 And you should all get a little pop-up there about the recording, so once you click that, you can continue with the webinar, and I'll hand over to you, Lisa. Brilliant, thanks a million, Ralph, and thanks for the reminder to turn on the sound, always forget that one. I'm delighted to be here today and really I'm only one part of the double act because Rob and myself worked on this particular example that I'm going to share with you today for our annual teaching and learning event. So when I use the Royal Wee, I am mostly referring to a lot of the work that Rob has done in the background to make this all happen. But basically what I want to talk to you about today is the escape room functionality and how we used Moodle to support that as part of a playful approach to our annual teaching and learning event. So, just in case you want to follow up with any questions at all, you can obviously follow up with Rob and you'll find me at Doug Donaldson on Twitter as well. Twitter, of course, being the last platform standing last night, but that's okay. Just to note that what I'm going to be speaking about today refers to 1.4, the digital, excuse me, the digital CPD of the ditch compared to framework. So what I would further do and I know we're tight on time. We present an annual teaching and learning event so a CPD event for our staff in DCU. This turned into an online format with the pandemic. And for the second year running, it has been purely online event with both live and recorded sessions. I'm very conscious of zoom fatigue and the amount of time we've been spending on screens what I really wanted to engender in this event was very much a playful approach and engaging approach to trying to work with our staff, which is a CPD so you can just see that snapshot there. The event took place September 1 true third. So as well as live events, lightning talks and very much some interesting flippities and videos. What we also did was create a couple of escape rooms. So I just really want to talk to you from that perspective. What we actually did was to escape rooms what you can see on screen was the first one which was I'm an academic get me out of here. And that was a live escape room done through breakout rooms and on a collaborative basis, which actually was fantastic fun fun to build and fun to do. And the idea behind escape rooms really is that they can create a high level of engagement because I'm not sure if any of you have been in an escape room before and if you have you can pop it in the chat if you've done a real live one. But this concept has started to spread into education and certainly within CPD in higher education. It can offer that immersive problem solving the experience now in and take it into the educational context. So, and what research is sharing is showing is that it's really quite an engaging fun way for participants to take an active role in their learning and that that was one of the reasons that I wanted to embrace it. Now this particular escape room that I wanted to discuss today. The premise behind it was that there was new features of moodle and just for context and if you see it in the slides, we call our moodle instance loop just so that there's no confusion there. So we had some new features of loop or moodle coming and what I wanted to do was to get to share that learning on how these new features worked and whether functionality was about without it being very prescriptive and very didactic. So I wanted people to engage and play with it themselves. So as it turned out, some of those new features didn't actually become available for the start of term. So, Rob and I switched it on its head, and what we looked at was enhancing lecturers knowledge of UDL universal design for learning. So we were looking then to encourage them to use moodle in a more inclusive way so the learning behind what we did was to promote that to promote that more in the inclusive design of modules. So actually what the escape room did was serve as a front end to a series of moodle activities that we designed a narrative about. So the narrative with this particular escape room and with escape rooms it is that the design takes time and the narrative takes time, but I think that's that's very important to keep that going through but the narrative with this one was it was the night before term started, and you had to be ready for classes the next morning but you still had some work to do. So the work that they needed to do were the moodle activities, and the escape room front end brought them into that little space. So I'm just going to take one second to move these out of the way. And show you the escape room itself. Just so you get a feel for what that was about. So you can see the live timer is there. And around the room that they were clues. So in essence what the participants needed to do was we started them by some basic UDL knowledge and at least pointing them to where they could get information about UDL, which was to our website. So what happened then once they solve the clue and review that site was that they could go to the lock. And the unlock code they needed the answer and that would release the URL for the moodle page. So moving on. We did do a brief evaluation after I'm going to go into the activities now but just a brief evaluation after. And it did seem that this approach worked well for those that participated in it. So you can see a quote there real live quote from a real live participant, and also in the evaluation when we asked what were the most useful things. 42% specifically mentioned the escape room out of probably a suite of 15 different activities that we offered for teaching and learning week. So without further ado, and this was our loop or moodle page for all of these activities. So completing the escape room release the URL for here. And the, the participants then self enrolled in this particular course. Now we set up a week where we set up a role at a type of role called editing student. And it was basically the student role. And what it allowed them the ability to manage activities and resources, etc. It could have been added as a teacher role but with the level of communication block that that Rob was putting in the background, they wouldn't have been able to be awarded points, and because I can only be awarded for participation. So hence that particular role. Rob did a lot of work all of the heavy lifting in the background here. And so there was a shell set up for these editing students to work with the activities. Again, the narrative and joined all of these activities together. So we use the tiles format, and the participants each had a tile to complete these various activities. The, each tile had a book, a choice, a forum, and an