 Thanks for making it, and thanks for making it on the graveyard shift. We'll try to be as entertaining as possible, so you don't snooze immediately away, but as I said, thank you for making it. My name's Dirk Pilat, I'm a GP in Essex, and at night I work for the RCGP as the clinical director for e-learning. My friend here is Damien Bardiger. He's the senior web developer in our team at the RCGP. What we do is we create content for continuous professional development for general practitioners. Why do we have to produce any content for CPD for GPs? Well, it's one of my favorite slides. The estimated time for doubling of biomedical knowledge in years. So a GP who qualified in 1950 had about 50 years until the amount of biomedical science doubled, and as you can see, that has come down a little bit. So by 2020, it's supposed to be only a fifth of a year. So with other words, if you see a young GP who's just qualified a few months ago, he's already out of date. So we need something that will help GPs to stay up to date. And that's where we come in. As you probably heard, UK general practice has a little bit of a workforce crisis. There's now 42,000 general practitioners in England. More than a third will retire in the next five years. 50% of junior doctors after two years leave the profession. Very few people want to be general practitioners, so the few that are left of us really be up to date because the few that are left will be seeing all of you in primary care. To stay up to date, there is a re-appraisal and a re-validation system. We have to deliver about 50 hours of continuous professional development per year. Once a year, we're being appraised by the CPD that we've done and with all the practice-based incentives by an appraiser. And after five years, everything is put together, shaken, being seen by a panel and then decide whether we're allowed to practice another five years or not. Why us? Well, we are the professional membership body for GPs. If you want to be GP, you have to pass our exams. After passing the exams, we still look after the membership and we make sure that the CPD is being based on the curriculum that every few years is being adapted to current needs. We have 53,000 members in the UK. We're providing free online CPD for all of them and our funding model allows us to provide free CPD for pretty much every other health professional in the UK. We currently have 97,000 registered learners. A few months later, we probably would have finally passed the 100,000 hurdle, but it's 97,000 at the moment. So for the technical bits, Damien. Hi everyone. So yeah, our Moodle, well, I suppose we'll just take a little step back. We've been using Moodle since 2009, the real reason for choosing it. I can't actually say why, as I wasn't working there, but Dirk was involved in that decision and it was because it was open source. There was no upfront cost with any sort of licensing and because of its bespoke nature, it really fitted the business needs of the college at that time to create content. Really why we still keep using it is because it works. It works for us, it works for other organisations and institutions. Actually the infrastructure, how we actually do this, so how do we deliver this learning, this CPD to our users? Well, relatively simple setup. I don't think it's anything out of the ordinary. We have two virtual servers, a web server and a database server, running on Oracle Linux and a regular sort of Linux, Apache, MySQL and PHP stack. We're currently on Moodle 3.1 version. We chose that with the long-term release support option. Now, within our actual organisation, within the RCGP, we have other systems. There's, we have a membership system, so Dirk mentioned our members, so we have various bits of information about those members, which we hold somewhere else. We have our college website. That's used as a point of contact for our members, but also if people wish to update their details, if they wish to purchase courses, that's the system we use. We have a single sign-on system. We have some API servers, which sort of link it all together. CPD was mentioned, so we have an external e-portfolio system as well, which is also linked to, which allows all the learning items that have been taken by the doctors to export them to that portfolio. I suppose one of the main sort of important things with this landscape, and I say we join it all up, I wouldn't say we do it any better than any other organisation. We always have lots of work to do, but the main thing is we do it because we want to really try and ensure that our users and members have, I suppose, as a seamless experience as possible. We want to make their experience with us simple, and also we want it to concentrate on the important aspect, which is the learning rather on just logging in or having to sort of then find another password for another system. So what do we actually sort of offer? Well, we've got 168 courses, and that's complemented with a few other things, such as screencasts and blogs. The courses, they vary in size, in content. Some of them are single-topic in nature, others are multi-topic, and then we also have a self-assessment tool. The courses themselves are also very varied in size. We have one of our courses up to 20,000 users within it, but then equally another course only has six. So it's a very wide sort of like coverage of the college curriculum, of the topics that the GPs need to undertake. So that's what we offer, and how do we do that? So there's a few things on there. I'm not going to talk through every single one of them. I think things to sort of point out, we've got a standard 3.1 installation with 29 plug-ins. Of those 29 plug-ins, we have one, which is a standard plug-in, and that hasn't been adulterated or hacked or anything to that. Another six of those have standard plug-ins from the Moodle library, and they have had various sort of like additions made to them. And then the 22 remaining are all plug-ins or modifications that we have either sort of like commissioned or we have sort of done in-house. On top of that, we have approximately 60 core files, which we've made changes to, and around about 300 changes. So it's something which is we're aware that it possibly isn't best practice. We know that it's a nightmare when it comes to upgrading. It's an immense nightmare, and as time goes by, it's something that we're trying to get to grips with. We're trying to sort of rein in a little bit, but not always easy when you have sort of business needs that just sort of slightly flow differently to how Moodle is operating. I think one of the interesting sort of like plug-ins I will mention there is we have an enrollment plug-in, which allows for any of our users to self-enroll in a course. All of our courses are self-governed. There are no sort of teachers or administrators on the course. There's no one looking after the courses. Once that course is set free into the wild, then anyone can access it. So we have a complex sort of matrix of user type and membership level and location and so on, which determine whether or not a user can actually access the course. And if it's discovered they can't access the course, we then point them off into a place where they can purchase the course. So GPs love reflection, as we should all in our learning. So every