 Hi everyone. I'm going to hand over to our Gastamaster for this session. You're in for a treat. Thank you very much. And Tom, I'm going to hand over to you. Thank you. Thank you very, very much. Delighted to be here. Delighted, as always, to be involved with ALD. And as I said, if we ever need a bit of a lift towards the end of the year, having a bit of a crack, sure, what war is taking then the ALD wins the conference. So anyway, I think I'm hearing reverb, but I'll just keep walking away on that anyway. I think I might be playing in the background if you've got a video playing there in the background, Tom, sorry. That's all. I'll keep going anyway and I'll start her out because this is the beauty of live television and all that there like that. Anyway, so as I said, once again, I am genuinely delighted to be asked. I tried to just meet everybody here and put them at their knees. But of course, I failed miserably and I don't really want that. We want a bit of a blood sport. It is a sort of like academic gladiators. That's really what we want this day and age. As I said, we started this too many times where we sat down and kind of go, oh my Lord, will you just please stop. So five minutes, five minutes. As I said, when I tweeted, I want you all to wave your hands, take pictures of yourselves, do it and use the hashtag for getting involved. So I think that's really important. So as I said, as usual, I will give the presenter a few seconds to get their presentation up. Once they're ready to go, we'll count them in. I want you all to be counting at home. I want the speakers to be Hendo, Tri, Kaha and Kuig, Gosta. Once we show Gosta, you have five minutes. When you have ten seconds to go, I'll just come up ten seconds. When the five minutes is up, it'll be Hendo, Tri, Kaha, Kuig, Stod and it means stop. No, look, I'm very fair. I'm horrible to everybody. So I think that's a certain level of fairness. I know poor old Sam Tyler is really nervous like that. And as I said to her, like a professional MC, I should say, don't be woolly Sam, you've nothing to worry about. Of course you've lots to be worried about. The pressure is on here. That's the whole thing there. Merely there. Be afraid, be very afraid, but at least you'll see me just putting it down. Now, as I said, any time between four minutes and 58 and four minutes and 59 seconds is a perfect Gosta. I think that's fair enough. So we're going to get up there now. As I said, we'll start off here. We'll just keep it nice and handy. I won't get you to move yet or anything. But I want everybody at home to be joining it. Okay. Once everybody in the audience. So Sam, if you just want to be bringing up your presentation and getting it ready. Oh, okay. That's really nice. Wow. That looks very professional. Anyway, are we all ready? Get the hands up here. I just always just have to get my time already here. I don't want to give I don't actually give you any extra time here. So hi tech here. I have my phone. There's nothing. I should have something really fancy, but you know what? Look, stop watches already. There we go. Are we ready? Hey. A dog. That's rubbish. I'm not meant to say it as well. Absolutely. If this is the standard now, I tell you, because I can wait here all night. Doesn't bother me. I'd say it would never have a teacher. Never used to have a teacher like that. I'd be here. I don't care. Yeah. I've got a child to collect from schools. Right. Let's go. Hey. Hey. A dog. A tree. A cat. A cat. A cat. A cat. Okay. So I'm Sam Taylor. I am an e-learning consultant at Catalyst. So we are a Moodle partner. And these are 10 well-being tips from the ed tech community that I've gathered over the past year. So we all know what happens in spring last year. I don't have to say much about it, but it was a massive shift, a lot of panic over the summer. We didn't have much time to reflect. It was just quick breather and then get ready for the next term and then August happened. So autumn happened. A lot of uncertainty. We were very worried about our students, our colleagues, our staff, but were we worried about ourselves? I don't know. I don't know. So anyway, I am in a very privileged position where I get to speak to lots of people in the community as part of my role. And I would like to thank the following who spent over 20 hours talking to me about how they and their colleagues are getting on. And for all those discussions, I have lots and lots of quotes from them. But these are the top 10 tips that they have advised for digital well-being. So tip one that we all know, make sure that your e-learning content is chopped up in really good chunks that people can digest easily. So make sure they are well signed posted. They know whether it's offline or online. They know what order they come in and how long they should focus on them. The second one, when it comes to creating your resources, they don't have to be blockbuster quality. We have this term quick and dirty. You can do quick and dirty. As you can see, there's a really horrible picture of me in a video there. It was just me talking