 Rwy'n ei ddim yn fawr am ymddangos iawn. Rwy'n ei ddim yn fawr am ynglyn â Ysreol. Rwy'n ei ddweud y lleidio cyffinir yng Nghymru, yr Ysreol Defensfwrs, ac yn dda i'r gwybod ychydig yma'r amser iddyn nhw'n gwybod i'n ddweud yma arall o'r ffordd yma, a oedd yn eich bod yn mynd i ddweud yr ysreol. Rwy'n ei ddweud yr ysreol, yn 2003, rydym yn edrych gyda Gerdd Nadaw, ac am y ddechrau'r hyn yn ymgyrchol sydd wedi'u cyfrifiadu am y plamau, gyffredin gyda uniggyrchol, ymgyrchol sydd wedi'u cyfrifiadu arall Ysraele. Rwy'n gondol pan wedi'u tynnu yn ymgyrchol yn ymgyrchol sydd yma yw 50 ymgyrchol. Fy hoffi'r prydau yma eich Mats, a'r mwyfyn am yma i mwyfyn, ac mae'r mwyfyn am ymgyrchol a'r mwyfyn am ymgyrchol. We will talk about the idea for a while. The Israel Defence Forces launched Moodle as its training platform in 2022. I think COVID-19 has been a big credit in accelerating online learning in places and organisations we would never have imagined. It was unbelievable then and we are really happy it happened because now the Moodle site we have is going to be serving hundreds of people. Hundreds of thousands of cadets, officers and soldiers and they are learning that courses do not only have to be face-to-face but they can also access their course online and even do flipped classrooms and learn off campus. We had to do a lot of customisation to meet the idea of specialised training requirements and that is what I will be talking to you about today. The first interesting customisation we did was what we call the grading tree. The way the IDF grades cadets, officers in their courses is really complicated. They have many main subjects which are weighted and then subtopics and then the components. It can literally be maybe even four levels of the tree and in order to calculate a final course grade it is quite complicated. On the other hand Moodle does offer a grade management system with various capabilities. It provides many of the functions we need for this complex weighted grading system but for some reason we realised it wasn't going to work. We knew they had different needs and we weren't entirely sure what we needed. So what we did was embarked on a design thinking spring. Now most of you know what design thinking is but I'll just go through it really quickly for those who don't. Design thinking has five stages they iterate. The first stage is empathise. You empathise, you develop an understanding of the user's motivations, frustrations, their goals. Define, you analyse research findings, you try to understand what exactly the core problem to solve is. More or less what we saw before. The idea, brainstorm, creative solutions, different ideas of the way things could work to suit the specific needs that came up. You prototype and you test and you iterate again and again until you make sure that you have what you need. So that's what we did. The first stage was empathy and we understood that we had quite a few personas using this grading tree. They needed a grading tree. We had course instructors who were responsible for teaching specific skills and subjects to trainees. They handled the curriculum design, the planning and the direct instruction. We had training officers who oversaw training programmes. They make sure the trainees meet standards. They manage instructor teams and training facilities and resources. We have education officers. They develop the policies, the strategies for the Defence Forces overall. They align training with the organisational goals and needs and we have the school commanders who manage and lead the training schools. Together, these roles work in order to build, deliver training programmes that develop skills and capabilities within the Defence Forces. We decided to get them all together in a room. We had the ground forces, the navy, the air force, the intelligence, all in one room to try and understand what exactly is that they need and why the grade book on Moodle isn't good enough. So we gave them some work to do. You can see them all filling in over here. We gave them a canvas I personally really like when it comes to product development and it's called the customer job to be done. What we have on the left hand side is the job. You get what exactly are these different personas trying to do. What's the situation? What's the life cycle? Because even working on your computer is not only functional, it's also emotional, it's also social, we try to understand what exactly was happening. What did they do before? What did they do afterwards? What are they feeling when they do it? Are they in a hurry? Are they stressed? Do they have to get something done really quickly? We try to understand the motivations, the barriers, the gains and what kind of opportunities we could give them to help them do their job better or even get them something that they didn't imagine they would need. That's where the penny started dropping. For the first thing that we understood was that in the defence forces you don't build the course first and then you design the grading system. In the defence forces you build the grading system first and then you build the course components which was I told them no problem build your course and then go to the grade book and design. You can do it and they said no we don't work that way. We first build our grading system and using the grading system that's where we create the activities. Because there are so many courses that cycle once again and again and again and within each course there are 500, 1000 cadets in groups. They needed to see visual reports and comparative reports. That's where we said the need for comparisons of different cycles and group achievements are the educational officers, the school commanders. They need