 Hi, thank you very much, and nice to see everybody. Thanks for hosting us here. We'll tell you a little bit about Petel. We are from the Whiteman Institute of Science in Israel. And we're having a little bit of different approach and different audience than most of the people here. So I think it'll be interesting for you for the next 15 minutes. So I want you to meet Jonathan. Jonathan is a Israeli, one of Israel's 600 physics teachers, high school physics teachers. And he's a very good teacher. He has two classes, mechanics class and electromagnetic class, 11th grade and 12th grade. And four years ago, me and Nadav came to Jonathan and said to him, listen, we have this amazing platform. It's called Moodle. All the lecturers in university are using it. Actually, you don't say LMS in Israel, you say Moodle. And we said to Jonathan, listen, you have to use it. It's great. And then Jonathan says, OK, let's hear. What do I need to do? And we said, OK, you have a little bit of some steps to go through. The first one is onboarding. So what you need to do is you have to learn all of these things. And Jonathan said, wow, it's a lot of things to learn. How would I do it? And we said, no, don't worry. The most lecturers just use two out of this. And he said, but these two aren't used for my students. They won't use just for if I put my PDFs and file submission. My students won't come to use it. So we said, OK, that's a problem. And then Jonathan said, wait, what about content? I'm used to working with a textbook. I have the Ministry of Education gives me a textbook. And I get all my content there. And he said, can I get content from Moodle? And we said, no, you get an empty course. And Jonathan said, wait a second. So I need to put all my content by myself, to my students, and pass the onboarding. But I said, no, wait, wait, I am a teacher. I'm also a physics teacher. I did a wonderful course. And we have some friends. You can use an amazing Moodle community. And Jonathan says, great, what do I need to do to use the community? And I said, listen, there are some buttons here. And you just need seven clicks to back up and seven clicks to restore. And Jonathan says, I've never seen those buttons. I'm used to sharing. And basically, all these three steps that we found crucial to get Jonathan, which is a physics teacher and not a lecturer who has to use Moodle in his course, he couldn't pass him. And this, we started on a journey together and to pass on these three steps for Israelis, high school, physics, and chemistry and biology teacher, which is called Pettel. So what did we do? The first thing we do is we added on Moodle, not on a different site, on Moodle and OER, a shared repository for all of Israel's physics teachers. This repository is full of interactive activities, diagnostic questions. And the model of operation is that the teacher inside Moodle is collecting the items that he needs. And assembles his own personal teaching sequence. His personal teaching sequence needs to be good in order for students, which are 10, 11th grade students, to get inside the course. So we put them in a new position as a designer. And we're talking about blended learning. So the teacher has a class of 20 students, 15 students, and they're getting out doing their homework, inside class, or the projector. So it's a complete different thing than university talking to an audience like this. So this was the first thing that we added. And then we said, wait a minute. If Yonatan has done two courses, one in mechanics and one in electricity, every teacher in Israel is basically has to teach the same curriculum. So how can we use the power of Israel's physics teacher? What we did is we did a public profile, again, inside the moodle platform for every teacher. And this public profile contains all of the things that Yonatan wanted to share. So for example, if he did a wonderful quiz or a wonderful peer assessment, he then shares it to his public profile, which is available to all the physics teachers in Israel. If he done a magnificent course, he can share it also. And he can copy from other teacher's profile. And we did something that, apparently, Adab said it will take a long time. For me, it was something a very, very obvious thing. He said, hey, do you have this crazy thing that you can just press a button and it will send an item to a different teacher? And Adab said no. But then he did it possible. And now we can, before that, we can just send items from teacher to teacher just using a send item. Not no restore, no and nothing. And now we're doing a review mechanism. So if I download from a great assignment, I can now, Yonatan has a pop-up. Please review this item for more people that they're looking in the OER if they can better choose this product. Another thing is that we saw that a lot of teachers are working in peers. And these teachers want a collaboration inside the course. But they don't want to see the students. They don't want to see the results. So I can ask and be a peer of Nadab. And then I can see his course, know that on his students, and just take resources that I like from his course. So to put all this in modal terms, which I don't know how to do, I will hand it on to Nadab. Yes, thank you. So we captured some video clips to show you how it looks like. There are many, many features in the platform. So