 Ymddangos i. Rwy'n rwy'n fawr y gall, mae'n rydyn ni'n gwybod y tîm yn Llyfrgellodd Llyfrgell. Mae'n gweithio rhywuniaeth roedd o'r Llyfrgell yn Llyfrgell, yng Nghymru, mae'n gweithio i'r Llyfrgell Cymaint. Mae'n gweithio i'r Llyfrgell yng Nghymru, a hefyd, a'u ddechrau Llyfrgell, a'u dweud o'i ddechrau'n gweithio, a'u ddechrau'n gweithio i'r Llyfrgell. The important thing to bear in mind is that 모델'. The important thing to bear in mind is Rhozebrif id coleg is a tiny, tiny, tiny college. And we have virtually no support for our online learning except ourselves. AS we are talking about Moodle and how we use it, we are talking about it on quite a small scale. You need to bear in mind our course was started out as a correspondence course, yw'r ysgol efallai yn 1996, ac yn ystod oedd yn drwsio'r CVD ac yn ymgyrchio'r olygu'r cyflwynt. Yn yr hynnod ymgyrch, mae'n ddechrau'r cyflwntau creuig gyda'r troi'r cyflwynt, ond mae'r cyflwynt mae'n amser yn ymgyrch, mae'r cyflwynt yn rhan o'r cyflwynt i'r lleol, ac mae'n gynnwys i gymryd ymgyrch gyda'r cyflwynt i'r llunio'r rhan o'r cyflwynt. ac mae'r ddweud yw'r dwylo sydd wedi bod yn ystod o ddweud o'r ddweud o'r ddweud o'r ddweud. Bydd angen amser o yn ymdweud o'r ddweud o'r ddweud, a'r ddweud ymddiad pedagodigol llwy ffeyddol yn ei ddweud. A byddwn i ddweud ydym ni'n mynd i'r ddweud, dywed ymddiadau newyddol wedi gweithio newyddau newydd a newydd ymddiadau newydd. Felly, Rydym Ndoedd, rydyn ni'n ysgol yw grid yw ddwy пытfwyr, dweud chi'n ffantaf ar gyflwysau pethau pedagogi ar gyflwysau y Ffogwr, ac eich bod nhw'n bod yn ei wagaf i'r cyfrifirio, i fyfyddiad neu i wyneb gweithio ar y cyfrifirio pethau.jarwch wedi i fy nghymo'r ysgol yw Ehe-Ga ymlaen nhw'n gweithio, Mae'r bysio cyfleidio gyda cynhyrch yn ddau'i gyfrynllun i'ch gyrwyr di poseb willaf, oherwydd yr edrych ar gyfer bod yn ddysgrion gwneud, a'r ddechrau sydd yn hollegi, ac os yw comodau ac os yw'n cefnod, bod yn cael ei bod yn ôlなる yn yr eich cyfudd. Mae'n hefyd i wneud i amlwfu'r arbenigio arweithio ar gyfer bod yn cael gyfrwyr cyffredigol yma byddwch o'r colaburau cyngor ac cyfwyrgyfwyr ar hyn. yna, yw'n gwybod y gallwn ychydig iawn i'r pwynt. Felly, yn ymhwyf yn ymdweud yw'r fawr, mae gennym y modl i'r cymryd ac mae'n ddysentrolio'n ddysentrolio'n ddysentrolio. Rhaid. Fy ffazor 1, yma 3-4 yr ysgol, ddysentrolio'r teulu'r materialau, dw i'n gwybod y modl ddysentrolio yr ysgol, mae'r materialau sy'n ddiwethaf i'w ddiginciatol, a'r ddysentrolio hyn amgylchedol, yn gyd ganze ond yn ddysentrolio, dwi'n ddysentrolio yw y fawr ymlaen. Yn ymddorol, mae gennym Ymdysym yn fy gwaith, mae ridw i'r gwell yn yr unig i ymddorol, mae'r ddysentrolio'n ddiwylliant, rwy'n rhaid i ddweud yn ymgyrchu ymdweud yma ar y llawdd ychydig i ymdweud o'r llwyddiadau. Felly, mae'r cwntem ar gyfer yn ymdweud yma yn texbêist, a mae'r cymdeithas i'r ddweud o'r ddweud o'r ddododdau, ymdweud i'r ddoddau, ymdweud i'r ddoddau, yn ymdweud i'r ddoddau. Yn gweithio, mae'r sgwmau yn gweithio'r ddoddau. Mae'r anoddau yma yn ymdweud i'r ddoddau'r ddoddau. yn y dweud, mae'n fawr yn cael ei wneud o'r fforddau i'r ffordd ac yn ddweud i'r ffordd. Mae'r ddweud yn ei ddweudio'r content iawn. Yn hyn y gallwch chi'n gwahbwch, mae'r ddweud i'r ddweud i'r ddweud a'r ddweud, fe'r ddweud yn ei gwybod yn ddweud. Mae'n bod yn gwahanol o gwahanol. Cymru yn fawr i ddeud i'r cyflwyngau sy'n ddweud gyda'r ddweud gyda'r ddweud sydd yn dweud i ddweud i gael gyda'r adegau gyda'r adegau'r adegau yng Nghymru. Felly mae'n ddweud y ffordd, ychydig yn yng nghymru, ychydig yn edrych yn y gweithgol. Mewn gweld o phobl wedi bod yn ymddangos yma'r adegau. Mae'r adegau yma ymddangos yn y credu yng nghymru yn y gallu rhoi'r adegau. Fodd felly, yma'r adegau'r adegau yng Nghymru yn y cyfrifio'r adegau, dda wnaeth yma'r adegau'r adegau'r adegau, is still largely a linear two-dimensional process and in that the taught content becomes a terrain through which students have to travel. They're aided by their tutor and they're guided en route but their experience remains a largely solo expedition. And while they're free to plan their journey in any which way they want and take their own time over it, what happens on rainy days is that compass fogs up and the map as we