 Angelica, does it record now? And over to you. Perfect, so good afternoon everyone. I'll share this presentation to start with and if you could confirm for me, Richard, is everything working as intended from your side? I think so, it's been recorded now, so everything should be perfect to go ahead. Yeah, you can see the slides and it seems to be okay, yeah? I can see the, I'm not sure what anybody else can see, my connections dropped slightly here. I can see your pool but not your content. Okay. That's your content now. Yeah, that's it up now, it's loaded now. It's coming up now? Yeah, just my slow connection I think. Thank you for the confirmation. So, hi everyone. Thanks a million for joining us today and thanks Richard and all the Alsek Interest Group as well for inviting me to present today. My name is Angelica Rizquez from the Center for Transformative Learning at UL and when we were invited to present in this webinar series, I just thought of what could be perhaps a value for many of you here who perhaps could be education developers like myself but perhaps some of you are also academics that are interested to learn more of this approach. In any case, I hope that this session of today is a value. So, what I would like to cover today is just explore the ABC Learning Design Framework as a planning tool and to present a choice of a collaborative tool for your consideration, perhaps if you are planning to run such similar sessions in your institution. The first thing I would like to do is to hear a little bit from you and to that effect I have prepared a little poll that I hope that will work. So, is that poll coming up for you? You may want to say. Yes, I can see it. It's coming up. So, you may want to let me know and I'm not very familiar with this tool at all, Richard. So, I'm not 100% sure how I can see the results. I had a many exercise a minute ago. It's working fine. I'll keep an eye on it. Thank you very much. So, you may let me know, Richard, what are the results coming up and that will give us a sense of the audience this afternoon. So, just perhaps to let us know, to what extent you have experience with ABC, maybe you're just coming today to get just a brief introduction or on the other extreme, you may be pretty much an expert and have delivered yourselves and your institutions. So, I just would like to hear from you all. So, again, yeah. We've got 14 waiting for. Hmm. Okay. I'll try the responses when you want to move on so everybody can see. Sure. You just let me know when you want to. Yeah, super. Thanks for that, Richard. And you may let us know perhaps what's coming up for you. Oh, yeah, it's coming up here now. Super. Thanks. So, most of you would have heard something about it and some of you have attended a workshop as a participant and a number of you, three of you have also run ABC workshop facilitators. So, you're very welcome to join towards the end of the discussion as well to contribute your experience and that would be great. I have some sense of relief. I must confess on knowing that nobody here is an expert or even has created a framework because that was a bit of a fear of mine. But in any case, I hope that this brief session is of value for everyone. So, before I proceed, I would like to acknowledge that the work that I'm going to present here is very much the collaborative effort from my colleagues on CDL in UL, Dr. Edel Sullivan and David Moloni who worked on a lot on developing our approach to ABC learning design at UL and say it's been great, really, and we deliver the works on single collaboration and it's an iterative process and we keep learning, we keep learning together. So, that being said, for those of you that have never heard of ABC, just to get a very brief introduction, the ABC learning design was developed in University College London as a structure and fast process for those involved in module design and delivery. It's meant to be a student-centered approach based on Laurie Dirt's conversational framework and the way that is, if you want, sold to those academics coming to those on curriculum development work is that it's fast, it requires minimum preparation, it stimulates dialogue between team members and it's meant to encourage blended approaches, face-to-face and online approaches and there's a growing community of practice that has adopted the ABC learning design. We are pretty much late commerce into this community of practice. We, for years, and I have the cards here that I keep in my treasure chest in the office, we have the viewpoints by University of Ulster and that's how I got to meet Richard in the first place. So, I used those ones for a number of years and I keep reusing them so they're very much used and marked and edited and then later on we moved to the printed ABC learning design materials that are somewhat a development from data, suppose there were lots of overlaps and obviously the ABC learning design community, if you don't know the website we can point it towards the end, it's a wealth of information and sharing resources very openly and it's absolutely fantastic to work with those materials and we used to do that face-to-face for a while. I also would like to mention our colleagues in the University who've also been very active at promoting in Ireland the ABC based on an Orasmus Plus project to promoting the ABC approach and our colleague Claire Cromley was very good to come to us initially and deliver the first ABC session and we developed it from the approach from there. So, as I said, we came into this, joined this community and if you want to learn more about the process, I won't play the video but it would explain the analytics, explain here the learning types in which ABC is based, six learning types and there's six types of cards, six colors for each of those learning types and the principle of that is that when you are working in a face-to-face environment, you play with the cards, you work in a timeline and then you can flip each of the cards up to the back of the cards, you will find suggestions for activities both in the conventional face-to-face environment and also some digital alternatives. So, that is the the idea, the first learning type in