 OK, so, good morning everybody and thanks to the panel for the opportunity to come and present our work at the end of what has been a very busy five month period in terms of the work that's been going on in the project. As you are familiar with at this stage, the title of our project is Enhancing Digital Literacies for Language, Teaching and Learning and the more snappy title that we're using for the portal which we spent a long time deliberating over is Digi Languages so that the portal will be known as Digi Languages as we move forward. The partners in the project, we have six partners from right across the country involved in the project. My name is Fiona Farr and I'm from the University of Limerick and we have lots of colleagues here from the other institution. So, Shanaid Spain is the project coordinator based at the University of Limerick. Liam Murray from the University of Limerick. Lara McLaughlin from NUI Galway. Odette from DIT. Katrina from Limerick Institute of Technology and Francoise Bland from DCU are all here today to support us in this presentation. This is, I suppose this allows us to have an overview and as we acknowledged last time this is necessarily simplistic in terms of visualizing or representing the project. If we were to represent the complexity it would be quite a difficult thing to do. So, what's the project about? The project is about the creation of a framework and a set of open educational resources in terms of language learning for three different groups of users. So, across the top here we have the three target user groups even though it may be useful for other user groups as well. So, students entering or re-entering higher education, students who are in some sort of transition, students going abroad for work placements for study periods or for work purposes indeed and then teachers who are involved in teaching languages at third level and providing a set of resources to help them to make the transition into blended or online learning teaching modes. Down along the left hand side here we have the three content based work packages and there are a number of other work packages as well. So, we're going to develop content and curate content around three broad thematic areas, digital literacies for language learning and teaching, language learning skills and transitioning. So, students again making the transition certainly between second and third level. So, as you can see it's quite a complex project. We have six institutions, six languages, three target user groups and three content development work packages. And this complexity I suppose is something that we have been successfully grappling with over the last five months and designing into our activities, into our framework for the content development and also into the portal design. Moving on to talk about our key outcomes today. So, we've done quite a lot of work over the past five months. We've agreed as we had planned to do, a detailed work plan. We've had a number of briefing meetings and consultations with colleagues across the partner institutions but also outside of that, colleagues involved in other projects nationally but also at European level and we've had some very fruitful discussions around those. We've established an international advisory panel and we've had some very good feedback and advice from them. So, we have eight international experts across seven different countries and I'm hoping this will work, it certainly did earlier. So, here's the web page. So, this is our own project team and here are the international advisory panel. So, Pierret from the University of Geneva, Gavin Dudney and Niki Hockley both at the consultants E based in Spain and the UK respectively. Nicola Guychan from the University of Lyon. Francesca Helm from Padova, Fanny from the University of Leuven, Spain, Robert O'Dowd and Portland State University Steve Thorn. So, we've got quite an array and we're very lucky to have those people involved in the project. The fourth major piece of work that we have done in the past five months is an elaborate survey with students and teachers right across the higher education sector in the country. We issued quite a comprehensive survey and we had responses from 355 students. So, what I'm going to do is just show you some of the key findings. I won't have time obviously to talk about it all, but I'm just going to show you two little graphs to show you the key findings which have informed the design of the activities and the framework and the portal to date. So, this graph is going to illustrate the important digital skills which were identified by students but which they felt were not adequately covered in their programme of study at third level. And down along the bottom here we have the digital skills and you'll see the percentages right across. So, the ones that are coming up with quite a high percentage are things like mobile learning, searching and of course this is all through the foreign language and in the foreign language and in that cultural context. Information literacies, filtering and networking, intercultural remix, so there are quite a lot of them. In fact, the only one that they seem to feel reasonably comfortable with 60% of them is tagging. Looking at the results from the teacher group or the lecturers, we had 75 responses and again given the size of the Irish context and the language learning context at third level, we were quite pleased with this level of response. The teachers were asked a number of questions and the one that I'm going to summarize here is the importance of digital literacies, their own skills and their own competence. So, I'm going to take a moment just to talk through this one because it's quite a complex one. We've put quite a lot of information in here. So, the blue bars represent the skills that the teachers or the lecturers feel are important for students. The red bar, is it coming up right there yesterday, the red bar represents the fact that they teach this skill on their programmes and to their students and the green bar represents how they assess their own ability and in this case what we have included is any of the teachers who indicated that their own skill in this area is very good or excellent. So, what we really looked at on this and we're still doing quite a lot of analysis of the survey results was where there were big gaps between the blue bar and the other bars. So, the skill is important for students. As you can see most of these, except for a couple, are considered to be quite important. Nonetheless, a lot of the teachers either don't teach the skill or they don't feel their own ability and that particular skill is good enough presumably to teach and as I say we're doing some more analysis and some of the other questions as well but I thought this was an interesting one to show you today. The fifth key outcome of the project to date has been the technical development, the development that's been going on in relation to the back end of the portal. Obviously, we've got a website and we've got some branding with lots of logos and publicity and I'm not sure whether you've seen some of that. We have created a digital database of activities and resources and again, given the complexity of the project, this was quite a job and that's going very well and I think just about complete if I'm right. Then the technical architecture of the portal has been the major technical job that's been going on. So, what I'm going to do now is I'm going to show you or illustrate that a little bit what it looks like. We have just yesterday actually received a prototype