 Ja, ja, ja. Ja, ja. Ja, ja. Hvor er dagens program? Så er det jo for andet, der er nogen, der er meget svært. Ja, ja. Det er jo også god at stå der. Det er jo også god. Det er så, at der er nogen, der bliver langt i forhold. Det er så, at vi er i problemet i arbejde. Sådan må du sige, at du skal møde dig. Det er jo vigt for skidt. Hvad får du lære, da du tror, at du er på forhold? Hvad får du lære? Hvad får du lære, da du lige går på? Ja, okay, jeg har med sig den. Ja. Det er jo også god at... Ja, ja. Ja. Ja, ja. Ja, ja. Det er jo også god at... Ja, ja. Det er jo også god at... Ja, ja. Jeg har bare været i stedet. Jeg tror, at jeg har været i stedet. Jeg har været i stedet. Jeg har været i stedet, og noget har været andet. Er du ved? Det er simpelthen. Det er det, jeg prøver klart med klasse. Det er det, jeg lige tager med. Jeg har været i stedet. Jeg har været i stedet. Det er ikke noget, jeg kan sige. Hej alle, det er mig igen. En af de pojtene i dag, for den presentation af Wulga, hvor jeg selvfølgelig mener, at du kan ændre studenter i døren af døren. Nu vil jeg give dig en del af døren, om du ændrer studenterne og følger på døren af døren. Vi har Wulga. Vi har Wulga. Det er vores 2. produkt. Det er faktisk, at vi kan studere effektivt i hvert fald. Vi kan studere mere effektivt. Hvorfor har vi vores studenter, som studerer mere effektivt? Vi vil dem tilføje de døren, de grader, de plåner os selvfølgelig. Vi skal hjælpe dig med at komme til science. Jeg vil ikke lægge dig for meget om det, men det er alle for at gøre en kurve. Vi ved, at studenter forgetter meget. Vi vil faktisk have et stedt repetitionsmethod i deres studering. Det er faktisk, at vi skal tilføje døren i lang tid. Det er det som en science-part for software, men også et effektivt intelligens, som du kan lade dig have en data-analysis. Wouflash er et studerende af flashparts. Vi har skrevet software i januar 2019. Det er nødvendigt. Det er nødvendigt. Men vi har været en lille smidt med brænsen. Hvis du er nødvendig, så sætter du det. Håb en sted. Vi har ikke så meget. Det er bare en lille lignage for nødvendigere, som er studerende af flashparts, for at hjælpe studenter at bevise bedre. Vi har brugt de fleste flashparts, for at have dem kriges ud af knowledge, i det lange termin. Vi smidte også, og det var meget vigtigt. I januar, vi begyndte at bygge plattformen. Vi har en grant af 500k af Brænsle Institut for Research and Innovation, som var meget kraftig. I april, vi startede i juli, vi havde første universitet i France, med hvem vi begyndte at teste. Det var meget vigtigt. I september, vi begyndte at se, at vi var begyndt at teste organisk. Jeg vil tilføje dig, for at vi kan teste og give os ud af det. Det er faktisk interfaceet. Du kan se, at du kan create courses, join courses, og create digital flashparts. I turn, with the correct answer, with the incorrect answer, you can see, if a student has skipped chapters or has skipped courses or did well, which is so nice. And this is the example of a flashpart. So you can see that you have the level of answers, so they can go through the courses, and the chapters that you've created. And actually, what I still want to do is, I'm going to quickly go to the PC, to show how you can connect with your phone, so I'm going to ask you to take your phones out again, and let's connect yourself to the URL or the Q1 code. And then I'm going to launch the question. So you see again, this was moved like yesterday, so we still have three people connected, four people connected. That would be best for you, because I'm going to propose you a little trial. So if you would like to use that, it would be better than you need, that you put in your real images. If anyone has problems, connect them themselves. Raise your hands the old-fashioned way, and I will have to... Yeah, I'm not... Yes. We wait for the next slide, meaning that I didn't pose my question just yet. Connecting. I can see some people hitting the camera for the QR code. Is that okay for you? Yeah, you can leave your email address, and I will just show you a little more on the interface. Don't feel obliged, okay? That's what I suggest. I just wanted to say that we really appreciate your feedback on this, and that we need this feedback to innovate your platforms, and feedback from a binagogical point of view for something that will help us out a lot. I think we're maybe going to reach the full 100% that would be nice. Happy with 92 also. If you didn't have time, you can always come by our stand and leave your email address there. Thank you. Welcome to exit here. Give me just a little moment. So here you can see a website page. So I'm going to log in here. Sorry for the delay here. You might do the same if you have a computer. And you can follow. Okay, well. What I will do is actually invite you to come over our stand and to give you a demo in person there. Because I think the password and everything is not well linked. So again, just a little recap. Digital flashcards, studying by digital flashcards, forgetting curve, spaced repetition, making sure that your students learn in an efficient and a better way. And of course, tracking their progress by having the analytics on skipping courses, skipping chapters, giving correct answers, etc. So I hope that I can also invite you at our stand for a demo in person. Thank you very much. Sjovlig, det er set for now. I hope to see you again. God, bye. God, bye. God, bye. Sjovlig, goodbye. God, bye. God, bye. God, bye. God, bye. God, bye. God, bye. God, bye. God, bye. Hvis man har en signaler, kan man forstå den vores kastelige erfaring. Og så kan man udføre det. Jeg skal spille i engelsk, for i mænden af de indsatser er det engelsk spekare. Jeg er sorry, hvis jeg skriver noget. Hjælp er nu en fremtid, alle taler om hjælp. Der er nogle studier, som nogle gange ikke klarer, hvilken marked det er, men der siger, at i 2020 mere end 60% af online-sætter kommer til at komme fra hjælp, mest lykkelig i det kineske marked. Så du måtte bruge dem, eller du måske sikkert sætter om automatiske assistenter og marked assistenter, som ikke bare lukker til dig, men giver informerter til dig via denne audioalternativ, der er gældig, og nogle kurser siger, at det er den