 Hello everyone and welcome to this Moodle Academy webinar teaching languages with Moodle which I'm very much looking forward to discussing with you and sharing with you. So I am Mericuch, I am Education Manager at Moodle HQ and as you can see in the footnote there I'm also a language lover. So by that what I mean is for about 28 years in actual fact, before I joined Moodle HQ, I was actually a high school languages teacher in England in the UK, mainly French and a little bit of German. And then in 2006, my school, along with other schools in the educational region, got Moodle. And so I actually began using Moodle to teach languages and there's a French quiz at high school level for example. When I joined Moodle full time, my languages was still very much a part of me, because, as well as being able to go to conferences in different languages, just by coincidence I then although I wasn't teaching languages anymore, I had the opportunity to be a language student. So about, yeah, five years ago my son moved to teach English, a family of teachers, teach English in St. Petersburg, and I saw it as an opportunity to learn Russian. So I signed up as part of my learning to a grammar course, and when I logged in I was surprised and pleased to see that they used Moodle. And then again for my own interest last autumn, and perhaps something I might do when I retire, I actually signed up for a couple of courses on teaching English as a foreign language. And again, I paid for the course I logged in, and there was a very well designed Moodle 3.11 site to take me through teaching English as a foreign language. So I have the experience both from the teaching and the learning languages point of view, which is good but also it did make it very difficult to decide how are we going to approach this webinar and the course, because if you're like me you might have experienced certain methods of teaching and learning languages when you were in school as a student, maybe if you are a language teacher you have your own preferred method, or perhaps like me, you actually mix and match depending on the level of the students and their age or the environment or whatever. And I thought well where do we begin. So what we're going to do is we're going to take the easy way out and we're basically going to do it very simply by focusing on the skills of listening, speaking, reading and writing. And yes I know that they are not actually discrete skills. You can't separate them. Because for example, if you want to practice speaking, you first of all have to listen in order to be able to respond. Writing practice, some people use dictations, but if you're going to do a dictation, first you have to listen in order to write down what is said. So my personal favorite of mine is when learning a language is actually reading out loud. And if you're reading out loud, you're reading because you need to understand what's on the page or the screen, but you're also practicing your pronunciation, your voice, your stress on the words and so on. So bearing in mind we can't really separate them. We're going to try anyway, and look at how Moodle can help you with these four skills and what features standard and contributed are available. And I'm looking forward to people who are experienced in teaching languages with Moodle, helping us out with answering the questions and making comments. Before we even go there and look at the skills, just a thought about getting started in actual fact. So we're using Moodle, whether that is blended or fully online, Moodle is our environment. And so I wanted to ask you whether you had thought about, maybe you do it or maybe you think it's a terrible idea. Without that, because Moodle is available, the interface of Moodle is available in over 100 languages. You know that in Moodle for students or anyone can change the interface of Moodle from their profile language selector language. It might be a useful way of your intermediate or advanced language learners to see some extra language use as they go to your Moodle course, which might be in your target language. On the other hand, you might think this is not such a good idea for beginners of a language learning. On the right there, you can see a smartphone and where is my smartphone. Here is my smartphone. And when I first started studying Russian, I thought, yeah, I'll put all the instructions, all the interface in Russian. And for the next few days, I was sending messages to the wrong people. I forgot how to answer my phone. I couldn't remember where to go for anything. So it wasn't such a good idea. It's worth considering in order to give them more of a language experience, but you have to know that the level and the bravery, perhaps, of your learners. Now, the other option you have is, you can as a teacher, if allowed by the admin to force the target language, I mean the language the learners are studying the target language in your course, and you do that from the course settings appearance. This may or may not be useful to you. But I want to introduce to you a proposal or an initiative that is actually being discussed at the moment, because you might like to add to the discussion yourself. And that is, rather than forcing the language in the whole course, there is a proposal to force the language in an individual activity. And an instance of this is perhaps if you have intermediate learners, and you've decided you want your course interface in the target language, but you want perhaps just one forum, one support forum, where they could just type or speak in a native tongue, where they're not so worried about getting the gender or the case is wrong. That's one example. Now this is still a discussion but if you're interested about this you think it might it's a good idea, or you think it's a bad idea. If you have suggestions or examples in favour or against the number that you see here is the number of a tracker issue where it's being proposed. And there's also a