 Mae'r rhywbeth ddflenwyr yn bwysig. Mae'r rwy'n fydd gennym cyntaf, a dyma'r cyflawn sydd eich ddweud ygweithio'r Isglawn yn ymddug. Mae'r rhaglion ar fy bach am ddaig yng nghymru deall, Jack Hyland. Jack yn gweithio'r bwysig yn y DCU Llywbeth. Mae'r dweud yn y mwyaf ar gyfer y teimlo'r llyfr â'r Llywbeth fel ym Mwyaf. Mae'n mwyaf thrwy. Ond yr hyn o bobl yn oed yn gwneud y llyfr. Mae'r oed yn ei wneud o hyd yn cynnig,いる cynnig, But there's also a suite of e Learning Tools And that they've developed and with the power of technology it should be automatically tweeted in the next two minutes and are linked to those resources. I couldn't link directly on the bottom of the page where the resources are, but if you do scroll to the bottom of the page you get free access that they're built on story line. So, if you're interested, we can send you the role files and you can customise them for your own institution. Ac, wrth gwrs, o'n digwydd, yna'n gweithio i Jagu'r Llyfrgellau. Rwyf yn ychydig i'r Jagu Llyfrgellau a'r ddiddordeb yn y ddechrau. Yn ei gymhreithio, mae'n llyfrgellau yma'r ddechrau. Mae'n meddwl ydw i'r sgwpeth, mae'n llyfrgellau yn gweithio felly mae'n meddwl, ond maen nhw'n meddwl y ddechrau yma yn yllyfrgellau a'r llyfrgellau. A ydw i'n meddwl yma, a'n meddwl i'r llyfrgellau. Meirio'n gwirio, gyd wedi gwbl i gyd ystyried. Mae'n holl o canlygu tudio'r idea i… … cymdeithas arnyn i ddweudipsef a lledig… … ac rwy'n amgarmaniaeth tâ'r ffordd o'r fact… … ac rwy'n amgarmaniaedd o'n amddangos y pethau. Rwy'n amgaroniaeth rysbwysig y pethau linellain… … yn gyfo'r rhywbeth yn oeddol. A oeddwn ni'n brifio'r rhywbeth fydd y pethau rwy'n amddangos. Oherwydd dywed â'r fawr i'w welio i'w ymhlwysig am bobl… fod ddwy'n gwaith na'r ffioedd, ac rydym ni'n gweithio dweud. Felly, rydw i'r bus i'r ddwyd, mae'r ddechrau y bydd yn rhan. Rydw i'n gweithio, ac yn fawr, dwi'n gweithio'n ffordd o wneud o'r cyffreithau ond oedd yn ddweud y dyfodol yn ei ddweud y dyfodol i'r ddwyfodol. Rydw i'n gweithio i ddweud hynny. Fy gydigodd y ffordd, rydw i'n gweithio'n gweithio'n gweithio'n gweithio. y dywedodd mwy o'r gweithio'r moddol y byddwn i gyd, a'r gweithio'r analysus that we've got. So, this is, I'm very conscious of the fact that I'm keeping from you guys from coffee and it's the last session of the day, or close to the last session of the day, so I could out all the James Bond references and move straight into the topic, right? Try and get there as much as possible. And the conclusions, hopefully you'll help me draw some conclusions later on. So, this is Jack. Jack is the business library representative that has a rake of help guides and resources for staff and for students. And what he wanted to do was he said, well, is my stuff making a difference? So, what he did was he did this e-learning resource, the team, I can't just say it was just Jack, the team compiled these learning resources and had quizzes at the end. So, he was able to say, OK, they scored 100%, they scored 50%, whatever. They were competent at the time of testing. But the challenge was that two weeks later, or three weeks later, or indeed a semester later, they did an assignment, the students did an assignment, and then their plagiarism went through the floor. They plagiarised sort of how it's content. So, we wanted to see was that the case? Was it just anecdotal or is that actually the case? So, it's looking at the long-term impact of our training, not the impact at the end of the session where you just do those quizzes or you send around the happy sheets and they all say you're great. So, that's Jack, that's what he does. What we did was we used Moodle, I want to show you, the activities that we set up for our students, the plugins that we used to do it, and the activities we used were a Moodle quiz. We also put in the articulate storyline file, we put it in as a SCORM object. So, we asked the students to do the storyline when they'd done it, it revealed the quiz. Right? So, in terms of activities, that's what we did. We also had a feedback session there to gauge feedback from the students on the resources. But we had two plugins which we developed last year and how we used those plugins is important because Jack supports a whole load of lectures, a whole load of different modules and he would give the storyline to every single lecture, give storyline file to