 Rwy'n meddwl yma, roeddwn i'r cyfathol yn cyfathol. A oeddwn i'n meddwl â'r cyfrifadau. Mae syniad yma wedi gynhyrchu'r bywyd yn ei pryd yn ffroeg sy'n lle i'r hyn o'r newydd o'r hyn o'r hyn syniad bushio'r bywyd, The challenges we had included providing an easy way of submitting media, e-portfolios, large files, enabling group submissions. We've got a bespoke alfa numeric grading scale, which is quite awkward and not linear. We have external examiners wanting access. We want to provide individual extensions to students with extenuating circumstances. We wanted an electronic way to replace our old cover sheets we used to have, which was the old paper cover sheets that the students had to sign. We wanted to reduce physical submissions, outages and unreliability, and students suppress stress and support calls, so we didn't want to do much. We had a few things on our mind. After using just the turn it in plug-in into Moodle as a singular thing, we came up with a solution which was using the Moodle assignment activity. Along with the turn it in plagiarism plug-in, which is different to the V1 or V2 direct plug-in, we used the media assignment tool previously known as Helix for media, video and audio submissions. We used the Mahara plug-in free portfolios, and we also did some customisation to the Moodle assignment activity itself to meet our needs, or we hope to meet our needs. The presentation is going to outline our solution, highlight the issues which we created with our new solution, and discuss some of the problems that have arisen since, and how we hope to develop it further. I'll just talk about some of the issues. As I said, we used turn it in for over a decade actually, and we've had mandatory online text submissions since 2012, so quite a long time we've had mandatory online submissions. But it was the primary mechanism for online submission, and we used turn it in V1. At the time, this is going back quite a long time, Moodle didn't actually provide the advantages that turn it in provided at the time, particularly grade mark, which is a very good way of marking up, and Moodle didn't have any of those tools. But people also wanted other tools, so the way to deal with individual late submissions, as I mentioned, we had a few issues with turn it in down times, we had no control over that, which we may have had with our own system. The grade scale as I mentioned, lecturers setting up, so the method we have still is lecturers set up their own assignments. So you've got 700 people making mistakes, and it was very easy for them to make lots of mistakes. We were trying to reduce that, but we couldn't really customise the turn it in interface so much. Again, it still doesn't provide up a numeric grading, only numeric submissions. But overall, and no direct access to the database, we don't have access to the data. So overall what started is a perfectly adequate solution, using just turn it in V1 back 10 years ago. Our requirements changed, changed quite a lot and moved quite a long way. So we needed something to do something different, and in that time Moodle has moved along as well. So now on to some of the opportunities we saw. So, as Roger says, the Moodle assignments now are mature, so we can combine the two plug-ins. Now it meets the majority of our requirements, although not quite all of them. Thanks. Ideally, we want one tool for submissions. It's much easier to report on that way. It's easier for students to identify where they need to upload their work if they're just always submitting to one tool rather than different ones, even though what's actually built into it is slightly different for each one. As Roger said, it supports alfynumeric grading, so we custom grade scales within the Moodle assignment tool. And anonymous submissions, single point of upload, including all the late submissions. So it's really easy to identify the Moodle assignment when someone's submitted late, which is really important for reporting, and we found that quite difficult. I think I spent about a week trying to write a SQL query to actually get out all of that information from Turnitin, based on the tiny little bit of information you actually have in the Moodle database from that plug-in. So other opportunities that the assignment tool gives us is multiple file uploads, which just the V1 plug-in on its own didn't do. You've got the marking workflow, which tutors really like, because if they can mark how far through the marking process they are. Individual extensions, allocated markers for the extended verifiers, that's a really good tool. And group submissions are better supported via the assignment tool, which Turnitin on its own doesn't do 100%. Grade export and more data, which is probably one of the key things, actually. So we've made it that well. I don't know if that's just the view of the gradebook with the Turnitin plagiarism plug-in combined. You can see the plagiarism scores there. And that's just showing some of the things we use, like the workflow and groups and our alphanumeric grading scale. And we've made quite a few customisations to the assignment tool so far. Our development workflow isn't very mature yet, but we're actually working on implementing version controls. So at the moment we've made really small changes to the assignment tool, trying not to make many changes to the call code, which complicates things when it comes to upgrading. But what we have done is lots of string changes. They're really easy to implement, just contextual help right where tutors need it. Just reminding them to click the question mark icons for more help on things and then actually embedding more bespoke help within those pop-ups. We added in a formative summative indicator into the assignment tool because we found that that was really important when providing reports to the assessment team because they go out and actually contact students if they haven't submitted just to try and provide that support and identify where people might need help in the absence of analytics, which we don't have yet. And just setting some of the defaults as well. When you set up an assignment, it automatically gives you the points to use as marking, but we didn't want that. We just want people to use our grading scale. So we changed the default to a scale. We also added a 40 megabyte option to the file size upload limit, which is what Turn It In actually accepts, the maximum Turn It In accepts. Because that's the main type of assignment that is submitted. And we also noticed that the cut-off date is not included in the student summary. So we added that in because that was quite an important date that the students needed to know about that they couldn't access from their interface. One of the other things was due to the string changes that we'd made when you actually submit the helps underneath the button, whereas we thought it made more sense to actually have the instruction above the button so you read what you need to do and then make the action. So there's some of the small changes that we made to the assignment tool ourselves. So rolling out the changes, obviously there's quite a lot of change there moving from one completely different system to something that they've probably used before, but not a lot that's also had more changes made to it. So we presented a poster and presentation at our teaching and learning conference that's held every year. We posted portal articles up for staff and students. Lots of online help, including videos. And we put on lots of training sessions for staff on how to set up the assignments. And those are ongoing throughout the year at key points because