acquisition, just read, listen, watch and resources, also collaboration where students have to produce something together through discussion, discussion as well and investigation for independent learning practice which is sometimes associated as well to learning to assessment tasks. So, anything that that implies the learning through practice enables learning to adapt their tasks towards the goal and so on and finally the final learning type is production. I'm conscious that our time is tight so I don't want to linger too much in each of these six learning types. In any case, if you want to learn more about those, again, the material is widely available on the ABC Learning Design and name website. So, the idea is that towards the end of it, you could have a compilation of learning activities and of student activities in each of these six learning types and you can actually align this to format this and summative assessment. Some of those activities will contribute to assessment, some of them won't and that's the comprehensive picture that emerges. The way that we have run this online for obvious reasons. Obviously, when COVID came we couldn't sit around table and use any printouts or whatever. So, things moved online and the way that is worked for us, we first put in the workshops, invite people to think of modules they want to work with a team and to draw a shape in terms of what the module looks like at the moment before redevelopment. On the second part, we do some storyboarding exercise so I'll explain that in a bit more detail in a minute or so. And finally, we do revisit what the module is looking like after the redesign. So, again, we invite people and teams to decide on a module they want to work with as a group and to come up with a learning module shape. We use a little open OER shared by the community based on an Excel spreadsheet and usually the word that we work is we work in breakout rooms with groups of five or six and one of us would be the facilitator. We do screen share and we manage these documents. So, we work with Excel spreadsheet and we say, what is your module looking like at the moment? What percentage of your students' time is devoted in each of the six learning types? So, how long do you usually spend on acquisition? How long do you spend in collaboration? How long do you spend in discussion? And so on, you just pop in a number from zero to 10 and as for zero to 100, whatever you want. And as you do that, a shape starts to emerge. And that is the shape of the module as it is at the moment. Sometimes a bit of reflection follows from that. People stand back and say, okay, there's too much acquisition here and that's not quite goes with the learning outcomes of module. Therefore, we want to invest more in collaboration or discussion or whatever it may be. So, that's the kind of first part of the conversation and the starter of the conversation. And then what we do next is to spend a nice bit of time. I suggested 30 minutes but actually with time we've been expanding this and in the last iteration we spent a whole 50 minutes on this part. Storyboarding the new design, basically. So, usually we aim to design a new module for deliveries. For example, next semester and we go as far as designing weeks one and two, perhaps, and also to align some assessments. So, what activities of that? Maybe starting to contribute to assessment, 5% for activity, whatever it may be. That's what we've done. So, for those of you that have delivered ABC learning design or have attended workshops, the way that this has been done online in each institution has been different. And I've seen every kind of tool being used to really loads of a tablet like Miro. There's people using Jamboard. There are examples of people using even in Excel spreadsheet, even Google's slides, a collaborative doc where everyone is contributing in a different slide to do a little bit of top-level storyboarding. And so, the possibilities are endless. When we decided on a tool to go for for the RBC learning design workshops, we were mindful of the need or our preference for using a tool that is supported institutionally in our institution to start with. And on that basis, we decided to use MS Planner and I haven't come across any other institution that went that direction. So, hopefully in that sense, this workshop will provide something that is new to you in that sense. So, we went for MS Planner because it's integrated on the supported office suite in the institution and it's linked to any other tool. And we also decided to go for MS Planner because it allows this collaborative element that we couldn't get with some of the other tools. So, with MS Planner, what we do is working with a template. So, David did a lot of work on creating an initial template where we explained the ABC storyboarding process and we present each of the learning types and then there's a sample column where you have each of the learning types and for each of the learning types, you can select a lot of information. So, these are the instructions I provide. We just invite them to discuss the module little outcomes to type in some initial information and then we ask them to map the learning type cards across the storyboard, perhaps week, once and two again. So, top level learning types and then once they've done that, we invite them to, if you want, flip the card virtually speaking and just to start ticking all the options that we want to use for learning types. So, they just can add as well additional information and the beauty of this approach is that it also links to the rest of the suite of tools that we have in MS Office. So, for example, it can link to a collaborative space in the likes of SharePoint and drag documentation from there. So, the idea with using MS Planner is that it's a tool that can keep being developed, coming from that template. Some teams have evolved this and created very comprehensive storyboards where they include a lot of information, lots of links to documentation and then it's just a matter to translate that into the BLE afterwards. So, as opposed to that, that's why we've done in breakout rooms and it's worked well, reasonably well for us in old furnace in a