 I'm sure they always miss me. I can't sound like that. It's hard to find the right guy. Yeah. He's a wonderful nature. Okay. He's a wonderful nature. I knew it. Oh. Sound just took my life. Don't worry. I'll go find him. Okay. Don't worry. I'll go find him. Don't worry. I'll go find him. Okay. Don't worry. I'll go find him. Okay. I'll go find him. I will send him to the hospital. Do you have the money? No, I don't have money. There you go. No, I think we're ready. Are we good? Yes. Send him to my call. I will give you 15 minutes. All right, I have no idea whether it's 20 minutes. Oh, yeah, sure. Sure. Okay. Yeah. Yeah. Yeah. Yeah. I don't think that I'm going to share this with all of you, but I think it's one of the most important parts of the story that we've worked with. We've talked about this a lot. So, Jeremy, yeah, you know, we've seen the cards in there. We've seen the cards in there. We've seen the cards in there a lot. And my answer might be that we've been trying to do some better. We've been trying to do some better. We've been trying to do some better. Thank you. Thanks. All right, I guess we'll go ahead and get started. My name's Jonathan Moore and I'm one of the co-founders at My Learning Consultants. We're a middle partner and what we're going to talk about this afternoon is just kind of share some examples of projects that we've done to extend the basic functionality of Moodle to make it more tailored to the organization that we were working with. So we'll talk a little bit about like our process, but mainly I'll share some things and then we may do a little conversation back and forth sharing. It's a little bit on my background. I think that's 16 years now, 2003, where we started working with Moodle. I was a K-12 tech director. My wife was a classroom instructor and someone that helped other teachers implement technology. And so we started as users of Moodle, brought it into our organization, learned how to use it. Then we worked with one of the first Moodle partners. We were first two employees. We were there for about nine years, wrote some books, a few years later went out on our own with a consulting focus and so working with organizations to look at what their goals are, what's their budget, what's the best practice and then come up with a plan that's customized to the particular project. So kind of our values for that are to collaborate, to iterate, and to be flexible. Those are things that we do, the custom development that is really important to the configuration, but the thing that we like to do before we extend Moodle is to understand what are the use cases and then look and see can we do this with Moodle out of the, is it a question actually of configuration and knowledge? If it's not that, is it something that we can solve with the, I think it's 1600 plugins that are available to the community now? So Moodle, the M in Moodle actually stands for modular. So it's from day one has been something that you extend or can't extend. So we look at, has it already been solved? Let's not reinvent the wheel, but then if we can't do that then we'll certainly write something from scratch. So I just, what I have here are some screenshots from various projects and this will also look a little bit at process. So in this case we had a company that wanted to have an onboard or dashboard, so they have a group in their company of about 20 employees that are tasked with bringing on new clients and training them to use their mobile application. So they needed a way to keep track of are the onboarders doing their job, how is training progressing for these clients that are going to use their logistics app. So we started with a set of, they gave us a script. They said we would like these onboarders to be able to log into Moodle and see the companies that they've been assigned and how many employees there are and where are they at. So what we did is a rapid prototype. If you look at this screen here, this is actually configurable reports. And what we did is we added an HTML block to the dashboard and then we put the direct link for configurable reports in an iframe. So this is extending Moodle but through really configuration and through knowing some sequel queries to create these report screens. So this was the initial, a couple of initial screens and so we did, we even did drill down the reports. So we're actually kind of building a light interface in configurable reports just through clever uses of URLs. So you start on this screen, click through to this screen and so on two or three levels deep depending on your role. So that was interesting enough for this organization to say, okay, yeah, we want to adopt Moodle and we want you to make this more polished, more streamlined. So these early screens here, later on they become this. So we've got our rollup graphic reports here, again, this is contextual to the onboarder so they only see their people and I apologize. So yeah, so you have the same kind of thing we had before, right, which is like, so I've grayed out the organizations here, but we've got user counts, how many people have never logged in at all. Really important thing for an onboarder is, are we getting started with them? So this is like a, this is a course list here and then a rollup of so the particular organizations, how many, what percentage of the population has completed. So again, more, more strange just going from the initial rapid prototype to actual working code. And then, so those were written as clean plugins, so that we didn't have to modify for, and then we can figure the site based on a site level role for those onboarders and using some community plugins. So we would put people in cohorts based on their profile fields, we had a couple of test and profile fields, a little click box that says I'm an onboarder. And another one that has a list of where the company said I'm onboarding. So all of this would then be automated. The screen that they get, the test and roll that gets in the dashboard, all of that happens automatically. Here's another example. This is a compliance training site. So this is another one where we have modified configurable reports. So