højeste grønne fremtid i teknologisk historie. Så nu skal vi prøve nogle små projekter uden lukkning. Vi er spidsnævninger, vi giver lukker til marked assistenter, for eksempel Telefonika assistenter her i Spence. Det er en smart hjælper, som MSC Kruz Kompagni har sætteret i brugene til at assiste, mest lykkelig ældre passager til kontrakt og giver informerter om ekskurser og for eksempel sætter dem i sætteret. Vi skriver voden, og vi giver voden til brugene. Nogle af dem er robotiske, men mange af dem er meget naturlige. I fakt, nogle af de robotiske, som vi bruger voden, er meget naturlige. Og dette er også en meget grøn marked. Vi giver voden i alle disse industrier en touch point, en voden, en interaktion, en voden brand for en company. Det betyder, at de bruger robotiske, de bruger smart assistenter, de bruger en bot i website. De er spidsnævninger i websiteen til vores service, eller de har en koldcenter. Alle deres kunder får en voden, og det er det, det hedder Audio Branding. Du identifierer den voden med branden, og det er virkelig relateret til dig med den brand. Det er også en del af vores arbejde, som skriver custom voden, korporer voden. Og de er nogle eksempelser af det, vi har gjort. Det er et stort audioklip. Når vi kommer til løsningen, vil jeg prøve at prøve nogle spændelser. Og så vil jeg forstå, hvordan dette audio kommer til plads. Det er et stort spændelskab fra 40 og 75 procent, bedre af kurserne. Men mange af de højere % af studenter er robotiske for online kurser. En annet rapport, der siger, at omkring en af fem kurser har omkring omkring informerter, eller omkring funktioner med længere konjunktur. Og nogle af dem, når de har kommet til universitetet, kan de ikke sammenligere, at de har de omkringer. De kan ikke sammenligere til universitetet, så de kan ikke sammenligere en assistence eller en assistence. Og i alle cases kan de ikke tale de professorer, som de har. Og i online læringer, hvor procentet af studenter med disabilitet er normalt højere, er det en højere problem. Vi måtte have en lille trial med Universitetet i Barcelona. Og det var, at det er et parligt, det er et parligt sted. En af fem studenter i første år af universitetet confesser, at de har omkring at koncentrere længere, eller omkring at komprenser de længere konjunkturer. Det er en omkring, men det er en realitet. Og vi har tænkt i universitetet, at den højere trend er, omkring et sted. Så en anden studie, 70 procent, tror jeg, at mobiliseringen er virkelig vigtig. Og det vil også introducere, at ikke bare personer eller studenter med disabilitet, men mange andre user, benefiter fra audio. 60 procent bruger smartphone for at studere McGraw-Hill konklusions. Og ikke til studenter, som endelig har access informerter i den samme måde. Så hvor skal du provide dem med den samme måde? Det er den norm, som coverer lidt accessibilitet i web, men også at coverer accessibilitet i andre omkring. Og i fx, det fortæller dig, at ikke kun de mest accessiblere content, det er successivere for nogle studenter. Så give dem allerede ikke mere. Det er recentet regering, som har været begyndt i næste europæiske lande. Det er også begyndt at have dokumenter og PDFs til at være accessibler. Hvor er det? Det er i hvert fald. Jeg mener, at det er en større ting. Nej, det er ikke noget. I hvert fald er det en af vores højere, selvfølgelig ikke en linker højere, men han var en højere. En højere er meget højere. Denne samarbejde med at skære denne information på to sider, i denne sted, som det hedder modellet access, men kan gøre ham at gøre det bedre. Og gøre ham at forstå det også bedre. Og dette har været bedre i flere studier, hvor ikke bare studenter eller studenter med disabilitet, men en lille gruppe af studenter benefikerer, med at skære modellet, med en bedre selvfølgelig team, når man interaktes med grønne kontenter, og bygger længere resultat i det. Så jeg tror, at dette er en del af et samarbejde med user, og jeg benefiker virkelig for det, fra et accessibilitet point af view, folk, der har brug for at bruge limited literacy skills eller visual impairments, for eksempel, folk, der bruger at lægge pdf, eller andre type af filmer, og det er meget tænkt for hver side. Og i nogle instanser, så er interaktion ikke grønt. Og accessibilitet for hver side er meget tænkt for dem. Det er en simulatser om, hvordan et accessibilitet point af view er. Det er meget svært at koncentrere på det text, og de fortæller os. Jeg er nødt til at analysere hver karakter, og for at forstå at hende, og for at sætte. Vi lukker på kontenterne, og i en eller to instanser, vi lukker på det, og det er meget svært at koncentrere på det. Og så selvfølgelig for eksempel, og for eksempel, mener, at for dem, som preferer at lukke, eller for dem, jeg forstår, og lærer bedre i hver måde, eller også for langsætter, det er fantastisk, hvis du lærer franser eller engelsk, for at lære, hvorfor du lærer, fordi vi ser, hvordan vi hælder hver måde, som vi lukker. Og så for kompensier. I det endte, mobileuser, mener folk, studenter, som kommer til universitet, eller som arbejder, og som ikke har meget tid for at lære det grittende text, så de kan bare tilføje det recentere, som er meget kompensivt. Og også ældre, og ældre lærer, det er virkelig vigtigt. Så nu, lad mig prøve dig, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, hvordan, Kollegerne kan også være refereret til, hvordan junior kollegerne, tekniske kollegerne, to-year kollegerne og citykollegerne kan sætte individuelle preferencer for sætninger, som sætter højlighed, højlighed, tekstmagnifier og automatisk skræling. Deres preferencer kan være sættet. Ingenlæg, studenter kan downloade en B3 af audioet til at lade deres devices for offentlig sætning. I additione til HTML-kontent, alle dokumenter, der er plodet til Moodle LMS, er automatisk sætteret næbelt med Readspeaker DocReader. Klik den speakerikon næste af dokumenten, der er næst til at åbne dokumenten og Readspeaker DocReader. Næste af online kurserne. Readspeaker registreres i træninger, online tekster, spørgsmål, løsninger, og inden forventes, at det er en forventning. Studenter kan også se dokumenten og tekstmagniver. Studenter kan personale deres dokumenter og læsninger med forskellige