 Hello, everyone. Good morning. My name is Dane and I'm going to be talking today about creating a language learning platform for schools, for rural schools that are offline in South Africa. Now, before I talk about the actual platform and what we created, I've got a couple of quotes up here on the screen that you've probably been reading. These are from teachers talking about the experience that their learners have been having. And perhaps something is maybe a little surprising to you, like it was surprising to me when I read these. These came from one of the reports, which is that these teachers are not talking about the platform. They're not talking about the technology. They're not saying, this is incredible that you've created this platform. It's incredible that you brought it to our schools all the way out where we are without any internet connection. They're talking specifically about the experience that their learners are having. They're talking about the fun that their kids had, what they've learned. It's quite amazing that when you deliver something that really works, the platform becomes kind of invisible to the learners, to the users. And ultimately, all you have left is the experience of the people using it. And that's what we want to achieve. All right. My name is Dane Rossenrod. I'm the owner of a small website design and development agency and many other roles. And the business is called Touch Dreams. And I'm also a part-time web developer for the University of Cambridge, working on a bunch of websites in the mathematics department, specifically the MMP, the Millennium Maths Project. I've also been a Drupal developer for about 11 years now. And I've worked on about 180 websites. And about half of those have been Drupal. The other half have been a combination of a lot of different platforms, some Drupal, some WordPress, Shopify, a couple of JavaScript frameworks, and a couple of PHP custom apps as well. Now, before we get into it, I want to ask you all a couple of quick questions so that we can all get familiar with who's in the room. So three questions. First question, where do you work? So who here works in the websites industry, making websites for clients? That's about two-thirds of us. Who here works for an institution, an education institution, a government institution, something like that? All right, that's a couple of us, maybe a quarter of us. Who here works in something else that's not one of those first two groups? All right. So a small fraction of us. And question number two, who here has worked on a website or a web platform for schools specifically? Okay, one. Fantastic. And who here, this is the last question, the more fun one, who here has been to South Africa? Yeah, me and someone at the back. Fantastic. All right. So now let's talk about the situation. In South Africa, only about, sorry, 76% of grade four learners, these are aged nine to 10 years old, cannot read for understanding. And this is primarily in English. And this is because when the learners reach grade four, when they are about nine years old, they transition from learning all of their subjects, primarily in their home language, to learning entirely in English. So not only are they having struggling through the difficulty of learning these subjects, but they're now having to learn in their second or their third language. And what makes it even more difficult is that for many of them, English is not even spoken at home. It's not spoken by their parents. It's not spoken by their friends. They don't have exposure outside of the classroom to English. And yet all of a sudden they're learning all of their subjects in English. To put it into a little bit of context, I've got two short videos that highlight this quite nicely. We speak about learner centered education in South Africa, for example. And yet we insist on teaching children in a language they don't understand. If it's learner centered, you'd expect that the language of the child is the point of departure. Instead, it's the language, not even of the teacher, because most of the teachers are not even first language speakers of English. It's a foreign language. In black and white, it is written in a constitution that all the languages are equal. That is written. But practically it doesn't, it's not been done like that. It's the way that our mindset has been set up. That everything that is superior and everything that is pure must be done in English. That is a concept that our parents have. Textbooks are only in English and Africans, which forces a child who is doing Kosa to learn to learn that before he even understand the content, what is being taught there. He should first understand, try to understand what what is said. So the communication first before going to the content of the subject. When they mark papers, they don't consider that this child is Kosa speaking child papers are set on one standard. So it is very unfair and this disadvantage in our kids really. When it is a biology paper, the biology paper will only have only two languages, that is Africans and English. The Kosa is not there. Our kids are not passing the content subject as they will do if the questions were in their language. Some hear English only in your class. At home, nobody knows English and there are no TVs. You see, that's the problem. When you're talking to them in English, it's a foreign thing. The only kids who have mother tongue education from the cradle to the university are first language English speaking children and very many first language African speaking children, which means that those who were advantaged before the fall of apartheid are still the advantage after the fall of apartheid. Something I should add a bit of context here is that inside Africa, there are 12 official languages. The