you go to a training session, great, I get it, do it, forget it. So every time there's assignments likely to be due in marking times, we just put some more on to reinforce that. And we're just going to tell you about the actual experience. Just a little bit more about the roll-out and the sea of negativity I hinted at earlier. We didn't go quite so right. We only actually tested, and we did bus testing, but on scenarios of expected use. However, we still got people doing other interesting things that we didn't expect or they hadn't asked for. And we were chasing our tales all the way through last autumn trying to adjust the system to stop people making mistakes, rectifying the mistakes they'd made. And therefore we were updating the help and doing more user testing. So actually we ended up further developing the system while it was live and well people were using it. So a bit of a lesson learned there on the testing front. Just because you expect it to be used one way and you hope people with the instructions, the reality is they don't. And they still managed to make some really spectacular mistakes. An experience we had, I just wanted to check the time on that, one experience we had for instance was a lecturer had diligently set up their assignment, got it all online, everything was perfect, but the lecturer that actually was handing out the assignment briefs told the students to hand in on paper. So our wonderful system to alert late and get the support people to contact the students then entirely broke because we had students incorrectly contacted. So you get things where the humans don't act the way you expect them always to do. And sometimes the machine is easier. So the experience. What we've effectively done there is switched our reliance from turn it in. And we have been using by this point the V2 plug-in. But just as the plagiarism plug-in rather than the full thing, we switched our reliance from turn it into our in-house IT services. We were much more in control. And the way the plagiarism plug-in works is on the cron job, on a scheduled task. So the students can upload their assignments. Doesn't matter what happens. As long as our staff has stayed up, if turn it in is offline doesn't matter. It will post those later to turn it in. The school will be delayed, but the lecturers can still view the work, mark the work, etc. So we're a better protector to out-adjust from third-party systems. More data help by the university. Reporting was much, much better because we had the data. We could do what we wanted with it. The targeted student achievement officer support was there. We've got further opportunities now for grade export. And I feel the disaggregation and the modularisation of the service provided us with much better opportunities than having all our eggs in one basket. They didn't really quite fit our needs as we wanted. Some of the cons on the side of it, I think we've mentioned all the pros we were looking for. Some of the downsides, student workflow, the way Moodle works, it's still against this late submission thing or whatever, but you can upload a draft. I'll regulate students to change a draft and put another one up because they want to upload their assignment, check their turn-in score, realise they've uploaded their shopping list, put up a second document, etc. By meeting the needs of all of those exceptions in the workflow, within the Moodle workflow, we actually made it harder for the majority who just went in once, uploaded once, and they were done. So that's something we need to look at. There's confusion of options when setting up. So you saw the setup screen. People can still make mistakes when it goes wrong. It goes very, very wrong, unfortunately, still. Groups are still not quite supported in turn-ins. There's still an issue there. We've got a mismatch between Moodle functionality and turn-in plagiarism, and I will mention those other plugins we used as well. So we increased the general Moodle file upload to 250 megs for other file types, although the default's 40 to match turn-in if people have got other files, project files. We used Medial. There was a presentation before about Coultera much the same sort of way. So we used Medial, previously known as Helix, for video submissions. That's 500 meg files at the moment and lots of help on how to compress. We're looking it up in the size of that. And we used Mahara for e-portfolios, and the students have a gigabyte there. So those other third-party plug-ins are all in the single Moodle assignment tool now as a selection button. And Sarah did some more work on that so that if you tick one box it will graze at others and so on so you get the selections right. But in fact, we've kind of, as far as we can, protected ourselves from third-party outages there. So what's coming next? The future. Further desegregation I think and we want to sort of make everything modular then we can fix individual things as they break without taking down the whole assignment process. The marking workflow, the marking grading sort of function in Moodle 3.2 looks fantastic but Unoconf is a bit of a problem. I've heard a few people say we're not confident enough with that right away to use that. It needs a lot of sort of looking at technical side and the amount of serve capacity for that. And the quick marks in Moodle well to be honest not quite as good as grade markers in turn in at the moment. So we need to see how that goes. We need to review and update our student workflow, improve the marking grading workflow in general and make it easy for the many. So we are looking at actually excluding some of our exceptions coming up with something different for them because we want it to make it easy for the many rather. And what we're looking at sort of further on this year is auto set of assignments. So taking data straight from our student record system they will become summative assessments on the Moodle system. Lecturers can still set up formative assessments if they want to. Really interested in my feedback plug-in that Jessica presented earlier and also feedback studio that turn in just sort of recently released. So there's a lot of options in the future but at the moment we haven't quite right I don't think. We thought we were going to but that's the honest sort of truth. So any questions? APPLAUSE I can't see a thing. Someone over there. I'm going to go and stand over here because I've got the microphone. See people. Hi, you mentioned using the Moodle workflow and finding that helpful. Does it do everything you need is there anything that doesn't quite fit? It does everything we need at the moment. We are looking at there's some things it doesn't do sort of second markers, blinds, double marking those areas. I know there's other plug-ins people have been developing for that area so it doesn't quite do that. But what we're looking at with assignments being automatically set up in Moodle based on student record system data is then getting the grades back into the student record system and the marking workflow is a key part of that so the lecturer can go to released or whatever status we decide to call it at the last and that will actually be the trigger to push stuff into the student record system as well and lock the submission so that people can't do any further marking or adjustment or editing to the comments so we've locked everything down. It does everything we want it to do at the moment but I think certainly double marking those sort of areas is something we need that it could be good to develop. Is that answer your question? I can't actually see the person. Is there any more questions?