 Okay. Hello everyone. I am going to be talking about empowering learners, embedding UDL in middle courses. So my name, in case you don't know, my name is Alice Childs and I'm the Learning Technologist Manager at Griffith College. So these are two lovely badges from the National Forum, which I'm very proud to have been awarded in the autumn on a really great course on universal design and teaching and learning, which they ran for a matter of, I think it was 10 weeks, a beautifully designed course, and you also get the opportunity to become a facilitator as well, which I was keen to do. So I'm going to tell you a bit about my project on the course and how that relates to the training I got in the autumn and how the courses that I worked on as my project reflected what I was learning with the National Forum. So I move on to bad criteria. So for the National Forum course, it was actually a course that was a collaboration between AHEAD and UCD. So these are the criteria. I'll just add my little spotlight or thing. So reflect on the diversity of your students was the first element, gain a good knowledge of the UDL framework, which I'll be showing you in this presentation, deepening your understanding of UDL through peer engagement, redesigning some elements of your own teaching learning practice in the project that you're completing and consider how you will change your practice more broadly in line with a UDL approach. So if I click on, yeah, so using UCD's toolkit, which was part of the resources that the course provided, I went to the virtual learning section and there were these four guides or that you could set up like a tick box. And so going through them, there were elements that we were doing, we were already fulfilling at Griffith with our Moodle VLE. However, there was scope for improvement, but it was good to see that there were elements that we were managing to fulfill already. So accessibility was what I was aiming to acquire on this short course and in my projects and these projects. The exciting thing for me was they were going to be live projects for everything I learned would feed into them immediately. Well, that was my plan. And going through these guides, facility exists to life of provision of reasonable accommodations. Students have the facility for making multiple attempts at uploading assignments. That was one of the learning that I'll show you as we go along. And then clear instructions and guidelines are provided to students using the VLE and FIS to FIS support. And we do have a fair amount of that. So that was one of the things I could tick already. So this is just a quick glance at the UDL guidelines on the course. These include engagement with students so purposeful and motivated approach to learning, then representation and action and expression. So, you know, are your students being engaged in their learning? And are they getting a chance to express themselves perhaps in something like acquiring badges or competencies? Perhaps that would be the way you could consider that or in assessment, are they getting a chance to express themselves? So these were our guiding principles on the course and to feed into our projects. So I'm just now going to move to our Moodle VLE. And I think you're seeing this. I hope you're seeing the VLE now as opposed to my slides. So to start at the beginning, the reason I wanted to work on the course was the National Forum course was I felt that we could make improvements on our own VLE in its use for lecturers and learners. So we had conducted an audit in the summer between the eLearning team and the IT support team. And while we find that a lot of our VLE pages were in good order and we were quite pleased with the results, we still find that there were pockets where there was lack of engagement and certainly lack of standardisation. So we wanted to make improvements there. And that was my motivation meeting plan when taking on the project. So this is our Griffithy Learning Support page, which is set up and facilitated by the Digital Learning Department by Learning Technologists. So this is where historically we had just placed materials for lecturers to be able to quickly gen up. So I just, I think the best thing to do is if I quickly scroll down so you can see there are some embedded video materials. And then there are all sorts of video guides. They're entitled correctly so that, sorry, I bounced off the, whoops, yeah, I bounced off momentarily. Yeah, so they're set up and they're entitled fairly correctly, but it's a bit bog standard. Each of these icons is a step-by-step video guide with narration. They're quite easy to follow. But basically, this is what I like to describe as a big old repository. And so it's not the most conducive format for our lecturers to learn on. So I'm going to click off this now and click onto one of these courses. Now this group that I was working with, it was our eLearning team. It's made up of the Digital Learning Department staff, library staff, some of one staff member from the education faculty, and then IT as backup. So this is a collaboration, you understand. It's very much a collaboration, and I wouldn't want to take all the credit for it by any means. But what we did in the autumn was we put together four courses over a matter of two or three months. So this was the first one that we began with, and it's the Moodle for Lecturers Foundation course. And as you can see, lecturers can just