 Yn gyflaeniad hynny'n gan hynny yn dweud hynny i fynd y bydd y cwmffrin yma, ond yna y gallwn ni ydy o'n gweithio ar gyfer y cyfan, a bod hyn yn awdd i'r rhywbeth yma wedi gyffredin... yn chi'n bwysig i gweithio beth oedd yn gallu ymddi'n cwmffrin, bo'r bydd yna bod hyn yn aeloddoddoddoddoddoddodd. Ac i bob amesyn rwy'n iawn ei wneud yn ymddwydiadur, amdano'n gweithio felly dy ran gweithio'r gweithio gylio'r gweithio, Ac rwy'n credu'n cael ei rhaid oedd y gallu gwbl i'r cyfnwyr yn ymddechrau felemerol, ac mae'n gweithio ar gyfer gael gwbl i'r cyfnwyr yn eu gallu gwledig i'w argyffredinol. Mae gweithio ar ymarferio fod sy'n cael ei gilydd. Manchurais o'ch gweithio'r mewn y gwahanol sferfynol, ac oeddwn i dda i'w gwybod i fod yn ei ddweud eich bod gwahanol, a rydyn ni'n ddweud am lath o ymgyr spinell ymgyrchiaethau? Yda't ychydig o dda i'r cei, ac efallai'n teimlo i'n yrhyw tu? Fydde nhw'n dod iddyn nhw helpu fel ydych chi ddeg sy'n rydyn ni i ddysgu'r hoffi, oedd o'r ddi'r hoffi o'r hoffi oma oherwydd? Ynd yn eu ddweud o ddweud, ac mae chi'n meddwl. Felly, rwy'n gwybod i'n meddwl i'ch eu wedi adulturau yma, y gallwn Helinica Lesby, yw y Llew Cymru a'r Potato, mae'n amhwy perfnogiad yma ar fy ngwneud o'r ffordd, yr ysgol iawn clywio ac'r leais yn ei wneud eich ffenediadol yn yn fan ychydigol i'w teimlo i'r meddwl. Ychydigol i amddwn yn y ffenedigol i chi gwell i'r meddwl i'r wych, is kind of those other two hats, because I specialise in learning technology, in teaching about the technology, but I also have an organisational managerial role within the university, because the fact that I wore all those two hats that meant the price-chanceller came and knocked on my door just before I was off on my Christmas holidays last year and said, Ah, just the woman, I've got a job for you. And I sort of picked myself up off the floor in surprise that we were going to do something quite so incredibly cutting edge. One of the things that I said was, yes, I'm going to do this, and I'm going to find out as much as I can. And when people say, okay, what's U.E.A.'s motivation, okay, we think this might be good marketing. We think this is good forward planning. It could be interesting for us educationally, but we are in this to find out as much as we can. And for me, that's kind of a major motivation. And so you've had a couple of minutes now. I just wondered if anybody would now like to tell me if there's anything that they would like to, and if there's questions they would like me to try to answer with the data that I have in my head on the data that I've brought with me. Is there anything specific that people would like me to concentrate on? I don't think we've done this to any users, but any people that have taken part in the groups can feel that. Okay, so you really want to know about what we're marketing. I think that can probably answer that in some extent. So you want some data about that sort of, yeah, okay. Okay, anything else? What were the motivations of the people who signed up for your MOOCs? Okay, you want me to get inside the Vice-Chancellor's head? No, no, no, no, no, no, no, no, no, no, the participants. I can definitely answer that. The learners. Okay, I know we're supposed to call them participants, but no motivation, okay. I've got quite a bit to say about that because I'm really interested in it. What are the impacts of doing the course for the learners? Okay, so what are they getting out of it? Okay, so motivation and the learner outcomes, okay. Fins of the edge of it is the level of design, development and delivery. What challenges have they had to do? Fins of the top, and don't be about that. I don't have survey data about that, but I can talk a little bit about that. Are there hotspots in learner activities? So there's a whole landscape of teams that have made up the MOOC. Where are hotspots? From a project management perspective, what's the idea of MOOC team? And so then how does that translate into something for costs? Okay. Yeah, I'm happy to talk about costs actually. So I have this image of you, you know, with the cave leading the MOOC team, and who are your two gentlemen beside you. Yeah, and do you know what? I was just to say something about that. The only thing that has made it happen is the willingness of everybody in this team, including very significantly, people at FutureLearn, to behave like sensible, rational, reasonable human beings under the most enormous pressure. And I should say that while you're in the room, really, because I know what I'm talking about. I'm talking about Matthew and Matt in particular, but also Darl Maes and Rowley and the other people who have, you know, but the MOOC team is really important. So I will talk about the MOOC team and talk a little bit about the costs and about some fluff around that as well. I've built my pager, so I better start talking and answering questions. If I run out of time, then you can buttonhole me later and I'm happy to share the things that I've got. So I started off by planning this talk around some questions. Okay, so let's address the first question with maybe what we know about MOOC learners, and we might wrap up some of that. So your question