 gyda'r cyfeirio ar y cyfrannu chi'n cael ei gweithio. Rwy'n credu'r ddweud i'r bydd i'r cyfrannu. Mae'r ddweud i'r ddweud i'r ddweud i'r ddweud i'r bydd i'r bydd i'r brindiau. Mae'r ddweud i'r ddweud i'r bydd, i'r ddweud i'r bydd i'r ddweud i'r bydd. Yn y cwmysgu, rwyf yn ymweld, bod ydych chi wedi gwybod â'i ddweud. Mae'n ffordd, dyma'n ddweud bod ydych chi'n ffroedd, ac yn ddweud, yn y ffordd, dyma'n ddweud bod eich bod yn ddweud o'i ddweud i'r ymddangos cyfnod. Gydag oedd, mae'r ddweud a'r ddweud yn y ddweud, Mae'r cyfnodd yw'r gyfnodd, yw'r ysgol, yw'r ysgol, ac mae'n defnyddio. Felly mae'n fawr o'r ysgol, ond mae'n rhaid i'r ysgol, ond mae'n rhaid i'r e-assessu. Mae'n rhaid i'r ysgol, felly mae'n rhaid i'r ysgol, ond mae'n rhaid i'r ysgol. Mae'n ddefnyddio, dyma'n ymgyfdeithas ar gyfer Hanson, daeth rhaid i'r ysgol y byddedigol'r anhygoel, a'r ysgol yn unrhyw un peth, oherwydd mae'n ymgyrch. Felly mae'r problemau ac mae'n meddwl am ymlew. Rwy'n neud edrych credu sgol ynglyn â'r e-assessu. Roeddwn i fod yn fath yma'r meddwl mewn palwysig dros Llywodraethau. ..ac gweld sydd wedi o gyffredin o mesur, mae wedi gynhyrch ar gyfer gwleidau yng Nghymru.. ..rydwyd geiswyr cyhoesys, sydd cyfansbwynton o'r cyfargyffydd yng nghymoedd ysgrifennu sydd.. ..en y cerddedd y llyrgyn o'r cyfrannu ond mae'r battu mewn gwirio mewn arbennig.. ..yna'r nour ychydig ar y migrants yn y gw公 meddwl â'r ystyried.. ..tych yn siŵr y lleol a'u cyfeirio, ac rydyn ni'n ddiddordeb yn y lleol.. yn y cwis setting? Is it musical choice or more involved than that? You said essay. Can you ask the second one? The second one is what is the proportion of teachers not involved in the process or who don't want to be involved in the process? Great, thanks. Historically, the question types are mostly used in the faculty. There were true and false questions, which anybody who knows something about quiz statistics can tell that they are a terrible way of measuring knowledge. And then the other question type was an essay question. But now there's this pressure of switching into a single best answer multiple choice answer questions. So where you only can select one, clearly the best alternative. So that's now the organizational pressure, peer pressure going on. I'm not sure who was first. You said they can bring their own device. How do you make sure that there's no cheating, for example? That's the safe example browser bit. So it's a software that integrates with model. Sorry, I wasn't clear about this in the beginning. So it's a software that integrates with model that locks down the browser so you can't exit the model quiz once you start it. Until the quiz ends and then you have this escape link, the quick link. So it's a safe example browser. For those of you who weren't in the morning session, check out the roadmap for 3.9 because there's some great changes for us safe example browser users. We do performance assessment with video and do peer and self assessment that avoids a lot of the quiz problems. That's a great point also. There's also this kind of self assessment going on in the faculty. But I think there's this difference that nobody's claiming that anybody's learning by doing these quizzes. There's strictly about assessing, discriminating between students. Then there's a lot of teaching going on where there's given feedback to improve learning. So there's this distinction. I don't think there's much evidence that you don't learn doing quizzes. That's strictly for testing your knowledge. And then the feedback that improves learning is given elsewhere doing these kinds of self assessments or other kinds of formative assessment. We do have about five more because otherwise we will wait until the next presentation because some people like to come in and we don't want them to miss it. Any more questions? One over there. Yes, if we can all use the microphones please so that the translators can hear us. Thank you. We also cooperate with medical faculty in Czech Republic and they also use a quiz. The most popular type of the question is Edemark to the picture where they use sculptures and some pictures of medicine stuff. The question is if you also use this type of question because you work in the medicine faculty and if it's used well. Yes, thanks. I'm not talking about courses or radiology courses or then dental science courses or teachers. They especially like those kinds of question types. They get used also quite a lot. I think my second question. How is the feedback from the students about this type of questions? The drag into the picture kind of questions. I'm not sure if we've asked that systematically. So, a compound for that, sorry. Thank you very much. Thank you very much. My name is Suzanne and I think I have a better start because I only have seven minutes. So, when we talk about learning management system, we often talk about technical developments and we talk about the deducted use. But I would like to take a step back because I think also in the implementation of a new system at the big university, it's a challenge in itself and it's not that easy. So, let's have a look at how to. Currently, over 55,000 people are studying and working at RWTH Aachen University and we already had implemented an own learning management system in 2006, but in 2017, the university management decided to change its RMS to Moodle. So, we start in 2017 with about 12 courses and then we continuously increase the number of courses and users involved into our pilot stages until the regular operation in 2019. So, that was quite tough. Also very complex is this slide here. As you can see, there are a lot of departments and people who decide how to use Moodle at the university. It's quite too complex to explain it in detail. But before the change over to the new Moodle system, the users contacted first only this department and now we just change a little bit the support structures that the users now contact the IT service desk first and then the IT service desk answers the users directly or the IT service desk contacts specialist department. Okay, so that is very, very complex and what challenges are we facing during this implementation and during operation? So, first of all, the connection to the IT infrastructure of RWTH University is of course very complex, but also focusing more on the political issues and on external requirements. We have of course data protection and all these issues we have to keep in mind. And the change of responsibilities between the university's institution is also quite tough because the users are very familiar with the old support structures and old learning management system. And when the change is actually running system to another system, the users are complaining and they can't really understand why we are doing this. And also these user groups, it's a big user group and so it's quite diverse and we have very different support requirements. Of course different affinities to digital methods, we have different disciplinary traditions. We have multi-legal user groups, so they speak German and English or only English. And we have of course lecturers and students and