assignment, and the way they opened the tile was because they the first task was to assign themselves into a group and then signing themselves into a group, which was a simply choosing a color which was just using the choice tool. That opened up that particular tile for them. So what I want to do is just give you a flavor then of the little tasks that were designed. Now that is quite pale, but basically, what task two was about was, we have as part of our UDL Moodle design, we have a module handbook, and in that module handbook welcome messages can be recorded for the students. And that's what we're trying to encourage. So task two was to record a welcome message for the students themselves. Now, we gave instructions on each tile, because some of these tasks needed to be completed slightly differently than they would do in the normal circumstance just because of the way that this this was set up. And after each task, they were returned to move on. Now, I should say with each task completed, they got points, but I'll talk about that in a second. So with this particular task, this is just a snapshot, because what we wanted to do was get them to examine and embrace the possibility of using ePortfolio because we have the Mahara ePortfolio platform here in DCU. And of course, ePortfolio are very, very useful for multiple means of representation, multiple media can be used. So we wanted it again just to highlight that as a potential option for assessment. So for this particular task, the participants had to just set up an assignment submission and tick the box so that it would be a Mahara submission. Oh, sorry, that was the previous one, getting ahead of myself. So that's my assignment. Yes. And so moving on points. So in this points mean prizes. This is a competitive event. Now I should say that while the first escape room was a collaborative event that took place within a breakout room in teams. It was a standalone, if you like, offline activity in that it was completed on the final warning of the Teaching and Learning Week. And it took place, or it was open for use between nine and 12. So what we needed the participants to do was to embrace the room, and then we would be able to award prizes later. So for every condition that was met. So for every activity that was marked as completed, and the participants gained prizes. So this was done using the level up. So that's a gamification tool that can award students XP points for doing certain things. So it's been used heavily within DCU for the online orientation to motivate students to complete all of their orientation tasks. So it just was a really good fit with the playful team that we wanted to see running throughout our Teaching and Learning Week. So with level up, you can invent your own points, but we kept this schema very simple. So simply you were awarded 20 points for each level or each activity that you were able to complete as part of this. And when you completed all five of the activities, you earned 100 points and you progressed then to the next level. And that next level was that you were ready to start the term. So as I said, this was a time limited event on the last day. So it was before the closing session. So the way this worked was that I ran a report just before we went live for the final session to see who were the winners and who had completed all of the activities. So as you can see there, 14 people completed the activity and six actually 14 people attempted the activity and six actually successfully completed. Escaping the room and all of the moodle activities that came afterwards. So those six names were entered into a live draw during the final session and therefore that's how prizes were awarded. So that is a very brief run-through of how we tried to make CPD playful, how we tried to make CPD engaging, and based on the feedback, it was quite successful. Now, I think Rob will attest that there was a lot of work involved in this. So having designed another escape room as well, I would absolutely concur. There is a lot of work with designing these kinds of activities, but I think it's well worth it for the engagement that it can engender. So on that happy note, as I've whizzed through that, I'm more than happy to take any questions, but I will be very firmly pointing any of the more technical questions on the spec of the moodle page over to our erstwhile host. So. Okay. Thanks, Robin. And thanks for the invitation. And hopefully as I say, Helen gets better soon. And you have the runner-up prize essentially listening to me. But what I want to do is extend on what Lisa was chatting about there, about the game of fighter playful approach that she took to staff development and highlight to you some options for doing that in moodle. We did use several plugins as we do in DCU to enhance it, but what I want to do is to concentrate on the elements that are core moodle so that everybody in the room will be able to utilize these to a greater or lesser extent. There may be additional plugins that make it better or make it easier, but I just do want to for the sake of today and considering the wide audience that we have over 85 different people from different institutions may not have all the plugins at a disposal to use. So just want to make sure you can see my screen. Can you give us a thumbs up probably if you can see a chat. Yeah, all good. Yeah, great stuff. Okay. Okay, so just moving on to explain and now to clear up some confusion that can sometimes rise when talking about gamification. I put these three definitions, not my own definitions but put these three definitions on on the screen and what I want to talk about is gamification so using of the principles of games, the mechanics of games rather than games themselves. I don't bring monopoly into a classroom and teach people accounting or I don't have a very expensive computer simulation made specifically for me to do this. I just want to bring elements of games into us. And that's what I want to chat about today. So, to do that I want to put it in context and show you some games that could be debate in your life depending on on how much time they actually use up on you. But something like Candy Crush one of the most popular games that's available on mobile devices now at the moment. But for those not familiar with us, you have different levels to complete simple tasks to do as you progress throughout the levels, they get harder and harder. And there's bonuses along the way as to what you do you're provided with basic instructions in this case it's to bring the cherry down which you'll see on the top left of the screen, bring the cherry down to the bottom of the screen and several features of the game allow you to do that by bringing fruits of the