sætninger. Selvfølgelig kan de lade diges løsninger med tilsætninger og DocReader, deres skremasker og læsninger. Studenter kan se Readspeaker og Moodle læsninger med forskellige sætninger og læsninger med forskellige sætninger. Jeg tror, at du kan se den sætning. I dag er det hele kontentet, som du finder i modelet. Det er ikke bare, som du ser, pure tekst, men også dokumenter. Dokumenter, som du kan sætte i tekstmagniver. Det er også meget beneficjent, hvis du har løsninger eller at du kan sætte i tekstmagniver, fordi du kan sætte kontenten og sætte i tekstmagniver og læse dig selv. I dag er det at sætte hele kontentet og sætninger i kontentet. Det er at sætte hele kontentet og sætninger i tekstmagniver. I dag er det også at sætte en tool for online studenter, at læse, hvis de vil. Hvis de vil, har vi ikke en færdig konfiguration i laptopet, en færdig konfiguration i tabletet, i mobilet, fordi det været på devices og platformer. Det er meget fast, og det er en vores mulighed for det. Det er en meget højt lever service og support, Power for TTS, er det største forholdning for vores kapteer. Vi er et gennemværende eksperts, som sagde det, med en totalt globalt futbring, universitetet all over the world, Vi har en partner med, og vi er deres højere, og vi giver højere i mange lærmænd. Vi er en lærmænd med lærmænd, og vi er i et parhjælp. Vi har højere i vores machine, og der er højere, der har været i roboten. Der er mange, mange websejer all over the world at have our service. Det er altså lidt små, niche teknologi, men det hjælper en stor grønne robot. Så, tak meget for døren. Hvor er vi? Hvor er vi? Vil du lære om noget? Ja, det var det. Er der bedre aktier? Hvis du lærer, har du valgt et andet aktie? Ja, det er noget, der er interessant. Det er ikke bare, at vi har et parhjælp. Vi har volde med forskellige aktier, selvfølgelig. Så, for eksempel, universitetet er i Australien. Universitetet er i Englis i Australien, og de er ikke i Englis i USA, og universitetet er i USA, og parhjælp er i USA. I Latin America, for eksempel, prøver vi latin- og neutrale latinske spændende, fordi de preferer det, og fordi de er spændende spændende. Og så, opindelig på den måde, du implementeret, er du klar til en student, for at sejre det. Not only accent, but also sometimes language. Selecting language is important, because sometimes in a course in English, you might have a document linked in Spanish or French. So allowing, and many times it's not even marked, the language change. So allowing the students to select the reading language is really great for them. So you can have several voices in the same language, several accents in the same language, and you can also have several languages. In fact we are also providing transition automatic translation services, using Google API, which also helps sometimes. When a PDF is published in English in a Spanish course and the student doesn't have really working level of English, then they can use the translation. And we'll access a little bit about the contents. Thank you very much for the question. I am very much involved in mathematics. Right. And as many students in the STEM area are affected by the same problem, having the equations. But do you also question that issue? Thank you very much for the question too. Ja, in fact we are able to speech enable mathematics. So of course if we find an equation which is image, it's not even wireless, it's able to handle that. But if we find and the service finds an equation that is currently edited. Or even easier, with an image, with an alternative text, we are going to speech enable that. Ja, so that's very, as I was saying about document reading, allowing people to understand that it's important to have correct market and structure documents. It's the same with math. In the meantime students doesn't realize that I don't even know how to read that equation. If you provide them with an alternative, they are going to be able to listen to it. Or even read that document. So it's again improving the accessibility of the content. But we are able to read it correctly. Thank you very much. Hi. Hi, how are you? Good, how are you? Ready for the show? Yes. I had a dry run in Philadelphia at the US Middle Moon, so this is good. Should I introduce you as the Big Blue Button? Ja, you can tell, you can say I'm the product manager of Big Blue Button. And I also moon like as a CDO of Blankline Networks. Great. Hallo again. Let me introduce you, and to be very, very quick. In order not to lose time, I will introduce Fred Dixon, the product manager for Big Blue Button. I don't know if it was our first or one of our first integrations within Moodle. A really good company to collaborate with us. And he will explain you a little bit about how to increase student engagement. Okay, thank you. You can use this, or even I think this is a little bit forward. Okay, can I have something to advance the slides? The pointer. The pointer, yes. All right. Okay, so welcome. I have 20 minutes, I'm going to cover about 60 slides. I'll try to leave some time at the end. Oh, it's going to go well, don't worry. And Jesus and I are downstairs, so if there's any questions you have, come down. If you have good things to say about the product, say the developers, you have any feedback, you give it to me. And as it was introduced, I'm the product manager for Big Blue Button. So Big Blue Button is an open source web conferencing system. It's been in development for 10 years. And today it's fully HTML5. It runs on your mobile device, your iPhone, your Android. We can show it downstairs. We have it very visual in terms of like, here's an example where we did recently. You can make the webcam pretty large, which was for stools that were doing sign language. They wanted to be able to have the students see the webcam. This is an example of running on a phone, an iPhone. So this is actually mine. I just took a screenshot of it a little while back. And if I rotated, that's what it looks like rotated. It's the same client. There's no app to install, there's no binary to download and run. The HTML5 client runs in Safari Mobile, unless you share audio and video. We also support Moodle Mobile. ASUS has done a lot of work in this area. This allows