 are now recording, I think. So it's over to you, Suzanne. Grace, thanks very much, Rob. And welcome to everybody from across the world really today, which is very exciting. And so we today's presentation is, I'm going to be doing with my colleagues, I'm Marie Farrell and Dr. Rene Harbison from the Institute of Education at Dublin City University. We are going to speak to you, we're building on a previous Moodle Munch presentation, that I did with my colleague Karen Buckley, also of the Institute of Education last year. And it was around the development of UDL toolkit for Moodle. And we're just going to build on that conversation today. And just to very quickly link it to the DigComp edu framework. This piece of work links to area number five and powering learners, just just my way of reference for you. Okay, so today we're, I'm not going to rehash what we did in the presentation last year, we spoke in great detail around the development of the UDL toolkit, the process of developing the toolkit and the kind of structure of it. Today, we're going to focus more so on reflections of the application of the toolkit. And I'm going to give you a very brief reminder of the concept and process behind the toolkit. And then Lorraine and Amarie are going to kindly share their reflections on applying the toolkit in practice, both in Moodle and slightly outside of Moodle as well. Amarie is going to speak about her own UDL practice, and that will take us a little bit beyond Moodle. But if you want to find out more about the UDL toolkit in detail, we have the recording of the Moodle Munch, which I'll pop into this presentation and also a link to the toolkit. The toolkit is available on creative commons licensing, and we very much encourage you to share and adapt for your own context. I'm sure most of you here today are familiar with universal design for learning and that framework. But just for the benefit of those who are not familiar, I will direct you to the toolkit where we have a deeper explanation around the framework. But essentially, it's a framework for inclusive practice. And when we're talking about inclusive learning design here, we're talking about designing learning for everybody, for the benefit of everybody. So not just for those with special needs in relation to teaching and learning. And that framework is supported by three key principles, multiple means of engagement or flexible ways of learning for students, multiple means of representation, flexible study resources and facilities. And then finally, multiple means of action and expression of learning or flexible assessments. So again, not too much detail on that today, but more information in the UDL toolkit should you need it. Okay, so why did we develop a toolkit? Well, Karen, Buckley and I, together with other colleagues in the teaching enhancement unit and our colleague who has since moved to the DCU Business School, Shadi Karatsi, we wanted to find a kind of a practical way to translate those UDL principles into practice. So to scaffold staff who are teaching involved in teaching both academics and teaching support, to scaffold their practice, you know, translated essentially into practice, particularly in moodle, but also as you will see, to stretch beyond moodle as well. Okay. The toolkit development was very much a collaborative process. So we started here with the planning stage, just highlighted in yellow there. We did a sketch outline of the toolkit, which essentially includes an introduction to UDL. Secondly, a moodle template, a moodle page template to support UDL practice. And then importantly, a checklist of UDL practice. And again, you can find out more detail in the link to the toolkit. Then we took that sketch outline of the toolkit to two focus groups, we got some feedback on the structure of the toolkit. We took that feedback, and we revised the toolkit. And then our next stage was to actually work with staff. Lorraine and Amri worked with us back in September 2019, which seems a million years ago, and only yesterday as well, to pilot the toolkit, to support them in a scaffolded session where Ms. Alvin Karan offered them additional support. And just discussion time, really, because Lorraine, Amri and their colleague Ellen did all the work, they were redesigning their loop, or moodle pages, loop is moodle.tcu. And we offered them just kind of time to reflect and kind of answer questions around that process. So I'm going to pass over now to Lorraine, firstly, and then to Amri to share their reflections. So over to you, Lorraine, and you can just direct me along the slides as well there. Okay, so as you can see, this was the starting point when both Karen and Suzanne, what we said down, and we were looking at our existing learning environment. At the time is because this is what it looked like. So this is like a snapshot of the actual page. These were for B. Ed, one first year undergraduates, and the particular module I was looking at was maths education. For me, at that time, moodle was just what I loved. I loved it from the start. But for me, it was just a lovely giant filing cabinet, where I could store everything online. And from that, just to make it