I think these two groups have very, very different perspectives on using Moodle, which means that lecturers have a more active role as managers. They design the course rooms and so their support needs is that they actually need very detailed consulting and trainings. On the other hand side, we have the students who have primarily a passive role as participants. They can't really design the course rooms, so what they actually need support is quick information. They want to access the course rooms, but of course they don't need very detailed information. So how do you capture actually the user's needs because we think that's very important because the system has to be for the users. Of course they contact us when they have problems, but we don't think that this is sufficient. So we conduct online user surveys in German and English and we combine quantitative questions with qualitative questions here. I've got only a few pictures here, so one question is of course how do the people grade us? I think it's trivial, but I think it's very important because usually we only have the contact with the users because they're complaining and they have problems. Therefore it's for us very important to have this user survey just to see how we perform and told us. Here we can see that we're not that bad. Coming back to support, we also asked what help that you use during the summer semester for example here. Here we can see that people need the email support and online documentation, but it's very interesting that they also use the help by other students. So the multipliers here, the students, the lecturers, other colleagues, they are really important persons and we have to make use of them. And when we would look into that in detail, like for example with our qualitative questions, we can see it also here that the lecturers have other needs than students. How do we cope with all that? First of all, I think it's important to use and to combine a few methods to capture the users' needs. As I said, it's not sufficient only to have a look on our tickets and when people complain, I think it's not sufficient. Then we have various communication channels and support structures for these different user groups and that is really time consuming to do this. I'm coming to an end. Then we make use of marketing and social media communication because we think that we can just contact the users in a more targeted manner. Also to explain our restrictions, I think that's also very important. And we use, of course, multipliers, we train lecturers, but we also cooperate with student councils and the faculties because it's very, very important that they are aware of how to use Moodle and where to get help very quickly. Okay, I think that's it. And if you have any questions, just feel free to ask. And if you need more information about our user surveys and how we are doing this, then just ask me or write me an email if you want. Thank you very much. Thank you. I have time for one question, but while Suzanne is answering the question or questions, if Jean-François is here, do you like to come and we'll organise your presentation? Any questions for Suzanne? Thank you. What is your feeling now? How happy users do you have in Moodle? Because there are so many different users, because users always have their own inspections. For some users, I said, well, I need more, like for example lecturers, they say I need more, more in depth information and detailed information and students for example, because the students can't really design the questions. They are quite passive, they say I don't want to have so many features or so many options in Moodle and the documentation is too big for me because I can't really find the information I need. And that's actually, yeah, I think that's sometimes really hard, so we're trying to have this big support offer, yeah, because it's so difficult. We're not happy in total, but it's not that bad like sometimes the emails. And it's only a small proportion of the people who send you the email, right? Of course they find it difficult, but it will be really hard. Yeah, I feel you. They want to access the bag, so please access the bag for some of them. Thank you very much. We have another seven minute video and this is when one and one sometimes has to make three. And it is by Nicola Dunald and Geoff Van der Poel from the University of Busan. And over to you gentlemen. Thank you. So hello. We're going to try and explain what processes we have put and we're still putting in place to provide more support. First, my name is Nicola SNM, will manager and systems administrator at our university. My colleague Geoff is in charge of the coordination and communication with the faculty. I'm going to try to use this now. The University of Busan in a few words, so it's a small town under the shores of Lake Geneva in Switzerland. It's about 15,000 students, 2,000 faculty, and that's about it. Our Moodle is quite somewhat tuned to our special needs, so it's linked to many of our different IT systems. It would be an organizational database or external tools. We also have an in-house cultural implementation that allows to do everything from Moodle without touching cultural at all along with a whole set of other tools that are communicating with Moodle. So we started Moodle in 2004. I think that used to be Moodle 1.6 at the time. And now we're on our current IT system since 2012. That's when we shifted to Moodle 2.0, I think, or 2.1. We've got 20,000 active users, so that's about 20,000 users per week, and 2,000 active courses each semester. We have quite a lot, compared to other Swiss institutions, active third-party plug-ins. We've got about 20 third-party plug-ins and 20 plug-ins, which we made ourselves in-house. Some are really specific to our usage. It's now not public, but some are public. And among these, you can find group choice, which is a public plug-in that we developed in-house. The fork of the PDF annotation plug-in, which we called Annotate PDF Advanced, which I'll talk about in a minute, and provides a few extra features. And merge users, that's more of an admin tool, maybe it's a bit more esoteric, but it's also quite used. So all in all, it's nine public plug-ins, and two more in the pipe have been submitted in the plug-in database. I mean, hopefully there will be, if there will be release soon, if there will be the expectations from a computer evaluator. And then I'm going to hand it over. OK, so the main challenge was at the beginning to find a link to the needs of teachers and the various demand, and to be able to structure in the demand, not answering all the questions and all the specific demands. So basically, that's when they created the reset in the faculty network for teaching and technologies in 2006. So the aim of reset is just to use a soft approach also really close to the teachers and not something too much centralized. It is supported by faculties and instructional designers. Each faculty, each school, we have an instructional designer, and his role is to be close to the teachers and listen to their needs. And our team is the one who is