it and they maybe would put it into their course. He never had an idea what he did, they may have told them they did, but he also, over time, would, based on feedback he'd be receiving, he would want to modify this and update it, so then he had an issue with version control because he didn't know who had the most up-to-date version of it. So, what we did was we built a plugin which is called a sub-course plugin and we created a Moodle page and it had all of these resources on it, the SCORM objects, and the lecture then could, within their own course, so within Business 101 could go to add an activity and they would find the sub-course option and when they choose the sub-course option there, they then would be able to point towards Jack's course on referencing or another central resource that we had. And what happened, it worked like an internal LTI, if you're familiar with LTI links, we linked internally to one of our courses, it automatically, that created a link on that Business 101 module and when the students clicked on it, they were automatically enrolled in Jack's course and then when they completed Jack's course and it was based on activity completions, the whole series of things, it sent the grades back to Business 101. So, that was the first thing we were able to take advantage of the activities in one central place and Jack had all the statistics on who was using it and various different modules and programmes, but the lecturer was able to use this as formative or summative assignment if he or she chose. The second thing we did was, I mentioned in the previous session, we built a Marking Guide report and the Marking Guide report takes each of the criteria that you have, criteria one, criteria two, criteria three and displays an Excel spreadsheet or an online spreadsheet, which you can download in Excel, but an online sheet in Moodle that will provide the list of all the students' names down the side and then the criteria across the top and it gives you a breakdown of what they've scored in each criteria. So, that allowed us, we went then to a lecturer and we said, can you put in the Marking Guide for your assignment? When you're submitting the essay or when the students are submitting the essay, put in the Marking Guide and use that and one of your criteria, please let it be for citation and referencing. So, then it's not that we wanted to mark for the assignment, we wanted to mark just for citation and referencing. So, we used the sub course plug-in and the Marking Guide report to analyse specifically what we were at. That's as simple as the course looked at. Let's site, let's site quiz and actually I didn't take a capture of the feedback, but that's as simple as the course was. And the plug-ins that I mentioned, because they generate your reports, we were able to pull out that data and map it then to the student scores in Jack's course. So, this is where the bad news comes, right? So, the bad news was we compared the students and just to show the grades. The grades they got in the library test, so those that scored 100 out of 100 in Jack's test, those that scored somewhere between 75 and 99, somewhere between 50 and 74 and indeed somewhere between 0 and 49. We just broke down the figures like that. And then we gave them, so this was Jack's test and then these are the results that how many of them in the post test, so in the lecture's assignment, right? How many of them scored well in, or not well as the case may be, in for the plagiarism score. And the difficulty we got and if we ignore this table just for a second and just move straight up to the comparison chart, you will actually see we got a spread of marks. We got a spread of marks, those that scored 100, so they got full marks available for the plagiarism bit in their essay, the scores in Jack's test ranged from 37 right up to 100. Those that didn't even do the test, didn't even do Jack's test, scored a range of, still scored highly on some of the tests. And indeed, if we look at the bottom side, those that scored zero, so they actually bombed when it came to the essay and scored very low for plagiarism in the essay, still managed to score 100 in Jack's test. So it's totally, totally disheartening. But what we're doing now is, we need to look at that data. And I firmly believe, I go back to one of my opening statements, the stuff that a lot