accessible to the students, where they were maybe my lecture notes, my slides, etc. But you will notice the whole time we're talking so far, the emphasis was on me, me as a teacher. And really, if we move on to the next slide, this is where the journey started. So it focused on me, me as a teacher, M for moodle M for me to actually, this is meant to be virtual learning environment. And if we're talking about the principles of universal design for learning, have I actually thought about how I'm actually using moodle as a learning environment. So to begin with as with most of our colleagues in DCU, we began to do a loss of work on just the actual design of the moodle page to begin with. And there's also like learning design units that would help if if that were needed. And we were actually happy kind of to make a start on that. So from the outside, so when you think of multiple means of representation, you can see that well, it does look easier to navigate. But as multiple means of representation is really only one element. And was moved to the form or so is this idea of learner and learner engagement? And how actually, can we enable students? And the word that Suzanne was using from the digital strategy was empowering students to engage fully with this learning environment. So I just want to give you a snapshot of what two elements of this learning environment looked like as a method of engagement. So moving on to the next slide. Sorry, somebody want to come in there? No, go ahead, Lorraine, thanks. Thank you, Rob, because you're talking in the background. No worries. Well, the first element was our recommended reasoning section, whereas before we would have had, you know, kind of PDFs and links, etc, for the students to explore. But we went one step further. And this again was with the help of Suzanne and Karen. And I was looking at developing our own resources. So in this way, then we could design our own resources that would meet the needs of our students. And I just want to flag from the outset that this was not done alone. This was done very much in collaboration with my colleague, Mary Kingston. And, you know, we really kind of I suppose built on each other's strengths here. So in designing this recommended reading, we decided we would make our own book. And it was looking at teaching measures in the classroom. You can see we took text and images that would normally have been part of a PowerPoint presentation, and started to rework them into a book where students could actually go chapter by chapter. And what we actually did with and moving on to the next slide there, Suzanne, was the interactive elements. And if you want to request access, you'll have to get the access there from Mary Kingston, if that's okay. And no, don't worry about that. We read this, unless people would like it. But what it actually is here is we decided ourselves to incorporate videos. So we made videos. This was the beauty of of being able to develop our own resources from a learner's perspective. So what we did was we went into on campus, and we recorded there. There are unicams are you can do micro teaching type rings, where we would have recorded ourselves and we would have uploaded those videos as part of that book. So when the students were engaging, not only was it going to be text, but there's going to be text, those graphics. And then there were actual video excerpts of us in action they're using the resources. You know, if you want me to come back to us and share the screen, I can absolutely do that. But no worries for the moment. The next element, and we're talking about maximizing engagement, was to look at assessment. Okay, so up to now, assessment, you don't be very aware students can get very heads up on on, you know, that summative that great, and that's really important. But what we wanted to help the students to do was again, back to this idea of empowering them was to help them on that learning journey. So we wanted to take them from being where they were after just doing their leave insert, they were students to actually now we were trying to encourage them to be moving to the other side to be teachers, and we need them to take control of their own learning. So we wanted to develop kind of self paced, and tasks for them. So at the end of every seminar, they might have something to read. And again, ask maybe answer little questions on that. And what we did was we we when we're exploring the the loop page, one activity we really thought we loved was this lesson for us. Again, when when when you just read what it can empower you to do, there were so many things that just really appealed to us, like flexibility of design, learner engagement, etc. Just to let you know, that's kind of not how it worked. And we wanted these experiences to be very formative. But but unfortunately, that actual lesson activity meant that when the students would do an answer at the very end, they could go back and review their answers that they had written. But once they kind of press that submit button, that was it, it was gone. And so what I've posted up here was the panic from students, you're right, I thought I have it done, but I don't know if I have it