only some highlights of things we thought would make you excited a little bit. So this is, I think, it's a preview, but this one is a slide. So this is one of the courses. It's OK. And what I'm doing is I'm a teacher. I want to add a new activity to the course design. And I'm clicking the material repository. It's exactly the one that the formal curriculum is using, the Ministry of Education. So I'm clicking Dynamics. And it will switch to a catalog, an OER catalog. It's actually a split category inside the same instance of model with courses that have modules, resources, and activities. And a lot of metadata attached to each one of them. Thank you, Mike. Churchwood for this amazing plugin, support for metadata, is the basic for everything here. You can see how we can filter down, search everything, and pick up the right activity for my next phase in my curriculum. Once I found it, there is a button that showed me the list of all the courses I'm teaching. And then the section I'm going to put it, the unit, click it, and it's there. Now when it's there, suppose I change it or I make something completely different. I want to share it back to the repository. I turn to turn editing on, and there is this share button that Asaf talked about. I have three options to share it, to the main public category, repository, or to another teacher, send it directly to another teacher, or send it to myself, to another course I'm teaching. This is the metadata. Popup, dialogue that shows up. I can put. OK, well, that was very quick. The last button is copy an entire unit, an entire section from one course to the other. We found it very useful also. I think this is it. I was a little bit quick, but I hope you get the picture. I'm thinking forward. So once the OER is, once the activity was shared by teachers or sent to other teachers, we added on top of it a social network. So with the special profile, in the user profile, you can see all the courses is publicly sharing to other peers to go in and see how it's teaching. And also a list of all the OER objects that this specific teacher was sharing to the public catalog. So there's two ways to find OER objects. And activities, if you are a teacher. And if we are taking a step backwards, like a bigger overview, there is a complete social network that teacher can interact with on top of content that is shared, modified, and reused. Let me see. OK, back to Asaf. Hope it was. So it's pretty quick, but I'm sure if you have any more questions, we are here in the end of the day. So basically what we said was that let's give all our teachers two shelves in the supermarket to search for content. One is content-based. And we've done a lot of content from academia here. And one is how we share content modern days. We look for content in Facebook, in Twitter. So the same way to look at content is with people. The next thing we did is what to put on these shelves of the supermarket. And what we did is we did a project with three years of converting resources from a lot of resources that were textbooks, worksheets that were in the Ministry of Education in Israel. We just did a conversion to interactive activities. So we filled this repository with converted materials from Israel's textbooks. And we got the approval of the Ministry of Education to use all the physics education textbooks in this manner. And we converted all these resources into interactive modes which are accessible to high school students. So it cannot be boring. And we've tried to fill the whole curriculum. And the whole curriculum turned out to be not that big. 400 resources are keeping all of the physics teachers able to conduct a blended learning. We can see that half of the resources were shared by other teachers. The next thing is that we've got a great supermarket with great things on our shelves. But I think as our keynote presentation was in the beginning, it's not enough. We had to put the skills. And we have to implement it into a physics teacher to convince Jonathan to come on board. So before we invited Jonathan, we put in a leading team of academic faculty, leading teachers, and technology experts, like Daven and others, who designed the system. And then we implemented it in an activation group of early, 30 early users of teachers. These early users worked for one year with 1,500 students, high school students, and all over Israel. And we got tons of feedback throughout this year of how to design the system to be suitable for high school teachers and students in Israel. We were worried about passing the Chasm of the technology adoption cycle, passing how we will be able to not get the early adapters, which is easy, which I think we believe in university. We are working mostly in them. But in high school, it's a very small amount of people, how we get into the learning majority. So we did a whole bunch of new things on the onboarding phase. Daven will show you some of them. Yeah, quickly. The onboarding is a very challenging phase. I will zoom in into the quiz module, because it's one of our major unfavorite. We know the setting, the setting page was very challenging for the teachers. So we narrowed down to four presets. These are the four presets that the teacher, first time he sees model, he don't need to go into all the settings. It's an apedagogical language. You understand what to choose. The