coordinating the network. We have to work together with those instructional designers, and we have to implement Moodle, and we have also a lot of processes that we implemented, sorry. So the process we implemented for years and the process that was leaving us able to manage with all those demands is that basically we meet instructional designers every month in a half a day session, and their job is to come up with all the needs of the teacher. We structure them and we always go to four point process. The first process here is the need, well identified, and then what kind of instructional scenario is pushed, sometimes shared with other faculties, and the first reflex we have is that, okay, can we use Moodle for that? Or do we have to develop? Or we use Moodle, we use existing plugins, or do we have to try to create another plugin? And when we decide to develop or not, then we enter a process here on a workflow. So basically each demand is structured on a workflow, and the workflow is updated every month in a meeting we have with the instructional designer. So we don't lose, and we don't run after people. Also important, every time we are creating a new function, every time is a new instructional scenario developed. It's an information process and a note is shared with a community through our communication space called OOT. And also for the heavier development because a small team such as us could not afford huge development. A new civilisation set up the Pedagogical Innovation Fund. Every year teachers can apply to it, and they can receive up to almost 30,000 euros. And sometimes the innovation is one development. Sometimes it's developed by our team, sometimes it's developed by external people, but that's a fund that allows us sometimes to have a little push on the depth side as well. There's a bit more detail about some of the plugins we put in place. What's interesting about Moodle, as you know, is that it's completely customisable. You can program anything you want to it, as long as you can imagine it, means you can do it, which is not always a good idea, but we're trying to do things straight. One of the reasons we developed this was a faculty, a teacher, asked us about an extension of the existing annotation tool, and he wanted something very specific, different types of annotation, not only highlighting and drawing on the PDF. So, what we always do when we have a new request feature is that we try to assess what the benefit could be for the whole faculty and not just for the one teacher who asked for it, obviously, to balance that. Here what we've done is something that's more customisable. We've got different types of annotations. We've got an annotation palette that the teacher can use that you can see up here. So, he can build his own tools. He can reuse his own tool palettes. So, that's one of the things that we did here. Another thing that we developed, and again, that's been pushed to the public community, is the merge user account. It came up from a forum discussion on the Moodle forums, and now it's a full teacher's plugin. The thing with the Moodle plugin development that is positive for us is that when you publish it in the open source community, it raises the bar. It makes us to be more stringent about how we code things. But the return on investment is very good because we've got features, feedback from other institutions, other programmers, other people that use these plugins in their institution. And group choice is the last example I want to speak about. It's a feature that was always needed for everyone, and we've got a good feedback about that because people have been contributing it and using it in many places in the world. Thank you. I have one question, and while the gentlemen are answering the question, do we have Roland and Nali here? Yes, do you want to come up and make sure your presentation is ready? And if you'd like to ask any questions, we have about two and a half minutes. If you put your hands up and make sure you can get your microphone to you. All right, no questions. So thank you very much. Oh, yes. Okay, everyone. Thank you. We're going to start with our next presentation. So we're going to start with our next presentation. We have Recording and Trapping Students attending sunlight with Moodle, with Nali and Roland Sherwood. And this is actually a 15-minute presentation. Thank you, everyone. Thank you very much for... Thank you very much as well. Hopefully you can all hear us okay. Very quickly again, thank you for joining us here today. My name is Roland Sherwood. I'm the Manager for Educational Technologies at Shenzhou Tong Liverpool University in China. And with me is my wonderful colleague, Nali, who is an educational technologist at the institution as well. Very quickly, there are several things we wanted to do in this presentation today. The first of which is just to give you some idea of who we are and where we're coming from, as well as the background to why we are recording attendance on ice. Sorry, on Moodle. Ice is the name of our Moodle instance. And some of the issues and things that went along with this process of introducing recording attendance online. So very quickly, just in terms of who we are, this is our new campus in Suzhou City in China. We are a relatively new institution, founded only about 12, 13 years ago. We are the product of two universities, Liverpool University in the UK and Shenzhou Tong University in China. We have about 14,000 students, although I think that's gone up this year. We teach in English across the board, which is great for people like me who have very limited Chinese ability. And we are very, very focused on using technologies to support teaching and learning within our institution. We've also been long-term users of Moodle, and this year we actually hosted the first Moodle Moots in China, in mainland China. We had a bunch of people come to our campus to participate in that event as well. So that's just a little bit about who we are. The background to what we're here to talk about today, which is recording attendance online, I'll just take you through some of the reasons that this process started for us. Before last year at our institution, we had no requirements around attendance reporting. Our teachers were teaching, doing what they do, and they weren't required in any way to record attendance. Where certain departments did, of their own volition, did institute attendance policies, it was usually the case of recording attendance on paper like this. However, as is the case in China, the government very often issues decrees and demands which can have a severe and quite major impact on institutions, educational institutions in particular. Last year they told us that you now must record attendance for all of your students, particularly international students, who if they don't attend enough of their teaching sessions, they will not have their visa renewed to continue their studies. So we had very little choice about this. It wasn't something that we especially wanted to do, I think, but we were in the position of having to comply with this governmental request. We