two most widely spoken languages, as you heard referenced in the videos, is Isik Kosa and Isizulu, but then there's Afrikaans, Swana, Sapelli, Suthu. English is only, I think, the sixth most spoken language in the country. And it's with that context that the amazing Oxford University Press decided to create a program, an initiative called Read to Learn, which I've been privileged to be working with them on for the last seven years as the primary web developer and web designer for part of that. So let's talk about what they're trying to achieve here, what they have achieved so far. And that is the goal of it is to create a web based platform that can deliver lessons and fun activities and assessments to these schools, many of which are offline. They don't have internet connection and they need to do it from a single server box, a box that the website lives on, which I'll show to you in a little bit. And this website needed to have various content types, needed to have various roles, categorizations of the content. So as you can probably imagine, Drupal was the perfect piece of software, perfect candidate for this particular need. This is an example of some of the interactive content that the OUP team have created. It's this beautiful illustration of a whole lot of, in this case, a whole lot of natural animals and plants in the natural environment. You can see a bunch of little sound icons as well. So the learners can click on that to hear what that word is in English and as they can start to learn it. And these are created as HTML5 mini sites or interactive activities. And as you can see, they're also created as a sort of slideshow. So one of these becomes part of what's essentially a slideshow, which we call a unit, which is like a lesson, a single lesson. And they only have a couple of slides. And what we've done is we've essentially embedded those within a single node. So this is a unit node in the Drupal site. And I'm going to show you what that looks like in a moment. But before I do, I just want to point out a couple of other things. So you'll of course see the sum of the standard things you'd expect in a site. You've got your menu up at the top and in the admin bar. And towards the bottom, you've also got two buttons. Currently they're grayed out. They're disabled. But when the learner gets through to the last slide of this particular unit, those buttons with a little bit of JavaScript become enabled and then they can play the game. Once they've played the game, they can take the quiz for the unit and then move on to the very next one. Now, let's see if I can open this up. So this is what one of the HTML5 units looks like. I'm just going to go ahead and click start. As you can see, there's quite a lot going on here. These are quite interactive. So you can, so the learners are able to, you know, click through to the various parts of the slide. They can play the audio introduction, which I'm not going to click on right now. And one other thing that's important here is there's words that are underlined. You'll see in the next slide there's a couple of more of them. And when the learners click on those underlined words, there's a pop-up which goes into much more detail about that specific word. So they can start learning about that dictionary word. I'll show you that in the next slide. The reason I can't show now is because I've opened this up in a new tab, it's not within the context of the Drupal site. So the JavaScript is not going to trigger if I click on it now. So these slides are quite interactive. As you can see, some great photography, lots of great information. And some of them are actually quite interactive. Like this is a little game that's within the actual units itself. So it's quite amazing what they've created. These were created with Adobe InDesign with a particular plugin called In5. And then they export them and then we just embed them within each unit as an iFrame. And that's it. That's the end of that particular little unit. There we go. Fantastic. So this is what the dialogues look like when they click on those dictionary words. As you can see, there's information in English for them to learn as well as in their home language. So they can see that the word itself and the definition of that word in English and in their home language and a little audio clip of somebody in their language speaking that word but in English. Nice and clearly. This is what it sounds like. Yeah. Currently, Read2Learn is in two and shortly we'll be in three languages. So Isizulu, Isikosa and one other. And so as we roll it out to more schools, more provinces, various provinces have primary languages that they're more widely spoken. So as we roll it out more, we'll add more languages to the project. But yeah, so for each learner, they'll have a language, their home language set on their user profile. Just gonna see if I can actually get this to play. It's not wanting to play. All right. Moving on. All right. So what we've done is we group these units into effectively curriculum. As you can see, the blue boxes are the ones that they're currently on. So these units are grouped in a couple of ways. So firstly terms, term one, two, three, four, they are grouped by subject. So this in particular, as you can see, natural sciences and technology, NST. They're also grouped by grade. So this is grade four, but Read2Learn spans three years, grade four, five and six. And they're also grouped by level. So you can't see it here, but each unit comes in two levels. Level one for the learners that need a bit more help from their teachers and level two, the learners that need a little less help, of course. And as they, how we've been able to keep track of the progress, we're using the flag module. There's obviously a lot of ways we