link to a moodle.org discussion, if you prefer to talk about it in a discussion. But I thought as language teachers and language enthusiasts, I hope you all are. This might interest you. Okay. Now we're going to start and we're going to start with listening. At the end of each of these areas will stop briefly for to see if there are any questions or comments. And then I hope we'll have time at the end of all to discuss it again. Listening. Okay. Well I have to tell you that I started teaching now and then I wait for it in 1985. Before we had the internet we had very few computers. And so for many of those years, before I joined moodle, listening activities with my students were done using one of these, which is, in fact, this exact model. It's a cassette recorder, and we would have, we would have bought tapes cassette tapes and play them in class. And I even use this to record at the end of the year, the speaking exams of our students, they spoke into the cassette and then we would post these in the post to the examiner who would listen and grade them. And maybe if some of you are of a certain age you might remember this in language teaching. But I do want to tell you that when I first started in my very first couple of years. These were too modern and we didn't have them. We actually did listening activities with one of these, which is called a real to real tape recorder. It was brilliant, very, very heavy. I did my first speaking exams official government country speaking exams using one of these, and they were great, because for example, you could use two sides. So I got very expert at lifting the tutorials, taking them off, putting them back the other way to listen to something else on the other side. And you have to be careful, because if you weren't if you didn't pay attention, the tape might go in the wrong way, and you would have this very very strange incomprehensible language, which was basically inside out back to front tape language. So I'm very, very glad that nowadays in 21st century, and in Moodle, it's much, much easier to set up listening activities for your learners. So here's an example of the Ato editor in Moodle. And you can see here that we have the media icon where you can upload media MP3 files or whatever. We have a microphone and a video icon, which is for recording yourself so as a teacher, you can record listening activities, and learners can in certain places too. Because now H5P is embedded in Moodle, you can also use the audio features of H5P. And it's not simply a question of just adding them or uploading them. If you go to the media icon, for example, you see that in insert media, you have other options, alternative file types. So you can decide if you want the sound to play automatically, which I hope you don't, or to loop it, or you can, if it's necessary or useful for your language subject, add subtitles and so on. So all of this makes it easier and to me a joy to add listening activities for our language learners. Here's just a simple one to begin with. This is a standard Moodle question type in a quiz, where the teacher has actually recorded themselves using that Ato recorder. And then students need to listen and then decide what is the mood of the speaker angry, for example, or let me show you the student view so you can see what the student sees in this standard matching question type. So they must listen, and then they must match what they hear to an emotion. And you might be thinking, what's this number here? So the number one, that relates to the speed of the recording. So as a matter of fact, if a student clicks there, hope this will work. Okay, then she can or he can slow it down to make it more comprehensible speed it up if they want. A caveat or a warning about this. Unfortunately, this feature of the speed of sound recordings was accidentally forgotten when the upgrades to Moodle for came. And it's been noticed and they are working to put it back as soon as possible. So if you're practicing on a brand new Moodle for sites, then don't worry if you don't see this sound speed control, it will be coming back very soon. Okay, so more about audio. So what you see here is an example a nice round circular icon which is the H5P audio icon. And this is a basic Moodle page where learners would listen to audio, and then they would read along as they're listening to it. And H5P allows you to upload audio very easily. On my next slide, you can see this is inside the H5P audio, you can upload a file or find a link online, and you can record yourself. So what you can do rather than having a static page that they read is you can combine this with the mark the words activity. So they listen to the audio, and then they need to click to select where what the text says is different from what they can hear on the audio. Okay, where the text does not match the audio. And that's a nice little listening exercise. Now, if you're a fan of the quiz activity, question types, there is a similar question type as a plugin called Word Select. And you can see it here. So you see the audio there, which is where the teacher is reading out loud the text. And then again, you click to select where it doesn't match. And the word select question type is good if you can have plugins installed, because it's very, very simple to do. So if we look at it from the teacher's point of view, you can see at the top there, simply click the Ato microphone, record the text. And then whichever words or phrases you want to be selected, which don't match, you use a single bracket or whatever your choices. And that's it, basically. Okay, and we will come back to word select a little bit later on. Moving on from listening only, of course, watching videos also tests your listening and understanding skills. And perhaps for me the simplest way of getting them to watch videos to understand is by putting a video. For instance, the link to a YouTube video if you can have YouTube in a description question type