work their way through in a step-by-step fashion. And they're building on a Moodle page as they go along, still putting in a profile, a welcome section, the profile block with information there. So they get a sense of building as they go along, so it's quite empowering. And at the end of this course, short course, they come away with a basic Moodle page, a standardized Moodle page. So that was the plan to get lecturers getting quick wins and feeling that they are achieving something solid. So then moving on to the next course, this was digital tools for lecturers, so not the Moodle tools as such, but again delivered as a course on Moodle. So here we have material on hybrid teaching, because that's what we were pivoting around to in the autumn, and then getting started on Moodle. Now what I wanted to show you quickly on this page was on the right-hand side, you'll notice these little tick boxes, and this is indicative of activity completion, which feeds into some of those UDL guidelines in terms of feeling motivated. But we began to also, we brought in this completion progress bar as well on this page, because again we wanted to give lecturers a sense that they were bit by bit, step by step, achieving the progress on this course. So that was a useful innovation. I've just moved on to our student Moodle learning course, because again we wanted to find a way of, rather than just in induction day, which can be a bit of a brain swamp for learners, we created this course, same time around October we kicked off, October November time. So here we really began to try to pull in some of those UDL guidelines for engagement. So we have students knowing how to log in of course, and then using the app, but you know here they got a chance to edit their own profile in a kind of dynamic way, and they would get feedback from one of our facilitators, and they were encouraged to use the forum. Moving on down, talked about messaging, and then this is their opportunity to upload mark assignments, fake assignments, just for the practice of getting used to the submission points, be they Moodle submission points, or turn it in submission points. So I think that we were very pleased with these elements. And then there's a nice little campus interactive map, which I wish I had time to show you all these things, but that's something that the students can click on for those heady days when they'll be actually back on campus again. So that's our student page, and I'll have to move my little tool or thumbnails to see the badge here. On the right hand side you'll see we're experimenting with badges as well, and that's something that I have more to learn from the National Forum, but again it's part of the motivation for the students taking this particular course. So then finally, I'll move on to this is our intermediate Moodle course, which we were building in the autumn, but we decided we'd hold off and just launch in the last two weeks, because the lecturers and learners had so much on their plates that we felt we'd hold back and give lecturers a chance to get through and start to prep for semester two, and we give them this nice new course and launch it with a fanfare. So this one, I'll show you a few more elements then. I'll click into this arm overview video. I'm making sure that they that we're on mute and we are just to quickly show that we did, we were mind being mindful at the time of representation, so I'll just click on a bit here so that you can get a sense of that. So some of the characters that my colleague Greg O'Brien created in this little video, I'm double speeding at the time, it's not quite this speedy, but you know we're trying to be representative of our student body in this little video. So that's again one of the guidelines that we were working to. Scrolling on down, we were using more advanced tools and activities, so this Moodle Pages activity shows use of some more sort of multimedia elements, so if I can click back here, we show how the lecturers how to use the audio recording elements tools and how to embed elements on their pages and moving right along. We showed them how to link up with Microsoft forms so that their students can benefit from that sort of interactivity. So I'm, thank you, so I'll go back to my slides now. We were working to the index survey and that was one of our motivations to standardize our Moodle Pages because that was definitely one of the asks from students in the survey and I think we were successful to some extent. So these again were our guidelines, our guiding pillars. So very quickly then, yes I know I'm out of time, but just to say these are some of the potential benefits for improving the VLE and finally for future activity, my hope is to standardize throughout the college with hopefully this course, these courses will help that, improvements using bringing in alt text and other forms of interactivity, a more flexible approach. I think we brought in choice variety and activity to a large extent and we'll be taking some of the learnings from this Moodle Munch brunch in terms of competencies and of course use of badges and we'll be reflecting on our survey at the end of the year to see how students and staff enjoyed the courses and learn from them. So I've overrun a little bit but thank you everybody for your attention and stop sharing. Thank you very much for that. That was really fascinating and amazing to see the transformation in those Moodle Pages.