same color together or by using stripes and eating chocolates off one another whole load of different tasks but the basic element of it starts off very simple and gets more complex as you get more experienced. The other element that's very attractive and that can be implemented in your, your noodle courses is leaderboards. And what they've done here and you'll see a leaderboard on the right hand side of the screen. Excuse me for each level they've completed they got a point. You'll see here the person in the lead is on 79 points. The person in second is on 52 and it goes the whole way down. And indeed you can scroll down to I think 15 or 20th position. That leaderboard encourages participation that leaderboard shows you where you are relative to the top people in the class and those leaderboards can be easily implemented in in moodline I'll get on to the, the motivation behind those. And it is important to know that they work for some people they don't necessarily work for all people, but these are just features that will be available to you. And another game I want to bring to your attention you probably know them already the Mario Brothers have been going around for God knows how long. But there's a reason they've been going around for so long. The reason being they have they have managed to tap into the successful options available to people for motivating them and engaging them with the game for over. I've gotten those must be 30 years Mario Brothers is going, but the top screen screenshot that we have is of Mario where he's navigating the particular world and he can fall off decide that if he wants and if I'm controlling and we probably would but my daughter would be able to jump and navigate 10 times quicker than I would. There was no consequence to that when I when I fail when I fall off decided I'm just bought back to the same point again, and I get a chance to try again. So does that whole consequence or lack of consequence, the freedom to fail is the buzzwords associated with it that's implemented in it because it allows people to engage and try and try again. And if you're good you can progress very far. And if you need that there's a bit of support if you need extra boosters along the way you can get them to help you progress. And indeed did the bottom screenshot there is I think it's Mario Kart if I remember rightly and as users navigating our racing or racetracks they can pick up extra bits of information or extra tools. That will allow them complete the course the racetrack quicker and gain more points and so on. So these are elements of games that I think you can bring into your moodle page. Excuse me just for a second. So what I've done here and this is a slide I use from a previous presentation again occasion, where I said gamification can happen in moodle at an activity level at a module or a course page level, or across several course pages within moodle at a program level. And there's various different elements there's the progress levels you can tell somebody and again if I go back to Mario Kart, or indeed carry on Candy Crush, you can see that they are on level one or on level two or it can see they've half of the first stage completed. So showing a user where they are within your course, giving them those signposts is a very very useful way to engage your students. And giving them the freedom to fail. And again there's there's lots of options open for this but giving them the opportunity for formative assessment, where there is no consequence if they perform very badly, all you want to do is engage with is a good thing. Learning pathways, and there's multitude of ways of managing each one of these learning pathways conditional access, or indeed individual rewards. So what I want to do is just go through one or two of the tools that you could use conditional access is the one that can change straight away. A lot of people have this restrict access it's there as as part of core moodle, but you can restrict it on a number of different things based on the role that they have obviously teachers can do things students can't not as in teachers can do things students can't and you can change remember you can change the permissions right down to an activity level would in a course page so some activities, they will have a student role and other activities, they will have teacher and what you can also change it on attainment so if they score a particular grade within a quiz. The next topic is released, or maybe if they score below a particular topic and quiz a different topic is released or different content. And indeed you can separate out stuff where groups will only see the content and it can be specific to the groups that they're in within moodle. So for me conditional access the functionality within moodle and it's actually called restrict access on the moodle activities is incredibly useful, and in my opinion very underutilized in most courses. And again, just to expand there I say from, it can be an individual restriction or it can be a combination of restrictions and it can be an and or an or. So this restriction and this restriction, they must have scored 100% in the quiz and have viewed the discussion form before they get it, or they must have scored 100% in the quiz or viewed to discussion form again it's up to you and it gives you loads of options to engage students. The freedom to fail is a great option and I have a screenshot here of just some of the settings within quiz. What what's the grade you give them can they do it as many times as they like to you give them the highest grades you give them the first grade and you see that the selections there in front of you, how many attempts to allow them to do. And we've many, many examples of where lectures have used quizzes as formative tools, but then use that the same quiz or at least the same questions as part of the summative quiz at the end of the semester. And it's not just restricted to quizzes, you can have it as assignments, they can upload draft versions of the assignment, and that's, it's okay to fail it's okay to, to just have half the assignment on maybe you only want feedback on the initial the first section of your assignment. So that's all you submit, and there's no consequence towards your, your final exam workshop is the peer assessment element so you can have your peers review your content, and using the grade book, you can wait the value of that peer assessment as zero when it comes to calculating the final grade. So when you decide to change the, the activity the individual settings and activity to give that freedom to fail, or whether you just use the grade book to bring the value of the assignment to zero, it's 100% up to you, but allowing the students that freedom to