description question type doesn't have a question in it, but it is basically a big space where you can put things like videos. And then after that, you can add your questions related to the videos. And this is good to make sure that they've watched the video because they need to answer the questions. You can do one better than this if you like H5P because H5P has the interactive video activity. And here you can in fact intersperse your questions at intervals in the video so that they are forced to go through the video to answer the questions. We often get people saying, how can I make sure my students watch a video. The only way is to ask them questions. And if you can put the questions at regular intervals in the video, then, you know, they have to whether they want to watch it or not. Okay. There's much more we can say, but I'm going to stop there before we move on to speaking, because I'm going to ask Anna if there's anything now that's raised, or, you know, otherwise we will carry on. Well, so far, no, there was a little bit chat about the vintage audio tapes you presented. A lot of people remember this. I'm not the old one then. And some said that the speed controller for audio file is a very good idea. Yes, yes. So which is why it was very quickly noticed that it's what we call a regression. If we leave something out that was there before. This was very quickly noticed I will very quickly come back. Yeah. Okay. If I noticed it when I was making this presentation using noodle for I thought, where's, where's the speed control gone and I found it that it had already been reported by somebody quicker than me. Okay, well let's continue and then we'll have time afterwards to to discuss all of the skills. And again, if you are, if you have experience of learning languages, you might agree with me that the best way to practice speaking is with a teacher who is a native speaker, or with a teacher who's a very competent teacher, where you can practice in real time, either or with a group of people. And what's good now is that with noodle for we have the video conferencing tool big blue button, which is standard the free hosting free tier hosting comes as standard. So that means that any teacher using noodle, you can do real time or we call it synchronous one to one speaking practice, or you can have groups to do speaking practice up to 25 people up to an hour session that's enough. And you can record it, and the recordings are available for a week. And what I like about big blue button, similar to other video systems is that you can, like you may do in your classroom, if you have a large group, and I used to teach languages to your young learners, like 32 in a class, you know you cannot do individual speaking with all of them. So what you would do is you would get them in little groups practicing with big blue button, you can put them into breakout groups to practice speaking in small groups at intervals during your session. So what we call synchronous or real time speaking which I think is the most valuable. But because we're online using noodle, we can also do asynchronous practice. So here are a few thoughts on that. For example, the forum. Now the forum is a very, very versatile tool that doesn't only have to be used for writing. As you can see here discussing the Eurovision song contest. They're actually using the auto editor record audio to record their speaking responses. And this is asynchronous so they could do it at a time convenient to them. But at Skylar down at the bottom there, they decided to be brave enough to record a video speaking this. This by default has a limit of up to two minutes, but I think that is fine for if you're trying to have some kind of a dialogue. It's not a speech or a presentation you're trying to emulate a conversation. If I were doing this, I would make it informal, but you can grade forums whole forum grading. And as you can see here on the right, this is a rubric. So this is using forum speaking activity with a rubric to grade for example the, the content or the style you could have pronunciation and whatever. So if we're talking about assessing speaking, we tend to think more of rubrics in terms of assignments. And so here is a speaking assignment very straightforward because the learner can in an online text assignment, for example, they can record themselves. And then you have the rubric, where you can give them various points according to how you assess them. And we'd also like to get our learners to practice speaking on their own and if possible to to self assess. So let's think about some of those possibilities. Back to the quiz and you'll see me referring quite often to the quiz it's very, very useful not only for summative assessment, but also for practice formative assessment. So there is a question type, so contributed plugin called record audio. And with this learners you tell them what to talk about, and then they record themselves so it's their version of when you as a teacher, you press that microphone, and you record something for them to listen to. The problem here is if you just have it as it is there, you still have to manually grade it. But if you combine this record audio question type plugin with the self assessment question behavior plugin, then they can assess themselves. As you can see here, this is what the students sees, they speak for whatever amount of time about a topic, then they can listen back, and then they can give themselves a star rating and comment on how they feel they did, perhaps against a model answer that that you already uploaded and shared with them. So that's one way of them assessing themselves in their own time on speaking. I just want to give a very quick one slide shout out to an h5p activity called speak the words, because it's a lot of fun, but it does have a quite a few restrictions mainly that it only really works on the Chrome browser. So if you enjoyed playing with it so perhaps you might like to. Basically, when