explored lots and lots of different existing solutions relating to attendance, lots of hardware-based solutions and even some online software-based solutions as well. We found lots of problems with lots of these different devices. We looked at card scanners, ID card scanners, biometric input systems. We looked at some strange systems where you put a Bluetooth dongle in, it emits an audio noise which is above the hearing of people's ears. We looked at all kinds of different things and we found a problem with all of them really, which is a lot of the times they're hardware-based, so that means there's issues to do with maintenance and costs and things like that, replacements. We found that they were not always very easy to use, not easy for teachers to use, not easy for students to use, and we found, in the case of many of them, there were quite simple and easy ways to cheat the system. Students, for example, bringing multiple cards of their friends along to the sessions and things like that. That led us to look elsewhere and to look back to what we already had in place, which was Moodle, and we were aware of a plug-in that allows people to record attendance for teaching sessions. This is that plug-in if you're not familiar with it. What we liked about this, again, is the fact that it exists in Moodle. We already had Moodle. We didn't need to install hardware across the university. We didn't need to train people. We already had a Moodle system in place. What we liked also is that because it's a software-based system, it can be continually updated and improved. We can customise it ourselves, of course, as well. We're not going to be paying for additional licences or hardware upgrades in the future and things like that. One other thing that was really important for us also in relation to doing things online with Moodle is the ability for data around attendance to be easily shared across the organisation. Again, the solutions that we looked at in other ways, they didn't do a very good job of allowing, for example, a teacher to share attendance data with our administrative services teams. I'm going to hand over very quickly to my colleague, Lena, and she's going to just explain quickly about some of the development issues as well. Thank you, Roland. I'll quickly talk about the development. At the beginning, I have distributed some user accounts, but it's a pity we don't have time for you to try it. Actually, there is always something that we cannot find from the original plug-in. For us, there are two main features. We cannot find it. It was not covered in the original plug-in. So what we do, we then work with developers. So the two main features, one is we want to restrict the students, can only take attendance in the classrooms. So this is what we want. And then the second one is for the timetable information, we want it to be imported into the attendance plug-in so that teachers, they don't need to create the sessions manually. That's a big task for teachers. So these two main features, we worked with a catalyst, the Moodle partner, in particular Dan Marston. So because of them, we have these two main features. And now, before we put it for all the teachers, we do a lot of tests to make sure the function is stable and we find some bugs and then they help us to fix. This is a picture of our classroom and the students for every teaching session they are using this attendance plug-in all over the whole campus. This is how we develop the features. Thank you. Thank you very much, Lena. Sorry, one thing, Lena did mention this earlier, one thing we did want to do today was to give you a quick demo. Basically, our students will use their own mobile devices and scan a QR code in order to record their attendance. I'm really sorry that we couldn't show you that today. But that's why again, we approached the developer directly to incorporate some of those additional features for us. Very quickly, I'd just like to talk about how we also rolled this out across our institution. We did this in a number of different ways. We obviously needed to interact and consult with staff about this and we basically ended up briefing staff department by department right across the university and explaining why this change was coming, what they were expected to be doing in terms of recording attendance and answering any questions or issues that might arise from them and there were lots and lots of questions and issues as you can probably imagine. We also then proceeded on a training programme for all departments as well. We went into each department. We showed them what they had to do within Moodle to initiate the attendance recording process and again, just walk people through until they felt comfortable and familiar using the technology. We also produced a variety of support resources, video guides and tutorials and things like that to further provide support to teachers if they needed it. Again, these are just a few examples of some of those sessions that we were delivering to departments. This is the online side of things that we developed to answer questions and provide some overviews of how the process worked. I should be very frank and honest about some of the challenges that we encountered as part of this process as well. We had quite a few issues of a technical nature. Our students, again, are using their own devices to scan these QR codes, but they are required to use our institutional Wi-Fi so that we have their IP range locked down. That's great in principle, but when you have, as we do, I think about 300 teaching rooms and not all of those rooms are equipped with reliable good Wi-Fi, it can be very problematic sometimes. But after almost two years of doing this, we've now managed to, I think, iron out most of those issues. We also have problems with user devices. We have a lot of students using a wide range of sometimes very, very strange Android-based devices. In the Chinese context, that really is a complex area. There's all kinds of different versions of Android in China. We had issues with, again, their ability to use the technology that they were being asked and expected to use. Again, in terms of familiarising users, we did do our best to do this, but we did get teachers coming back to us and saying, I really don't know how to do any of the things that you're asking us to do. Also, students, I think, in some cases, they weren't properly supported by their teachers. However, with all of those things said, there have been quite a few benefits for us as a result of this process. We now record 2,500-plus teaching sessions across our campus every week using this approach. Every teaching session in our university uses this approach to recording attendance now. We do annual surveys with our staff and students, and they also tell us that, for many of them, this approach to recording attendance, particularly in large classes where they have sometimes three, 400 students in a room, is something that they really value and appreciate. We even have some students who've told us that they're very happy and grateful to be able to record attendance in this way fairly