 Hello, and like I said earlier, Jasmine is here with me, however she has a bit of a cranky voice. So she will be, she helped me put together this presentation so there's a lot of Jasmine in this presentation, so if there are any questions at the end for Jasmine I'm sure she can answer them for us. So yes, so we were looking at the area six about fostering students digital competence, which is often quite hard one so as an MEc facilitator when I see, you know, the course about this is quite a difficult one to do and how to evidence it. So I suggested to Rob, and I think it was brought up in the last munch that I could do something to show how Moodle and Mahira together could be used to facilitate, you know, the development of those competencies. So with that in mind. So these are the ones that I'm talking about. So it's all about digital literacy is about content creation is about collaborating in digital space and problem solving. And Jasmine and I put our heads together and come up with two activities which you are more than welcome to use yourself. I'll share the links at the end. It's just sort of like a framework. I call it a Mahoodle sandwich and you'll see why at the end. But, you know, feel free to take this remix it do whatever you want. I'd love to see if any of you are using this kind of model in your own practice. But yeah, here we go. So the first example activity that we put together covers these two competencies. So it's about how you guide your learners to source and evaluate online materials and how you guide your learners to be safe online. So this is an individual activity and it's totally online. So this one's designed to be asynchronous. However, you can remix it to have a live session at the start if you'd rather do it that way. It depends on how much sort of support your learners need. So for this example, it's an individual task and the students are asked to review some source materials all about credible sources online, especially with regards to web questing and web research. So this knowledge transfer bit is all done in Mahoodle and information is given to the learner and they are then asked to complete a short quiz. And this is mainly so that they learn it can sort of benchmark themselves. They're right. Yeah, I have understood the key concepts, but it's also for their teacher to sort of see whether or not materials that they've put forward and for, you know, whether or not the students actually picked up the key concepts themselves. The task is then set in Moodle to go to Mahara and in Mahara the tutor has created a template. And the idea is that the students can go in edit the template and then resubmit it back to Moodle using the Moodle assignment feature. So just to give you an idea of what that looks like. So here's the page. So within a Moodle Mahara group, the tutor has created this template using text blocks. And the idea is that they then go to the editing area and then they share it. So this is a feature that DCU actually funded in this part of Mahara core, but it's a way of being able to push a template to an entire group of learners. So what then happens is so once this template has been pushed to the learners, the learners are then encouraged to go to Mahara where they have this template. Now with the newest version of Mahara, we have this feature where you can add instructions to each text block. Okay, so what this gift is demonstrating that you can sort of see the instructions for each different area. There's also this new feature called quick edit. So this is a way of sort of templating, you know, like an activity where they can just quickly go in, edit a particular area in the Mahara page and just input their text. So before you'd have to edit the entire page, this time you just edit different text box and add your own content. Now, this activity could just be done purely in Moodle using the assignment tool. However, in this demonstration, the idea is that each question is clearly separated. The student clearly has two areas to respond to, but also because it is a Mahara page, if they wanted to, they could add in extra resources that they could embed video, they could respond in any way that they want. It's just that the text blocks are there as their source starter. And so, like I said, so they've done this, they've updated their page and then they can just submit it to Moodle via the Moodle assignment tool. So those of you that have the Mahara assignment plugin, you know that as well as files and online text, you can actually select Mahara as a choice to submit. Okay, so this is one example of what you can do. The second example is for group work. Group work is something that I was quite a champion of with Mahara at my previous job at the Defence Academy, where I was postgraduate students working together on problem-based learning. They were given a problem to solve and they used their Mahara portfolios to create a response but also used it to track the professor along the way. So this activity that Jasmine and I worked together on designing is all about the digital communication collaboration. It's all about digital content creation and problem-solving. And as a tutor, it's a really good way of facilitating those skills in a safe environment because they're using institutional tools like Moodle and Mahara to collate all these ideas. So again, using the Moodle sandwich, and I'm going to copy right that. You use your Moodle page as the sort of platform to present the information to pose the questions. So as you can see here, the knowledge transfer bit, so we've given them a Moodle page with instructions and they've been given access to further reading. The whole idea is that in groups, these learners are going to