 Okay, welcome everyone. My name is Adrian Grieve. I'm the product delivery lead at Moodle. I'm gonna be talking about the jams. I'll give a bit of an introduction and then I will talk about the dev jam. Hopefully Fetty will turn up and he can talk about the next section after that. And lastly we have Ryan here who will be finishing up. Okay, so we've been doing dev jams for a long time. As Moodle started, we heavily focused on development only and so all of the dev jams also focused purely on development but as we've grown as a company we've expanded the way that we do our development. It now includes UX and also user experience and due to that we have also included these disciplines into the dev jams. Last year we had them all together in the one room and we had everybody split out into many different groups. It was great to see but this year we decided to specialize and so we actually split them off into different rooms and man them concurrently at the same time. Yeah, so previous jams have been a mixture. The first one I went to, which was about 11 years ago was a more hands-on active development. We had rooms dedicated to topics and people were there actually working through problems while we had somebody at the front lecturing the whole group and then they've sort of topped and changed. Sometimes they're interactive, other times they're more of a question and answer session. So I'm going to talk about dev jams. After that first dev jam that I went to where everybody was working and actually coding, I've been chasing that high since then due to some of them have been, well actually most of them have been unsuccessful. The first time I tried to attempt something like this we weren't prepared for how people were going to interact with us and we needed to give more information as to what our expectations were for the jam. And so that first one we had people with no laptops and people that didn't know how to install anything and also people that had computers that were fully locked down and we couldn't install anything onto them. So that didn't go as well as we had hoped. So it was like, okay, well, I'll do what any good learner does. I'll prepare better for the next one. So I gained all of the information that I got from that jam and it's like, right, this time for sure. And I let everybody know beforehand what the expectation was and then during the first half of the session, I went, hey guys, get ready for the activity that we have after the break. For the first half, let's do a short and tell as to what other people have been developing and get all excited about doing development. And then after the break, we'll get right into it. And then after the break, everybody disappeared. Very awkward. And then Martin turned up. So after last year's conference where it was very heavy with Q and A and just basically giving a whole bunch of information about what we were doing, we took all of the feedback and one of the most resounding things is we want a code. Okay, all right. I'll guess we'll give that a go. So lo and behold, we got everybody in. We did our best to let everybody know that we were going to try and do coding and please, please, please bring an environment that you can develop on straight away. And everybody did, I was blown away. People came in, they had their laptops there, didn't have to say anything and they were just going at it. I was wandering around and people were coding. It was incredible. And there it is. The higher I was chasing right from the start, it was there again, just been floating since that day. So I'll run down through what we actually did. So yeah, we had many different ideas. Put these out of order, unfortunately, with my slides but everybody came along. We pre-informed everybody that we wanted people to get into groups and we wanted to help each other with development, a great part of development and especially these days is being able to collaborate with each other. Everybody has different skills when it comes to development and different areas and pockets that they are most familiar with. And so it was great to be able to find people that have an issue and then bring them to somebody that has that expertise in that area. So what I have listed here is a list of the ideas that we had. This is a very short list of it. We actually had about 19 different ones. So I don't think I need to read these off for you but you can have a look for yourself as to what they were. Yeah, all right. So layout for the day. As I said, I think I switched around the slides when you're gonna do. So we welcomed everybody and then we had a short time to give a presentation about what we were going to be working on, allowed everybody to get energized as to the different projects that we had. And that got us to the point where we knew what we were gonna do, then everybody got up and moved to the respective tables where people were working on these different ideas. And then for hours and hours, we just did it. So much so that I was announcing coffee and people just wouldn't move. They just kept, no, I gotta get this done. I'm invested in what I'm doing here. So after that and lunch and still not moving, we finally got to the end of the day where we gave a great summary of what we actually managed to accomplish in the amount of time that we had. Success varied, it depended on how big the projects were. Some were extremely ambitious and there's never really an intention to finish but to more make a beginning on what we were working on. So everybody gave a rundown as to how their progress