you to have Moodle Mobile, have classes. You can go into it. You launch right on your device. When you click on it, it will launch the browser. And again, as I showed a few moments ago, it will just load up. We were flash for many years. And flash enabled us to create the product to get a large customer base. And in the last six months we transitioned over completely. So if you go to our website now, there's very little reference left to flash. And thanks to Apple for supporting VP8 on iOS. And Android always had Chrome, which was really good. For those of you that are techy, if you want hosting, we can provide you hosting. You can also install Big Blue Button yourself in 15 minutes. We are the only open source project that has a money back guarantee. If you install Big Blue Button in 15 minutes and you're not satisfied, we'll give you your money back. We have a large community of people that work together on Big Blue Button. Blindside Networks is not the only one. There are some companies in Brazil that work on it. Tunisia, states, other places. We have over 35 languages. This is a picture from our last developer summit. We had 25 people come together in Toronto, Ontario for a week to work. And in two weeks time we'll be down in Brazil for another, for our 15th developer summit on Big Blue Button. We have been incorporated to Moodle Cloud since 2015. Anybody who has a Moodle Cloud account has a Big Blue Button access to use. I mentioned localizations thanks to the community. Japanese, all many types of languages. It's very pleasurable to have someone come up and say, hey, I'm from China. I think there's one woman that did and says that they're running Big Blue Button in China. And I thought, it's great. Love to see it. And right to left support as well. So there are a number of Arab universities that are using Big Blue Button. And we had developers in the community make sure it worked right to left. Accessibility is really important. We work with an external company that validates software to make sure they're accessible. So I'm pleased to say that Big Blue Button is WCAG 2.0, double A accessible with a few exceptions. And this is an example of us doing live captioning. So we can support a stenographer in the session. The captions will appear and they'll appear as subtitles in the recording. And the WCAG 2.0 accessibility and section 508. So when people ask why Big Blue Button, we always say there are three things that we differentiate ourselves. A deep integration with Moodle. We focus on student engagement. That's the online pedagogy and analytics. In terms of like the plugin, the integration, there's like over 1600 plugins in Moodle Database. I checked this morning. Jesusus slide said that we were number seven. We actually are number six in the overall download in the last 12 months. So it's a lot of people who have downloaded it. We'll support you back to Moodle 2.0, but really you want to be running the latest versions of Moodle. Hard to see in the slide, but there's a lot of work that's gone into the code quality as well. So we really take a lot of time and effort to make sure you have the best possible integration. And that's the usage of Big Blue Button. So it's grown over the years. That's the number of sites that are running it. Okay, so now I'm going to give you a couple of quick visuals of what it looks like in Moodle and then talk about the product and then finish up with the roadmap. This is where the slides get faster, so hang on. So you can have an integration. You can add an activity. When you do, you choose the Big Blue Button plugin, very much like other plugins. You only need to give a name to the class. That's it. There's lots of capabilities, but if you give a name, you can have students go into it. It'll appear inside the course as another activity link. When you click, it'll tell you whatever text you put in and there's a button. Her, we show it as orange because it's Moodle. Imagine it's blue and you click on it and you go into Big Blue Button. Instructors go in as moderators and students go in as viewers. Moderators can make themselves presenter for the students and the students can only like share their webcam and chat and talk, but a moderator has all the power. They can mute students. They can kick students out. They can put students in their breakout rooms. So pretty much all the capabilities you'd expect. Plugging will tell you if the room is active. And some advanced features, which Jesus can give a better look at downstairs. Certainly you can say the text. We try to make use of all the common module capabilities to these settings, to view the recordings, put in the calendar, groups. And we recently did activity completion. So us instructor can now say, I want to mark this activity as being completed when students have been in the session for more than two hours. That data will be calculated in Moodle and will be sent back to the, or calculated in Big Blue Button and sent back to the plugin. And then the plugin will mark your students if they've been in the session for more than two hours. Pre upload slides and recordings. So I'm going to show that you can get the recordings right from the plugin itself. The recordings are stored in the Big Blue Button server. You can edit the titles and you can set the visibility or delete them. These are all things that the instructor can do, not the students. So everything if you'd expect that you could do with kind of like starting sessions, managing who goes in, managing the recordings afterwards is there. Okay, you can import links from other classes, other recording links into the session as well. Okay, engagement. So we think about engagement in terms of four use cases, virtual office hours, flip classroom, group collaboration and full online classes. These are all ways that you can do things synchronously, whereas flip classroom kind of matches in because you want to record something ahead of time. So in Big Blue Button, you can join your audio. We can support dial-in numbers as well. You can share your webcam, your audio. You can do whiteboard. And if you're doing office hours that, you have multi-user whiteboard. So you can draw at the same time the students can. Again, we did