was, are we converting this to sign-ups? My answer is it's too soon to say. We're in week four, we're running a 10-week MOOC. And in any case, I don't think that's what we were trying to do with the Secret Power of Brands. What we were trying to do with the Secret Power of Brands was to see how global we could make this. Now, the great thing about Secret Power of Brands was that the medium is the message for the Secret Power of Brands and that brands are a global phenomenon and actually the richness of what's happened on the MOOC has been supported by the global nature of the learners. I was actually really very excited at 5.30 on the morning of the 14th of October when I woke up. I actually woke up. And this is one of those kind of moments. It went live at 1 in the morning on the 14th and I actually woke up at that moment. I'm not going to look, I'm not going to look. I always, you know, divorce pending. But I woke up and I looked. And it was just like a magic moment because there were people already on there, real live students on there. All of them, you know, in fine zones, tiny ahead of us and so on. So what we were trying to do with brands was to see how global we could make this. Well, here's your answer. So all the bits coloured in blue have people registered on the Secret Power of Brands. Looks like we're not touching Greenland at the moment. And our African reach is restricted. But pretty much everywhere else is coloured in. I'll be able to answer your question better once we're finished with our next move, which is preparing for uni. And apart from thinking that preparing students at university is very important and our Vice Chancellor was recently saying quite a bit about that in a times higher and how we should get better at it, one of the things that we're trying to do with preparing for uni is to use it as a marketing tool. And so I think probably in six months' time I will be able to tell you whether we think that preparing for uni has actually impacted on undergraduate bundle six. So it's different courses for courses. I'm going to go on and actually answer the next question as well with the same slide because I've got another diagram here and I'm not sure that you can read this as clearly as I'd hope you would. Forgive me if I just read this to you and you can have this. Obviously we'll publish these slides. So this data comes from the pre-course survey. I've got more data from the answer but more data than I had time to deal with at the moment. So what is the major motivation for what our learners thought they wanted to get out of the course? The first thing is that they wanted to learn new things which I guess you can take as a given and that's almost 100% of them said they wanted to learn new things. So that's good. And then we've got a group of things which come in sort of around the 50% mark. So about half of the people who responded to the pre-course survey about half of those said that these were significant factors. So they wanted to try out future learn or moves. And I don't underestimate the power of nosiness. We're hoping to draw in and make use of some of that news. But this comes back to my... I'm rapidly turning into an amateur internet sociologist and I've become very interested in the way that people behave online and I read a really interesting article recently and said that basically lurking is okay. But we have this kind of thing that we say, oh, the completion rates, they're not so good. But actually I said, forget about it, it's not face to face, that's not the point. Actually lurking on a MOOC is a perfectly sensible and valid thing to do. And so if you're out there lurking on our MOOC, and I will be lurking on your MOOC, so everybody in the future and community I am convinced is lurking on everybody else's MOOC. So I'm validating that point. I'm saying lurking is okay. But this was an interesting one. This is where it got interesting for me, that's the next one. So people who wanted to add a fresh perspective to their current work. Now that is really interesting for me. So half the people are coming along, bringing something they know about this topic already and wanting to kind of augment it using our MOOC. So for me that's really important. And then we've also got things like chat learning online, improved career prospects, learn flexibly, supplement existing studies, action, and find out more about university. Actually comes in very less than 10% of our people who responded to this. And there were thousands who responded to this and wanted to find out more about university. I'm hoping that when we come to do preparing for uni and we have the same stats for preparing for uni, we'll have different responses. And that's where things start to get interesting. Cos that's when we can start to take this kind of thing, this helosic thing that we're calling MOOCs at the moment and sort of channel it down the channels that we wanted to channel down. OK. So what's the educator experience? I don't know if I've got any data on that. Let me go back to my first slide and see if there's a question that kind of matches that. I'll tell you what I'll do. I'm going to roll that up with answering the