could have done it, to link the units and keep track of progress. But we found that the flag module is kind of perfect because it allowed each learner to have to flag which units they had completed. And then the blue box would essentially move to the next unit. We also use the flag module for one other thing, which is if the learners fail the quiz at the end of their unit, they can, depending on their score, they might drop down from level two to level one. And also they have to redo that particular unit one more time. So we use the flag module to keep track of if they're in that redo process. And we also use the rules module to power that logic. If they get a high enough score, they can move up. If they get a too low score, they'll move down. So the rules provides that logic. And one of the thing you probably assumed is that all of the software that we needed, all the libraries, for instance, for the pop up and for anything else had to be saved locally. So no CDNs, nothing, no Google fonts or anything remote, all libraries that we use saved within the actual site so that it could be served offline. This is what one of the quizzes looks like. And this, we use the quiz module quite extensively here in the site. And this in particular is one of the questions. This is a multiple choice question, but quiz comes with a whole lot of different types of questions, which is really fantastic. And we use quite a lot of the other features of quiz. For instance, the submissions by the learners can be scored automatically or by the teachers. The quiz module comes with a bunch of reports and great views integration as well. So we use a whole lot of features of quiz. We rely on it quite heavily. So as I alluded to earlier, these schools struggle in many different ways. And one of the ways that they, one of the challenges that we have to overcome is that although some of these schools have computer rooms, they don't have internet, many of them. And these computer rooms that they do have many of the computers are sponsored by either the Education Department or by corporate partners and funders. And sometimes they are laptops, like you can see in this picture, sometimes their desktop, sometimes their Android tablets. But often there's not enough of them. These classrooms, sometimes there's 40, 50, 60 kids in a class and maybe 20 computers. And of the 20 that they have, a couple of them often don't work for whatever reason because they don't have an IT person on staff. So you'll often see two or three kids around a single computer all having to share and learn together. They also have a couple of other challenges. And a big one is that for many of these learners, they don't grow up with computers. Unlike many of the first language English learners in South Africa, like when I was in school, a lot of these kids, they don't have computers around at home when they're growing up. So the level of computer IT skills and literacy is relatively low. So they have to overcome that challenge before they can use Read2Learn to learn the language English that they can then use to learn the other subjects. That's a lot of hurdles. Now, this, quite excitingly, this is the little box that we were able to deliver. It's a fantastic little device created by a company called the Content Company. This is, I think generation number two. It's this little plastic box with the great bright Read2Learn logo at the top. And it is, has a couple of LED lights at the front, of course, to indicate status if it's connected, if the network is broadcasting, if it's got powered on and that kind of thing. And it's powered by Raspberry Pi, a single board computer. And it provides a LAN, a Wi-Fi network, that all of the computers in the computer room are able to connect to the box in order to serve that triple site to them. There's two other features which are quite impressive. So one is, as you would probably expect, it has a built-in battery. So you may have heard, but South Africa has a lot of rolling blackouts all the time. And so if there's a power cut halfway through a lesson, the battery lasts for half an hour, 45 minutes or so. So if the school is lucky enough to have laptops or tablets with some battery life, they could at least finish that lesson before the thing dies. And one of the really amazing feature in newer generations of this box, this is, I think generation two, but I'm not sure if this box had it, but the newer ones have a 3G connection, which is this, you know, say the other connection, it's not quite strong enough, well, it's not nearly strong enough to actually connect, you know, to for the use of the content. But what we do with it is, once a week, the actual Drupal site will take all the scores, the quiz results and compile them into CSV files, put them in a designated folder, and then the firmware on the box will go and take them out of that folder and send them, submit them via 3G to the OUP team, and then, you know, disconnect from the 3G. So it's just fast enough to be able to send those reports out and the progress for the OUP team to see how things are going. What's quite amazing to me is when I visited one of the schools with these, they take such good care of these boxes, the schools only get one, you know, if something happens to that box, they lose read to learn, and they love read to learn. So they take such good care of it, they, after each lesson they'll pack it back into the little cardboard box for packaging, they'll put it in the back of a cupboard and they'll lock that cupboard, they're so careful that it doesn't get stolen, doesn't get damaged, which is really great to see. As you can imagine, there are quite a lot of logistical challenges to delivering something like this. The big one, as you've probably guessed, is loading the content. So