easily. We have satisfied our government's directive in China, and one of the really good things about this is, as an added bonus in some ways, it's increased our ability to identify at-risk students, those students who are perhaps not attending regularly or there's some kind of problematic issues around their attendance. We're now able to identify them as a result of being able to share all of that data very quickly and easily to people who work and can provide support to those students. Also, it's contributed to some research projects internally within our organisation. We're able, again, to identify students and patterns of behaviour and things like that that, again, allow us to target support resources to them more effectively. So I think that's all we have time for today. Thank you very, very much for listening. I don't know if there are any questions relating to that. I wondered if you had any screenshots or whether you could just describe the interface on the student's phone. Can they see their attendance over time and what the institution sees? You can see every session that they have recorded. A range of things around their own attendance as well as the average attendance. Yes, in Japan, attendance is also required for everything. Like many plug-ins, we've developed our own version of the attendance module, but I think yours is more complex situation. Also, dealing with kanji and various forms of language, we've had to change and date formats and so on. So I think I hope this is part of the plug-ins database and it will contribute to better attendance modules than we have been able to do. To answer your question, yes, the attendance plug-in that we're using right now is the standard one that you can find on the database, Moodle.org, but we have contributed obviously to the development of some particular features and we're very happy to be able to share those features back to the community. So, yeah, thank you very much for that. Do you have a report for the whole school? Can you pull that down? We made a block that does that. Yes, we do. We can generate a number of reports out of the existing attendance plug-in as it is now. We also have an integration with Zula Analytics, so we can also take the attendance data, the raw data from the database, and with that system with Zula, we can manipulate it and do some really interesting things on its own as well. So, yeah, reporting for us is a really, really critical thing around this kind of data. Yeah, thanks. What if a student forgets the phone or the batteries? Yeah, it's a really good question. So basically, all students are, and when they record their attendance with the QR code that's displayed on the screen, we have a big message at the top that says, if you can't record your attendance successfully, at the end of the session, please go and talk to your teacher and they will record your attendance manually, yeah. The teacher just does a couple of clicks and it's done basically, yeah. To record attendance for certification for both purposes. But, yeah, congratulations. So, the manual recording allows lecturers to tell whether a student has been late or left early. And the QR code, can they? So, how is that? Is it just a binary thing, yes or no, attendance? No, it can be pretty much anything you want. So, within the attendance recording area that's available to teachers, you can define different statuses. You can have as many as you like. So, we have a standard set, which is present, authorised, absent, and absent. But you can add whatever you like. And the really nice thing is you can define what they are actually worth. So, for us, for example, authorised absence is worth the same as... sorry, authorised absence is worth the same as being present. It's something that the teacher acknowledges. But you can define that. You can basically assign points to different values, which affect their overall percentages at the end of the semester. So, yeah, you can have whatever you prefer or need in your institution. Yeah. I can take you through some of that, if you want to. So, I just want to ask... You understand correctly that instead of the phone's location services, you control the location of the student by the IP address. Did you consider using the phone GPS instead? We did consider that. We were thinking how can we lock it down to our campus? How can we make sure our students are actually where they should be when they record attendance? For IP locking, basically. So, you have to be, again, you have to be logged on to our institutional Wi-Fi to be able to do that. And then also, you have to be in the right building because each of our buildings has their own IP range. So, we do it that way. With that said, however, there is a new version of the plug-in due to be released very soon that Dan's working on, which we do right with all of that, the need to lock anything down to an IP. And the reason for that, which is really, a QR code will automatically regenerate every 15 seconds or so. Unless you can see it, unless you're actually there to see that and scan it at that time, you can't share it on the internet, you can't take a picture because it just automatically gets cut off after 15 seconds. Exactly. So, that's coming and for us that will be, we can just then open it up to any IP range. It doesn't matter at all, basically. OK. Yeah, one last question and then we're going to move on, thank you. Right, thank you very much. Thank you again, both of you. Can you make sure that you move down and get seats in the middle as well because we're very full. There's a seat there. Seat there. OK, and then if you can close the doors at the back so we don't get anyone else in. OK. Let's begin our next presentation which is 15 minute presentation by Michelle Lohmer and it's called Rocking Moodle with HPIP. Come on, let's hear it. All right, who's ready to create some mischief? Yeah, come on. Moodle fun? Yeah. It's going to be a lot of fun for me to remember what I put in my slides. So, good luck. Essentially what I wanted to do was take you from a state of being what the hell is HPIP although with 3.8 now they've kind of stolen all my thunder so that's pretty cool and by the end of today you're going to be in this sort of state. You OK with that? There's only one correct answer. Do I need to mention I'm a black belt I kickboxing or anything to get you on board? All good. Bonus points if you know what HPIP stands for. Oh, good man. HTML5 package. Essentially really cool for us because what it means is we don't have to worry about the whole scorn thing anymore. Anyone built scorn stuff? Yeah. That's the correct expression. I still do a little bit of that but I love HPIP because it means I can do stuff really quickly. It makes me look really good maybe not like the little guy there but... It also works natively in the app even if you're not on 3.8 in the next few months so I work in both the free and the branded app and it works very nicely in that so that's very cool, quite responsive and what I love about HPIP is you get these scorn packages and they're like 200 slides long and you feel like you're not getting