done when I go in, it looks like I have to do this again. And students redoing this and redoing redoing the same exercises. We even were trying to work with with with a grade book, even though at the end it comes up. Congratulations, you've finished your lesson. That's lovely. There was another thing underneath. And we just could not read this. It was, first of all, it was you got, say, zero out of three questions, correct? If we had three questions, we were able to change that you got zero out of zero questions. We even got on to Henry Langton there. Henry came in, at which stage he tried to play with this. And the best we'll get was these assessments will not be added to your final grade. So as you can see, what we thought was going to be this wonderful new addition to our new page ended up not really the way we wanted to be. So that brings us to where we did come to. This is the next slide there, Suzanne, and be glad to know my last one. We ended up having to go back to the quiz for us. So again, the students would go in every week. And it was very similar. So from Cessiness Up point of view, very similar to CessUp. But I suppose a bit easier for the students at the end, at least they could see their responses. Because what we wanted them was that at the end of the module, before they would actually do their final assignment, that they would be able to go back onto the page, see what they had written. And that would be like as in their study notes there. So that's where it went. And now I'm going to pass on to Anne-Marie, if that's alright. And then I think at the end, then very happy to take any questions you have. And I think hopefully my colleague Mary Kingston is here, and she will be able to help us as well if needed. Thank you. Hi, everyone. Well, as Suzanne said there at the beginning, she linked in with myself and the rain and another colleague, Ellen, when they were developing that when herself and Karen were developing the toolkit. And I suppose the heavy emphasis at the time was on using universal design for learning the principles of universal design, and in the moodle space. So a bit like Lorraine, I had, and really continue to look at moodle, primarily as filing cabinet as a resource that supported teaching and learning. And what I found very useful about being involved with the toolkit, that Lorraine and I work in initial teacher education. So we're teachers who are working with student teachers. So both of us, even prior to the development of the toolkit would have been talking about universal design for learning in relation to our students and our student teachers. But what was interesting was with me anyway, was being involved with the design, with the rollout of the toolkit with Suzanne and Karen, in relation to moodle specifically, really got me thinking much more about the moodle space, much more than I had previously. And I'm wondering, I suppose one of the things that I did after that experience was to make sure that my voice was literally on the moodle page. So, you know, recording a welcome message and so on, that students could link in with asynchronously. And just to make give myself a presence on that page above and beyond one that was text based, based. The other really useful thing that came out of the development of the toolkit was the teaching enhancement unit in DCU and applied the principles to the skeleton of everybody's moodle pages. So there was a basic redesign done there. And I actually found that really, really useful. And the basic framework was there. And it meant that and still does mean that when students go into the moodle pages, they are generally faced with a very similar layout, not exactly the same, we don't have to stick to the exact same layout. But but they're quite similar across all of the loop pages, which makes it really useful, and particularly on, you know, really large undergraduate programs with lots and lots of modules. And the, I suppose my, my, the university, I've always looked at university design for learning as our and moodle as being just one part of teaching and learning. And universal design seeped has seeped into other elements of my teaching as well. So looking at this from a teacher's perspective, the design of the loop or the moodle page, and using universal design for learning is just one element of universal design for learning in my practice. And because it has mattered when I am physically teaching in class, it has mattered when I'm developing assessments and so on. Well, what's been really interesting to me, since last March, since the 13th of March is how the principles of universal design, and the fact that with Suzanne and Karen's help, I had looked at that in the moodle space really, really helped me when everything moved into the moodle space last March. So the filing cabinet became the classroom. And, and how the classroom was organized, and really mattered, not just in terms of, of, you know, signposting clearly resources and so on, but actually, a space in which the teaching was happening, and learning was happening in that space. And it really, really helped me conceptualize the framework of UDL helped me think about the blend, for example, of