to a camera. Other things as well, when it comes to resources, does it always have to be looking at a screen? Audio is really, really good. So if you can provide resources that aren't requiring learners to just stare at their screen, they can actually listen to it for headphones while they're out for a walk in nature. Do so because that's really, really cool. Tip four, accessibility. It has been so important to make sure that your content and your VLE is accessible. You have amazing colleagues who have so much knowledge about accessibility standards in your VLE. Go find them. And if you are privileged enough to have a VLE that has accessibility tools built in, please use them because they are so, so important. Not just for disabled students, but for everybody now with mobile learning, different types of learning, just keep going with it. Tip five, does it, again, always have to be on the screen? Could you set tasks for your learners to go offline, do a little doodle, do a sketch, do a drawing, do a map, take a photo, and then upload later? Because this could give them a screen break and a chance to be a bit creative. Quick pause, have a wiggle, have a dance. We don't have to keep sitting at our screen. Okay, right, let's carry on. Tip five, biofilia. This whole idea about bringing nature into your classroom. Like we do with our homes, we probably all have a Christmas tree up right now. Bringing nature in, could you do it with your VLE, with your colours, maybe a bit of images of plants, nature, mountains, water, whatever. See if it works. Group work, so group work is also really, really important. And when you're online, it's very, very, very important. A lot of feedback was that sometimes group activities are quite fleeting. So students would like longer to spend with their fellow peers, but also have been more task orientated. Because sometimes these are the only opportunities they have to actually network and make these friends. And I'm sure we all have friends that we met during the first few terms at university. Number eight, think about creative assessments. So think of your universal design for learning. Give students a choice of how they want to respond to a task. Maybe give them something a bit more creative to do. So for example here, you know, instead of doing an assignment, you can go into a video, whatever you need to do. Just get them away from their desk and being creative. Another thing is thinking about your social initiatives. So your student unions, your staff associations, try to include their events and activities in your VLE if possible. Because bringing them in really, really, really helps to have that feeling of togetherness and community. And then finally, our colleagues are amazing. Use them to bounce the ideas or use them to share your resources and ideas and get them to review yours as well. And it's a good chance to check in on each other and make sure they're all doing okay. So if you want to have a look at some examples, I have a link here to an open Moodle course. We're going to have a look. It's not a real course. It's just a dummy one just to give you some ideas. But please go and have a look. And again, like I said, I had lots of conversations, quite prepared, you know, last year over 20 hours. I've done three presentations about it already, which have been recorded out there with different lenses. So looking at learning design, looking at VLE, looking at staff support. So please go and have a look. And if you have any questions, please let me know. And I'm going to stop there. Thank you. Well done, well done, well done. I did it! Absolutely fabulous. Four minutes and 44 seconds. Oh! Well, well done. Brilliant. And actually some great tips there. Genuine, I think. It's actually not easy to go for Sam, but just agonising over stuff too much or anything like that. So I think that's the whole thing there. I couldn't agree more. I've been getting away with that for years. And I actually say, if I step aside, if you want to jump in Sam, I can see you as a future Gastermaster. Absolutely. I think that's the big thing there. Too many people get caught up with the whole thing about EdTech. The vast majority of people that you're working with in the staff, they are not EdTech people. So they're not too worried about high-end production stuff. And as I said, our job is to make them feel a bit better and not be overwhelmed. So I think, yeah, well, well done. Definitely, I think I'm going to have to try and get you over to our new university, MTU. Munster Technologics University, just throwing it out there, folks. So anyway, there'll be buttons and badges and all for everybody, but I'll sort all that out later on. Now, I'm really looking forward to our next presenter here, Claire Thompson. It's also there, Kathy Moore and Donna McGean. Apologies for mispronouncing there, but it's just you, Claire, just for this. I thought you were going to be really impressive and do a sort of tag team multi, because there is multi-faceted. I thought you were going to do a multi-faceted team of presenters here. So