other thing is we make the settings very minimalistic. So even if you go into it, you will not be overwhelmed with all the options. These are only what is necessary. The student took the quiz. Now there was another challenge. It was very hard to teach her to understand all the statistics. The wonderful statistics model has, because they're not versed with statistics. So we extended the UI, the report UI of quiz overview with some widget. These are interactive plugins. You can see immediately what students did not go and try the quiz, which one finished. Clicking on each one of the graphs will immediately filter down the list of students in the table. You can check with the students, send them a message, maybe put them in the group. So we can later on do some access restrictions for only a small group of students that need to be a little bit more exercise in some competency that they didn't really understood fully. So what? We have two minutes. Two minutes. Before the 10 minutes extended time. OK. It's not the problem. I'm sorry. No panellists. So also, extended the course format to get the teacher and the student a better overview of where they're standing, what assignment need to be graded, what, as a student, I have two days before assignment and it escalates as the time goes forward. This one, OK. If you remember a long time ago, there was a different context. We have cohorts, groups, groups. And we needed something more. We needed inside assignment, something more fragile, internal teams, teams that are always changing with students in K-12. It's not fixed groups like you usually have in groups. So we developed a special interface. Here you can see a short clip. A teacher or students can set up teams that are only relevant inside the assignment. And you can drag and drop and set up different type of teams on different assignments. Really, very quickly, obviously, if somebody wants to see it more in depth, we will show it later. So all these four things are part of the onboarding features, tweaks we added to make teacher life more easy onboarding. Very quick. Thank you. So only after we finished this onboarding improvements, we said, let's call Jonathan. Let's call the teachers. And we decided to call all of Israeli physics teacher. Out of 600, 150 showed up. And now we are mentoring them throughout the year with a group of 15 mentors. And we have 100 teachers who are active. We found that it changed a lot of Israelis' periphery. A lot of teachers from all over the country, the ones who are alone in their school, are using this because this is their way to connect to other teachers inside the center of Israel. We have a lot of Arab teachers who find this the way to connect to other teachers. This is the social network that they were looking for. We're doing also national workshops of how to assemble a course out of an OER catalog. This is a very crucial tool for them. They use it around 150 minutes per week a teacher. And it's a blended learning. So they also do it in school and after school activities. So to conclude, what is our future plans? We are looking at all these giants. And we want to do the personalized experience for every one of these. All of these giants have more than a billion users. But it's still the most personalized platform that there is. So how come they got so personalized? First, they all rely on a web 2.0 experience platform. Every one of us can change the web. Then they encourage us to do things inside the system. After that, they store the big data. And then only then you can personalize. This is our next goal, is to do very intense analytics. For instance, if there is one question, one assignment, inside the teacher takes from the OER, he passes it in class. He's got the old data. He can compare it to his national data and see how it is compared to the national data. And then we can give him a recommendation, what you should do next. This recommendation can rely on his social activity or on expert knowledge of competencies. But the thing is that we need to put everything in one platform. So the final slide, Jonathan has got three stages to pass to make Pete here happy. But the first stage is what we're doing now, the analytic stage. We believe that the same steps that made Petel, a hub for all of Israelis, physics and science teachers, can be also the same idea for the world. If Moodle wants to take a step further than universities, further than colleges in specific areas, if he wants to get to Ministry of Education of whole countries, it has to give a complete solution of onboarding process specific to this country, on content specific throughout an OER inside Moodle, the community of teachers and analytics inside, not in a different platform that cannot connect. And this, in our eyes, should be the product that Moodle should deliver if she wants to get in better places than universities. And we'll do it the afternoon. We need to convince everybody that this is what's going to be. So thank you very much for your time. Thank you so much. Thank you for a brilliant presentation and just completely thoughtful about how you're extending and how you approach it. To keep things on track, we're going to forego a question, like a question format. So we'll jump into the next session. But Asaf and Adav, please find them and ask any questions throughout the session.