 I'm Nicola Buci. I'm the Department's Lecturer here in Oxford, a Lecturer in Sleep Medicine. There's a university department at the clinical sciences. I run an online programme here. It's the first fully online degree bearing award that Oxford have ever produced. I put this together with colleagues who are all academics as well. It's an academic-led online programme in sleep medicine. Mae yw y program y Molly, ac mae gennym ni'n hwyl bwysig o bwysig o bwysig o bwysig ym gymryd ymgyrchu a phobl yn bwysig, mae'n gyfnod amser o'r bobl mwy o'r Ymgyrchu Môl, ac mae'n bwysig o bwysig o bwysig o bwysig, ac mae'n gweithio'r ymgyrchol yn ymgyrchol, neu mae'n gofynuol, neu'r cyfnodol o'r gwybod, neu'n gychynuol, neu'i gyfreithio'n meddlunio, neu'r cyfrifiadau ffynu o'r bwysig o bwysig o bwysig, o'i geisio'r sgwyl am ddweud i gydych yn cyfostateisio a ddweudio gwirio'r llif ddyfrannu. Felly, mae'n gweithio'r gweithio'r gweithio ymgyrch o'r cwrs online. A'n dod bwynt i'r ddweud, mae'n i'n mynd i'n bod yn ymgyrch y traddwl o chrysiau, os bwysig o'r lefprif, i'r pwysig iawn i'r platform online. Felly, we have over 90 hours worth of recorded material and I know that some of you would think, oh God, that's far too much, and we're kind of questioning whether that's too much as well, so it'd be great to have discussions after some of the sessions today. So, typically we have the traditional lecture style format where we have hour-long lectures, but the students are really engaging with these, so even though some of the pedagogic literature is suggesting, you know, we should have short six-minute videos, we find that the hour-long lectures, the traditional style of teaching is actually working for our students. We do try to break up those lectures, so we have intermittent quizzes to get the students to interact with the material, they have to answer some of the choice questions at several times lots during the lecture and also complete little hundred-word assignments during those lectures as well. But we also have weekly online discussion groups, so we run these three times a day to capture students in different time zones across the world and these are an hour and a half each, so each student will engage in an hour and a half long online seminar where they interact with the tutor, they interact with other students and we use Zoom video conferencing software to do that, it's really effective and what we like to do is give the students a bit of preparation beforehand so that we can advance, they have to either find a paper, read a paper, create a presentation, work with other students on the course through their own video conferencing software and then they come back to the Zoom room and interact with the rest of the group and show those presentations. We use the breakout rooms where it transfers their video and microphone to a separate room, they can do small group discussions then come back to the main room to present it to the rest of the group and this method seems to work for our programme. And so our online lectures are recorded through Penocto and here's an example of the traditional look of Penocto, I think I'm out of time almost and so we've got the lecturer on screen, students can skip forward, slow down, speed up, they can add their notes on it, we can pay to get miscaptions but at the moment we haven't decided to do that and the students can see the PowerPoint slides on there as well. But we're playing around with green screen recordings, I'm hoping to get my hands on the rapid mook at some point to update some of our materials and so I've been playing around with the IT services, green screen and creating our videos like this and we've managed to find a way where we can record these nice looking videos also through Penocto so that we don't lose all of the functionality of skipping forwards, slowing down, taking notes etc. And so I'm over time here so that's everything that I wanted to talk to you about so thank you for listening.