next question. With a question at the bottom, which is sort of relating to costs. So we've just entered what I'm calling at UEA, MOOC phase two. MOOC phase one was actually just getting to the point where we launched a course. And the qualification for joining in with MOOC phase one was no closed doors, OK? So we didn't try at any point during the first phase to deal with anybody who wasn't completely bought in and enthusiastic about it. Because frankly it was hard enough work as it was just trying to understand everything and do everything and make the whole project work out without having to deal with people's resistance. So it's not that I want to exclude academic colleagues. We couldn't deal with them in that first phase. Phase two at the moment is to do it and find out as much as you can about why it might be useful phase. And then when we get to phase three, which is begin to target what we do more closely, then I might get to the point where I have to knock on some of those doors that maybe are not so subscribed to us. And we talked already about areas in which universities are world class and we go to MOOC in those areas. So the UVA that would be creative writing, American studies, environmental and so on. And we're not making in those areas at the moment. But I know you need to go knock on some of those doors. And I don't know whether they're going to be into my clothes. But that's really when I'm going to have to do that. But I guess the thing that the educator experience is that it has been a significant learning curve. Because you sort of have to forget almost everything that you know about how you teach and start from basics. Because you're dealing not just with a different media, but different sorts of learning resources and different tools and so on. And so people have to be kind of comfortable with that. And they also have to be comfortable with not knowing and being a bit unsure and feeling a bit dangerous. And it did feel, it did in early October, that was really dangerous. But it's okay now. Because it's running and it's fine. And we're getting great degrees of feedback. So that's okay. But I didn't feel like I took a risk at the time. I'm going to jump around down to the ideal MOOC team. So our MOOC team is me and Simon Lancaster, who is a national team. I'm very tech savvy, some of you might really know Simon. And he describes himself as my right-hand man. And I think it's more of a kind of partnership. And so we're sort of leading the project. We report directly to the provides chancellor. And within our team we have, I guess we have a group of about eight academics. You are MOOC-y or preparing to MOOC. Oh yes, it is a verb. I think we've definitely verbed that one. So we've got our group. And then also in that team we have a learning technologist. And we also have somebody from the library. Because I don't know whether you know the future or the group of future non-librarians have set themselves up as a little group. And they're talking about the implications of this for learning resources, which is really interesting. And so that's our group. And then also we have a person I've described as UBA's man who can, which is our, we call him our course content creator. And he's the person who does the day-to-day stuff. He's called Ross and he's marvellous, for many reasons, because he's really low maintenance. He said, Ross, can you just go and do something? You just go and do something. For that reason we respect him and we love him. So we have the kind of management and then we have the academics and then I guess we have some administrative people as well. But what we do is we sit round the table once a month. And I think the sitting round the table once a month is actually really cool. We have an online area where we share things and all of that kind of stuff as well. But actually we sit round the table once a month and we just say, how's it going for you? And that's how we managed to stay safe. Because it is a very good learning curve. I'm going to move on to costs now. And I've deliberately got this picture here because this is not a snip from our website. This is a snip from the website of Wolf Olives, who are a large brand management company. They've done some big stuff. They've been to the Olympics. They've got a really big reputation. This is Professor Robert Jones. He's our lead educator. And the great thing about Robert Jones is he works for Wolf Olives and he works for UEA. And what that enabled us to do was to put those two things together to harness the power and the resource of Wolf Olives and what we can do at UEA in terms of education and bring those two things together. And there is no conflict of interest there. There is power in higher education in making these collaborations. Moots give us the power to do that collaboration. I'm not really a fan of saying, oh, well it's real-world higher education because I don't like the idea that universities are not the real world. I'm very kind of allergic to that idea. But what it does is it gives us that opportunity to really kind of link up in very demonstrable ways with other places. The other plans we've got, we're linking up with other