you set it up, you choose the language that you want them to practice and to speak in. And then you type what you want them to say. So for example, say my name is john. To speak and they speak. It is graded against some I don't know robotic artificial intelligence language. So the students clicks. My name and says my name is Jack. And unfortunately, they got it wrong, and the robot sitting there behind in Moodle realized it. It does work with other languages too, but it's it's restricted to only Chrome. So thinking about speaking and self assessment and auto grading. We really really need to be exploring Poodle and Poodle is a certified integration. In other words that means that that Moodle HQ has decided that this is good enough quality and embeds beautifully into Moodle that that we promote it. It's that it's not it's a subscription you pay for it, but these are dedicated tools for language teachers and it is it's excellent really. We don't have time to look at all of the tools, although I have put some information in the course and another video in detail about Poodle. So everything that I show you in this presentation, including the contributed plugins is in the course which will open up shortly after this webinar. So sort of speaking, assessing yourself in speaking with Poodle Poodle solo. Now solo means on your own alone and that's exactly what it is. So you practicing as a student on your own. Your teacher in advance has decided if you look how many minutes what's the target time, how many words the total words goal. And the teacher can also include target words in other words, words that you should try to include in your speaking. And then a topic tell us your happiest childhood memories. And then the student clicks and speaks, you can transcribe it you can again, you can listen to an example model answer, which is never going to be the same as yours but it will include the use of those target words. So Poodle is definitely worth exploring. Okay, I'm going to stop again before we go to reading and see if we have any other comments. Yes, we do have Celine and Joshua asked if the big blue button the recorded session of the big blue button can be downloaded. I think if it's in the free tier hosting, I'm not sure that it can not, not easily, not automatically. Yes, they cannot be. And also, I just lost it. If I'm wrong, somebody do please feel free to correct. No, I can confirm it cannot be, they cannot be downloaded in this free version. But you have seven days to watch that and ideally you should be in the session anyway to practice your speaking live but I understand you. Okay. Some says that is from Tamari preschool in Danahou, and they have used the read along plugin called Poodle and has been proven to be quite motivating as you also suggest Mary. That's excellent. I'm glad to hear people actually using using Poodle in an environment now. We know the person who runs Poodle very well just enhancing. He's from New Zealand but he's lived in Japan for a long time and in fact, it is very used in many of the English language schools or English teaching environments and universities in Japan. Okay. Yeah, and he says that Poodle plugin used artificial intelligence and grades the students, giving feedback about accuracy, the speed, words per minute so it's very, very good. And also just asked how does the H5P speak the words company and work in terms of where the speech data goes. The speech to text done in the browser. I think it's done in the browser yeah because that's why it only really works in Google Chrome. I was not sure about including this because of its restrictions, but it's just a lot of fun really so you know. And Alex says I have an issue with audio recordings user of mobile app cannot play such recordings. Yes, the Moodle app uses a different way of recording and I don't think you can record with the auto. I think you record sound using your normal smartphone features. And if I remember correctly and if there's someone in the chat you can clarify. Yeah, it then goes into your private files so you would upload it from your private files, as you would any other file in Moodle in a into a forum or an assignment. So you can still practice speaking on your smartphone, but you're using the native features of your smartphone, not the auto recorder. I think that's the question. Javi says that you can download the blue button recordings for a week in free version. Okay, well we can check that we can certainly check that as we go along. Yeah, David says I use a screen omatic app to record a copy screen recording such as something done in the blue button to view later. Well, if this is the thing you, you can put anything on the internet and if anyone has a screen recording feature they can record it so you know nothing you put on the internet can be totally safe if you don't want it downloaded absolutely. But then, you know, for certain situations it's very very useful. Okay. And that's all working. Well let's carry on and then we'll see if we have time for more at the end. So we're going to look at reading and I think what we'll do is we will go from the simplest working towards a one level so individual words, then to sentences, then to more extended passages paragraphs of reading. So just want them to explore and identify or recognize individual words, then think about h5p dialogue cards, which are like flashcards, you can have a picture on one side, flip it over, and they recognize or read the word on the other side. And again, if you like quiz question types rather than or as well as h5p. Well, I like the ordering question type this is a plugin question type. But it allows you as here for example, they have to put the days of the week in the correct order. So we're still on single words here working towards a one. And the first one is done for you Sunday because I know different people start their day their weeks on different days, and then learners drag and drop the days of the week