this because we want to focus on the pedagogic engagement, not just, hey, we'll show webcams and that's it. How do you engage students? They have emojis, they can emote. And obviously in the recordings you can see everything was shared as well. A flip classroom, you can record the sessions in Big Blue Button as well. So you can record your screen, you can record your webcam, you can record your audio. So imagine you want to record let's say 10 minutes of some content for the next class, invite students to watch it ahead of time so you can focus more on talking about the content as opposed to like, I'm going to cover a county 101 and in case you didn't read your textbook, I will now read it out for you. You can record some content ahead. You have the control over when to start the recording and stop it. You can do that multiple times during the session. At the end, Big Blue Button will take all those segments to start, stop and put it together for you in a single recording. And those students can view it from the inside of the noodles I showed earlier. Group collaboration. So in Moodle, you can set up groups and give students access to Big Blue Button, but you can also get group collaboration going with inside the live session. So we have shared notes. So during the session you can invite students to maybe capture content that was shared during the session. Those recordings will appear very soon afterwards as a recording format. Breakout rooms is something we added about two years ago. You can take students, you can drag and drop them into breakout rooms, get them to collaborate, go into the room, hear how they're doing and then have them all come back in the main room and present later on. So there's joining a breakout room. This is the students' view of when they're invited to join. The instructor can see what's going on the breakout rooms, who's in the breakout rooms, join them, listen in on them, and you can end them as well. Okay, we recently added if you have collaboration and you want to see who's talking, it will show you who's talking in the session. And yes, we can do 12 webcams. We can do 15 webcams. There's value there, but there's lots of other things we try to do as I'm showing for collaboration. So now you have to do a flying class. It's Thursday night. It's 7 p.m. There's gonna be a three-hour lecture on your favorite topic. You're the instructor, so you get to set the topic. And what can we do? Well, we can do public chat. You can share a YouTube video during the session and it will synchronize the playing on all the students' computers. You can lock the students down. This is very good for K-12, where they maybe don't want the students sharing their webcam or doing private chat. So they have all these capabilities of locking down. You can do polling, so you can get interactive responses back. And you can publish the polls. You can see the students respond back and you can publish it. You can mute somebody if they're causing background noise. And normally in a session I would do a live demo. I'd get everyone to bring out their phone or whatever, but we're all downstairs. And you can access Big Blue Button outside of Moodle as well. So we have created a front end. We call it Greenlight, which is a way that you can set up your own rooms, create permanent URLs, send them to people. So maybe you have a course in Moodle that spans multiple sections and you want students from multiple sections to come in. This is open source as well. It's a Ruby on Rails application. We, Blancen Eberks, do hosting. We can set it up for your school as well. All right, analytics. We can tell you every student who was there, how long they were there, did they ever chat, raise their hand, respond to a poll, do emoji. We can tell you how long they spoke. We can give you this data back as a recording format. It's just a static webpage, but it shows you all this data. And it gives you the data that you can download as a CSV file. And it was from this data that we were able to do activity completion. So when the session finishes, that data actually gets brought back to Moodle and we pull out the duration and we use that to calculate, has the student met the criteria, the rule for activity completion. Okay, so this gets a bit more interactive now. Roadmap. So as a product manager, we always have things we want to do that product based on feedback from others. So if you don't see something here, you know, tell us or let us know later on. I would love to hear it. For integration, currently activity completion is when the student has been online for X number of minutes. We can also add other criteria as well when they have responded to more than two polls, when they have spoken for more than 10 minutes. There's all this data we have, so we can add rules over time in terms of what the instructor would like to set as a threshold for completion. In Moodle, you can assign people to groups. It would be great if when you're doing breakout rooms, that kind of group assignment that's in Moodle kind of gets carried over, and that group assignment is available in the plugin or when you do the breakout rooms. For engagement, we put students in breakout rooms and imagine in the shared notes you can type in some texts and bullets and those get created slides automatically and those slides come back in the main room. So you could say, go to breakout rooms, you're going to have 10 minutes, you're going to create two slides and then each one's going to present when they come back. We can workflow that entire process for the instructor and again get students applying their knowledge. Quizzing is something we have polling, but we can also do quizzing where there's a couple questions to answer and the instructor has already preset which is the correct answer and to get students working on them individually and maybe the instructor can see all the students progress. So again, applying knowledge, getting them to be thinking about the content. And this one randomly choose a student in the class. This was for K12. I'm teaching 50 students. They all know who my favorites are, but imagine like this spinning wheel comes up and all the names go by until it stops in one and nobody knows who's going