 Rhaid i gynllunio, a chyddaeth i'r ffordd Alasyn Mackey a Orla Olocklwn, a bydd ydw i'n gweithio'r mhwiel yn y ffasiliad ar y cyflwyno. Rhaid i'n gweithio. Rhaid i'n gweithio, dweud. Rhaid i'n gweithio Alasyn Mackey, rhai Bernya College, ac mae'r colleg Orla. Rhaid i'n gweithio mewn eich ddechrau i'n anghorych ar gyfer y bydd y cyflwyno ar gyfer y ffasiliad yng nghymru. Rhaid i'n gweithio a'i roi'n golygu y ffaith hwn. Rhaid i'n gweithio ar hyny o'r colleg Bernya College, rhaid i'n golygu ar Dyn Arline. Mae ydym yn ddechrau ailleg. Rhaid i'n gweithio ar fynd o four. Rhaid i'n gweithio ar ffaith hwnna i'n gweithio ar y gwirmes y tu ar Aelod Feidwad Argyff Valeig. acord. These are blended learning programmes. There're delivered 55% face-to-face and 45% online, and our faculty are based throughout the country. You can see on the map there some of the different locations where they're based. So, it's a very diverse group of faculty. We have a core group of fulltime faculty, but then we have a very large cohort, 500 adjunct faculty who are based around the country and fulfilling various different roles, different positions for us. So I suppose just to give a couple of examples, we would have tutors, some of them would be working mainly online, so they'd be delivering asynchronous support in the forums and delivering webinars, and then we'd have other tutors who were only delivering face-to-face, and then we'd have, for example, school placement tutors, and our school placement tutors are on the road visiting our students in their schools, observing them in the classroom. So that's just kind of a couple of examples of the sort of people. So a very diverse population, some of them would be fairly new to Hibernia, some would be very experienced, some are very technically savvy and others not at all. And then some of them might be working, we were building a facility for some people who might be working for us every day, and then other people who would just be delivering maybe a few workshops a year. So just to explain where myself and Orla fit in, we work in the digital learning department in Hibernia College, and what we do is we work with our academics to help them design online modules and develop multimedia learning objects, and we work very closely also with our technical support team, and they're actually the people who build and maintain our Moodle site. So why did we embark on this project? What we found was that because our faculty were in different places, they were fulfilling very different roles, we didn't really have a cohesive approach to training and communication with our faculty. They would have, say, face-to-face training days, they would have webinars, they were receiving a lot of information via email, and there wasn't really one unified kind of blended learning approach to it. Our faculty manager, Suam, carried out an audit of how we were communicating with faculty, and just to kind of give an idea, it was quite scary when we saw it all there on the spreadsheet. So we knew that we needed a more cohesive approach. That was where the problem lay. From our perspective, we also sat down with our adjunct faculty to see what did they want, what did they want to get, and we ran a focus group and some of the feedback that we got. So an online preparation area for tutors before the induction phone call. So we did have short courses on Moodle for faculty, but people weren't necessarily aware of them, and there wasn't really that blended approach. Also, they really felt, and we did also as a college that we needed to develop our community of practice. Some tutors felt a little bit isolated, they didn't see each other very often, and they wanted to be able to share resources, to build a community, and to be able to organize online meetings off their own bat. Also navigation was an issue, and one of the problems with navigation was with finding the most up-to-date version of a document template that they would need to use. So people were saving things locally, and it was leading to version control problems. Also, because our faculty, some people would only be coming in, say, halfway through the program, they didn't necessarily have an overview of where the student was at, because in my helms they would see their my helms calendar, but they couldn't really see where the student was at, so that was something that we had to address. So it was all about getting a more integrated, cohesive approach. In other words, a one-stop shop. And what we didn't want in our one-stop shop would be this overwhelming hyper market where you come in and you're faced with all this different stuff, and you can't find what you need. We wanted to have more of a department store approach where you could go directly to the section you wanted. I won't claim that we achieved Harrods, but we were aiming high. So to sum up, I suppose, what we wanted to achieve, the scoping of this project took quite a while, and we kind of nailed it down to these main requirements. We wanted it to be owned by the academic teams and not by ourselves as a department. We needed to tailor it to 18 different faculty roles between our two programs to have it more user-friendly, easy to update and adapt, because we weren't just using this as an initial orientation, but we wanted it to be a repository, a permanent repository for information. We wanted people to always come back here to find the information so they were getting it from the