create a digital interactive poster for a safer internet day. So they've been given information about safer internet day and they're asked to go to Mahara and work together in their groups to build a page. So I'm just going to show you what that looks like in a second. So once they've gone to Mahara and they've created their page, they then come back to Moodle. And as you can see, there's a forum activity down here where they're asked to share a link to the digital poster and comment on each other. So it's actually part of the completion tracking. They have to put two posts in there, but also they're given an individual assignment task where they have to reflect on why we need safer internet day. So it's a mixture of group work and self reflection. So again, just to show you how this works in Mahara. So if you haven't seen it already, so this is a typical control Mahara group. You have your members here at the bottom. The tutor has set up the instructions. They've actually included a link to the big blue button here. So regardless of what sort of project management methodology they use, they always have a room for like a live session. So if they want to have daily stand-ups like in the morning, so get together and review the content and plan the rest of the day. They can use the big blue button link to do that. They also have the other tools that you can use in a Mahara group such as the forums and the journal tool if they want to keep notes of the way. They have a shared files area so they can upload resources there and the planning tool if they want to use it. And then on the sort of, I guess, homepage of the group, they have the latest forum and posts there and a link to the poster, which they can all edit. So again, using Mahara, there's all these different tools that they could use to collaborate, communicate, plan, collect. All things that could be done in Moodle as well, so you could assign them a forum each, use group-based visibility on forums. You can give them a wiki, you can give them all sorts of tools in Moodle, so if you don't have Mahara, you can still do this activity. It may not be visually appealing posts that they create, but then again you could link into something like if you have Microsoft Office or Google, they can collaborate on a poster that way. So just to show you in the group, so the tutor would have created a template. So here they are, so this is using a placeholder block, which is another DCU initiative where as a tutor you put placeholders along the page. And the idea is that instead of saying right here you put some text, here you put an image, here you put a video, it's up to the learners to decide how they want to present themselves, how they want to present the content. So instead of the tutor sort of driving the narrative, it's all down to the students to express themselves how they want to. And so when a student flicks into edit mode, you can see they have the full power to configure the block however they want. And I have a little gif here to show you how it works. So if you have editing works for a page, you have the block here, you know you have to share a reflection on the task, and then as a learner you can then decide how you want to share your reflection. So it could be an image, it could be a video, but in this case the learner wants to share a journal entry that they wrote at that time just to share how they were feeling. So it's quite a clever block, I think it's been there for about 18 months, two years now, and I really, really love it, a really, really great feature, so thank you DCU and Lisa. So again, so like I said, you give the information to the learners, they go off to Mahara, they do their thing, and then they present their workings out in Moodle as it should, because Moodle is the sort of the platform to sort of collate all the learning activity. So I was asked to share their poster in the forum and submit their individual account, and you know just just to show how the forum could work so as a tutor, there's four groups so I've just pinned for discussion, discussion threads to the forum. So I've changed the permissions and removed the ability for students to start a new discussion, so it kind of keeps it tidy and keeps it focused on each thread. So they're two different activities, feel free to use them. You know, again, this is my Mahoodle sandwich idea, you know, going with the Moodle munch buffet, you know so Moodle is your sort of platform to give out instructions and offer supporting materials. So the students create their presentation, they show their workings out, they show their finished products and the steps and journey they got there, how they got there, and then they go back to Moodle, and that's where the assessment and feedback happens, you know, either amongst their peers or with their tutor. So I've put here using Moodle as the bread and Mahara as the filling, you can make a great Mahoodle sandwich, and I thoroughly stand by that. These two activities, they fit really, really nicely in area six, but you can see it just, it can slot in and meet so many different competencies in the framework. And you know, it's, this framework is such a fantastic thing to have and every Moodle munch that I've gone to, it's really, really good to see how people have looked at the framework and demonstrated how these competencies, you know, have empowered their learners and have empowered the lecturers and the technologists themselves. So I think that is the end. Yes, so that is the end. It will be really interesting to hear your thoughts and I don't know if Jasmine has any voice left that she want to make any comments, but yeah, let us know if you do something similar or would like to do something similar.