I think that's really good there. A multi-faceted teaching approach for professional skills and well-being. We actually have the well-being team going on from Sam and now back into Claire's. So Claire, are you already? I'm back seating this one, Tom, so Donna's going to be taking this one, so I'm just here for moral support. Very good. Hi, Tom. And you've pronounced my name right, it's McGean. McGean, very good, very good. Are you hiding now? Do you know what? I done an update on my computer yesterday and the camera has disappeared, so... Hang on. Now, look at me. You're using yourself a rubbish camera here. Well, listen, I'll tell you now, I bet you Claire Thompson told you to use that strategy. Tell Tom. She did, yes. She told me it was a good tip. She uses all the time. Absolutely. It's the COVID version of the dog at my homework. That's pretty cool. It's up there with, you're on mute. OK, so that was a very good count to start with there. So as I said, we're going to get it up here. And I think I want to hear... And as I said, if people are watching, please count along with us. Stomp your feet. Take those photographs. Let's get a bit of a buzz here. We all need a lift. Have we already got the hands up? Now, this time, we're going to get a little bit more complicated math. Math, I don't see the hands up. Math, please. Up in front of the camera. I don't want them outside, because then you'll say, oh, my arms were out here. So we're going to start off. So we're going to go on the hand. We're going to go to the left. Oh, yes. Well, if you're going to talk about multi-faceted, I know that they were multi-faceted counts. So we're going left on the hand and go. Have we already got everybody at home? Have we got it? Yep. A hand. A hand. I don't know. I don't know. I can't remember. I can't remember. I can't remember. I can't remember. I can't remember. OK, thanks guys. So today's presentation, break and free student professional skills and well-being by myself, Donna McGeehan, Kathy Moore and Claire Thompson. So Ulster University has four campuses throughout Northern Ireland. During the global pandemic, like all other educational institutions, we went overnight from face-to-face teaching to complete online delivery. The change in employment patterns in global health and economic crisis in the last years have all well-demanded new skill sets where students are better able to manage their own career. So Ulster Employability and Careers created a virtual gamification-styled skills program that embeds key skills into curriculum for students. So we're going in a virtual environment. Employability and Careers worked in collaboration with our internal colleagues in the Office for Digital Learning and eight key graduate employers to develop the Future for You initiative. It's a suite of nine virtual master classes, one are highly interactive virtual webinars followed by the option to access a gamification-focused digital escape room. Some of the skills offered include a virtual collaboration, personal resilience and creative problem-solving. Students test and further develop their learning skills around each of the skills by cracking escape codes and on completion they receive a personalized digital certificate that can be added to their LinkedIn profile and evidenced on their CV. So with the partial return to campus and face-to-face teaching, in September 21 we modified an update at the master classes so they could also be taught face-to-face. It was crucial from the outset to utilise what Ulster University had already had in terms of technologies to minimise the training needs and ensure that there were familiar students. And this also meant that a large project was taken from concept delivery only in a few months. So we used Blackboard Collaborate to deliver the webinars. We used Mentimeter to create the interactive polls. The digital escape rooms were developed through Microsoft OneNote and Microsoft Forms was also used for part of those as well. ODL controlled the certification for the students through Microsoft Flow and then there was the spoke software used to generate the personalized certificates. So in 2021, between 2020 and 2021, over 8,000 students participated across all four campuses, four faculties and 21 schools. The feedback from the students and academic staff has been overwhelmingly positive and we've had hundreds and hundreds of quotations. So over 400 students completed the digital escape room and received their certification. In semester one, we had 5,532 students participate in the one-hour live sessions and over 138 sessions delivered. And in semester two, we had 2,503 students participate in the live hour sessions and over 69 sessions delivered, which was good for semester two. So just a wee quote from one of the level four students who took the personal resilience. Well, I find this really helpful as a stress is such a major part of university and getting some help and advice on how to cope is super helpful, especially when you have the raise links behind your actions and your emotions. It made me realize