 Hi, Team Moodle. Thanks for having me. This is my third presentation, and thanks for allowing me the opportunity to share our Moodle evolution. OK, so before we start, can everyone remember what I felt a 21st century building teacher looks like? Does everyone may have seen the presentation a few years ago? No? Yes, some? Future building teacher embracing technology. You can see I was sort of jumping out of my skin with the Pov goggles and the selfie stick, quite excited. Then maybe a year later, over time, more like a technological overload, sort of just a bit unundated with it. And then now, over an extended amount of time, I call it compliance bullying, actually. Is it me? Or does everyone feel like they're actually scared to teach? But that's another discussion, OK? So let's recut. And apologies for those that know this. We are currently delivering certificate 4 in building studies, and the course is a pathway that assists in obtaining a builders license. But we have now grown throughout the south region of New South Wales, so not just the yellow wire. We've actually taken away the yellow wire logo, and we've incorporated the boost thing. Can't believe how hard it was to get them to change that, and then I just spoke to an IT guy and she said, just change the boost thing, bro. OK, so our delivery is blended, so you can stay online, face to face, come to class, stay at home, watch on your phone, watch the recordings, and it's flexible. But stay engaged or else it's too fast track otherwise. We encourage active learning. Moodle is our LMS. Adobe is our classroom. We deliver Monday, Tuesday and Thursday nights, and we record every session. We've now broken the recordings up so the students can watch what they need. So we used to be one full hour or two full hours, but now we're starting to break them up. Has anyone done that? How hard it is to actually stop the recording, start the recording, stop the recording in Adobe? Anyway, we're slowly getting better with it. We deliver Build to Focus, so we changed it, we set it up so it shows the pathway of a builder rather than following the training packages and the unit codes. We still comply, but we hide those as best we can. So as you can see, we've got, like, the Builders preparation package, the pre-build package, which is before, so you measure and sign a contract, and then the actual, I'll just get that, the actual Builders build package. We do it that way, and we still comply, but we try and hide the unit codes and the training package, and you can see, like, that's one cluster that we deliver. I actually don't like it. We prefer just to have it nice and simple, and I think that's probably better for the students. So here is a reflection of our growth. So in 2014, before our changes, so Ilawera, Wollongong, we had 26 students in the Wollong over two years, six subjects per semester. We had 12 complete, we had a 46% completion rate. Okay, so we made our changes in 2015 when I first did the talk here in Melbourne, and we had 50 in Wollongong. One year, we did it, we fast-tracked it, mainly for carpentry students. 40 weeks, nine clusters to suit the students rather than the teachers. It actually worked quite well, and we had 50 started with 37 complete, so that was a really successful year, so sort of 74% completion rate. We had 2016-2017, I'll combine these, because we increased to around 80 students, and that was throughout the Ilawera. We had about, and that's in both years, about 65 complete throughout. That included Wollongong, Nara, so we all worked together. Nara, Kuma, Dolban, and Dan Beagle, we had a couple of students down there. So we got 75% completion rate, which was quite a successful year. In 2018, we had Miller jump on board, so firstly, Wollongong, we had A58, Nara 14, Dolban 2, Maria 4. Now our friends up at Sydney joined forces with us, so we had 25 there. So we got up to 103, all the teachers working together with 87 completions, so we had a really good year, 84% completion rate. And then now this year, we've grown again with the South region. Wollongong, 67, Nara 14, Dolban, Maria, Miller's joint stayed with us, bit less in numbers, but Griffith and Waggrave joined forces with us. So now we've all sort of tried to come together. The thing is though, we're expecting about 80% completions, but it's getting so big, myself and Glenna, we can't do it on our own, so we need building teachers. So we want you. All right? I don't know if anyone's seen Glenna Glensman offside, I love him a bit. We need you building teachers with thorough knowledge to teach the subject and require exceptional IT skills of LMS Moodle and other applications. We pretty much need vet professionals. So I've just got a video and I'm going to show you the depth required and you probably already know this. The IT skills just like set up the classroom. This is solely setting up. It's got nothing to do with the building or teaching building at all. So it's just solely setting up the classroom. I'm trying to do something. Give me three minutes, boys. So log in, Glenna, turn that on, give me a little help, turn on the comms box, connection, webcam. Come in, boys. How are you going? You're Glenna's back. I am. Log in to Moodle. Oh, good. I missed it. Log in. Log in to Adobe Connect. Set up the screen for Moodle on that side, which would be on that screen. Students face to face. That's the students face to face. That would be for the students online. Accept all the students coming into the room because it's blocked. We have to set up so no one's coming in. So we block, you can see we block guest access and we turn on the webcam. So webcam, which is the best webcam you've probably ever seen in your life. Then we go to the lesson. That's officially certified now. That's a certified webcam, that's it. So we get set up to talk about the assessment requirements or assessment tasks for the night and tonight is lesson here for them. So that's getting ready. We turn edit settings on. We turn editing on. I usually open up the 10 inch choice to start so the students can do it at 5.30 share screen. Select monitor. It always minimizes. Turn it back on. So students can see Moodle through the classroom. We've safely got four students. We've got another 20 minutes before it starts. Put the headset in. So Adrian from Wog is online at the moment. I'm using the headset now because the power's not working too good. Adrian can you hear us alright? Can anyone hear us online? Can anyone hear us online? Don't fall over there. I was like I don't want to run the video in any trips. It's alright. No that's good. Show us realism. That's it. So the classroom's ready to go. Thanks man. I wanted to show a bit of humour and then we just did the first take and he tripped