course, and you can see a few little details there, has a different spectrum of content depending on the needs of that particular course. We have some which are literally only point and click. Five minutes, 10 minutes long, because they're only supposed to hone one particular message that we really want our learners to take home with. Others are between 30 and 60 minutes long, some are 50 minutes long. We have pre and post assessment quizzes to ascertain at least a little bit whether there's educational attainment or not. We have some interactive animations, mainly storyline and articulate files, and of course very important for every GP. There needs to be a certificate, otherwise we can't prove our learning at the end to our appraisers. By the way, the whole shebang is run with five full-time staff, five full-time staff looking after 97,000 learners. We're quite proud of that. There are a few, some of our GPs are contracted to help us, which you see now, because how do we do it? Takes a bit because as you can imagine, our unique selling point is that we're the RCGP and the content they create should really we hold up to our brand image, which is we provide learning for GPs. There shouldn't really be any factual mistakes in our content. So we have a few Q and A levels, as you can imagine. So if we come up with a topic and we have partners, we create the content with the convenience scoping panel. So we have a few cold-faced GPs. We have a few specialists, patient associates, people who just have an interest. We come together either physically or around or virtually and try over 30 minutes or an hour to hammer out the particular content. We create a document on that discussion, distribute that to every stakeholder. Content additions are being made, criticism is being made, and then once that scoping document is done, we hand it to a GP who's offering it together with one of our editors. First draft is again hand over to the peer review panel. Critics can come in and criticism is being made, comments are being made, which are being imported into the document. We hand it over to our instructive designer who builds it. Again, we ask everybody from the scoping panel to have a look at the course. Again, look for factual mistakes, which by that point hopefully are not in there anymore, but see how the flow is, how the articulate story files look on it, whether it's appropriate pictures. Again, we change the whole thing around, if necessary. Final QA is by me. Again, look for factual mistakes. Look for any suggestion within the content, core content that might be construed negatively and then we'll soft launch it. Once it seems to be okay, the communication machinery of the college and our partners informs our member that it's there. We update it every two years, which at 168 courses with a small core staff is getting a little bit complicated, but we still seem to be okay with it. Feedback, there's a mix of qualitative quantitative. We have the five star rating. We have a user comments. GPs, as you can imagine, are very happy to critique. So every course, for every user, has the immediate opportunity to do free text, qualitative feedback and quantitative feedback, which we then use to learn from and hopefully within the course are not any niggles. Yay, nice and damn nice. Yes, so, well, you can see it there. We don't like data, we love it. We really do like our data at the RCGP. Dirk's already mentioned the feedback. It's, I mean, one of the ways we use feedback is, I mean, that there's numerous ways we use the, we give the, that's sort of like five star Amazon S rating. We use that sort of like internally in reports. It's a very sort of like quick way to see how a course is performing. We use the actual comments themselves. We use them as a, we publish them on the site as a testimonial, which alone. So, keep it a little bit low. Yep, something, how's that? Is that, I'm tall, so I'm a little bit further up. So, we, yeah, we publish the testimonials and that gives other users of the site an opportunity to get a very sort of like quick synopsis of the content of course and help sort of like guide new users as to the type of course they could take. We also use that feedback to provide to our sort of external partners, which they use to sort of publish to their users. And that then, that brings more users to our site. We then become a more attractive proposition for having additional partnerships with other organizations, which then creates more users. So, that's sort of like a self-feeding system. That's the sort of like feedback, the actual sort of other sort of like main part of the statistics that we use. We have a sort of like an RCGP layer, almost sort of like a business intelligence layer over the top of the regular Moodle statistics. We link to that membership system and we really try and sort of like find out what our users are doing. I know that doesn't sound much different, I'm sure many of you, but we wish to know sort of how our users are meeting sort of the criteria that we set and that they're very much set on what activity there is within a course and what type of completion or the number of completions within courses. And by sort of measuring the sort of completion rates and the activity within a course or the number of logins, and we're mixing that up with the membership data, we're able to sort of ascertain how many GPs in training, for example, are accessing content in like the Northwest faculty or Northern region of the UK. And that then used in combination with particularly some of the stats from Google allows us to understand where the sort of like marketing campaigns sort of targeted specific sets of our users and our members is actually sort of like getting a return of investment for any of that given content. Yeah, a quick one on success. Education attainment measured and pre and post quizzes. Number of users telling us how to attractive the course is which varies between certain curriculum items. So for some weird reason, some curriculum, core curriculum parts are less attractive than other ones. For some weird reason, respiratory medicine always seems to be getting the most hits. We have the quality feedback and fortunately over the last four years we've won two learning technology awards which was great as a reassuring measure of our peers in the industry. And almost done, bent forward. So what's next? Well, I mentioned a little bit ago, the landscape, so we have our membership system, it's all changing. So as we speak with lots of systems at the college are being changed. We're actually changing to Salesforce for our membership database. So there's lots of new integrations to be had there. GDPR has been mentioned. It's something which we've had lots of workshops with solicitors and we hope we're working towards being compliant but there's certainly a lot more work to do. We will more than likely be going to a 3.5 upgrade in the near future. Once it's released, I say near future will be released in a month or so's time. Realistically, something like that for us will probably happen in the autumn. And we hope to really exploit some of the GTPR functionality from that and then we'll be having more courses. There'll be more courses, more clinical content, more users with that and then of course more data from that. Thank you.