companies, we're linking up with subject associations. We head to... Oh, it's just fantastic. And there's people knocking on the door. I was like, oh, I can't believe we've done this. And then everybody starts crying. We start to congratulate one another. It was kind of pathetic. Anyway, we got very excited about that point. And then I understand the amount of traffic that's kind of left all down. But what we do see here is a spike. And that's where Robert sent his first email. So we do know, so you can take this, we do know that emails generate traffic to the site. So we've started doing two. The other thing Robert's doing is he's doing a little video message. So that doesn't mean everybody has to do that. But because Robert spends his life going in interesting places, so he's done one for me now. Here I am in New Yorkshire, I'm in Copenhagen. It's just quite interesting to do that. Actually, you find the video messages are really good at creating educated presence where educated presence doesn't really exist. But what we do know is that, you know, we have this kind of pattern which is quite a lot of engagement going on in terms of learners and then drops off a bit in the night because we don't have so many people from those time zones. And then it picks up and picks up. If we send an email, we get a spike. Going forward with this data, we are still maintaining it until week four. So we're not seeing, although we've seen significant drop-off on day one, as you would expect, we're not seeing significant drop-off going forward. We've changed pace on the move now, and they're doing it at what they think they're doing. They've recently created it. They've got to make something. So that's quite interesting. The last thing I just want to add in, because it's something that I'm interested in, about the learners, I don't know how many of you know Clay Scherke's book, Cognitive Surplus. I think it's... I love it. I just love it. It's one of those things I just said. I'm going to say, yes, but I just want to, as a sort of conclusion, just sort of share a little bit of Clay Scherke's ideas. And this is really, in turn, learner motivations and unwindings of great. So he's got this idea that there is a spectrum of collaboration. So note of it that you don't know, Cognitive Surplus is the word that Clay Scherke implies to the one trillion hours per year he estimates that the global internet population has that they're disposable. So it's not time that they're working or whatever. So there are one trillion hours a year that are out there for us to do something with. And he's terribly keen that we should do something collaborative and positive with those. And he thinks that there are basically all the points on the sharing spectrum. Now the first thing, the first aspect of it is personal sharing. And this is sharing that doesn't really matter whether it has an audience. It's just something that I've done. His favourite example of that is that Clay has a cheeseburger website. If you're familiar with lolcats. So cute pictures of cats with badly spelled captions. People post them and then they get onto Facebook. And some people love them and some people hate them. And they look a really matter if anybody else doesn't see your lolcat. You just feel satisfied in doing it yourself. And there's no necessarily intrinsic background in that. But that's the sort of personal sharing. And then there's what he calls communal sharing. OK. And he describes that as sharing to meet the needs of the people in the group. So the website is like meetup.com where the benefit is definitely for the group that is essentially equal in group. OK. The third source is public sharing. Which is where things are created by a group. But they have benefits to lots of people. And his example of that is that people have created the programming language of Hatchey. So the group do it but it has wider public benefit. Whereas for here the benefit is just this group and here the benefit. And then the kind of... The most valuable sort of sharing as far as genes comes in is civic sharing. And that's what brings together all of these things. And that's where a group of people do something which then has wider benefit for everybody. So a really good example of that is Ushahibi. Which is the website that was created by people trying to globally, geographically map events. It started off in disputed elections in Kenya but it's used for all sorts of things. And that's where the benefit of something that a group of people have done that's centenate enabled actually benefits everybody. And my question to you just as I finish really is where do we put milk participants on this scale? Is this just something that people are doing themselves or for the group? Is there a wider benefit? I would really like to think that actually that if we get really really good at this what we can do is we can actually move to become a school of civic sharing where actually what happens on moves is that the global understanding and knowledge and interest and engagement is actually fostered through this kind of media. And then I think maybe in terms of my own perspective we will have achieved a women's union.