anywhere very quickly. Have you ever experienced that? It was someone else's scorn that wasn't one you made, right? Whereas with HPIP you are very much encouraged to chunk things down so that micro learning all that really cool stuff that we like to talk about. I use it for a whole bunch of stuff really anything that you like one of my favourite things to do with it is gamify so I've got a few examples today it's a real bummer that I can't just chuck a microphone at you when you've got questions but I've got these wonderful noodle people who I'm sure will just bolt across the room if need be so I'm going to cherry pick a few of my favourite tools obviously there's a whole bunch of them I work across a few different sectors one of my favourite is the course presentation to anyone use that one a lot you can blatantly lie I'm not going to check your homework so yeah, beautiful oh thanks Mary you're my favourite moodler so course presentation is super cool because it has a lot of the other H5P tools in it so you can do a lot of stuff and if you're into PowerPoint no one fesses up to that anymore right oh Mary security anyone so if you're into PowerPoint then course presentation you'll be pretty familiar with and it's more of that sort of turning page stuff like captivate and stuff like that it is really cool if you put surface mode on there I've got some examples of that later on but it's also really good for putting other things in there I'm sure you've all put video into PowerPoints and things before you can do that in the course presentation and linking and it's got the navigation built in it's also got the ability to go to full screen it's all done there for you makes you look really sexy really easily also you've got interactive things built into there as well which is really really handy rather than doing the traditional read this and then at the end do something you can really mix that up as well I quite like to use some drag and drop options in there as well and try to use some imagery as well of course copyright appropriate can fake that to you make it surface mode have you used surface mode again you can blatantly like I love surface mode particularly if you'd like to control where people go and how they go because people are inherently stupid right and they go in the wrong spot and you built it one way and they use it a different way and you can't figure out why so you can do surface mode and you can control that one little tip for that do not turn on surface mode in the behavioural settings until the very very end and only after you've done a duplication of your tool because if you're anything like me you can do that yourself and you've turned it on you want to do something else and you can't turn it off again so put it on at the end but essentially you can put any navigation in there that you like so I was chatting to someone earlier who was using the branching scenario tool another really super cool one but they couldn't figure out how to make the navigation how they wanted well you can actually do that here again just map out how you want things to move but really really helpful great for gamification as well they've got an old drag and drop tool whether you use this in the course presentation or whether you use it on its own really really super useful I use Shutterstock a lot you can use any other copyright appropriate imagery and if you're trying to get some buying across your faculties build something first and show the teachers so particularly if there's a chance to show them with some stuff PD or say to them what's the one thing that drives you nuts that the students always ask you and build something quickly for them they'll fall in love with it so they won't get it until they've had a go again you can either use text or imagery for this and the really cool thing about drag and drop is that students don't associate it with quizzes as informal assessment so they're really happy to do it over and over again you can make it as simple or as complex as you like and you can put in little hints and stuff in there as well all those are just simply in the behavioural settings so you can either just have very simple things or in the four pictures there they have to put multiple items into the correct spots oh look there's more drag and drop it must be good flash cards you're allowed to ffes up to your age here did you ever when you were at school have your old paper based flash cards, cardboard yeah come on we did alright that's going back too far Mary I don't use paper anymore but flash cards are super cool now there's a few different variations of this in H5P you can pick whichever one you like so you can either have one where they type in the correct answer be careful about that one because obviously if their spelling or their grammar isn't very good or their typing sucks then they can get frustrated pretty quickly and easily but it is super cool if they have to know the right acronym or the spelling is important etc if that's not what you want then you've got another version where all they do is think of what the answer could be whatever and again you can put in a hint if you just want to focus in on one thing that's this one here so there's three different versions of the flash card principle essentially I love the branching scenario this is the back end of one of the games that I built so simple tip plan it out first unless you don't like yourself and you'd like some torment go straight into it, no dramas at all and I would use the course presentation option in there quite a bit so you can see you've got quite a few different options in there the advantage of using course presentation is like I talked about before where you've got lots of different interactions that you can drop in there if you happen to choose the text one you've got no control it's just text it's not very sexy image again it'll just stick an image in there but if you use course presentation and that can just be one slide if you want then you can control all the formatting so essentially what you do is you put some information in there and then you ask them here's a question where are you going to go off to after that so this is the front end of what it would look like so this one was a staff PD this one was making sure staff understood conflict of interest and again that was the typical read some policies answer some questions to which I responded have we ever met because I've never built a course like that in my life and I don't intend to start now so I turned to some gamification using the branching scenario hotspots are awesome as well so these ones can either be used for providing content or for checking understanding how you use it is up to you so I've got two different examples here so we've got some tourism teachers and they basically wanted to see if students could work out the right flags which ones were wrong et cetera whereas the other one was just providing some information for digital technology understanding timeline very cool one will be honest a little bit tricky to wrap your head around some of the settings initially but it is great and H5P