went and then we took some general questions and answers for things that didn't relate directly to development and then we had some awards that we gave out to the different groups. So, yes, shameless self-promotion. I have my own plugin which I like to promote anytime I've given a chance and here I am. So they shouldn't have volunteered me to do this. This, I work on a plugin called Stash. It's a gamification plugin. It allows you to hide items around the course for students to go and find and then they can actually trade it with each other or well, in the actual dev jam itself we wanted to have leaderboards because that wasn't existing and a special thanks to Mark Schmitz who joined the group or the team that were working on that and they actually managed to create a leaderboard by the end of the session. Actually, multiple leaderboards depending on what it is that the students are looking for. Yeah, so that was good. And then we also worked on a tiny MCE plugin that allows inserting these items around the course easier. So in the middle picture, there's a test. If you click on that, you can open up a dialogue and bam, everything works really well. Anyway, enough about me. The actual awards themselves. So we had a voting amongst the whole team. The best idea was the AI question plugin. Basically it allowed a teacher to specify how many questions they wanted to generate and some prompts as to what sort of question they wanted to fill it in with and it goes off and I'm guessing it connects with chat GPT in some way and it will just generate a whole bunch of questions related to that in the question bank. So that was voted upon and got the best idea. They gave a demo, which was really impressive and that's why I would say they won. Then we had the craziest idea. I would say this isn't really a crazy idea. It's a really good idea. We have a plugin for VS Code and it will allow basically templates to be generated. It has a lot of the API calls to the database and stuff like that sort of in the system so that when you're doing your development it pops up mood-related bits and pieces to help you with your development. So I think it was a really good idea and everybody recognized that is just that we didn't have second best idea. So everybody voted for craziest idea instead. There were a whole bunch of other awards but I don't want to, I think I'm running out of time. So anyway, yes, that brings us to the UX Jam. And Feddy. Thank you, Adrian. Okay, so I'm gonna talk a bit what we did in the UX Jam. First of all, this was our first UX Jam ever like in Moodle Moodle Global. Yes. So it was not huge. We had, I mean, 30 participants. We said, okay, let's do what the best we can with the space we have. Also it was great because we could make an activity. Actually there was a very, quite small. So we were actually practicing and we were just trying to see what we can do with the Moodle community because we know that UX is something that is coming really strong into Moodle. So we wanted to bring the best value possible to everyone. So this is basically the things we did. So we had first like an icebreaker. So it was a snowball fight icebreaker. It was really interesting. I wanted to go a bit deep and actually tell how it was because we, so it was really cool. We got us all really good feedback from the exterior. And it's basically that each person has to write two questions, two interesting questions, okay? So they would do to someone else. And then you have to, I actually wanted to do it but I don't have the stignotes. I just have this. So basically you write two questions on the stignotes and then you have to throw it on the room. Okay, so it will fall and the room was full of many stignotes. And then you have to grab the stignote from someone else, grab two stignotes and make the question to someone else that you don't know. So it was actually really fun. And then we went through two activities that the UX team prepared. One case study. So basically how through the two activities that we were running, how we do the UX process or some of the tools that we use inside of Moodle. And then one case study on how this result in one of the projects inside the company. And then of course, amazing vibes. We got really, really good feedback. So I'm gonna go. The first activity was a journey mapping. So a journey mapping is basically a way to understand all the phases the user goes through when trying to achieve a specific goal. So I have this one. So basically, so the journey mapping is made out of like four rows and a few columns as well. So each column is a phase. It's like a journey mapping is some, as I told, it's a way to see the, like the whole journey and the whole experience through like really broad. So it's like even including outside of the product. So we don't want to say very specific activities like inside of Moodle or we don't want to name like software specific. So it's just about more what the tasks that they do like prepare, maybe planning for creating a course, for example. And then the thinking is what kind of questions it comes to their mind to the users when doing this and also how they feel. So if they actually are happy or relieved or actually stressed. So we did first this and then you see a few red green dots in the space. So basically kind of we cluster the kind of the signals. And we said, okay, what, which part of this do you think is the most important one, right? So after this, we had all the journey map. So after voting on a specific problem area, we framed the problem in a way that