everyone is in the same boat struggling with the same things and it was very reassuring for us. Level five, communicating in a digital world, students said they understand understanding the different types of communication styles. I really enjoyed all the interaction and the different quizzes and polls and one of the sessions I've engaged with the most this semester. Helpful information and will make me think more about my concentration and behavior online. At times throughout the year, it was difficult to motivate and engage our students and we're working and learning from home. We had many other distractions to compete with for students time and the uptake of the opportunity for students to complete the digital escape room was good. However, compliance could have been a lot better and the completion of the digital escape rooms is not mandatory, so therefore not priority for some students. At some stages of semester, it is difficult to get into curriculum space and we're often competing with other professional services and we did encounter a few technological problems there were a few issues with the one note that the digital escape rooms were built through. We notified Microsoft about this issue and it was rectified almost immediately and we had a few teeth and issues with the digital certification. However, we worked very closely with ODL and these were resolved very quickly. The Future View program was really well received by both academic staff and students and the students enjoyed the fun and interactive master classes and were able to gain and develop new interactive and digital skills alongside employability and interpersonal skills. Students were able to connect with their peers online, academic staff, professional staff and key stakeholders and employers which was really, really important and vital during our lockdown. So how do we make Future View more sustainable for the future? Firstly, as I've said, we've developed the content now so it can be used face-to-face in the teaching classroom environment and we will also try to increase the engagement in the digital escape rooms with students. We'll always struggle to engage students in employability and career so that is something that we hope to work on and then obviously streamline in the digital matters. That's us. Thank you guys for listening and have a safe holiday and a brighter New Year. I bet you Claire Thompson, I can hear you pausing there and honestly, I reckon Claire Thompson said pause it out so Tom thinks he's going to get you and then of course, you sort of brought me up and then just crashed me down, well done. Thank you, thank you. Absolutely fabulous, fabulous, fabulous. Now it's really, really good and one thing, as I said, I should have said there earlier and I genuinely always mean this about the gastro sessions. People are putting themselves out here so they deserve one, their support and so, but they're also, as I said, if they've said something there, contact them, reach out to them. This is a quick shout out, but as I said, they're giving some very good lessons and insight there. I'm going to move on here. So we have Richard and his extended reality, brackets, XOR, technologies and healthcare education beyond training and recovery. So as I said, I'm waiting with this one and face it better. Are we going to be doing sort of open heart surgery? Are we going to be doing, I don't know, I mean, the list is endless at this stage here like that. So I'm just waiting for Richard to get his slides up. But as I said, please message people, please reach out to people. As I said, there's a lot of good tips out there. This is where I'm going to go. Live TV. And absolutely, here we are. Richard, are you ready? Okay, we're going to be doing our counting now. As I said, I want everybody now. We started off on the left. He's still muted, Richard. We started off on the left. So we're going to start off on the right this time. Okay. So we keep the whole multifaceted thing going. Are we ready? Hey. Hey. Hey. Hey. Hey. Hey. Hey. Hey. Hey. Hey. Hi, everyone. Thanks so much for having me. I'm Richard Price. I am a global health tech advisor at Health Education England. Also working with WHO. At the start of the pandemic, I'm going to try and keep this light because it could really go into a dark place if we're not careful. And this is a gaster after all. But I'm going to be talking about XR technologies, which is the broad range of technology that we talk about things like virtual and augmented reality. And just thinking about some of the sort of work we've been doing over the last 12 months around training recovery. So this is really important stuff. You can see here some examples of XR. So these students here, medical students, all wearing Google Glass, sorry, Google Cardboard headsets that they stick your smartphone into. So you can do some really cool stuff, just with really cheap technology like that. But just thinking a little bit about the pandemic and how it's changed education. We've needed to support the workforce to prepare for the pandemic. And