number of iterations in this way and what we do afterwards is just to debrief for 10 minutes or so on how the experience went once we come back to the main room, how it went for people and some useful insightful comments usually come up there in how things are emerging, as opposed from that initial exercise. It's quite dynamic and but very much the idea is that it's kind of started in point for people to continue afterwards. So, we review those graphs, we can revisit that excel spreadsheet and do the after, the before and after and say, okay, what has changed and why? So, how is this effectively like you will get if you do this two overlapping graphs? So, the second one will tell you, okay, are you actually now doing more collaboration and discussion as you intended to? Are you are you allocating student time towards that or not? And it is interesting discussion. We've also followed the, I suppose, model by our colleagues in BCU in creating an infographic of all the supported tools in our institution. So, we've included here tools from the VLE and also from the office environment and some other integrations in order to provide an infographic for people to do follow-up investigation of the tools that will support each of the learning activities that they've included on their storyboards. So, after the workshop is up to the teams to follow up on the work to continue the process after the webinar and we provide them with further instructions on using MS planner, but we also provide them with alternatives, okay? If it's like too much of a complex tool to use for them, we've also provided alternatives to storyboard, for example, in PowerPoint, providing, we provided them with a template in PowerPoint with the cards and the back of the cards and they just can click and drag and drop in a timeline. Or we even invite people just to come back to the pen and paper if that's what people are happy with and that works better for some people as well, but I suppose they lose on that level of granular detail and links and making it a life collaborative resource as you can actually enable an MS planner. So, I suppose that's worked well with us for those of you that are interested in running an ABC learning design workshop. I can make these slides available and this is a rough indication of the timings that we've used as well to run the workshop, but I suppose I'd like just to conclude the presentation with the latest developments and the feedback from the participants has been a bit mixed as well in terms of MS planner, using MS planner as a tool because some of them really grew into them and some of them stated that they will see themselves doing all their future curriculum design using MS planner, using that template and using it as a tool, even collaborating with other team members in order to co-develop that process and some others found it just too cumbersome too much. So, there's a lot of there's an amount of information overload when they start, there's a lot of information there to be filled and it can be perhaps too much too soon. So, that encouraged us to take a step back and look for a simpler alternative to get people started in the journey. And the latest iteration of the ABC workshop, we used the learning designer, which many of you may know, it's the tool that UCL created and made available for the community and the beauty of it is that it will potentially allow you to share a design with others. And there's also a library of, of thanks for Anya for providing the link there. There's a library of other designs that you can potentially look at in your discipline and draw inspiration from. So, we decided on using the learning designer because of level of, as opposed to simplicity, we provided them with a template that it kind of replicates the previous template we had with the description of the ABC storyboarding process, then some sample activities for each of the learning types and an example week. And with that they began to develop it from there. And it's in the learning designer, if you haven't seen it, you can create a free account and it's basically a just matter of adding each learning activity and popping in the duration, the group size, if the teacher is present or not, if the activity is online or offline, synchronous and asynchronous. And you can also link to resources, but you cannot store resources as part of it. So, you can only point to where the resources leave on your computer. So, in that sense, it's not as a feature rich and integrated as we have with a MS planner that allows you to add attachments and everything else. But it has worked well. Something that people really liked from the session that we run recently using learning designer is the pie chart that emerges. As you start adding learning activities and you add the times, then this distribution of the learning activities starts emerging in that pie chart. People like to see that emerging dynamically as they work with the design. And that's a nice feature. And just to finish on a good human note here, I suppose, and a reflection is this balance between using support and unsupported tools. So, there is an element of risk if you want involved in inviting people to, and I see the labs coming there. There's an element of risk involved in inviting people to create an account externally with the tool that we haven't designed, that is not living in our servers, and that we have to put all the privacy notices around this and say, and that's telling this framework their choice if they decide to go that direction. And if there was something technical to happen with that, there's nothing that we can really do about it. So, that is the element of trust that goes away with using that tool that is external as well. But it's one that I think it's been, in my view, kind of is worth it. And it's a great tool to use and very reliable. So, I think that's my time. Sorry that it's been a little bit rushed, but I'm just very conscious of living that time for a conversation emerging. So, thanks for your attention and looking forward to the discussion. Thanks, Antelica. That was very interesting. Can we open it up for questions? I'm going to stop the recording now so the question...