makes it easier to brainstorm solutions. So once we have, once we voted for a specific problem area, we frame it. So we, you see in this slide, there's like the kind of the formula. So we put basically two signals, okay? We named the user. So in this case, the user is coordinators or instructional team and then needs two meta requirements so they can benefit in this way. So all the members in the table, they were writing down the requirements that they think they have to, they need and the benefit. So it's a way also to, because one of the goals of this is that it's really easy to focus on the solutions. Like many people want to bring the solutions right on the table. It's really exciting. But through UX, we follow a process that we bring the problem and we understand a lot of the problem in the context first. And so we can show to all the people that came to the UX Jam, how this works and how the outcome of that was really great. At least on my table, they were actually really excited. Now, when they did the statement and they did a conclusion, so they vote in which of the ideas was better and then they write the final sentence. In this case, this was not my table, but one of them, coordinators or instructional team need an efficient process to make it easier for graders to be consistent. So this is like one of the steps to actually start brainstorming the solutions. So the outcomes are much better. And we basically did a case study. Savina, one of the UX designers on the team, she did like an amazing project with the activity cards redesign. And she basically showed how we implement like the research through that process. And we have here like a few of the tasks of the users, how we have a much better success rate completing the task or the goal that we specify to the user. And just some of the images. And of course, as I said before, the idea was that every user can, every participant can have a bit of the UX process that they understand and they can apply in their work somehow. So they can have something meaningful to take back to their work. And actually I missed one slide, but I wanted to put basically the whole UX team because it was actually great when we were planning and we're doing all these meetings to see what we can do. And they did like an amazing job. I was part of that. And not all of us were here essentially to be part of the jam, but it was definitely something really cool. And we were sharing like all the pictures and everything. We're really excited about it. And one last thing is that we're gonna post like a bit of the info. So what we did in the jam with pictures on Moodle.org slash UX that we're gonna is where we are currently posting like what is happening around UX inside Moodle. So I invite you to go and please visit the site and we'll be posting a bit more about it. That was the UX Jam. And now the learning designer time. My name is Ryan Hazen. I am a sales executive with Moodle services side. But I'm only recently a sales executive. I was raised as a learning designer. So I like to remind people of that. And I helped run the learning designer jam along with one of our learning designers from Moodle Services, Lauren Goodman, who's currently presenting in another room. So this was also our inaugural learning design jam. And we had 93 registered attendees, which is awesome for the first time that you do an event like this. I think it also speaks to the fact that learning designers are so isolated. There's usually only one or two learning designers at a university and they sort of work by themselves. And then when they get to a conference, it's so refreshing to meet and interact with other people who actually understand us at the core of who we are. So that's really fun. So our major goals were to define a learning design assessment rubric, collect user stories and design courseware and finally declare a champion. But most importantly, we wanted to make connections between learning designers so we could develop a community of practice that we could rely on once we leave the conference. That's the point of these events, right? So here was our mission. We separated out into teams around certain themes related to lifelong learning. Designed an innovative learning experience in Moodle and we were using Workplace for this. We created our own workplace instance on Moodle's infrastructure that supports lifelong learning. And we wanted to align with the key aspect of lifelong learning, micro learning, personalization, social learning, lifelong learning portfolios, or another area. Those examples are from UNESCO's definition of lifelong learning. And then finally, we wanted to write a user story. So to talk a little bit about user stories, this is very similar to what happened in the UX Jam. As a user persona, I want to perform this action so that I can accomplish this goal. This is kind of informed by agile methodology and development. Some developers might recognize this user story idea. So we asked the teams or the individuals, first of all, to share example user stories. So for example, as a Moodle manager, I want to create lifelong learning portfolios so that I can create a space where our users can engage and cooperate on their own learning portfolios and achieve their goals. Another example, and this is a particularly relevant one for Workplace, as an employee who will change her job within the same company, but in a different country, I would like to know which courses my company offers that would help me for my new job. This is upscaling. This is an independently