that's been really challenging over the past 20 months. We've had a lot of staff return to the front line and returning to training that perhaps weren't sort of working in that space before. And we've got this ongoing need to train that workforce that a lot of you are working with in the sort of universities in the higher education sector. And there's been some really big challenges. The biggest one has probably been around lack of clinical experience opportunity. So that's sort of being able to do clinical placements in hospitals, that kind of thing. And that lack of diversity of clinical cases and vaccination obviously is taking up all my time right now. So anyway, I want to keep this light because this is Gastro after all. I'm going to show you some really cool examples of some of the stuff that we've been doing. So this is one of our amazing speech and language therapy students here. This is Emma. She's using our virtual reality headsets. We've tried to roll out headsets to every number of staff in the NHS. So we're looking at 1.4 million people. So we're putting a lot of money into this and to try and get everybody using XR to try and increase that placement capacity. I'll share a little bit more about that in a minute. You can see what Emma was looking at here. This is an example of a virtual reality 360 fill. And some of you can see the overlays there. So this is a handover of staff. We've got patients in the beds. I should stress these are all actors. None of these are real patients, but they're real cases. And it's a really great opportunity for our students to be able to experience what it's like to be in this situation without actually physically being able to be present in there. Another example here. I'm not going to show you this because this is really gross, but it's toenail surgery. But again, it's about getting people into those situations that perhaps they wouldn't be able to get into if they were physically present in the room because there just isn't enough space. And obviously sort of COVID-19 again in a way and things like that. So these are the kind of things we can do. You see here, I'm talking, me in the top right hand corner looking at an empty chair wearing a HoloLens headset. That's a device that looks like this, the Microsoft HoloLens. It's an augmented reality device. And you can see I've got a real patient sat in my office at home. And you can see he's quite poorly. Poor chat never gets any better, unfortunately. But if we click on a button here, you can see I can make him a little bit more poorly. So he's gone from being just having a nasty cough to being on supplementary oxygen. And like I say, we can replicate what it's really like to see that a proper COVID-19 patient before students actually have the opportunity to see those. So those are the kind of things. These were working with some of our colleagues in Imperial Hospital in London. You can see here, again, I should stress these are all actors, but you can see here we've got an X-ray being sort of superimposed on top of the real world of this patient here sat in the bed and we can bring in like world-class experts on HoloLens and things like that. So we can start using those things to really increase the capacity we have for delivering clinical placements and things. So really cool stuff. And we've even started using this for meetings. This was last week. I was talking at another event and you can see here we did a virtual selfie. That's me in the left-hand side of the screen you can see an awake waistcoat there. But we're using alt space VR for that and it's a free bit of software. It's really cool. We should use that and alt in future conferences actually would be really cool to experiment with that and have some fun with that. So yeah, again, kind of thing we're starting to do. But the big thing we're trying to do, like I said earlier, we're trying to roll this out to everybody in healthcare to give them the opportunity to have some of those clinical experiences that they haven't been able to have. So we're looking at HoloLens, HTC five headsets and creator packs so we can start getting our NHS organizations to start building their own learning content using 360 cameras and things like that. This is all starting to come together. We're spending lots of money on doing this and making sure that everybody has the same opportunity. So it's really exciting. And I'm very conscious. I'm coming up to my five minutes. So I just want to say a massive thank you to all of my amazing NHS colleagues that you've done so much over the past 20 months and continue to amazing stuff with the vaccinations. And thank you to Alts as well for all your support with this. Well done, Richard. And as I said, you took the words out of my mouth. I do just want to give recognition as this won a great, a great guest first of all. I have to say a toenail surgery. I've just tweeted about that because I have to say, anybody who's ever going to do a future I'm going to say, Richard Price, set the bar very low. Very low. But on a serious note, I do really just want