synchronous and asynchronous engagement. And it made me divide asynchronous, for example, into two, to think about it in two different ways. So I would think, first of all, and I'm thinking of one particular module in particular, the first module that I moved online in September, the module I moved online just last September, which is 429 students in it, the final year undergraduate module. And the, the, it was really challenging to move that module online, but the UDL framework helped frame my thinking around that. So in relation, for example, to asynchronous engagement, I thought about it in two different ways. I thought about it, firstly, asynchronous engagement, which would lead directly to a live class and live learning. And then the other type of asynchronous engagement, which would support independent study, which wouldn't necessarily have lead directly into a live class, but might be required for independence, broader independent study for assignments and so on. And just how I structured that really was informed by the UDL framework, particularly around multiple means of engagement and multiple means of representation. So how core concepts were presented asynchronously, and then followed up and supported synchronously. Really, the structure for that was enabled by my experience of using UDL in Moodle as a filing cabinet first, before it became a classroom. And I think going forward, my, you know, I have a much broader understanding, I suppose, and I'm more flexible than I was 12 months ago before COVID. And I think a lot of the elements, particularly around asynchronous engagement, I will continue forward, even if we are back face to face with 430 students, there will be elements of the Moodle page that I will absolutely continue forward into that more face to face context. So that's just a brief overview or reflection. So I don't know if it makes sense. But and thanks, Rob, for that. Thank you guys very much. I'm just going to pause the recording now. Perfect. Over to you, Adele. Hi, Rob. Thank you for the opportunity to come and speak to you all today. I'm delighted to be here and to see so many friendly and familiar faces. It's like a family. So my name is Adele Gavin, and I'm the Technology Enhanced Learning Coordinator, or Talbot Coordinator at Mayo's Library at ATB. And today, I'm joined by my colleague, Lorraine Devaney, our e-learning mentor, who says apprenticeship program, and she's also our Moodle Guru. We also have Shimon Magner here too, who is the National Sales Program Manager. So today, we're going to talk to you a little bit about our learner background, the background of our learners and our core platforms. We're going to look at the learner journey. We'll have a little bit about our educators journey, and we're going to show some practical examples of collaboration using the sales apprenticeship program. So just to be specific, our core platforms are Office 365, Moodle, and Microsoft Teams. And we use those together to support our learners to learn together. Just to frame this, we can map this to the teaching and learning on the GTCOM edu competencies framework, and more specifically to collaborative learning section 3.3. So this is to use digital technologies to foster and enhance learner collaboration. So just a little bit of background, further education and training or FET, learners are very, very diverse, very diverse in terms of their age, their socioeconomic background, their cultural background, the levels of literacy and numeracy and the digital skills that they have attained. And we have a saying that FET is for everybody and it has opportunities for everybody. So Moodle is the LMS provided by and supported by Solace, but we also use Office 365 and Microsoft Teams. Our educators use our core platforms in a variety of different ways. Some of our educators use Office 365 and Teams as a light for emergency remote learning, and other educators use Moodle, Microsoft Teams and Office 365 combined. So really, they're the ones we're going to focus on today. So I'm just going to talk you through the learning journey, and then I'm going to give you a demo of how that might look like. So all our learners of Office 365 accounts, and they use an open ID connect single sign and feature when they come into Moodle. So you can just see how that looks on the right. So the journey is very seamless for our learners. Once they're in Moodle, there's Microsoft, Microsoft Block. And that's also there on the right. And they have access to their various office tools there. They can use email, they can get into Teams, or whatever they need. So we also encourage our learners to sync their calendars, so that all of their online classes appear in their calendar. Learning collaboration options are quite varied with Teams and Moodle. So just to mention it, a few, you have video conferencing software with Teams. There's also breakout rooms in Microsoft Teams. Teams can be used for learner group projects. And also there's the Moodle forms. So just bear with me and I'm just going to show you a quick demo. In this video, I demo how our learners use Moodle with Teams. All learners can sign into Moodle using their Office 365 