we're regularly taking these out to new schools in various provinces in various places, so we have to load all of that content onto those boxes. The earlier generations of the box we had to use, connect via the Wi-Fi and then use FTP to push the files to that box. And we'd have to do this every time that there was a new school, because you know, you've got new learners, new teachers, new classes. And then of course, the OEPT themselves are regularly creating new content. So we're loading that new content, new dictionary words, all of that kind of thing. And what's quite interesting, as maybe a lot of you have the same experience with me, we don't have a lot of experience with working offline, you know, with sites that are offline and with physical devices. Our sites don't normally live on physical devices, at least not ones that we think about, you know, they live in the cloud or in server boxes, servers, but not in boxes that you can actually touch. So it's quite interesting when these boxes would be created and delivered to me, at least initially, and I would load the site onto these boxes and test them, then send them across Cape Town to the other side to the OEP team for them to test them and come up with all kinds of backup plans, which I'll get to in a minute, and then ship those boxes out to those schools by plane, by car, out into these rural areas. Another thing that was quite interesting, and we learned very quickly, was troubleshooting, when you can't actually connect to the site, when it is offline entirely, is quite a challenge. We, of course, we had to preempt as much as we possibly could. So we're always trying to think of what could possibly go wrong, way more than any other site I've ever worked on. And even when that was the case, we'd also have to plan for, OK, if something does go wrong, how can we solve it offline? There were many times that I'd find myself on the phone with somebody out in the school somewhere in the middle of nowhere, sitting in front of this box and this IT technician, and I had to point them through, OK, with this administrative account that I've given them, click on here, click here. Let's try and find the source of the problem and then find a workaround in the field for that problem. Maybe if it's a permissions problem, then allows change the permissions or change the certain access levels of units to work around that problem until we can get that box back and sort it out in a more feasible way. Also, the updating process was a really big challenge that we're still tackling. And I don't mean small updates like fixes. I mean on a sort of annual basis or a half year basis where because the OUP team is always creating new content, but also these learners, obviously every year they're going up a grade. They're changing their classes, they're changing their teachers, all that kind of thing. And we need to load the new content. And in many cases, we weren't actually able to get the boxes back. So the boxes would stay out in the field and we'd have to essentially deliver the site to them. But we didn't just want to overwrite the entire site. Mostly we wanted to just load the week we were able to load the new site. But we needed to save some of the data, in particular the quiz results and the progress of the learners. So what we were able to be decided to do was write a bit of firmware, some process is a bash script in particular that would export some of the database tables, particularly the ones that related to the quiz module and store those, then take the whole site either, you know, the IT people would put the site onto the computer via file FTP or on newer versions via a USB stick. It would replace the site and then it would re-import those database tables again. And of course, if there, you know, any schema changes needed to be made to those database tables, it would need to do that too. So the whole process of doing updates in the field was, you know, it's still an evolving problem. We're still figuring out the best way to do it as we change the boxes, as we change the schools and as this scales out because it's going to more and more schools in more and more situations. I'm going to show you a couple of quick pictures from one of the schools that I was fortunate enough to go to. This is Silo Canyo. They are in Cape Town, but in one of the lowest income areas in Cape Town. This is the entrance to the school, as you can see, just next to the entrance, they've got this beautiful little garden that they were starting to grow next to the car park between the car park and the school. This is, I apologize for the lights. I don't know if we can, I don't think there's any way to drop it down. So we'll have to just, I hope you can see it clearly enough. This is one of the corridors of one of the school classes. This is grade R, but it's essentially, you know, grade zero. It's before they get started with grade one. And this is what the assemblies look like with all the little kids. I can't actually tell what age this is. This is really younger. This is a primary school. And this is another picture, more of the girls in the assembly. And last picture, this is the teachers, the teachers that work so incredibly hard to make it happen. It's really great to see when they're smiling, enjoying themselves. I'm assuming this is a learning and curriculum day for them. So over the last couple of years, while we've been rolling, while we've been building Read to Learn, we've been able to roll it out in many different trial programs. And one of the biggest ones was last year in the Eastern Cape. So this is one of the provinces, I think the province with the lowest sort of level of earning of any of the provinces in South Africa. So they faced a lot of challenges. And this was a really a keystone sort of trial for us. In this particular one, Read to Learn, we took it to five schools. I think all of them, or possibly four out of the five didn't have any internet connection. There were 25 teachers involved, 1,165 learners. And at its peak, the most busy month, we had 485 learners using the site. Currently, Read to Learn is in many more schools. We've rolled it out across the Western Cape and the Eastern Cape. And it's in 16 different schools, or at least 16 schools that have used it. Many of them are still. 