over. I said mate I've got to put that one in. We always do encourage one take with our videos. And I suppose from there it's a skill and very hard to find people passionate to learn it than rather than actually do it. So just take into account like Moodle like what you need to understand how it works. Your URLs, your quizzes, doing your forums, your advanced marking guide it's like another trade on its own isn't it? So it's really hard to find those people and we've got to be teaching building. So what we did was we said we felt that we needed innovative young teachers to deliver the course. Really vibrant guys. And what we did is we found these guys Glenno 65 years young never checks his emails Adrian computers bore him 60 years young and Frank 55 years young he thought Adobe was a mud brick house. So how are we going to deliver this model with our young innovative teachers? So pretty much we just said we'd plan everything. You know constant meetings one teacher delivers whilst others assess view we check learning analytics quite often that's become really big activities and all are designated into separate groups so we sort of split everyone up to work together and it seems to be working and would you believe over the past six months there's been a bit of a shift so Glenno has got his own YouTube channel Adrian has now become the Moodle champion within the Riverina region and Frank the baby of the group he thinks assessing through Moodle Advanced Marking Guide is the greatest thing since I suppose Moodle. So how do we get our teachers to learn and use Moodle effectively and teach the blended learning concept? So I've always said two top tips every time you talk to teachers about Moodle I say go to edit settings it's always a go to edit settings we always embrace that or push them to go edit settings and then also create videos and I said you know one copy I don't care just get it up so the students can watch it. So here's an example of one of our typical lessons blended learning lesson you can see I use building classes because it's a really good subject to sort of discuss. We have our learning material, our PowerPoint presentation our building class video some snapshot assistance pages to assist and then we like have our activity to finish off so can you remember our first top tip I was just like edit settings so the preparation time is the hardest because during delivery if you make one mistake in the online space it's sort of magnified by a hundred times so whenever the teacher asks how to do something I pretty much say edit settings and make sure you're prepared because for guys to learn to set that up 20 minutes it's three to four hours of preparation easily I found. Our other top tip was create videos upload for viewing, minimise wasting time, no more than three minutes get to the point and upload your recording so since I've been delivering the course Wollongong Chippy was a YouTube channel that we started and we've sort of grown but my video is a little bit ad hoc I just throw them up so we actually use Build Some which if anyone's interested in building they're a bit more to the point they're through Google Sketchup and they're really formal so our students really use those quite a lot I have a video I've got three minutes and then maybe one minute I'm pushing my time setting up, okay I'll do this quickly there's a video that we've used setting up on automatic level and it's with our guys using the POP goals it's a bit older but they like using it the students like watching it all over I've got one more after this so when you're setting up the tripod you've got to make sure that you get that as close to level as you possibly can get before you go too far you also need to get the feet and push them down into the ground so it doesn't move on you so stop asking stupid questions and you'll be right once you put it in and you know it's close to level I don't want to see them out of level I've got to be as close to level as you can possibly get once you get them level once you've got your automatic level of dumpy screw it on top of the tripod you want to try and get the triangle on the base of the dumpy on the triangle at the same as well alright so try and get those two lined up you don't want to turn around if you can't if you don't have to when you're looking at the mirror when you go to set it up you need this part of the dumpy parallel with two of these when you get them parallel whichever way my left thumb goes is the way that the bubble is going to move so I'm going to use two thumbs sorry everyone I'm going to move ahead does everyone get the point where we're going with these pop goggles yeah I've got 20 seconds so finally and it's the last one what does the future hold for us this style of delivery and the use of Moodle so we really need teachers, assessors learning designers learning analytics experts Moodle champions and our growth will expand we're not only go there but go towards Sydney, Armadale and North Region maybe hopefully Melbourne and we need to thank Team Moodle for enabling us to do this thanks everyone is that one second left yes go for it good presentation thank you very much now I've done a bit of this stuff previously and the experience of the people who are on the other end the streaming participants effectively coming into your classes making sure that they feel like they're actually part of the class because the feedback we got when we did it was they just felt like they were eavesdropping on a class rather than being part of the class we have teachers in each location and we allocate say 20 students per teacher and say you need to stay in contact and we also make the students we have nine clusters and we still make the students come in at times so we still incorporate a lot of face to face I've actually pushed it more this year face to face we're actually coming in each cluster to actually come in because we found that someone like sneaking around and you could watch the learning analytics they were just sort of trying to tick the boxes to get through just in terms of assessments do you also use Moodle for practical assessments or yes that's like running through the ASQA approved checklists is the problem we're having at TAPSA yeah we did one of the presentations I did before we did a WHS assessment and the students went out on site and took a video of them controlling a hazard and implementing control measures to make sure that they were safe so we actually did quite a lot of them we did a fire safety so like a fire audit for the building codes and I did a video of a class 1 house or a commercial property and I did an audit and it was a video one more no more alright thank you everyone please join me in a warm round of applause