this is an inbuilt capability with configurable reports. But we changed it so that they wanted to be able to not have to go into the report, just log into the dashboard and have a visual representation of who's completed their compliance training, who's in progress and who's out of compliance. All right, so this one's an interesting one. We do a lot of work where, is everybody familiar with cohorts, so groups of users in Moodle? So we do a lot of work where based on profile fields, we'll say if you have these two particular profile field values, put them in a cohort. Put everybody with that in a cohort, and so maybe now we have 50, 100 cohorts. And the pain point in this is that it takes a lot of clicks to enroll cohorts into courses. So we call this a rapid cohort enrollment screen. On the one side, you have all the cohorts. On the other side, you have all the courses. So you could pick three or four of the cohorts on one side, five or six of the courses on the other. And then time saver, saying we're not fully automated in the process, enabling the automation of the cohorts, but we have to be able to go and pick the cohorts. And that was also done as, so that was a local plug-in that we registered in the site administration menu. So it shows up right with your other user management. And so it can be cleanly dropped into any Moodle site that whatever version that was probably 3.5 up. So this is some screenshots for a project that it's a CAD software company. And they, so they have lots of business-to-business relationships where they want to have people certified on a particular version of the software. So this is a lot of, a lot of the work was this catalog and making it visually appealing. So all of the courses that they have available and then who has purchased a license for, so basically I think the way that it works is if you bought the software, then you have the rights to take the course. So very licensing and multi-tenant focus. So this is actually built on, is anybody familiar with a version of Moodle called EMA? So it's one of the other Moodle partners out of, I think it's Scotland. You learn design, but it's a multi-tenant version of Moodle. So we started with that and it also has license management. So you can have a tenant in the system and then you can say, I have 500 licenses of this set of courses. So you might have 10 courses in a bundle and say I've sold you 500 of those and then it would keep track of. How many of the people in my tenant have used that license and basically tick it down and only display the courses available that they have left? Not very good. The visual rough was important. The visual rough was important and they wanted to have a flat file and look on that project. That's the samples that I have. How are we doing on time? In more minutes. So I'll open it up to questions or sharing your own anecdotes of where you've extended Moodle or how you might like to extend Moodle. Okay. We will call it a session. Yeah, go ahead. Yes. Yes. Yeah. Yes. So probably one of the neater implementations that I've worked with, they had a six year every night backup archive of every instance point in time. So all the way going back six years all the way to the start of their site, they had archive. So they did a front end that the instructors would use at the end of the term where they could click and select any of their courses. And then that would feed into, so we did scripting with mush or you familiar with mush. It's a Moodle command line tool. So basically that was a form you filled out. So that went into just like a simple little flat database that's instructor idea of the course. And then what they would do is they would spin up a new empty version of Moodle. I can't remember if it was every term or maybe every year, but some interval like that. So blank site and then they would run mush to do the course imports from this form database that they had. So they, and they got pretty good at right. Like so they have their identity provider connected. They've got their base configuration into the blank site. And then they literally are talking with this big archive to just bring the course back up in and install it, put it into the correct category. And so that was how they dealt with. Somebody had to ask to actually have that course stay around rather than it just automatically staying around. So start with an empty site and then start with having the instructor because they're the ones that know they're going to use it with requesting. I want this instance of that course into the next term. And then so they had great compliance. They had like a clean room lab for those really old because literally like, you know, a six year old site, like it's really hackable, right? So they had, they had an isolated network where you could come in and make an appointment and you could pick any date that you wanted. And you could see a version of your site, what it looked like at that time was running that version of the source code. And then you could, you know, pull an archive out of there to have imported. But so they were doing a couple of facilities with that. But the rollover part, they automated by having them fill out this little web form and then integrating that with mush into a clean middle site. So that's when they really liked. And it's very, you know, it works to very big and it makes your middle site smaller. So the database performs better and things like that. So I'm a fan of that one. Yeah. Other questions? Yeah. Yes. Yeah. So if you'll email me, we've added that feature to configurable reports. The, there's another community reporting plugin called ad hoc reports that have that, it has that feature, but the UI is not as I think good as configurable reports. And it doesn't solve the issue of how do I know that manager should have access to that report configurable reports is really good at that. So what we did is we took the feature from ad hoc and merged it into configurable reports. So be happy to share that with you. Yeah. Yes. Yeah. So you have things like workplace. EMA has some features that are baked in that are those kind of pre can manager reports. And