username and password using the open ID connect button. Rob, could I just confirm that everybody can hear that? Okay. Yeah, all good. So in this case, our learner is tele support. So I'm brought directly to my graphic design Moodle site. And here as a learner, I can access my online weekly class and the any of the channels for the group projects that have been set up by the tutor. So to access the weekly classes, click on the link. Teams opens. Okay, so I can see the corresponding team in teams for graphic design class. And when it comes to Monday at two for my class, I can click here and join. Okay, if I go back to Moodle just to finally point out to you, we've got a Microsoft block here in Moodle and it means all Office 365 apps are just one click away. Learners can go directly to their email OneDrive teams by clicking these and the app will open in a new tab in their browser. So I'm just going to talk you through the educators journey. And then we're going to have another quick demo. So for the educator, a course or module is set up in Moodle. And from here, a team is automatically set up. So on this team, the teacher is the owner and the student is the member. And this all happens because of Microsoft Azure integration with Moodle. Also, if you add an additional additional person to your Moodle course, this is automatically synchronized and they're also added to the team. And also teachers can set up meetings in the calendar and embed them into Moodle and teachers can set up recurring meetings for group projects. So I'm just going to show you how that might look. In this video, I demo one way you can use Moodle with teams to schedule weekly classes and group project work. As with all technology, there are alternative ways you can do this. So I'm logged in as an administrator in Moodle and I've set up a new Moodle course from a module called Graphic Design Demo. You can see here I've enrolled myself as a teacher and tell support as a student. Both of these profiles are linked to Office 365 accounts. And as Office 365 is integrated with teams, once a new course is created on Moodle with one teacher role assigned, a Microsoft team is automatically created. So when I go to teams, I can see here there's a corresponding team called Graphic Design Demo automatically created. When I click into it, I have a look at the team. I can see membership is synchronized. I've got the owner, the rain and member tell support. So let's say I have my graphic design online class on a Monday from two to four. And I want to set up a virtual classroom for it. So first thing I'm going to do is create a channel. I'm just going to go Graphic Design into a classroom. Click here so everybody can see it. And add it. So in my virtual classroom channel, I'm going to come up here and schedule a meeting. And again, I'm going to call the meeting Graphic Design. And it's going to repeat weekly on a Monday. Okay, from two to four. Okay, so graphic design current weekly on Monday from two to four. And it's added to my graphic design virtual classroom channel. So I create this here. And when I go back to the channel, I can see here the schedule meeting graphic design occurs every Monday at two. So what I want to do now is get a link to this channel and add it to my Moodle course. So I'm going to add it as a label weekly class and add the hyperlink to the channel. Okay, so now students can access their online class, any of three ways. Okay, when you set the the online class up through Microsoft Teams, okay, students will get an email into their inbox, inviting them to join the class, they can join it from there. The event will also appear in their calendar. So I'm logged in as my student and I tell support so I can see my graphic design class there is scheduled from two on the Monday. Okay, or alternatively, I can go to Moodle, click on the weekly class link, and that brings me to my team's channel. Okay, and I can join my class from here either. Okay, so I'm close out of this. Similarly, you can set up recurring meetings and channels to facilitate group work. For example, at this module, students are divided into four groups to complete projects. So I would first of all create a channel for each group. So I might call it meeting room A, another channel meeting room B, C and D, add recurring meeting to each channel, just like I did this one here, okay, and then create a link to Moodle from the channel, just like I did with this channel here. And once you set up the meeting rooms, you can reuse them for all project work by changing the students assigned to each meeting room for each project. So the diagram here shows the various telltales and that support collaboration on sales apprenticeship program. The integration of Moodle and Office 365 is really the backbone of this program. And it ensures that the collaboration is seamless between the workplace and the education provider. It also allows everybody to benefit from the best features of each product. So I'd just like to say thank you all for your attention this afternoon. And a special thank you to my colleagues, whose work I'm showcasing here today. So I'll open the floor to questions. Thank you very much, Adele.