in the correct order. And the benefit of this question type is that you can build it up from single words to much more complex phrases and paragraphs. For example, this next one. This is a dialogue, and the learners have to put the dialogue in an order that makes sense the first line. Hello Maria is done for you. And this is such a common activity in teaching languages and I've created so many. And in my recent studies done so many of these. This is really nice one to do. You can also use it for more complex, more complex and more detailed reading. Now you remember we mentioned word select previously when we were doing listening. Of course you can also use word select for reading. And in this case this is in a kind of grammar identification. In this one, they have to read the passage and identify all the adverbs so they click on them and identify the adverbs. It could be verbs it could be aspects of verbs or cases or the gerund or whatever, or anything else. So that's the word select question type. You can also do this with Mark the words. And the developer who made word select, Marcus Green, he also made another plugin question type, which is called gap fill. And gap fill of course you can do gap fill in standard moodle. It is quite tricky. And I just wanted to highlight this one simply because it's simple it's very, very easy to set up, because whatever gaps you want as you see we have for there. You just type your text and then use a single square bracket or your preference to add the gaps. What we have here is a reading activity, practicing what we call in English phrasal verbs, which apparently for many non native English speakers cause a lot of problems. And so they read the passage, and then they drag and drop the correct preposition into the passage. Poor Bob, the day after he broke up with his girlfriend, he came home from work and found someone unbroken into his house. I want you to remember poor Bob, who broke up with his girlfriend, his house was broken into. In fact, his car broke down as well, because we'll return to him a little bit later on. So we're trying to build a par level of reading from words to paragraphs. I'm coming back to reading with poodle. And I did say to you that one of my favorite activities for learning languages. Well what I find very useful is reading out loud reading out loud, because it's one thing to understand what you're reading. But it's another thing to be able to understand it and read it in a way that shows you understand that you're correct stress and intonation and so on. So this is an activity in this example where they're reading a whole poem. And then they again it can be assessed against an example of this poetry recital. But it can simply be they read student reads a word or a short sentence, and then listens to the official recording reads a bit more listens to the official one and so on. So there are different opportunities always to practice reading aloud with poodle. So do explore it definitely. And if you're thinking, this is all very nice but we do not have the rights in our organization to have contributed plugins we can't install anything. It's important to realize that there are many activities and features in moodle as standard, which can help you with language learning glossary works very well for example. So you could have a glossary, either which you the teacher only add to or perhaps you want to encourage your learners to. It has verbs tricky or difficult verbs, for instance, to tell, which is often I find a verb that non native speakers don't always use quite accurately. When you've made your glossary, if you have a random glossary entry block, then you can put that on the side note we've also got the pronunciation recorded there. So the students either every day, or each time they come to the course, they can read almost subliminally, you know whether they want to or not, they will see a verb of the day or whatever word it is that that you want or phrase. Now, then kind of next level up from the glossary, if you like, is the database. And the next step in the database is is I always find very complex to set up. So I thought you might be interested in a preset. So that's a predefined set. It's basically a database that someone else has made and donated to the community. And you can find this preset on moodle net, which I'm going to talk about a little bit later on. So this is called vocabulary learning with the Freya model, and the Freya model is a graphical organizer for building student vocabulary, and it works like this. And if you were to have this database preset, all of this would be set up for you, you just add your your information, or you can change it to as you wish. For example, in the center, we have the noun that we're studying. In this case, predator. And then we have the definition. And then we have an image if it can have an image. Then we can have an example. Of course, you these don't have to be these specific words you specific words you can choose. It's relevant to you and if you want to, for your particular language, you can also have a translation I didn't, but you can. And so you can build that up with that. I wanted to show it you partly because I think it's nice, but partly also because I do think it's worth exploring moodle net, and we'll look at that a little bit later on. And that was some ideas for reading. So let's see if there's anything that people want to contribute before we move on to writing. Yes, we have. I am asked if the flip cards work with text, for example for recognizing Chinese characters. Chinese characters that's a very good question, Anna. And I mean I would like to think yes, h5p is different from moodle because it's not cool moodle. And so the translations and the way that it works are different so and I know moodle but not h5p. So do you know Anna. As far as I know, it cannot work like that I mean it requires an image to be uploaded for the flip cards but what you someone could