if you're listening which I know you will be I'd love to be able to upload my own image at the moment you link out to essentially like a wiki media for imagery which does work but I like to provide my own images but it is a very good way of visually providing a timeline that can zoom into it so it is pretty cool the summary is essentially if you've got like a process that you want people to know you want them to demonstrate their understanding of they should do this and then you should move on to that et cetera that's where the summary comes into play so essentially it's a series of multiple choice questions you get asked the first one you get it right you then move on and by the time you've answered them all correctly you've got your process the accordion again on a website image pairing again you don't have to use it for images though you can just use it for text if you want to the only thing is do think about what size screens that you're building things for any time you do a drag and drop of any kind do think about image size unless you don't like the students and you want to frustrate them which works for me I'm happy to do that now and again the column tool is one of my favourites because you can actually cascade your content so you can have a whole bunch of content one after the other so something to wrap your head around in the world of e-learning is we always used to be told to avoid the scroll of death used to be death by powerpoint then it went scroll of death scroll of death and now because of small screens where we flick all the time e-learning is now moving to doing that so the column tool is great for that interactive video very popular on this one I quite like it I like the fact you can pause you can if you really mean you can say they can't jump ahead they have to do each thing that's super mean but you can do that if you want let's jump into some gamification my favourite thing alright so here's one for staff to understand things like thou should not leave work keys on the desk and walk away and let the students pick them up and stuff like that so again it was well there's a staff code of conduct one should adhere to and you should do an acknowledgement and you should make sure you understand things like boring so I gamified it and I predominantly used the course presentation tool so I just made a series of levels if you can gamify have some consistency in your navigation so the wording and how you're going to set that up so essentially what I did was I left in the navigation and I used a like a hotspot tool here drag and drop so essentially on the back end of things I've set up that all I want them to do is drag the baddie to identify the key is the big risk there you can do the same thing with the branching scenario so again set them up with some info get them to make some choices you can either go that was a crappy choice what were you thinking or you can actually go hey that wasn't an awesome choice now this happens and you can keep going down the rabbit line very quickly just some tips that I would give you I generally disabled embedding there's a new word for YouTube later on for embedding I do enable printing and I always enable full screen there are things that just make life nice and easy if you're fairly new to HPIP and you know your Moodle admin have a chat to them make sure they've optimised a few settings for you to get the most out of it cos it does have light reporting and things I'm just going to click through slides cos otherwise I'm in imminent danger of being rugby tackled from the stage do jump into your behaviour settings I'm around all day today and tomorrow if you want to ask or see anything otherwise that's me and I'm going to open up the floor to questions although Mary is in charge cos I'm very afraid of Mary thank you very much we certainly do have time for questions it's about four minutes for questions but if Tom Avernier is here he'd like to come to get his presentation ready Michelle is answering some questions and do you want to come and answer Michelle if you want on this microphone or run around Michelle could you say something about accessibility something about accessibility connected security probably the major thing I would say is think about even just the simplest thing like alt text for images and things like that so chasing the Holy Grail of AAA compliance with accessibility is a challenge I'll be honest but making sure that you use heading styles that you've got alt text for images et cetera I'm not going to speak on behalf of H5P when it comes to their Holy Grail with accessibility they have just sent out some more information about that I personally haven't encountered any serious issues with it I would have thought if you put the alt text on all the images on those screens that they stopped them working not in my experience no wouldn't you know which way to drag it creative man and how you create these things we need to talk c'mon I double dare you I'm an admin and I'm desperate I didn't get it to work with the app could you come and look over my configuration and try to debug thanks Michelle sure, trust your coffee and I'll come help you thank you do you embed the content on your model side and books and so forth you can't do that? do you do you encourage to make it more visual on the first side and not click the icon we need to talk I'll show you my sites they're all visual embedding can be part of that but just being creative around how you set up even just the visual course you can do some amazing things happy to show you some examples thank you one last question make it a good one no pressure does it involve coffee, chocolate no okay then thank you very much Michelle so we're just waiting a few seconds for people to come out to go out and come in and then we'll do our final presentation which is a 15 minute presentation okay so for our final presentation so a 15 minute presentation we have Toma Dernier from the Centre de Sousses Pedagogique in Belgium who's going to talk about building a 100% digital escape game with Moodle so if you do have questions as it's our last presentation please come and see me and Toma afterwards so that we can go down for coffee and happy to answer any questions after this downstairs okay hello so I'm Toma so I come from Belgium and I apologise because I am not speak good English I'm working for the Centre de Sousses Pedagogique it's a department of the Ministry of Education in Belgium and we helped teachers with the digital project so today we are talking about escape game with Moodle in this presentation I would like to share with you my experiment about the elaboration of this project first I will explain what the serious escape game is after that I will explain why I did this project I will also talk about about what I found inspiration and about the writing of the scenario after that I will talk about the creation of the enigmas and before the conclusion I will explain how I replaced the human game master in Moodle what's the serious escape game usually it's a game where gamers need to escape there is a limited time and the gamer plays in group