of the portal so that should be ready to go live in the next couple of weeks. We need to review it and then all of the activities which have been developed and are continuing to be developed will be uploaded to the portal. Now, I will give you a second to look at this one. I recognise that it's quite complex. So, essentially, this is a site map for the portal. So, we have main student page and main teacher page and then they will lead to a number of links and a number of work packages. So, again, I'll break that down into something a little bit more simplistic. So, when a student comes on to or a teacher comes on to the home page of the portal, they will see something like this. It's not going to look exactly like this. This is a mock-up that we did for the purpose of the presentation. Students or teachers, following a click on the student side of things here, they will be taken to. Now, we've taken here very much what they've been using on the OLA Board project as it seems to have been working quite well for them at the moment. We haven't decided, again, that the technical design will very much inform the visual that will be represented here at the end of the day. So, here's an example of an English version of the map which a student will come to. And these are the areas that we've identified. And here is what the same map would look like for a student studying French in French. So, the languages and then the themes and a number of activities and open educational resources within that framework. The sixth key outcome has been the language material content development. So, we have developed a framework and we've agreed the framework and the database has been created. We've employed content development work package coordinators. So, Sinead is the overall project coordinator, but for each of the content, the three content development work packages, we have coordinators who will be doing a lot of the content development on those work packages. We've identified and purchased the appropriate software that we need for the content development. We've sourced and developed quite a lot of the content already. And as we said at the beginning, this isn't all about creating new content. This is about curating lots of existing resources that have been developed as part of other projects or individual initiatives. And we have been working with our local implementation groups within the institutions. And tomorrow, piggybacking on today's event, we have what we're calling an OEOrFest in Dublin. And we're anticipating about 30 participants coming to that for the purposes of designing or agreeing the final design of the content development and taking some responsibility around contributing and developing the content around those work packages. So, we're hoping that will be quite a successful event, because a lot of that final work on the content development will be happening over the summer period in order to move into piloting phase in September, October. So, the third area that we have been asked to talk about today is national impact and dissemination. In terms of national impact, the survey, I think, was probably the one instrument that had quite a large national impact with the number of participants right across the country, right across the institutions. We have implementation groups within each institution with anywhere between four and eight members. And they're working quite well within the institutions. We represented the project at the Languages and ICT Fair in Dublin just last week on Friday. And we made some nice connections, particularly with colleagues from institutions that are not part of the project, with UCC, with NUI Minuth, and indeed with QQI. And we, of course, have Twitter and social media presence as well. In terms of conference presentations, since the beginning of the project last February, we've had a number of papers and some more forthcoming. So, we have eight papers either presented or accepted between February 2016 and November 2016. And, as you'll see, by looking at them, some of these are local and national events, and some of them are very much at European level. So, the head conference in Valencia in Spain in June, and your call conference in Cyprus in August. So, that, of course, along with the international advisory panel, we hope has been quite successful in terms of the dissemination of the work around the project and the development that's going on around that. Evaluating the project, what I have done here is I have included an overview of our work plan that we submitted to the National Forum last January. So, here is the work plan from January to March. Project management, we had committed to developing a final detailed work plan, creating working groups to design the content, selections of themes and topics, and establishing an international advisory board. In terms of research, survey of relevant international research, and the primary research in terms of the survey with the participants, and that has been completed. The project designed a detailed framework for the project in terms of the content, and the overall conceptual design of the portal. And, indeed, the technical design has already started, as I said, and the identification of CPD requirements of the plenary group members. We have achieved all of those outcomes to date. From April to June 2016, again consultation with the international advisory panel, and that has happened on an ongoing basis, the technical design of the portal is coming along quite nicely. Our technical designer is doing his PhD viva this week, so we've given him a break this week, but he'll be back to us next week. And the content development and the digital database is all very much under way at the moment as well, and relevant CPD activities. So, again, modestly, we would like to say that we have completed and reached all of those key targets. The international advisory panel, we're very lucky to have an active and very expert international advisory panel for the project, so I'm just going to include two of the comments which came in in the last couple of weeks. This one is from Francesca Helm in Padua. I'm just going to give you a moment to read that, I think. And this is a second comment from Nicky Hockley, who's based at the consultancy, and she's also co-author of the book Digital Literacies, which is a book for digital literacies for language learning purposes, and it really forms the framework for one of our content-based work packages. And we're very lucky to have two of the co-authors, Nicky Hockley and Gavin Dudney, as part of our international advisory panel. And they're very interested and keen to see how that framework would be put into practice in terms of developing a number of educational, open educational resources around it for language learners and piloting it and all the rest. So, again, I'll just give you a moment to read through that. Okay, so I'd just like to finish up by thanking a number of people, first of all, the National Forum for their funding and their ongoing support in terms of the rollout of the project. The international evaluation panel for your very constructive criticism and feedback, which we have been taking into account, our own international advisory panel, whom I've already mentioned, the project team and the various institutions and the support that the institutions have been provided, and I think Shanaid Spain, as project coordinator, needs special mention, and our thanks go to her for all of the work that she's been doing over the last five months. And at that, we're very happy to take any comments or questions.