to get selected. Got to keep those students on edge, you know? Analytics, we currently report on the analytics for one session. We're working on it where we have a software as a service where we can provide you the analytics across multiple sessions. So you can see how a particular student across multiple online classes. For Moodle for Workplace, we're thinking of if you have some checking to make sure that someone's actually at the computer. Like we randomly ask them three times during the hour, are you there? And this will help make sure if you're doing workplace safety training that at the end of the hour, the person was actually there. You can attest to it because they would have had to been to get these random respond randomly or respond to these random prompts. And we want to integrate with Moodle Analytics because they're predictive learning of analytics and we have information where students are doing online that should be able to contribute to predicting are there any students at risk. Obviously if you've done free classes and you've never talked, never raised your hand, never responded to a poll, done nothing, and everybody else in the session has been very active, this might be predicted or that you're need a bit more support. And that is Big Blue Button, where we are today and where we want to go in the future. I'll be happy when the time that I've left at have answered any questions. I will let you know you all get a free copy of Big Blue Button for showing up. So just come see us and we'll tell you where you can download it. Any questions? Yes. Sometimes you have to request to use more than one camera. Yes. This is actually on our road map. So we have instructors or students or in classroom setups where maybe the laptop is connected to a camera that faces the students and one that faces the instructor. We actually had that in the Flash client. It was something we had before. So there was a few things at Flash kind of did well. But we're kind of filling in the gaps. That is on the road map. Good point. Yes. You can try to share your screen with one camera and have the other camera. Yeah, I think there's some software that it's tricky. It'll be much better if we just do it. Why didn't you show this magic convert bullet points into Gretchen? Because actually it's on a road map. It's not built yet. It's something I keep talking about that eventually we're going to do. But it's like I want to do this because this is so in contrast to like just, you know. What I was describing here was in a breakout room you use the shared notes and the text from the shared notes gets turned into slides and then those slides come back to the main room. That we want to build. We know how to do it. It's just priorities, right? It's what people would like. Okay, this side of the room has been awesome. You guys. Oh, good. It's possible to have a wonderful device teacher when the room is full and divide the class into different rooms and share the same screen so they can work in groups on the screen I've created and then collect everything to think about what they have done and so what's your name? I can't read it. Dominique, I didn't put that on there but that's exactly what we want to do. So that quizzing, if you had, let's say a math problem you had 20, let's say 16 students imagine you put them all into their own space they all use the white board and using the structure can see like a 4x4 grid and it's like, ah, this student is struggling. Let me go help them. So we can give you visibility. This is a plan. We want to be able to give you visibility on the roadmap. That again, differentiation. Yes. There isn't green light, not yet in Moodle but we hear you. Ah, okay, yes, we went on a journey. It was no and we ended in yes. That was awesome. Okay, I can... Good. I have, we have a plan to basically Big Blue Button is designed for engagement. Right, so we focus on. But if you have a thousand people there's likely maybe 50 are going to want to be engaged like maybe they type and chat. The other 950, they want to watch your session. So the plan is that we're going to add live streaming to Big Blue Button where you can live stream the session on the distribution network like YouTube Live or Akamai and through that you can support 500 or 5000. 2020, but if a Moodle partner drives a truckload of money to our front door we'll give it to you earlier. You could be the first person. Yes, you have a license, do you? Do you have a driver's license? Good. Okay. I just want to make sure I don't take any time for the next presenter. How are we doing? We're coming. Good afternoon everybody and thank you for being here. We change, we swap sessions so this is the one about the Italian translation of the Moodle documentation. I will have an impossible mission trying to concentrate in 15 minutes actually. Three years work which is rather tough. I try to even give some sensation of what we do and in case I didn't manage to do that, please free free to contact me. That is my email address and you can have a look at this presentation. I want to make the file available as soon as you want. So, which short introduction and motivation Moodle is an incredible piece of software, as everybody knows. It can model almost any educational need. It seems complicated every time I get addressed oh no, it's too complicated but I always answer it's not complicated, it's complete as far as you want to model any kind of educational need. You must have hundreds of settings that's impossible to do without. So, it's richness also ask returns a good detailed documentation and a lot of documentation is actually available. It is either pointwise within the interface or detail which is available online. The point is that inline documentation is available in almost any language. It is cured by the Moodle HQ with the help of Moodle partners. We also have the Italian Moodle partner to improve their translation. And then you have the online one which is available almost only in English because in other languages it's like Spokki. It's not complete except for some cases. But for some nations and unfortunately Italy is one of those English is still a linguistic barrier. So, there are a lot of Moodle manuals in any