i would be forgiven for thinking that media specialists only contribute superficially to the making of media assets but media specialists offer something other than merely glossy high production values collaboration with the media expert will allow you to define your goals and approach be it diy or otherwise and to define quality you have to create a brief any quality output is output that meets that brief high production values isn't just gloss it's meeting your learning goals in the most efficient and impactful way and media producers can support those learning goals we're trained in knowing what approach will best communicate your content that's our value so here's shy he's one of our course leaders at edinburgh business school and mary jane who's there as well is our content developer neither of them had any experience of working with media before lucy and i came on board with a team we've collaborated with them over the course of a year developing media content for the new mba program and as you can see from the photos we've created a wide variety of outputs and approaches and so here is what shy and mary jane have got to say about their experience well it started with no experience at all i didn't know what to expect with the media i kind of thought that would be something where we just you would just get on with it and we wouldn't need to be involved i i couldn't understand what is expected out of me um what constraints are involved it was really really hard but what i liked about getting involved was seeing how things are set up seeing how different it is speaking to camera doing a piece to camera from writing something and and what different language you need to use and different skills i can more and more understand how videos interact together with the other material so hopefully you can hear from them and there's the transcript that you can look at um how this really has been a process it's much more of a dialogue it's a nurturing of trust and mutual respect and this kind of leads to an emerging voice and identity which you could call media literacy so rather than separating media specialists from content and that's really anyone involved in content whether that's a learning technologist or designer whether it's an academic integrating them into your culture is absolutely key to sustainable practices and that's us integrating with our team behind the light board um we can help you to find your voice and once it's there optimize its impact so collaborate with media specialists for illiterate and therefore authentic and therefore sustainable practice and our poster expands on that further and please get in touch um if you have any questions we've got lots of references lots of resources lots of ideas thank you tom well done well done well done and once again a round of applause for all the guests that are here it's not just today but over the three days well done thank you very much now before he disappears entirely i wanted to just say thank you to tom farrelly who's been hosting 27 papers at this conference single-handedly and i always feel that he really brings heart to giving researchers and practitioners the opportunity to share their newest work with the biggest possible audience that our community can offer so please put your hands together to tom farrelly edina's work with learning technologies helps to develop skilled data literate students who can change our world for the better teachers and students can develop and share coding skills with multiple our dupe turn notebook service our digi map services deliver high quality mapping data for all stages of education future developments include a text and data mining service working with satellite data and machine learning and smart campus technology