horse's mouth. We wanted a place to share resources, a single source of truth for information, and also we wanted to have a way that we could ensure that any member of faculty starting into a new role would have all of the training and information that they needed to get started. So we said about putting that together, I say we. In fact, it was more my colleague Orla and also Adele Gavin, learning designers, so I'll hand you over to Orla to tell you a little bit more. Firstly, we needed to establish a structure and a layout for the faculty hub and faculty access what they need on our VLE through a landing page, which is with a number of links, which used to look like this. We redesigned it to make it clearer, more engaging and easier to navigate, and we added a link to the training and resources area of the faculty hub on this page so that faculty could easily access this course. So then we set up the training and resources area of the faculty hub as a Moodle course, and we divided the course into theme sections using the grid format, as you can see here. And the reason why we created a course with varying restrictions was for version control, as that meant that we only had to update content in one place. And what you see here is all of the content that we developed, but we wanted faculty to only see content relevant to their position in Hibernia College. So first of all, we needed to define what those positions were. So between our two teaching programmes, we found there were 18 different faculty positions, with many faculty members holding more than one of these positions. So we identified the training and resources that each position would need, and we gathered all of this content, we developed new content, and we ensured that the most up-to-date versions of the content was being used. And then we set up this document, which listed all of the faculty positions, and then what training and resources they needed access to on the faculty hub. And this document was then used by the technical support team to set up the permissions and restrictions for viewing the sections, activities and resources in the course. So all faculty members were enrolled on the course using the Moodle role of student. And within the course, they were assigned to a group according to their faculty position in the college. So examples of groups include tutor and author. And just to clarify, authors are the academics who develop the online content for our programmes. So access to resources and activities within a course can be restricted to certain groups. So here you can see how each of these groups see a different version of the training and resources area. So for example, they both see some of the sections, such as getting started in the research centre. And then the tutors see sections such as the teaching and learning on-site assessment and tutor resources folders, whereas the author sees the authoring section. So some grouping restrictions to view the content were assigned on a section by section basis. So for example, all faculty members had access to the getting started and the research centre sections of the course. But then two groups who were the authors from both programmes had access to all of the content on the authoring section. But no other faculty member had access to this section. And grouping restrictions were also assigned on an activity by activity basis. So for example, in the policies and procedures section, while most of the content was visible to all faculty, there were two documents that only needed to be made visible to certain faculty members on the section. So for example, a school placement document is only available to three groups, which is the school placement tutors and the forum moderator. And then there's a feedback and marks document which is only available to four groups. And one of these is the assessor. So in this view on the right, the policies and procedures section, the assessor sees all of the first start of the page content. They don't see the school placement document, but they do see the feedback and marks document. So each faculty member will only see the content that is relevant to their faculty position in Ibernia College. So I'll now hand you back to Alison. So our next thing was to look at how we were going to track completion. And we used badges in order to do this. So each of the faculty positions has a badge associated with it. And we used the activity completion criteria to build up the badges. When a badge is earned, it triggers an email which goes straight to our faculty manager who then updates our records. Now, one challenge we came across here is that, as some of you may know, you can have a maximum in Moodle, a maximum activity completion criteria of 59. Did anybody here, did people know that? Nobody around if you knew that? That's very reassuring because we didn't know that either. And we discovered it shortly before launching our faculty hub. So we had a problem. So we needed a short-term solution and what we did was that rather than requiring the members of a faculty to click on each individual activity associated with their role, we added a tick box. As you can see there, we've used the choice module. So they tick to confirm that they've completed those tasks. So it's by no means an ideal solution and our plan will be to replace these with more meaningful summary tasks when we go into our next phase, when we intend reviewing it in the summer. So