language. The point is that they are often incomplete, rather old and almost all of them are entry level. Because once if you want to go any farther you will create a big a big manual for them. So, the point is also that translating Moodle is a hard task. The figure of the total pitch which are in the wiki for one single version of Moodle. There are different pages of different kinds of, let's say the core one is this one. They cover a wide range of topics. CIS admin, programming, web technologies, pedagogy and the point is that translator almost all of them come from humanistic background. So this is another big issue. Now, I am a Moodle enthusiast. I use and teach Moodle in my courses. I happen to share my courses with digital humanities and linguistic translation degree courses. So, I also come from a graduate student with a previous knowledge or a previous degree in the foreign language. She was a student of mine. Technologies for distance learning and I use and teach Moodle. So, I said, okay, now or never. So, I asked the university I get their sponsorship and I had 13 internship young translators doing the job. Okay, part of it. So, as you can see many countries rather short list of translation this is the this was the point. Now, what do you start from? You may think, okay after all the interface is translated. This is a good starting point. What is in part? Because actually this makes the translation a faucet with a lot of restraint. Because every time you find some words which is on the interface you must always translate the word in the same way. Every time you find a part you have to follow the part on your instance just to be sure that you use the same word click on the same name and that makes the translation part. And I would also tell you why. So, you're the only one everybody knows you go here, you click and you get the page. Now, just to make that magic this link is not to this page it's to a rather redirect page which actually takes you to this one. So, you have to edit two pages at the moment then you have the template which collects the related pages and this is another one page to edit categories. As you want to see everything about race you go to the race category and your new pages should be listed there. So, you have to always check those pages and then, okay, there is one page for each version of Mooder. So, this is why. So, how we did it we wanted it to be a multidisciplinary project we wanted it to be also something valid for the university. So, we involved students from two degree courses we used problem-based learning peer identification learn by doing with a strong use of technology as we will see in a short while. We also had a multiple organizational structure among peers, they had each other and hierarchical. We had young translators as they did two thirds of the day work, they became senior translator being able to revise of the translator's work because they went into the glossary and then I had my collaborator and student who was able to handle languages and Mooder itself and then at the end there was me. At the community we had three layers of the vision just below a high quality translation. So, human resources me 13 gloss because some of them started then went away on the Rasmus so we had even more and for each of them it was 150 hours then good multiplication how much time it needs to learn. And one graduate student resources we used Google Street for almost everything in order to document the project itself give support to the young translators as a collaborative platform to supervision work and to do the accounting how do we manage to have them doing under 50 hours where to set up an account you do documentation some saying of translator also went to YouTube and recording some live session on how to do it the right way we also used YouTube studio for the ending of subtitle because we translated those and then we used Google Sandbox so you could switch language and then on-screen both languages always are on-screen Mooder Cloud which was of great help and remember the way humanistic background when the version changed we couldn't count anymore on Mooder Cloud which gets updated we were still translating the long term support which was our investment so we used local installations so imagine them running a local Mooder installation just to do the translation ok, there was a so phases, the first one we started collecting pages we went to the home page and start drawing out of it the farther the page the less important it is that's what we assume and we started collecting pages with the help of the templates we had a worksheet starting with collecting pages tools what was the how we organized the work we had the Google Drive directory each translator had his own some directory where he was supposed to create pages we put the list they went to the one page copied the link put on another page translation I am on charge of this one and started creating a new document two column page slides and then start translating on-plays while using then we had also some tools a grocery that we built up over time and also with the help of the strings taken from others we took almost all technology languages in Mooder just like us ok, as I am not so cool we had groceries this were the ok, the translation or some common words the capabilities we also translated those and then we had our tool which at the end turned out to be something rather sophisticated it was so sophisticated at the end that it also stopped problems in the original documentation words not always used in the same way and templates being different actually I I would work this was a list of the pages these are all links we collected them we put some priority on them so I didn't know how much people I would gather at the end I said let's start from the most important one and then put some level and then as you see there is a drop down list I take care of it so the sooner one is supposed to copy this link place it here on the translation page ok, and then saying I am the translator at the end he said finish, yes so anybody can go ahead or take it as a page to revise when it was finished it could come the number of charaters so the accounting could be done but we assumed it