 Hello everyone. My name is Vinit Singh. I'm from the University of the South Pacific University South Pacific Originally from Fiji. So with me. I have a question Bali the lead developer for MDT But it is shy to come up. So he's there. So if there's any question at the end, he will be able to answer that I'll be discussing about this online tool a mathematic diagnostic tool, which we have developed and how we have used Moodle and Moodle features, which really enable this tool. Before talking about the tool itself, let me just give a brief description about my University. So you would have an idea why exactly we came up with this tool. So the University of the South Pacific operational since 1968 and we have around 26,000 students as of semester 1 2017 We consist the University consists of 12 member Pacific Island countries and There are 14 campuses throughout the region. As you can see in the map there are multiple countries and The campuses are located in these many countries such as Mashallah Island, Skiribat, Niuwe, Tuvalu, Tonga, Solomon Islands, Banwatu, Niuwe, Cook Islands, and Samoa. Of course Fiji has the main campus called Lodala campus. All the IT structure, infrastructure and all the main things are done in Fiji in Lodala campus. Fiji Lodala campus acts as a hub. Most of our courses are online now due to the fact that majority of our students or students are also located in these remote islands or these campuses. So we have to have our courses online to support all the students. Before I talk about OMDT, I have a short video where this John and Rohini actually explains a bit about OMDT. So hope this gives you a chance to learn more about OMDT. What is the OMDT? Last year when I attended the USP Open Day, I found out that the OMDT means online mathematics diagnostic tool. It consists of a numeracy test and remedial. The test is assigned to doctors or detect students' illnesses in mathematics. The OMDT is absolutely free and can be taken from anywhere as long as you have internet connectivity. The duration of the test is one hour, 15 minutes, and it consists of five modules, algebra, functions, differentiation, integration, and probability and statistics. There are eight questions per module. Four questions are from the easy category, two questions are from the intermediate category, and two questions from the advanced category. Okay, five modules in one hour, 15 minutes. Does that mean I have to complete one module in 15 minutes? Yes, that's right. It's important that you complete the five modules. So once you have completed the eight questions for one module, do not waste time but click on the button which will take you straight to the next module. Also, I know that once you have completed all the five modules, you are required to fill up question 11. You will receive your certificate. The certificate will give you a great base on your performance. You can also view your performance for each module. What will happen if I fail one of the modules? If you fail a module, you will be directed to take the appropriate remedial, which is also online. It can take simplified notes and connectivity. Wow, that's interesting. Oh, Ruhini, I just have one last question. Why do you want to take this online test? Well, you see, USP consists of 12 member countries and students study different curriculums and take different exams before coming to USP. Also, there are students who have been working for sometimes and want to join USP to further their education. Many courses in USP have some percentage of mathematics and to ensure that all students are well prepared for their courses, students are required to take the OMD team. Awesome, I will surely take the OMD team. Oh, before you leave, I just want to tell you a little something. OMDT is open to everyone, even to high school students. The students can take the OMD team by registering via the Gmail app. Okay, thank you. So hopefully that gave a brief description of what exactly OMDT is and why exactly we have. I will emphasize some of the points from that. OMDT is basically developed to diagnose and detect incoming students which we have in the university and detect the weakness area in mathematics in those five topics. So, the OMDT has two modules. One is the test part and the other part is of course the remedial part. Five modules, algebra, functions, differentiation, integration, as we have seen. It started, it was piloted in 2014 in the science faculty, but today OMDT is throughout the university and it is compulsory for the first year students to do. If they do not do OMDT, they cannot register for the second year courses. So now it's compulsory because of the fact that mathematics is needed in most of the courses. Of course, there are three different types of OMDT. OMDT 1, 2 and 3, OMDT 1 is for the science students which comprises of more advanced questions whereas OMDT for non-science has easier question. OMDT 3 is for general public which we have opened and they can access that using the social authentication. Approximately there are 5,000 students per year who actually participate or attempt OMDT. As Rainy and John explained that due to the nature of ESP we have different students coming from different countries and the level of mathematics taught there and also the fact that some schools may not have good facilities, untrained teachers, unqualified teachers. So for those reasons we have this particular tool. Basically to come to ESP from secondary to tertiary, we want to close that gap and for those reasons we have this OMDT. Looking at the overall flowchart of OMDT, so there are five tests initially. Students are to attempt one by one so using the conditional activity. The first module comes up as a quiz. Student takes part in that, attempts that and next keep doing that till the five modules. After doing five modules they take part in questionnaire. This is basically a feedback on the modules and if they have passed all five modules then they will be awarded a certificate and that's it. They