I think it has a schedule out capability and teleboard is a commercial reporting service that you can add to your middle site and it has that capability. So there's a couple of options. Other questions? I'll give you a card here before we. Yeah. Yeah. If anybody else wants cards, I've got a few left. Okay. Thank you for coming. Okay. Got it. It's all right. I'm going to try and make the time. Don't worry. Don't worry. I can make it around 10 minutes. I'll make it around 10 minutes. Yeah. That's the one. Yeah. Clickers here. Yeah. Okay. So my name's Mark. I'm from the turn in partnerships team. And lead on partnerships in EMA, but also in other regions as well. Is everybody heard of turn in? No. Turn it in. Yeah. So turn it in has a range of services and products in the academic integrity. So we are probably best known for originality check. And that's text based matching and comparison. But we've actually been looking to diverse a little bit and have other services come under the umbrella of academic integrity. And all the ship investigates is one of these services. So we've been around for 20 years. We were established in 1998 as a company. So the idea of copy and paste plagiarism and collusion has been services out there to try and assist in identifying where any original work has been submitted. So that's been a flag for instructors to help them in terms of providing feedback to the student and teaching them how to reference correct. However, the types of misconduct have kind of changed over time. And the as those types of misconduct change, the ease of detection actually grows more different. So what this is showing here is that over time it's gone from copy and paste plagiarism to collusion to contract cheating. So I don't know if everybody understands exactly what contract cheating is, but I've got a quick term, which I'll explain in a second. But as the ease of detection goes up, the severity of the penalty increases as well. So what is contract cheating? These are just a couple of quick quotes that we've got one from the UK from one of the awarding bodies and also from an institution in Australia as well. So really the way I would quickly define it is that where a student is submitting a piece of work, they know they haven't written themselves knowingly hasn't written themselves. So I'm not going to read those out, but it's a situation where a third party, somebody else in Essay Mill has written the paper on behalf of the student and the student submits it as if it's their own work. So contract cheating, is there a problem out there? Well, actually what we found is there's three actual approaches to contract cheating. One is we've found institutions who are saying, look, we're not aware of it. It's not happening here. They've been in complete denial. There's others that say, I know it's going on, but we're finding it really difficult to identify that and they don't have the capabilities to create the evidence that it's actually happening. And then the third one is where some institutions have court instances of contract cheating, but they're spending hours and hours and hours trying to find evidence to build a case against that student. So actually this is a good quote in terms of what is contract cheating. Contract cheating describes the process through which students can have original work produced for them, which they can then submit as if it were their own work. Often this involves the payment of a fee and this can be facilitated using online auction sites. So I mean, really these images here just show a little snippet of some of the websites that offer these services and what's becoming more of the norm now. And there was an embedded video in this, which was just 30 seconds long, which is actually a very good visual, but there's a lot of advertisement right now around campus. And they're really preying on those students who maybe are finding it difficult from a language barrier perspective and they obviously want the path of police resistance in the easiest way out. So they're offering their services and usually for a paid fee as well. So this graphic here is the result of some research that was done by Phil Newton. So there's been thousands of research papers written and results that have come out of that. But as you can see here, what it's saying is that one in seven have bought or sold or traded notes. And the big number there, 60% of students admit to paying a third party to write their own work. The worrying thing about this is that not every student have answered these surveys and those who have, how honest have they been? So it could actually be, the problem could be a lot bigger. We have this slide in to kind of give a little context of what it might mean for your institution. This is just simple math. And the institution with 10,000 students, potentially around 15% of students have admitted to having work written for them. That's potentially four and a half thousand assignments that are affected. So what instigated the need for a technology solution? So there was the Fairfax media, they accessed copies of assignments and bank receipts, etc. So they tried to connect everything up. So they did, this was the part of the My Master Cheating scandal. Has anybody heard about this at all or know about it? So this was actually back in 2015. I think it was there in November 2015. So Fairfax media accessed all of this data and basically they found that thousands of students were buying papers from unsecured websites and they were selling to Chinese students. And up to a thousand of these students were from 16 Australian universities. So actually, you know, there were more than 70 university students who faced suspension. We actually work quite closely with UNSW and staff there. And we've had a good relationship with them for many years and they actually came to us with some supporting data. And over the last few years, this is really where the service has been born from. It started out as a research project. So we have all of these papers and actually we had a dev jam within the office to turn it in. And a couple of engineers came up with this prototype of what the