the big picture. On the other hand the course instructors and the training officers they wanted something really nice, easy to use, wonderful UX. They feel like they're online and they're doing, they're young, I mean they're 20, 22, 24, they're young people. Also these course instructors and training officers they come for really short periods of time and that's why the interface, it shouldn't be something you have to teach them how to use and the grade book as it is today is a little bit complicated. So we ideated. I went and used a wire frame and I tried to say okay I understand what you need. Say the grade book looks like this and then when you create you add the activity from within the grade book. Would that be good? I said yes. So we started working around that and once it went well I went to by chance the guy who is in charge of the system team and the producing team, the development team is here. Open up so yes and that's when we started working really well because we got a really nice design because we said we wanted to be really good and easy to use and this is what we can see here. Instead of it looking the way Moodle always looks it's drag and drop. On the left hand side you can see all the activities in the course that's over here but if there are no activities in the course the course is empty. If I want to create activities I've got another tab I can click and then create the activities from within the grade book. Once I do that it looks like this. The grade book I see the activity, I see the type of activity, I see the type of grading. It's either numbered or as you can see over here and I can see the grade and the weight it was given. I see the weight I gave to the category, the weight I gave to the components, the weight I gave to the subcategory in this way. They've got the whole blueprint and their work on creating grade from within the grade book. If you want to look at a user report that's what we see. That's what the course commander sees. He sees the grades of this particular soldier, this particular cadet. They also had another need. There are certain activities that if the cadet does not do them well he can get a full grade on all the others but he does not complete and he's not allowed to carry on. We had UI for that as well. This over here we can see the overview report. Here we see all the students, all the learners. This is the different topics within the grade tree. If we click over here it opens up and we can see within the components and the comparative reports. What we can see over here are the different components, the different headings, the different subjects within the grade book. I can see different courses or different cycles or different groups, the way I choose it. I can see in this way the person in charge can see straight away a certain group or a certain cycle was not up to par and he can go and see what's happening over there. If I click on this and I can see the different components and see what exactly happened in this particular group with this particular topic within the grade book. The other thing they wanted was comparisons to see how they carry on with time, what happened in 2022, what happened in 2023 with each different group and we gave that as well. That is the way a comparative report and a drill down report that we added to the grade book. The most important thing is that I so accept and understand and agree with what the previous speaker said. It has to be really easy, really simple. You don't have to teach them how to use it. It has to be just you go in and you understand what you do even if they do need to create different, usually quite complex tasks. Obviously we went through reiteration, modifying, improvement, etc. That was the grade book, the grade tree. Another tool we needed to create was something quite interesting and that was also, I'm not going to go into it, it's really short, but we also found out quite interestingly that in the defence forces we're not so interested to hear what the cadet or the soldier has to say about the teachers. Within a questionnaire we're much more interested in what the teachers or the commanders have to say about them. So we need to take the questionnaire and flip it because we were interested, we want the questionnaire to work completely opposite to what it's supposed to work. The commander has a drop down box of all his cadets, soldiers, officers, and one by one he can go and grade them and say how they were doing. They do this about five or ten times within each course if the course is short and it is even longer. They are assessed all the time. So we did that. We understood that they need to individually assess and troll trainees skills and learning. They need observable, gradeable assessment forms with categories the same way the grade tree work. They also need comparative analysis reports and what we also understood, which was quite unusual, was the commanders are young and they work with mobile phones. They need it to be mobile friendly and modern, something that until then we didn't think about. This is the questionnaire flipped where the commander goes in, he can choose one of the trainees and then he answers, it's the questionnaire. It's just a questionnaire with a different UI until it goes screen, screen, screen until it ends. Then he's got Siamti, which is a finished and he's finished grading or assessing one of the trainees. This is the comparative report, which is also important. Overview, user report, understand what's going on and obviously these reports go into the grade tree, which we spoke about earlier. That's all. We understand that design thinking is walking a mile in your user's shoes and that's what we've been doing all along in the IDF.