finish OMDT but if they fail at least one of the modules they'll be directed to that particular remedial and they have to attempt that remedial. They do retest for that particular modules and then they finish OMDT getting the awards and certificate based on the retest and test rates. One of the cool features for MUL, of course the question banks, this really helps us to develop the test module. For five modules we have five categories in question bank and each category has subcategory, easy, intermediate and hard, advanced. So there are at least 150 questions or more in easy and 100 in intermediate and 50 questions in advanced. So randomly this question is selected and given to students. As for the science students, four easy, two intermediate and two advanced for non-science it's basically six easy questions and two intermediate questions. So that's how the test selects all these questions. All these questions are basically multiple choice questions and these questions were prepared by the mathematics professors from university and basically these questions are based on ES 12 and 13 questions only. It does not consist of any questions from FESTIA University. Looking at the remedial bit, each module has its own remedial, those five modules and we have used basically Adobe Captivate to develop this remedial to make it more interactive and engaging. If you have used storyline or Captivate you would know how easy it becomes to actually implement the gamification logics or idea and use of multimedia and many things because there's so many tools within it that makes our work so easy. So to make an engaging and interactive remedial model we use basically Adobe Captivate. All the notes are basically in specific context so that it's easier for the students to understand the concept better and the remedial has the gamification features so throughout the remedial students will be able to collect the coins and stars. Remedial is designed in a way, for example even for Algebra, there are multiple topics and it starts from easy to advance. Just like in the games we have level 1, 2, 3 and 4 and continues same way this is designed so throughout the students are collecting the coins and stars which at the end of the remedial is converted to the marks and displayed to the student. Looking at the overall flowchart for remedial it begins with notes then students are given examples, video tutorial and then there is a short test for that particular topic. If the student pass they get maximum coins and they continue to the next level but if they fail then the video tutorial comes up again. They view that, learn some more concepts and then retest that particular topic. If they pass they continue further with bit less coins. If they fail then notes and examples comes back again and again retest and this time if they pass a failure it doesn't matter they will continue to the next level but with minimum coins. Some of the features of Moodle which we really used and we found very important for this project to work conditional activities. Most of you would be using this. This helps us to set the procedure. If there is any procedure which we want to follow for a particular pose it makes our work so easy. Similarly we use this to enable like first short test 1 and after completing test 1 then go to test 2. If student fails test 1 then they are redirected to remedial test 1 for test 1 so that concept conditional activity really made our work easier. Next as I explained the quiz and question banks so those are the features of Moodle which we used. In this forum for all the discussion and MDT updates and SCOM activity on Moodle. There was really again the SCOM the way it is designed on Moodle is very interactive and the good part is that whatever SCOM you use whether it's Adobe Captivate Australia at the end of the day all the marks and whatever you want to report from the SCOM really goes well or synchronized well with Moodle. All the marks and all the reports goes back to Moodle in a way that you want it to be. We use a progress tracker to show students where they stand. Social authentication this was one of the plugins which we used for OMDD3 where the general public can log in with the social Facebook or Gmail account and do this MDT. Next thing we have is certificate and transcript. Certificate basically is the initial certificate plugin which was developed by Mark Nelson. So we extended that certificate according to our needs and gave the student certificate based on the marks basically distinction, credit pass or participation. Now I understand that the custom certificate which he further developed is well advanced and already caters those but back then when we developed this we had to do some modification and then we implemented that. Next we have transcript. This is not on Moodle yet. So basically we extended the certificate plugin to a transcript plugin. So what happens? There's five modules Algebra and those integration and differentiation. So for each module or for each topics the student can get grades A, B, C, D based on their mark and percentage. So basically we extended that certificate into transcript. So this is a sample transcript and certificate. Future we would like to make the remedial offline due to the fact that it's content heavy and most of our countries do not have this internet bandwidth, a nice internet bandwidth. If Moodle can have a distributed Moodle created so that would really help us in future. Thank you. Any questions? Quick question. Hi Vinny. Thank you for your presentation. That was really interesting. I was involved in a similar project that wasn't nearly implemented as well for certificate students at UniTech in Auckland. But I can immediately see use for this for perhaps our diploma and bachelor students. We've got much the same market. Many Pacific Island students come to us and probably went through the same school systems as you're seeing. So that's really interesting. I'll look into it further. Thank you. Thank you Vinny. Next up. Thank you.