easily do is to create images with the characters. So instead of uploading a typing a character upload an image with a character. At least that was something I did for Arabic courses once upon a time. Oh, so you don't speak fluent Arabic then. Oh no, not even close. Elizabeth says that before audio files are used in a quiz students should be given the opportunity to try out whether the audience actually work in a practice test, which is very clever and very accurate pedagogical point here. Yeah, no surprise in a test, I think, at least in the basic levels. Yeah, yeah, that's that's good. Okay. Elizabeth says that glossaries and some to some extent database and also works of activities have worked well for him because he likes ways students can contribute to a certain collection and or give feedback on one's other stuff. This is very clever indeed. Great activity I mean it not only for language learning but other other subjects to it. Yeah. He also asked if we can add an example of that prior mood from mood.net database to the course so that I can give a shot. You mean you want that Freya model as a database in the course. Well, yeah, that's a good idea. We should have thought of that before yeah you see I did think it would be nice to have some examples of the plugins but unfortunately for translation restrictions we can't have all the question types, but as a standard feature database we can certainly do that yes. The last one again from the same person is on the subject of students creating said repositories and database, I would love to be able to get students to create modify and serve their own language practice activities. Well, yeah. I think there is also a quiz plugin where students write their own questions and this reminds me exactly this concept. This is a student quiz it's called and it's very good for getting students collaborating writing quiz questions, and adding a little bit of gamification. I'm always conscious that it is a great idea to get them collaborating, but you still have to check as the teacher that that what they're donating or offering is accurate, but it can make your life in future years are a lot easier. Certainly. Don't forget if we don't have time to cover all questions. There is a general discussion forum in this course, and I would love you to ask more questions or share your experiences in that forum after the webinar as the course will go on indefinitely. Okay. Yes, go on. I will reply the rest in the chat. So now we're moving to writing. And we're going to, again, as we did with reading, we're going to take it from the very beginning, single words up to sentences paragraphs up to extended essays. So we go back to H5P looking at flashcards for H5P, the single words. So in this example, you see a postman, and it actually says in English postman, but the students here which was me has to type put talon which is Russian for postman, we hope. So if we click to check it. Yes, it is. We got it right. And we can move on. So very quick and simple flashcards for just getting that that getting started. Then moving on. This is the H5P fill in the blanks with so we've seen a couple now. And what they have to do here is it's again it's individual words, but it's in the context of a paragraph. This is a little introduction about someone. And in brackets, they have an infinitive of a verb. So this is with grammar, and they have to conjugate the verb correctly. So they need to type in the correct conjugation of the verb each time. So type it in. And then there's a very, it's very neat to be able to check in H5P. And unfortunately we've got one wrong. It should be I have been learning English for two years. Common mistake. And there you go. Now, fill in the blanks. Do you remember poor Bob who broke up with his girlfriend, and his car broke down and someone had broken into his house, those phrasal verbs, which we looked at from a reading point of view. Now with the gap fill question type plugin. So you can use this either where the students actually see the prepositions and they drag and drop them in. Or in this instance, they have to write them down. So you can use it both for reading or for writing. And again, you because you choose the text, you can also choose the level of complexity of the language that they are dealing with. And there it is. Got them all right, because we're very good at phrasal verbs, which is fine. But what if we want to get their learning a bit there writing a bit more extended rather than, you know, a to level gets up to be one and then be to level a little bit later on. Oh, I missed this out of mine. Let's do this first. Again, this dictation has was in fashion. Then it went out of fashion. Then it came back in fashion. It does depend, I think, on maybe the country, maybe the level or the language. I like it. I like this the skill of dictation. But again, you are, you need to record yourself. And then the students listen, and then they type. And this is a very nice h5p activity, and you can record yourself. Again, you do need to be careful that you give the h5p all possible variations that you will accept for the spellings and with or without punctuation capital letters and so on. But it is a nice one to use. But as I was saying, we want to up our level a little bit and raise our attainment. Let's look at writing essays, which can be quite short be one level all the way up to much more complex at C1 and above. So if you want to start with that, it's useful to give them what I always call a scaffold, which is basically a framework, so they don't have to begin with a completely blank page or blank screen. So you would normally think of writing essays in an assignment. If you use the essay question type, then you can use what they call a response template. So you the teacher, you, you add it is a scaffold a framework, then when they click to submit, they already have the beginnings of an essay or some ideas you've given them in this one which says on the