108 classes of learners, 241 teachers have been using it, and 4,382 learners have been involved learning from Read to Learn. And the OUP team have created 541 interactive units. That's a heck of a lot of pretty amazing learning content. And that's not including the quizzes, the games, which are also all interactive and needed to be created. So I'm gonna wrap it up with a couple of takeaways. The first thing is that this is an incredibly complex problem. There's no one solution. There's no single bullet to this. It needs many different initiatives from many different organizations to solve this. And South Africa is very much still tackling this. From the OUP team, it required a lot. Officially, it required a lot of understanding and empathy for what these teachers and these learners are going through. And they needed to discover what the problem actually looked like for the learners in their actual context and what the situation in the schools was. What is the teaching environment? What does it look like and what are the challenges that they're facing? And there's something that I alluded to right at the beginning. You've probably realized, as I've been explaining it, that the site itself isn't really revolutionary. And although those boxes that we put the site on are pretty amazing, they're also not really revolutionary. And it's much more, the solution reach learners much more about the logistics and the delivery of the technology and making sure that it works consistently. And then the end of the day, for the teachers and the learners, when you do it really well, they don't notice the technology. They don't realize how tough it was to deliver it to them. What they see is their experience. And I just wanna add to it that it required a lot of skills to make this happen. So there were curriculum specialists. There were interactive designers and artists who created those games and those quizzes. Web designers, web developers and a whole lot of other professionals involved. And yeah, it was really about just creating something and making sure that it worked and persisting through all of those problems to deliver something that the learners could really benefit from. And that is how we created Read2Learn. Now, before I get to questions, I'm just gonna do one or two quick announcements. Firstly, you probably have seen the slide many times before. This is about the contribution days happening every day, but in particular the big one tomorrow. And this is some of the times and I'm sure that information is all over, including on the app. Next one, apparently there's gonna be a Drupalcon-wide survey. It's gonna be sent by email. So remember to fill that in. And then also in the app that you can actually rate or not rate, you can answer some questions about each particular talk. So that's in one of the things called session surveys. So please be sure to fill that in. And one other announcement, which, wait, why is this not loading? No. This last slide was supposed to show my team. I had a whole lot of pictures of my team. Wait, hang on, let me see if I can just show it. It's not a big deal if we can't, but it'd be really nice to, there it is. Okay, I'll see it, I'll click slide show. Oh, this is, I don't know why it is, oh, internet problems. Anyway, I just wanted to point out that my team is growing. So you can't really see the pictures here, so I'm just gonna talk through it. But we currently have this four of us, a girl named Gamal, Amy, Susan, me, and then we have two more people joining our team very shortly next month, Imran and Claire, and then also an intern, starting very soon. So it's really exciting that we're growing. Anyway, that's it from me. Let's go back to questions. Oh, they've got a roving microphone. Oh, in the middle, okay, cool. So let me just run like that. First, thank you. I had a question about your choice, but the device you used, that's it for the website, or so maybe, I think you used maybe manifest and some offline tools for the website itself. But have you seen progressive web apps? Maybe for the, so the box will not contain maybe a website or connection to the game, but the game itself will contain all the questions and let's say all the behavior for the game itself. It's a bit technical, I don't know if you're... I'm not sure if I understand what you're asking. Are you saying we should we create them as HTML5 apps and games? Yeah, absolutely. So offline web apps, so you will export like a static version of the game that will be installed on every computer. Yes, so it's a really good question. Progressive web apps, will you effectively load it once and then you can use it offline? But from my understanding of progressive web apps, you kind of first have to be able to connect to the internet to fetch it for the first time before you can use it offline. So they would need to be able to... Actually, you could... Yeah, you will need at least to install it once. That is true as well. At least to contain all the assets and you have to think about how to use the local storage. But it was a question, Mo, it's not like you can do it. It was a question if you... Have explored it. Yeah, you have seen this solution as well. Yeah, perhaps there's something we could look into. I think part of it is