of our staff do on our team is absolutely brilliant. But I think we need to revisit our approach to the way we go about it. I think we need to revisit the way we evaluate it. And what we're going to do, one of the issues that we came across was, in the marking guides, that the person had the option of scoring zero for plagiarism, one for plagiarism, or two for plagiarism. So if they were properly cited stuff and properly indexed stuff, they got a two. And if they only did it halfway, they got a one, if they didn't do it at all, they got a zero. The problem that we have with that is then that boxed our results quite close together. And it was quite hard to accurately analyse the figures. And of course, we didn't have a before and after. It would have been really nice if we had them submit the assignment before they'd done the library training. But then again, we'd end up with pedagogical issues with that way, you're saying like, well, we're not going to help you, and then we're going to punish you for it, and then we're going to help you. So we need to rethink the way we do these things. And also what we want to be able to do is not just one module. We want to be able to see are they doing it properly in all the modules across the programme. So actually get every lecture to have a criteria in their marking guide for citation and referencing. We're doing the same, just this particular presentation on citation and referencing. We're doing the same for group work. We're doing the same for communication where we're planting them across in the marking guides for us so we can get a picture of the graduates that we have on our course and whether they're scoring well or indeed not so well in all of those different things. But that's it. We tried it, but it didn't work. We tried it, but it didn't give us the results we wanted. I don't doubt for a second the value of Jack's work and all the stuff he does with his team, but our analysis or the way we taught we would actually determine the impact. I just, I don't think we worked. OK, so thank you. Any questions? Comments? Yes, hold on. Oh. Hi, thanks for that. I wondered if we could go back and look again at the slide with the marks on it. Yeah. And if you can help me interpret my figures that would be great. Yeah. Yeah. So I was a bit confused. You said that they either got 0, 1 or 2 for their referencing. Yes, so they scored. How does that work out on the chart? So they either scored 0, 50% or 100%. Sorry, that's the percentage slide. So the people who scored 100% did the best on referencing. Well, the people that scored 100% Menonwyd yw'r cyffwyr yn ymdillwyd yma'r byd i'w deilio'r ystafell. Mae'r ymdill yn ymdill iawn y Jacks test yw'r cyffwyr. Mae yw'n gyfreidio. Mae'r cyffwyr yn ymdill, yw'n gyffwyr? Yn gyffwyr, mae'n gofio'n cyffwyr. Yn gyffwyr yr ymdill yn ymdill, mae'r cyffwyr yn ymdill yw'r cyffwyr. Felly, mae'r cyffwyr yn ymdill, rwy'n cyffwyr, yn ymdill ymdill, ac yw'r pleddur. A oedd ychydig, mae oedd yn unrhyw. Ond yn Jacks test, mae'n trwy'n 37 yma'r ddweud yw'r cwrs y 100. Mae'n ddweud yw. Mae 49... Rwy'n ffordd o'r pethau yma o'r cyfnodd i'r ddweud yw'r llesgrifau ar y leesiadau. Mae'n ddechrau o'r ddweud yn ddweud. Ond maen nhw'n ddweud, mae'n ddweud efallai sydd wedi地'n ddweud yn femfyrthoedau, mae'n ddweud a'n ddweud o'r 40% yn Jacks test. I'm this person got 45 in Jack's test, and this person got 55. This person in Jack's test got 100% in Jack's test, but got no marks in the main assignment. Not even a quantum assolith. Oh thank you. Are they there? Can I add mine together because I don't know. Mark, is that sub course plugin available? It helps issue out central material, central training material like that and allows us to monitor the effectiveness of it. That's what we want to do. And it's available? Contact Gavin actually, he's not here... contact Gavin, he made it for us. Is it in the noodle plug-ins? Is it in there already? It is yeah. I think Tim's doing a quick search we'll be able to do that. It's not... Well, you know Gavin, so just give him a shout yet. It is there, excellent. There you go. Subcourse plug in, I don't know where that voice was coming from yet, but that's what it's called, the subcourse plug in. And any feedback you could give us on that would be very appreciated as well. OK, I think it's time for coffee. Thank you very much.