to say everybody in the NHS and in their own HSE here and just people are doing a fabulous work. So just genuinely a round of applause to all those staff. But genuinely. And that's it. That's enough of me being nice to you, Richard. I mean, you got four seconds of it. But that's just good. But I have to say, I, Richard Price is going to live on and in for me. Every guest that I do from here on in, you will be getting that photograph will be up there. So look, you have, as I said, set the bar in a way that I wouldn't have missed. Now, as I said, our next one here. David, have we got David? No, we've no David. We don't have David. No, no, which was actually I'm just as glad because it's actually going to take me five minutes to read out what he's going to do. If we have the test teaching excellence framework code and shall we create a post-COVID technology excellence framework brackets, TEF. So to be honest with you, that's the five minutes I've been up there. So anyway, and it enables me to get onto one of them looking forward to you for so long. As I was saying here in the warm-up, Matt Lingard car, he put trying full of facile here. He was there. He's putting a tweet up last night. He has it down to 510 and 520. Well, I don't think he got the memo. Matt, it's 510 and 520. So if you thought I was going to feel a bit sorry for you. Now, actually, in fairness, while we're doing this, Sam was actually messaging me saying, take the time off him like that. So because we're trying to be clever like that. But no, I said, no, Sam, I won't be that horrible. How will I? Anyway. So, right, Matt is attracting and recruiting more diverse learning technology staff. So as I said, we're... We're not going to do this. We'll just go back to our left and right and stuff. And then Jessica, we're going to do with something a little bit a little bit more lively at the end of it there like that. Okay. So we're going to go back to the left again. Okay. Hands up. Are we all ready? Hey. Hey. I don't know. I train. I train. I train. I train. I train. I train. I train. I train. I train. I train. I train. Okay. So I'm here to talk about some recruitment I did last summer. I'm going to keep this brief to keep Tom happy. So why did I change the recruitment approach? Well, there were two reasons. I was worried about demand for stuff. I'm wanting to get as many people as possible, but also crucially looking to attract more candidates from black Asian and minority ethnic backgrounds, particularly at the senior level, and this was a relatively senior post. So a little bit of background to that is my university has a plan, and one of the objectives in the plan is to increase the proportion of Black, Asian and minority ethnic staff. The university has set a target of 30% by 2024, it's currently 23%, and the target's been set across the board. So it's not a university target, it's a departmental target. Alongside that, I've been a little bit more active myself over the last year or so. I've proposed and founded, co-facilitated the anti-racism and minority technology group. You'll find out more about that in my links. So anyway, I did three things. I'm gonna talk you through them now. The first thing we did was make a video. So I made a video, it was four minutes long. My co-stars were Natasha and Desmond, and they were both chosen for two reasons. Firstly, for their expertise, and Natasha is an experienced digital learning producer, and Desmond is an HR consultant. The second reason they were chosen was their ethnic backgrounds, because I was keen to raise the visibility of the existing diversity at our university. And I was very upfront with that when I approached them, and they were both enthusiastic and keen to take part on that basis. So we made a video, the video in the advert was accessed 1,500 times, and also accessed 850 times on LinkedIn. So that was really positive. And we got some positive feedback. I'll let you read that. And this is anonymous feedback that we reached out from potential applicants. Also got positive messages back about the use of the video on both Twitter and LinkedIn, which was really nice to see. The second thing we did was offer conversations with mean, not unusual. I know many places do this already, but we didn't at UAL. We just offered an HR email address. So I offered 12 appointments, all 12 were booked in the matter of a couple of days, and I had 12 really interesting chats with potential applicants around the job. And also got positive feedback. All four people who replied out of the 12 said they found it very useful, and then their comments, these are typical comments. The third thing we did was application consultations, and these focused on the job description and matching experience to the criteria. Offer date of these seven were booked and six attended. This was a positive action approach. And the rationale for it was that underrepresented groups are less likely to have access to the relevant networks and an understanding of higher education if they're not been involved in it before. So demystifying HE was one of