motivated learner who wants to move up in the company. We want to enable that. That's a big piece of lifelong learning. And another example is a learning designer. I want to give the opportunity to students to easily interact with course content in any way, including with their classmates, so more active learning happens. This, including with their classmates, is something that's huge for learning designers. We really want a community of learning, and that's part of what makes lifelong learning successful, is that you're interacting with peers. And Moodle, being developed as a social learning platform is perfect for this. Now, we had a panel of celebrity judges. So I want to, first of all, give a hand to the celebrity judges that are in the room. I know Mary's over here. Thank you very much. Because not only is it difficult to declare a winner, which everybody's a winner here, right? But they actually took a long discussion forum where we put in criteria for a rubric for LD assessment and created a rubric out of it. And they did that on the fly. It was very, very impressive. So here, let's talk about the LD assessment rubric. Our first criterion was UI, UX, and accessibility. These are just some notes. We fleshed these out a little bit more in the room, but in the interest of time, I'm gonna kind of run through these pretty quickly. Criterion two was learning outcomes and assessment. One of the things that self-assessment with clear criteria aligned with learning outcomes, we really wanted to give learners a vision into how they were gonna be assessed before they submit their assignments. This is one of those big things in LD that is very important, that clarity of expectations. Criterion three was content. Obviously, we wanna manage expectations. And one of the big things we talked about was multiple means of representation, which is distinct from learning styles. I mean, there's learning preferences, but we wanted to talk about multiple means of representation because the learning styles is not the... That research has been kind of debunked at this point. Finally, criterion four is interaction. We wanted peer feedback, peer collaboration, peer interaction. Notice those first three are peers. So we're really focused on social interaction. And our fifth criteria was engagement. Gamification, personalization, and multiple learning paths. So I wanna show you how some of these criteria manifested in actual course design because we separated out into teams when everybody actually designed courseware in this three hour chunk that we had, which is not enough time to design courseware. So, oh wait, there we go. So for example, I was very impressed with this. Multiple means of representation. We had assignment in this course, which was, it was called what is the assignment activity? Is the assignment, you could tell we're just using sort of placeholder text here, but it was presented as text, as video, as audio, and then they added documentation. So whether you wanted to read your prompt, you wanted to watch your prompt, or you wanted to listen to your prompt, it was there and available for you in this course. It was very, very cool because they had stealth activities that these linked to, and then they would finally submit their work after they were presented their assignment in the way that most matched their needs. Personalization. Tiles, really there was a lot of tiles format in this courseware that we worked on, but you see here there's group one, group two, and group three. In onboarding and learning goals, there is a group self-selection where you would select which group you wanted to go into, and then group one, two, or three would be available to you based on that group that you selected. So, and each of those groups was based on a different area that you might be interested in as a learner. Design and personalization, again we see tiles here, but we use filter codes in this course to address the learner directly. If you haven't used the filter codes plugin, it can take user profile fields and insert them into text anywhere on the Moodle, and also a basic CSS style button within that text editor that takes what would be just a text link and turns it into something that looks like part of the site. And this one was very, I had not seen the H5P, oh there's Laura Mipsum text down there, whoops. I had not seen the H5P virtual tour in action, but these were all 360 pictures with nav points in them, so you could not only spin all the way around 360 in these, and these are all different parts of the tour, but these things, these little arrows here on the screen, nav view to the next 360 picture, and you could walk through the Barcelo Sants Hotel in this H5P module. It's like build your own street view, it was very, very cool. So here's the winning team, I don't know, do we have anybody from the winning team that's in the room today? We're gonna give them a hand anyway, because they're great. Ha ha. Ha ha. But there were several honorable mentions, and of course, like I said, everybody is a winner, so anybody that was at the LDJM, raise your hands. I see a couple of people in here that were at the LDJM, so yeah, give you a hand as well. Ha ha ha. And thanks to everyone, and I really look forward to participating in more LDJMs like this in the future, especially now that we have a rubric and some base expectations, we're really gonna hit the ground running next time. So thank you very much, I really appreciate you attending and listening to us, and that's it for our What Was All That Jam About session.