before launching it to all our faculty, we ran a pilot programme in October and here's some of the feedback that we got from our pilot group. So people did find it a great improvement. They were very happy with the navigation. They were very keen on videos. So overall it was very positive feedback. Some of the things that came up, a search facility, which unfortunately is not something that we could do, that they could search the actual course itself. There was a comment that there were a lot of PDFs, but I suppose we need some of the information to be in a format that's very easily updateable. So we can be absolutely sure that it's up to date. So not all of it is as interactive as we might like. And we are looking at the idea of including an announcements block as well for news and updates. So we launched it at our Christmas party, our faculty Christmas party in December. And it went down very well, along with the Minns Pies and the Muldwine, which probably helped. And Orla is just going to then talk us through what lessons we learned from the project and what we're planning to do next. So yes, some of the lessons that we learned from this project include utilising senior management and faculty support more. We realise that people are more likely to contribute and respond to requests when they're aware that senior management and faculty are involved. And at the start of the project we did assume that the staff had a better knowledge of Moodle than they actually had. So we would recommend training for all staff. And this could be a general introduction to it as part of a staff orientation or more specific training based on their role and their level of engagement with Moodle. We had meetings with staff, but we should have had more meetings at the start of the project so that any individual contributions were very clear at the start of the project and what their role in the project was. And finally another important lesson learned was that you can only have 59 activity completion criteria for a badge. So what next? We're completing training and using the faculty hub with the various staff and faculty. We're having handover meetings with the owners of the sections so that they will then keep any content section up to date and add any new content as well. And we're also going to conduct a six month review of the faculty hub. And this will involve analysing the feedback and engagement received including activities that require greater engagement such as quizzes and forums and also redesigning badges with more meaningful criteria. Thank you for listening. Any questions please? I can... That's a very interesting question actually because we kind of scaled down our use of the badges from what we had originally planned because we didn't want to set up a badge as being something, you know, we didn't feel that what we had had sufficient, I suppose as we said, it didn't require sufficient engagement to earn that badge so we didn't really want to sell it as this, hey, you've got your badge. So at the moment we're kind of using it more just for tracking completion so that it triggers the email and we know that it's earned. And our plan would be down the line would be to develop digital badges that include more I suppose more meaningful assessment where they might have to do some reflection, upload some documents and have a bit more to have it developed a little bit more before we sort of advertise the badge aspect because it needs to be it needs to be substantial I think, it needs to be very substantial for that. Hello, you had lots of academic roles and a lot of materials are based around groups was that quite an overhead to manage? Managing group membership and so on, was that all done automatically? Well, luckily that wasn't something we had to deal with because We do have a technical support team who would have set up all of the groups and they would continue to manage that once it's handed over to the various departments Form a hibernia college member who was there for about three quarters of this project but they missed the end I think all the different role, factory roles would have been in cohorts anyway for their enrolment on various different courses so this assessment is going to be in the assessment course and that kind of thing so they would use the same cohorts and sink them to the groups in that course Yeah, so the system that we have yeah when this was kind of part of the project as well there's a lot of outside stuff so when an email goes out to a tutor to say you're now approved to work in this position the support team are copied and all the information is in there of what permissions and what groups they need to set up for that member of faculty so setting that up took a bit of organisation as well Thanks, I was just wondering you said you couldn't provide search and it seems like turning on Moodle global search would have basically given you search through all your PDFs and it should all just work so I'm wondering if you couldn't provide search for it Well this may be a lack of understanding on my part but my understanding was that you can search courses but I didn't think we were able to search within a course You have to sort of set it up and stuff since Moodle 3.1 the Moodle global search feature that lets you search all the content you can access Might have a chat with you about that Fast So any more questions? Lovely I'd just like to say thank you very much again Thank you