service could look like, which is completely different to originality check. It's not text matching or anything. It actually is a completely different report, which flags the writing style of the student and if that student has actually written that paper. Back after the Mindmaster essay scandal, we started working with somebody called Robert Leonard. He was actually a consultant for the FBI and he provided us a report back on the types of what should be highlighted in a piece of work that would potentially call out if it's fraudulent and the pinpoint certain flags. So obviously there was a list of around 150, but we had to narrow this down to put it in a meaningful report so it could be interpreted. The misconduct process as we see it, it starts with suspicion and where authorship investigate comes in is around the evidence gathering and the analysis and trying to make that process more efficient right through to sanctioning any, you know, the outcome and how they would deal with the student. So I'm not going to go on that slide. This slide's probably better. So what does it actually do? So basically you have a paper that's been submitted by a student. It could well be because the instructors themselves and staff know the student. They know their writing styles already, but they haven't had anything in order to prove it. So basically what happens is the paper is submitted and because we have hundreds of millions of previously submitted papers, we have the fingerprint of the student. You know, they've written maybe six or 10 essays in the past that turn it in having the database. So the institution will say, yes, turn it in. We'll allow you to use these past papers. And with a click of a button, those papers will go and be retrieved from the database because with this service, it's useless unless you have the service trained. So look at how that student's written in their writing style. So the paper is compared against all of those submissions. And then a report is created, which looks at the writing style and a lot of other flags and data points, which actually I didn't bring them down. But on the stand upstairs, we have more information about this. So it goes in the authorship report and the idea is that the suspicion is confirmed and then that can then build a case for addressing the issue. And we also have a process in the workflow built into the system, which helps with the whole case management from the detection of it to then dealing with the student. Authorship investigate. We've actually given it to a closed group of customers within the UK and Australia. The reason we're doing this is just learnings from when we launched the originality check many years ago. The concept of the service is fantastic. The problem is, is that when a report is generated, the staff immediately ask, what do I do with this report? How do I interpret it? So we've been building a lot of content, working with many institutions to highlight what they can actually do with the report and how they use the information before we make a general availability launch of this service. So those who do use it get access to a network, an online community that has all of this content in. So that just was just a quick overview. It was a bit over the place because just trying to fit it in like just so little time. But I hope that was helpful and useful. And yeah, anybody got any questions? And it is huge business. I mean, in some countries, governments have passed laws to make it illegal for these essay sites and they've shut them down. Currently, you know, some of the biggest, the biggest academic communities like the UK, Australia having passed that legislation. But it's a big problem, but it's huge money for these companies as well. And like you say, it happens more than you actually think, and it's getting more popular and it's becoming a big issue for the institution. So it's kind of moved from plagiarism 1.0 to plagiarism 2.0. And obviously, this is the service to try and help flag it doesn't detect and say they have definitely not written this paper. It's more of a supportive bit of evidence to highlight where an instructor needs to or a staff member needs to focus to look more into it. Yeah, I mean, I know that I was in Russia a few years ago and speaking with some people there. I mean, some people pay tens of thousands for their thesis, PhD thesis to be written. And yeah, people are sometimes desperate or just don't want to put the effort in. So they'll pay a large amount of money. Yeah, the high profile cases definitely. I mean, that's the cases of just plagiarism. But I mean, you never know, right? I mean, they could have easily got part of those papers written that they've paid for somebody to write those papers. It is. Yeah, yeah. And the way these companies are structured is the liability lies with the ghostwriter themselves. So, yeah, it's, you know, the UK says we put a paper in, you know, we got it back and it was plagiarized and we tried to follow up and basically the ghostwriter class said that we're bankrupt, so we couldn't claim back. But yeah, that's what happens. They claim that or we're not. We don't think we don't advise the students to submit. This is the rule where we don't think it's happening. Of course they do. They know for a fact the students submitting it as if it's the work. But I mean, it's a bit of a gray area and they know they've got to deny ability. Correct. Really good question. I don't know 100% the answer to that. However, if we have papers written in that language, right, as I said that are pulled as the sample from the database, then yeah, it should, it should work. It doesn't. Yeah. Yeah. I'm not an expert and that's right. But like just from the data, we have the data there. So if we didn't do that, then it would, it would work. Yeah. And really it's taken us three years to get to this point. So it, it, it, it, but once it's done, it's useful. Yeah. Powerful. Not the same. You're not fighting. You are. No power. Yeah. I know that's fine. The last time you think. Okay. Right. We. No. Okay. Okay. Ladies and gentlemen, the event is about to begin. Turn off your power phones.