as a work of a professional translator with a discount instead of 2,000 charaters we considered 1,000 by 100 because they were trying but we wanted it to be like the real job that we were doing at the end so these are the pages with the translation the double sided ones and then we had problems because we had a version of it it took time and please, please if anybody have wondered what is here, never never this means yes versions otherwise nobody will ever do the translation one version is valid for them at some time the documentation is due also for administrator they are not being willing to update it especially if they customize something because they will run in tutorials and we also did so we had pages with the version number and somebody put version side by side and decided ok this is the date or not now imagine 800 pages just this check over and over again so at the end you see the page is finished yes which is the version doesn't need to be updated is it online is it in the original line is it ok because we had layers of religion the religion phase the students went through the translation that we used to put notes and each young translator had the ownership of the page which was intended because if you are on the page on Google Drive any comment with which you make it and that was good as they were working any comment would go to them they could talk about problems they could call me into the discussion to set the final word and go ahead that was very important and they did this in phases you see this one this was one of our best translator helping the audience so three divided religions the first one pure religion the second one microlaborator and die and this one made by the community at the moment of putting the page on the server so quite a long time uploading quality I always told you about different pages we also had the chance to correct some parts of the English documentation whatever we found something which was made in different ways haven't got a lot of remakes from us from me and Danila and we also had Andrea which is the Italian maintainer of the Italian pages because some words this is a long list of suggested changes on Amos just because of the strength in different context so yes, I was good we did also the subtitle we collected all videos from all the pages we downloaded the scripts and we did the translation and most in the same way as all the rest we also used YouTube studio because Italian stands to be more worthy and long so you have got just times just to get in sync with the video that was done also I imagine that in Chinese it would be easier because it's shorter so you always will be in touch okay I must finish with this slide I would like to thank the partner for the recent translation the University of Kisa my graduating student Danila Rotely all the unit translator the Italian modern user association I am the president of it which also founded the uploading of all the pages on the site and thank you to Martin for inviting me here and give me this okay, how much time? two more minutes okay, fine, you know because I would like to show it live that's it a few instructions this is the total number of characters we have one million words high end of warranties just to have an idea of what the job is okay this is the list of the pages we sorted them and this is something I would ask which is the standard sequence you think the standard way to miss them in the template if you give me the right number here then it will be used afterwards and I will show you how okay, this is the template this is something very new we are doing now priority, who is in charge if it is done or not the Italian name if it is online, who will done the revision translations same stuff same for categories which we did directly on the page itself they were old and short so it will be done there was users to make one page for each of them, subtitles they needed a different page but we are counting here speaking about accounting we had this one also the way of accounting in the work of the translators this is the work made of pages total characters translated into standard pages 1500 pages 1500 characters each then the hours spent in translation revision we asked the colleagues who were professional which were the right correction rates some volunteers for making video helping to other students in translation which is the status of the 150 hours and the final state if you take pages ahead if you book pages you will be listed here and the face becomes more and more as the number grows you don't avoid a lot of written number of pages this is the status by priority and pleasure for me to say that almost all important work have been done and finally this is all active if you try if you see blue and red they go for a handle every time you translate a version and it needs to be active the language is red so you know that there is some work to do on it if you try to add one page that is already there it becomes yellow and red so you know that okay this is a work that you can avoid unfortunately until I did it some pages were translated twice in that sense and more important than this is interesting the templates are the small summaries that you see on one side which are the pages related to and we found that the actual system is not nice enough because you have to decide which is the name of the template but it should be the name of the main page we spotted that one also because in this page okay you just put the templates you get this list is made automatically whenever you put a new template it will be listed here and guess what if you go to the page these dropdowns take from the previous list so what is listed here we end up in the other page and this is also the list of the dropdown menu just avoid which we want to avoid always okay once we have this assume you want to okay activities that's it this will be the page that you would copy and paste all automatically thank you you're crazy you'll never go through on the first one probably there were a lot on the second one there were a lot thank you thank you i used up almost all the time please please please for any question all the documentation don't invent the wheel again we did our mistake please go ahead