one hand, on the other hand, your personal view is so they they have something to just kick them off or start them off. And you can also with the essay question type, you can also set a word limit. And also, if you're worried at a much higher level, you can use plagiarism tools with a quiz, as well as you can with an assignment that's a very recent feature in Moodle if you if you have a paid plagiarism tool. But the problem is, of course, with essays, you have to grade them yourself manually. We're not yet at the stage where you can automatically grade essays. And I'm not sure I want to be because I don't really want the thought of me writing a several thousand word essay and some robot just deciding my grade, I want a human to grade that. But for certain certain levels, there are workarounds that can help the teacher go part of the way. And one of them is the essay auto grading tool in H5P. So basically here you give a title and the student types their essay, and then H5P does some work towards grading it by picking out if they included some key phrases or terms that you wanted them to include. So you the teacher have already added these key phrases and terms, and then H5P go through the essay and picks those up and then you can allocate different points towards them. Now, again, there is a quiz question type option that is similar to this. I haven't used this one. But my understanding is that it does the same but it does more it has more possibilities. It's more complex with more features. I did want to say that this and all other question types and plugins that I've talked about in this presentation are upgraded to Moodle 4. So anything you see here promoted is the latest level and lower levels as well. So again with the essay auto grading question type you can include sentences that you want and you can have different weightings for each of these and so on. And finally, so if you have writing questions or comments, we'll do them at the very end. I just want a couple more things before I stop. And one of them is you might have heard me mentioned several times A1, B1, C2 and so on. So I'm talking about the common European framework reference for languages, CEFR. And that has been around for quite a few years. You can see an example there on the right. And it's basically an internationally agreed framework so that language courses in different languages have consistency in where they are. And for example, from A1, which is the very, very beginner to B2, which is where I just passed a Russian exam in, to C1, which I always think is round about a university degree. And C2, which is those people in the United Nations doing our interpreting. And if you like this idea, and although it says European, it is actually used around the world, then Moodle has a competency framework and your administrator can actually add this to the site in Moodle. And then you as a teacher, you can either tag or connect your whole course or individual activities in your course to individual competencies from CEFR. And if that interests you, then you can get the English language version of this from MoodleNet. And so again, I went to MoodleNet, and I typed in CEFR, and it came up with the CEFR English version, which you can download and ask your admin or if you are the admin, you can add that. There's also an English for specific purposes CEFR contributed by someone else. And that really makes me want to tell you that do go to MoodleNet and explore it. I went and typed in English teaching, and I got all of these different resources, which are worth having a look at and deciding if you can bring them into your Moodle course. And so the more people who go to MoodleNet and contribute, if you've got something useful for languages, the more people who contribute, the better we can build it up as a very, a very, very good resource. And finally, if you are, if you go on social media or Twitter, and I don't mean if you're a, if you tweet about your breakfast, even if you just look, or just watch what other people are doing. Then I do recommend you follow hashtag MFL Twitterati, because this has been going for several years now, and it is basically a Twitter community of language teachers at various levels in various countries, language academics, language trainers and enthusiasts, not only Moodle related, but anything related to the teaching and the learning of languages. And I've learned myself lots of things from there. And I would definitely recommend you just to follow that hashtag and see what you learn to. Okay. That's it from me. So I'm going to pass over to Anna again, if there are any comments about the writing, or in general, any questions in general. Okay, just to say that thank you for the overview. It's fantastic to have all these possibilities. Unfortunately, he's not here anymore. This is the live session to attend. And Alex says that there is a very useful plugin for multilingual Moodle environment restriction by language. And this is an availability condition that makes it easy to show an English instructions only to English users and instructions in France to only friend speaking students. Interesting. I mean, I did think about whether to highlight these or not because this would be in a course where you're for some reason teaching. Well, maybe teaching one target language to people whose native languages is different native languages. Yeah. But then I thought, I'm going to run out of time with what I've got. I see it's five to the hour already. So we have to leave some out. And that's a very, very useful tool restriction by language. Yeah. And again, not only for language teaching, but in other situations, as well as the courses to so thank you for mentioning it. And I think that's okay. Thank you. And Strikath says that I like the idea of combining it's for free with the default mood please future very helpful session. And that's it all the comments we have. 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