just the creation process. So I don't have anything to do with the creation of the interactive interactivities. And the team has found that Adobe InDesign just works really well for them to create those. So I guess it's a question of, if they're really creating them in Adobe InDesign with those plugins, how can they export them out of that program? What formats could they export them in? And could Adobe, when they're creating them in that, could it export them as progressive web apps? I don't know. But for the site itself, potentially, yes. I think, sorry, I take one second more. Because I think in terms of certain technical, maybe shortfall or hitcap that you have, maybe the central device is very clever because you can have a Drupal website where the games can communicate to, maybe, if they are communicating to this device. But at the same time, having the application installed, once it's on the computer, all the assets, videos, images, and you use all local files or local storage to have all your questions or the per course of the player, you will have no real use of, let's say, to repair anything because it will be installed once. What you need is to have a connection from time to time to update the state of the game if you have a new question or something like this. Yeah, yeah. They could certainly be web apps like that on those devices and then connect occasionally. I don't know what the limitation would be, how much connection we'd need to have and how often they would need to connect for that to work and what kind of information they would need to pass from those computers. So I don't know. Perhaps that's something we can look into. Thank you. Does anyone have any other questions? Oh, you do. So first of all, thanks again. This was really inspiring, but I have a couple of questions. One is more general, I was just curious whether you had any feedback from the teachers. I mean, I guess it was largely positive, given what you shared about the care with which they're handling the boxes, but I was wondering whether you have some measure, some concrete data about how effective this tool is being and the other question was more technical but I'm not sure whether you want to reply to the first one first. The OUP team certainly do. They have some metrics, some statistics, some that they weren't able to give to me. I have seen some of the reports and most of what I've seen have been the quotes. So I've seen the report that they were able to give. We were a lot of quotes from the teachers on their feedback and I'll see if I can go back to that in the first slide. So I don't actually have any of the stats to give, unfortunately. I'm not employed by OUP. I just work with them and let's see if we can bring it back. Oh, I unplugged this already, so that's not going to work. But I only have the quotes that you saw on the first slide and a lot more quotes. Okay, because I missed the very beginning of the presentation. I'll plug it in in the meantime. Do you want to ask your second question? Yeah, the other question was RT's small HTML sites that make the units exported in a particular standard. I heard about H5P. Yes, so interestingly, H5P, we used to use H5P. When Read2Learn started, that was actually how we created all of the games and the quizzes and that kind of thing. We did them all in H5P and we moved away from it. I think it wasn't my choice. It was more H5P is still fantastic. It allows you to build these interactive games in the actual site. They were building them in Drupal. I think they moved away from it primarily because they just found that they could do more with the Adobe InDesign with the plugins that came with it. But yeah, H5P is fantastic. I don't know the specific reasons why we moved away from it, but yeah, it was definitely a good solution at the start. Yeah, thanks. Yes. Thank you, Dan, very inspiring. One question was, I think what the previous person was mentioning, just trending-wise, since it's been going for seven years, if you are doing a lessons-learned or learning and best practices, so I think that's going. The second thing was, did I hear, how is this getting funded? Is this something, collaboration with schools? Yes, that's a really good question. I don't know how much I am allowed to say, and I also don't know the bigger picture, but I can say what I do know. I can say something. So the education departments in South Africa, there's various education departments in each province as their own, and the education departments are very keen to roll it out in their provinces, but that's just one mode. Schools are definitely able to buy it themselves and roll it out, so we do have a couple of schools that do have a bit more money and they're actually looking to buy it themselves, so it is something that they sell to the schools that can afford it and to the education departments, and sometimes I think there are some partners, backers that also provide it, but for the most part it's the education departments and then some schools. Something I didn't really talk about in this is there's also an online version of Read to Learn, so not all of the schools are offline. Most of them are the ones that we've built this for, but some of them are, so there is a primary Read to Learn online one that you can look at, but if you go to it now, you'll just see the login page, and so we're syncing that up with the offline one, so there is always an online one for those schools that are using it. Great, thank you. Sure. Maybe a more technical question. I heard you use the quiz model. We have been using it too, but when we had to upgrade to Drupal 10, it didn't really exist. Yes. So what is your plan to upgrade or not? Maybe it's not necessarily the upgrade so fast. That is such a good question. The quiz module in