fail will bring students out of their shell, particularly those that are not that comfortable with the subject. The different pathways and this is came up several times within the presentation that Lisa gave and and the Q&A, and Rob I will ask you to keep an eye on the Q&A, if you don't mind, and Jobin if there's anything that you want me to comment on but we came up with the interactive options to branching scenarios within H5P, where you also have the option of lessons, core mood activity again, and can be done incredibly well where you can embed a quiz within a lesson activity, or depending on a choice that you give them a link that you give them here I just have a little screenshot saying scenario your class mate Maria tells you that and give a particular text, and the user then has the option to choose buttons down the bottom of the screen the previous the next or indeed go on to a quiz. Giving them the option of choosing different pathways based on their interests or based on on their ability based on their experience really can work to engage your students in your course. And indeed somebody mentioned the choice tool I think it was Kenji earlier on and Leslie gave a great example of how the choice tool could be used. Giving students different pathways is excellent and one element of core moodle that I think is underutilised is the learning plans, the competencies and the learning plans. You can set a different learning plan at a program level so outside of the individual courses, you can set that for cohorts of students so all first year engineers must follow this pathway. Whereas all first year scientists follow this pathway, it's just one particular option, and that can be linked as I say to competencies and skills embedded within their moodle pages. So, that's what I'd say about completion reports and sorry that's what I'd say excuse me about the learning pathways. But what I have, and the final thing I just want to share what you hear at the moment in core moodle is the activity completions. There's so many different activities that have completion options inserted in them as core, whether it's discussion forms, whether it's assignment, or whether it's just a label. Here you can get a spreadsheet or report built into moodle on who has completed the activity and who hasn't, who you might need to give a little nudge to, who you might need to give more support to, or indeed who you may need to reward. And we've done one particular thing as recently as yesterday, where we wanted to get students to be involved in videos or sorry to notify them that they will be involved in videos as part of their course material. So we set up a label on the top of our course page, hid everything else within the course. And on the label, it said, as part of this course you will be recorded and you will have access to videos I went through the relevant data protection statements that was required, but they had to tick the box to say that label was complete. And when they completed that, when they tick that box, all of the course material was reviewed to them. Now there was no consequences in terms of they weren't able to opt out of the video and so on. But it was to know and to guarantee to us that we could say everybody has read that statement. It's like the terms and conditions you get on your websites. We were able to put that into our individual moodle course pages. So, and in terms of gamification and all the different elements that we've gotten all the different elements I've highlighted and indeed the plugins that Lisa mentioned Rob mentioned earlier on. What did the feedback say what did the students say to us about it and how did they engage with it based on the content we have. So, students did respond really, really well to the knowledge check quizzes at the end, the progress bar tools that were there and indeed we've used labels in other courses. Well, progress bars weren't appropriate. We had just said congratulations you've completed step two, three or four we gave them an image of it comes up. They responded incredibly well to that. They loved having the independence of being able to engage with the stuff remotely and at their own pace and place, similar to what Rob had described with our staff development activity to self paste from our students loaded absolutely loaded. And when they were doing the scenarios, they, it resonated with them an awful lot more when they were authentic examples. There are a couple of issues that they have students did feel more in control, but lectures felt less in control and sometimes lecture said well students that don't engage may fall further behind. So you need to keep an eye on that and maybe give them only a certain element of control. We examined that a little bit further with our colleagues, and it actually emerged that the staff were reluctant to lose control that they have over it so there was a little bit of the students having too much control or the staff not wanting to lose too much of their control. And, but one of the findings that came through and I was delighted when it did within the focus groups was its age and gender agnostic. People thought all games well they're only for for that. And actually games only work with young people, the volume of mature students that came back to us to say they loved having that clear navigation they loved having that signposting. They love the ability of them to go off and test their own knowledge without having to stick up their hand in front of the entire class came back really, really well received for us, no matter what the age where but I do put the asterisk there. And the asterisk side it is, it depends and it depends on how you set it up. And one thing that the came back as a rule that mature students didn't like was the competitive element of the gamification where we had leaderboards. One thing they didn't like is when they were put in groups and the groups were competitive, because they felt engaging with groups was was quite challenging for them. Particularly the mature students that had other, let's just say, other restraints outside of their, their typical 18 year old students would have. Okay. Two minutes there mark that's okay. Yeah, perfect. Just listening on the last slide and the last slide is gamification can work. Take it one step at a time. There's small things that you can do to change your, your class to change your course pages, but, and don't try change everything all at once because you will fail with it so have a go and talk to people like Rob and indeed so many people this day forward here on the networks and commented really experienced in the area of gamification. And if you've any questions or comments for reach out now. Thank you very much mark.