the reasons, and we're particularly thinking about candidates from other sectors. It wasn't an original idea. It was something that had happened at the university before and see my links to find out more about that. We didn't get direct feedback, unfortunately, from the people who took up that offer, but I also anonymously asked the staff for feedback we'd taken part, and they were very positive about the approach. So did it work? Yes, from the point of view, overall, there were 75% more applicants than a similar position earlier in the year, and we got, as I've shown, really positive feedback on the video and the conversations. On the flip side, we had fewer applications than a previous, a year before, recruitment, but the caveat there was that we were recruiting for three posts at that time. Limited data I can talk to you about about the ethnicity, unfortunately, it's not been made available to me in full and what has, I can't share, but all I can say is, would I do it again? Absolutely, because I feel it has worked. The video advert I'd do again, the conversations with me I'd always offer again, and the application consultations I would do again where possible. I think the caveat there is it's not always possible because you can only take positive action in certain circumstances, and it's also challenging as it relies on the time of others. So I had to recruit eight quite experienced staff to take part in that with me. I'm also going to be doing the data analysis when I get hold of the data in the new year, and I'm really having to drag it out. I'm way, way, way quicker than I've ever been before, and I absolutely do not want to finish on time. So I'm just going to keep going and say, and yeah, I'll just say thank you very much for this, and I cannot believe that. Matt, you have made my day, made my day. Absolutely, that is it. So, joking aside, do you feel it really does put a different pressure on things? No, your five minutes does mean five minutes. That was fun, honestly, I was at six minutes this morning. That was the first time I've come close to five minutes. What did you forget? I don't know, I have no idea. No, I think that's not well done, but it really is, as I said with people, it's entering into the spirit of it. I think the topic you're talking about is really important, because I think we often talk about inclusion and diversity, but what does that look like? How do you actually genuinely do it as opposed to just platitudes, so well done? And I saw there in your tweet that you've shared your slides and stuff, and as I said, I keep going back to the audience out there. Everybody's, this is a shout out, they're doing some great work, so please reach out to them there like that. So that is well done. Yeah, you've really made my day. I have to say, that's one of the best ones. Our final one, and it's from Jessica Gramp, Anacrassa, and Merch, so it's on behalf of you or two. And I have to say, 10 out of 10 for the title. Moodlick had to be global, open and inaccessible, so as I said, it didn't have to be used too much of the oxygen levels there like that, so as I said, so it wasn't too long. So Meri, as I said, this is where I should say don't be nervous, but of course, you should be very nervous like that. I am, I haven't got enough to feel five minutes, I'm the opposite from Matt, so. Oh no, yeah, because now Laurie Phipps there now, Laurie, if you were listening in there, saw some of the Twitter, yeah, it is a sort of academic gladiatorial blood sport. So anyway, Moodl Academy, so we'll all go, now what we're gonna do here at the end, okay? So push back your chairs a bit because this has gone back to Sam, Sam Taylor must have been listening to me or something like that, so we're gonna go up on the hand, down on the dough, up on the tree, up on the counter, up on the Kuig, and then gasta. Are we all ready for that? So just, now, we're going up on the floor, okay? Now Meri, you can stay there, you are the presenter, I won't be that mean, but Emma, and by the way, sorry, can I just say Emma McCallister is great, because, and listen, I am just a monkey out here performing the stuff, we're out people behind here, pulling the chains and all, you know, and the levers and all, I can do none of this, okay? So round of applause for Emma McCallister as well, for her performance, excellent. Right, we're gonna start on the hand, we're gonna go up, are we ready? I hate. I hate. I don't. I don't. I treat. I treat. I can't. I can't. I can't. I can't. Gasta. Gasta. Hello, I'm Meri Kuch, and I'm going to talk to you about Moodle Academy, the new academy, our learning hub for the global Moodle community, and how it is global, open, and accessible. So the team is me, Meri Kuch, I'm in the UK education manager at Moodle, with our academy manager, Jessica Grant, education advisor, Anna Kraser, and of course the founder and CEO of Moodle, Martin Dugui-Armas, who had the original idea for Moodle Academy, and we launched in August, it's actually a Moodle-based site, it's workplace based on Moodle, and it has and will have free