Drupal 10, it is, even in Drupal 9, it was with patchy. There were some bugs. We needed to use it. We had to upgrade to Drupal 9, obviously a couple of months ago, and we did, and we looked at the various issues that the quiz module had. A couple of bugs. Some of them we could work around. One or two that we had to patch. And in Drupal 10, it's also not entirely ready for Drupal 10. There are a couple of breaking bugs. We do have to upgrade it to Drupal 10 very, very, very soon. So we are currently trying to figure out what is our way forward. It's literally a discussion that we're having last week and the week before. We rely on it so heavily that we're gonna have to, I think, work through those problems. Patch it where we have to patch it, work with the maintainers. And I mean, we're a very small team. It's me and my little team, and so we'll do what we can. So you're hoping for contributors tomorrow. Yeah, exactly. We didn't have the time to wait. We had to start quite early changing. So we didn't need everything from quiz module. We didn't need keeping scores and so on. It is not locked in part. So we went with forms plus the quiz thingy that went with it. Forms plus the quiz. We'll consider that, yeah. It's such a critical question. We do use the results and the scoring and all that. So if we went another route, like using forms or webforms or anything else. You don't have to create that part, too. Yeah, we'd have to do a lot of extra functionality we'd have to add to replace the stuff that quiz comes with. Did you say webform or contact form or a different one? Webform. Okay. Okay, yeah, so you're saving. And for scoring? The scoring of like when somebody fills in the quiz? So it's a module that is on top of webforms. So everything that is in webforms you can use. They have a different question part. So you have to use their questions and it's multiple choice. Single choice was it? And I think we added multiple choice because we needed that. And for scoring you have the basics that you can say, okay, that is true and the other ones are false. And you can give feedback on that. You have a scoring page where they say that was wrong, that is right. That's built in. We added some extra things to have the things that we needed for all parts. But yeah, it's just a simple module and you can enhance it if you need more than that. That's fantastic. Is it a contract module now? Or will it be? The base part is a contract module. So it's Drupal 10 ready, that's what we needed. Fantastic. And it's just an extra question type on top of the webforms. So if you use webforms in your site, it's just an extra question that you have and a page that you can add for the results. Okay, fantastic, we'll look at that. Thank you. Yeah. Well done for creating that. Oh, and maybe before there was somebody who would set the offline version that you can download. We also have something with languages and if you have more than one gig on files like video files, you cannot do that right. Then you have to go another route and I think then this one is better. Exactly, it becomes quite tricky then. Hi. Great talk, great initiative. Just wondering, are there any long-term plans for the future? Like rolling out to different countries, different languages? I haven't heard any talk about other countries. I think it's specifically a South African initiative. It's about the Read to Learn team in South Africa. Other languages definitely though. So currently, as I said, I think it's, we've got it in two languages and we're working on a third and as more education departments buy in and some of them are very, very keen and then it's just a question of funding and time frames and a lot of logistical questions. We'll definitely be adding more languages. I imagine that the Read to Learn, the OUP team would be willing to work with other organizations to create something similar for other countries, but that would be a corporate discussion I guess because it is a product of theirs essentially. Is there anyone correlating the test results for the standardized tests with the districts that have these tools? That is such a good question. I don't know the answer to that. I'm pretty sure they are because that's critical. They need to show the success of it. They need to show the actual, as you said, matching what we're delivering with the outcomes and any changes in the outcomes based on what we've created. And so I'm pretty sure they are doing exactly that. I wouldn't be privy to the, unless they wanted to share those stats with me, but I'm sure they are doing that. I'm mostly just involved in the delivery of the platform, but yeah, it's obviously, it's a critical question that they're answering. And learning like this supports other types of improvement. I mean, the love to learn to read, the love to be at school, there's so many more reasons other than peer test scores that go into something like this. So it's not, but that is what secures the funding. Yeah, exactly. As you heard one of the teachers say in one of those videos, it's languages in South Africa, it's a really big deal. It goes back into cultures and history and apartheid in particular, unfortunately. And so as it is way more than just about schooling, it's about them connecting with the wider commerce world, the wider world and what it means to them, how they feel about English and how they use it with their friends and everything as they grow up. As they go to university and they get to the big universities and they're expected to do everything in English as well. It has so much more impact, as you said, than just their school results. So it is really critical. And I'm really happy that they've done this initiative and I've been involved with it. Anyway, I think we'll stop there. Thank you everyone.