have learned soon goes out of date. So working in Moodle, how might that change that particular picture? Well first of all it might seem that whilst there's still a great deal of linearity within this, there's also a world from opportunity to acknowledge different multiple pathways and different modes of learning. So there's a three-dimensionality added and a complexity which means that the choices are no longer fixed or in any kind of template. The student has the responsibility to navigate that particular area. The one thing we learnt very early on was that no matter how cleverly we put things up on the page or how much we put up on that page, unless we taught the students how to navigate and the skills of navigating, they weren't going to get very far with their own particular journeys. So the impact on the tutor of decentralising learning materials by and large is to take the word of God and give it to the clergy. So those tutors who in the past were just dealing with teaching materials that were of biblical importance, suddenly they can become owners and shapers of those teaching materials. We can draw on the expertise of our tutors in a much more live and immediate way as we would do with campus-based study. And it allows us to move away from the type of androgogy that Jane describes and towards much more negotiated learning. There's more flexibility there so we can bring in viewing and listening as modes of learning quite apart from reading which was always our mode in the past. The composition of the modules themselves becomes much more practice-based and much more flexible, and it allows tutors to build in project-based, case-based, problem-based and product-based learning through developing their own activities that surround that core curriculum. In addition, we've tried to think more about how students might navigate the programme and think about their own journey and how we might help learners to learn rather than just throwing information at them the whole time and move away from this idea that content is king. As with all technologies, we're evolving modes of engagement through use. This is what has occurred for our own programme. The student voice, whether it's implicit or explicit, has helped us to shape how we deliver. From a developmental perspective, I think this is an important point, Moodle provides us with a technical standard or baseline that has come into all staff and students. To arrive at a point we've got embedded expertise, not just in a staff body but in a student body as well, which obviously makes the smooth running of the programme that much smoother to use the word smooth twice. Most recently we've installed a responsive skin on our VLE. That is a direct response to device ownership, changing device ownership, not just for our distance learners but for the on-campus learners as well, where smartphone ownership is at 100% pretty much. So changing patterns of usage with how they interact with the VLE. OK, we're now looking at the impact on the student. One of the things we discovered was that no matter how clear the remit is at programme level, how the student arrives at that remit will be unique to them. We want to suggest that focusing on skills such as reflection and teaching learners how they learn is really important to encouraging them to develop particular habits of practice. Using Moodle and web-based learning does promote opportunities for student-led, unstructured learning as well as tutor-led structured learning. So again, that flipping idea comes into play. This is supported by scholarship, which suggests that the processes of navigation themselves promote focus on the students' individuality and identity, and these are central to the learning experience. Students, our students spend a great deal of time working independently, and Moodle has provided a means by which they can engage in their studies regardless of where they are or whether they're on the move. But by decentralising the materials, in other words allowing the tutors to bring in materials of their own and for students to contribute things from their own learning environment to the processes, it's not a locked down terrain any longer. Opportunities open up for students to go on