self-paced courses for all kinds of Moodle users. And you can get a badge upon completion, and it's open in as much as the content you can take our content, you can reuse it, and I'll explain about that. With our programs, our longer connections of courses, you can also have certificates. So if you've ever done one of the MOOCs or courses on the site learn.moodle.org, they will be incorporated into Academy, they're all free, and we hope that it will help people take our Global Moodle Educator Certification Program. So we've got three learning pathways, it's very new, and we are currently working on the educator pathway, courses for educators, next year, we're going to be working on the administrator pathway and our developer pathway. And in fact, we've already begun since August with our monthly webinars, you can see some of them we've had there. In fact, our last one, the latest one was yesterday, make the most of MoodleNet. MoodleNet is our new, another new site global network for sharing and curating open educational resources. So it fits beautifully in with Academy open. So I said, I want to talk about how Academy is global, open and accessible. So let's take a look at those. So we aim to be global because our courses will be translated into many different languages. We have a plug-in, a translation plug-in already, which is being improved and it will enable community members to translate the courses. So you can just go there, choose the language you want. From next year, our webinars will be in different languages as well, not just English. And of course, the community discussions or forums can take place in your language of choice. In terms of open, well, as I said, our courses are openly licensed. They have the Creative Commons license. So you can take them, reuse them, remix, adapt, as long as you say they came from us. And we want to continue that sharing of open knowledge and resources across the Moodle community sites. So again, MoodleNet, as I mentioned before. And if you didn't join the webinar yesterday, go to Moodle Academy, watch the recording of the course and you'll be able to get the benefit of MoodleNet and Academy Openness. And then finally, in terms of accessibility, it was built with accessibility in mind. We want to foster accessible teaching and learning environments by helping people with our three pathways to make accessible educational materials with the educator pathway and courses, accessible configuration decisions with the administrator pathway and accessible plugins with our developer pathway. So how can you get involved? Well, please go and sign up to Academy and suggest ideas for webinars and courses. You can even contribute or run a webinar if you have a suggestion and get a presenter badge or you can help design a course and get a course, build a badge. And above all, please spread the word, tell people about Academy Open Global Accessible. The badges that you earn from the courses why not share them on social media? And if you happen to be an educator with a quiz, everyone loves a quiz, are you ready to do the MEC, the Moodle Educator Certification? And that is Moodle Academy, the learning hub for the global Moodle community, global, open and accessible. Well, though, Mary, although you didn't make my day the way Matt did, you were four minutes and 21 seconds. No, absolutely brilliant. And some very, very good stuff again. And as I said, I know I keep mentioning it here, but everybody here has given us some great tips, great ideas, great practice, great research, wherever it is. As I said, reach out to people if they have excited you instead of giving you something to think about. This is their chance to give a shout out. As I said, look, it's very easy to get bogged down and these are tough times. And Richard was right to acknowledge all the people who are helping and sort of keeping us all well. But as I said, I don't forget as well, I think in the ed tech community, I think for many colleges, we have been the campus for the last year and a half as well. So I think, you know, it's time to give ourselves a boule of bus, so well done and a pat on the back. And as I said, there we go. And as I said, look, I think, as always, I love all to get involved. I love the invitation. I love that people really enter into the spirit of it. And so as I said, until the next time there, and as I said, just once again, thank you very much to Emma, who has really kept the whole thing. As I said, I'm just a monkey, dance monkey dance. So that's how we're doing there. So, and just a round of applause for all of our guests here, sorry. Absolutely, a big round of applause for our presenters. And can I just thank the host was the most, the fire was the power. The master, Gasta, man himself, Tom Farley. Big round of applause, everyone. Thank you very much. Thank you very much. I hope you enjoyed Gasta. And I hope to see you all joining us for the Learning Technologist of the Year awards showcase and awards, which is getting started shortly. Thank you so much, everyone. Thank you. Thank you. Bye-bye, bye-bye.