to win the players must collaborate to solve some enigmas and some puzzles to open a final game why is it serious in the educational version of the game there is always a pedagogical objective and pedagogical contents another important dimension the two debriefings the first one is to let the gamer share their emotions when the calm came back the teacher should propose the second debriefing it's the moment where the learnings are formalised and shared with all the learners the first popular escape game was digital and came from Japan it's also in Japan that this kind of game was great for the first time in real life it's probably arrived in Europe by Indiary in 2010 since 2017 the escape game became so used in the French education lots of teachers use it in their courses just a little challenge for me I'm working with education advisor there were some documents to help new teachers and they wanted to propose a 1990 to the traditional PDF at the end of the meeting my boss challenged me to play a serious escape game so finally why we did play a serious escape game just to know if it is possible when I accepted the challenge I was sure that everything I would need was already online so I explored the way maybe the serious escape game built by UC Louvain in Belgium was a good basis for my project but the goal of this project was to discover a new platform and lots of documents so this lead was denied my second life was to explore the red side of the French team scale there are lots of interesting resources but nothing unknown so what he said on the idea was also denied but honestly my visit on the escape website was interesting I have not found models but some good advice define the pedagogical objectives and contents if they was already checked indeed the objectives and contents were given to me by the education and pilot the next step of my project was to write the scenario after all the good advice what is the good advice for the scenario the scenario had to be consistent with the objectives and the goals the scenario also must be immersive it's very important for the motivation of the development and finally the scenario had to be challenging after a long time of reflection I had the idea of the computer build it was a consistent scenario with the use of Moodle there was a challenge because there was only one hour before the destruction of the learner's files the game was immersive because Moodle's tools gave me the opportunity to create interactive events such as appearing and disappearing files what is exactly my scenario the learner is a teacher specialising in computer building he is a teacher specialising in re-evaluation he must speak about this subject in one hour but there is a little problem if Moodle's face was attacked by a computer news if I am not created or corrected he must solve the situation before his presentation the evidence in the education advisers documents I found a chapter I created 8 sections in Moodle and I needed to create about 8 enigmas the objective of the enigmas was to invite the learner to discover the full document so each enigmas must first the learner to explore one part of the document to solve it now I will explain you some enigmas in this enigmas in this enigmas the information is directly in the text but which information is relevant a clue helps the learners to must find true values the publication year of one book the publication year of another book and the number of times the word approaches a period in the page for the rest it is just a simple addition to solve this enigmas the learner must find 3 elements a coded word in the page a Caesar wheel hidden behind a wedding and a configuration rose hidden in a video in this last example no sorry in this third enigmas the learners must use their hearts to fill in the solution in this page learners can have her music in a loop on another page the learners can find a piano if they play the songs early before the tone appears in this last example I proposed a game of the seven different first the learners read a text then they receive a note in the second version of the text they must click on the arrows I wanted to propose a non-linear game where any mile one is not necessarily followed by any matthew it was for me the best way to give a sensation of freedom to the learner the same organization of a real life study the problem with the conception of a non-linear game is the complexity of its elaborations quickly I got lost in my name maestr tube game a maze for me maestr tube game a maze for me maestr tube game a maze for me but there is a simple solution the plan it's very important to view the relation between the enigmas and the different paths in the game but there is another problem with the escape game on Moodle the game master in a live escape game there is always a game master to advise the gamers this is not possible online so I create an avatar in the Moodle platform Hi, I'm Doc and I can help you in this adventure this avatar is always with the gamers for that I use the glossary link but also the the test with multiple tries with multiple tries so each try I give a clue with the avatar conclusions did they learn my objective was to the exploration of the document by the learners but if they are learning anything it's impossible to be sure but we can do it at the end of my scenario I included the tests which took the form of the audience question after the fictional speech of the learners for this part of the scenario I use the traditional Moodle test what are the results of this project of course I had to adjust some details but globally the people who tested the game were trying to test the game and they were trying to evaluate the people who tested the game were positive no I had to test the game in the real condition with the teacher were involved I hope that the result will be as good as they are now and finally my own conclusion what did I learn with this project as I use escape game need a balance between the game and the pedagogic on the pedagogical side we have the enigma the objective and the lesson sometimes on the game side we have the story the difficulty of the enigma and the game design this balance is very fragile if it's too pedagogical we lose the motivation and if it's too firm we lose the learner thank you very much we're going to break the coffee now but as I said if you would like to ask some questions please ask them here or downstairs but I just moved you back on to that one I thought that might be useful for some helpful web links so thank you and thank you to all the presenters this afternoon and see you for more soon thank you thank you thank you thank you thank you thank you thank you thank you thank you thank you thank you thank you There it is. Carrier. This. Oh, there it is. Oh, it's very near. That's at 8 o'clock. And this must be our entrance. How do I get to... My daughter is here. How do I get to... ...Cathlunia station? Close to Centre... Is that? Is that what you want? Call me. Is this it? My daughter is here. You are there. Do you have a seat? I'm laughing. It is your turn. I'm laughing, but I have a seat.