sorties of their own discoveries and to bring in skills of autonomous study. In this way we've managed to improve the currency, variety and range of the materials and make far more of the college's online resources. It's been a useful opportunity as well to change the way we build our learning and look at more chunked learning and to amplify the currency of the programme. Okay, so finally, the impact on the administrator, and this is the programme administrator now rather than a Moodle site admin for example, delivering a distance learning programme through the post is hellishly labour intensive and hellishly expensive, so having advantage of all of the efficiencies that online learning can bring has been incredibly valuable to us, especially as a small HEI. Increasing the scale of flexible materials means that over time the core materials actually go down and more of that ownership is given over to tutors and in the fullness of time hopefully given over to students. Submitting assignments through Moodle, they come in quicker, we mark them quicker, we return them quicker, very very popular, it drives up your NSS scores as well. Moodle's made it much easier for us to address problems as they arise so if student A uploads the wrong file now we can address that immediately whereby in the past student B puts the wrong file in the post that could be potentially weeks before that is sorted out for them. We can monitor online attendance now and we can use the statistics that we generate there to better support student retention and attainment. We hope confidently we say our use of Moodle from a web design perspective has improved so we're thinking a lot more carefully about what should appear, how, who sees it and when. Meanwhile of course you'll notice that Moodle itself continues to improve all the time so efficiencies be gained there in terms of general ease of use, staff training and development. Towards conclusions here, I think the most important point to begin with is that students might join a programme, any programme with experience of using Moodle or other platforms in the past but to assume that they automatically know how to navigate the new version of Moodle or what is expected of them is in it is something that needs to be rethought. We see Moodle as being one of the value-addeds for e-learning. So not only does TEL place emphasis on process rather than product its e-linearity and evolutionary nature creates hypertext which encourages multi-farious ways of thinking essential to the nature of degree level learning. I'm sure you'll agree. Students spend a bulk of their time learning individually and alone it's the nature of the beast with distance learning. Moodle can obviously help to mitigate that in a variety of different ways. There's a facility for sharing that was never there before thinking back to days of an orthodox print-based correspondence course. Communities of practice are coming into existence and what we start to see is the level of traffic that is rooted through us emails about nothing, just students reaching out that starts to go down when there's more opportunity for peer-to-peer support and peer-to-peer learning and so on. And finally what we're finding is there'll always be comparisons to be made between what's possible in actual on-campus participation and what can go on in virtual worlds, in virtual environments but increasingly I think we're realising that online learners are doing this out of choice. There's not a reason why one is forced to study online or forced to do distance learning. People are coming to this out of choice. They want to be selective, they want it to be personalised and hopefully increasingly we're meeting them halfway. Just finally we can say that Moodle can provide a constructivist model of learning but not in isolation. It only becomes an active dynamic force through recognition of how it might be navigated. And so with consistent, intrepid, curious and purposeful investigation it can become an empowering and forward-facing tool and help promote social learning. By decentralising materials within Moodle we feel we have succeeded in inviting a more intensive enquiry into how students learn as opposed to what they learn. Thank you very much.