 I'm very excited, because I'm the first. I hope it will go away, OK. I work at Ort Israel, a school network with over 200 institutions. We operate public schools. One out of every 10 students in secondary schools in Israel attends our schools. We serve all religions and ethnic groups, and we focused on science and technology. You can see the amount of schools all around Israel over here. This is a list of competencies required by the Israeli Ministry of Education for Model C, part of the matriculation examination in English as second language. These competencies are grouped into five main categories, general, dictionary, writing, vocabulary, and high-order thinking skills. I chose one of these competencies, vocabulary, with which to present the process of setting up competencies in model course. Now, the concept of competency-based language teaching, or CBLT, is to mold the course around competencies rather on subject knowledge. This is not a new idea. Yet the application in model is relatively new. I must say, I myself was involved in two projects, one in a PBL project named a STEAM, and the other one was in English. And this is what I'm showing you now. Model C is part of the matriculation exam in English, as second language for medium-level 10th grade students. This course was designed to be taught in class, not at home, individually with the teacher's assistance. Pedagogically, it's focused on providing personalized learning plans. Didactically, it utilized active learning in the form of interactive video, immediate feedback, and gamification in the form of using quizlet, badges, and reflecting progress. The course is built on using the grid course format and has 10 sections. As mentioned before, I will focus on vocabulary competencies, and I will use the first section, the story of the bagel, to show how it's done. What you see here is the mapping of the competencies which I've done on a spreadsheet. The framework tagged each section with a list of competencies. The result was this competency map, which enabled the teacher to assign the sections as needed. The competency matrix enabled the course designer and the teacher to add additional learning assignment in order to add or enhance competencies that are lacking, as the map shows. This is something that is missing in the report of the competency in Moodle. Now, the first section, the story of the bagel, is struck like the rest of the 10 sections. Each section begins with a short paragraph from the text, accompanied with an interactive video built on H5P. Falling are a quiz and quizlet activity, which are only part of the various activity learning components available in every section. Breakdown of course competencies in this screen, you can see here the quiz broken down into the course competencies. What I chose is specifically the vocabulary to show you. The list is quite long and you can see only part of it. Now in the teacher report, based on the competency tagging, the teacher can get a competency report of each student. On the left side, there's a student who hasn't done yet his learning and there's nothing to show you about his competency. On the right, on the other hand, I can see that Oris Shapiro, one of the students, has completed the new words V1 in competencies. Designing a learning plan, according to the competencies, went on and made a learning plan. The teacher can identify weakness or lack of competency among students and add assignment accordingly. As each activity has a unique competency list, the teacher can set either an individual learning plan or a whole class learning plan according to the learning needs. What you can see, I can edit that and put more or less competence as needed. Here's an example of student's learning plan in format of that enabled editing. So I can, as I said before, add or remove a competency in his learning plan. And this is student's report. Notice that the progress bar on the top, reflecting the relatively progress of one student. And below that is a detailed report of the student's progress by competencies. Now, I would like to summarize and give some conclusion and open to question and discussion. We can design course and assign learning plans based on competency required for individual or cohort of learners. Tagging competency expands Moodle's capability for personal learning. And this is one thing that is most important for us nowadays. Once created, a Moodle competency metric support will enable the course designer to cover all required competencies. And CBLT enabled an analysis of the competency in a given learning plan versus design a course based on subject knowledge. Thank you. Another thing that I would like to bring up for you, you're most welcome to go into the site with this QR code and use the username and password of student's MC to explore Model C and the gamification and competencies. Thank you. Questions? If you've got any questions, I've got one, but I'll ask you in a minute. My trusty assistant here, Mark, will run around with the microphone. How is it to work with UI, UX of these competencies? Challenging. Challenging, yes. I think this is something we need some improvements. I have it. I'm using it. It looks familiar, but it's busy doing something. Sorry. What was the question? I was talking about the competencies framework, all the UI. How do you set it up? It's a little bit challenging. I think, well, yes it is. When I was in Canada recently, a group team there have worked on a new interface, which looks very promising. So it was originally developed by the University of Montreal together with us. It was always intended as just let's get the basic framework in and let people design plug-ins. So this time it's actually happening. So I hope we can get that in soon. We have an open source coordinator. Talk to him. I would like to add, in the field it's very needed. In the K-12 level, what is lacking here is the option for the teacher to set up a learning plan, which is very important. At the moment, only an admin can do that. You can actually tweak the permissions to get teachers to do that, but I agree. I agree with you from the point of view of teachers in courses. Yeah, I had a question about the students. And what kind of feedback have you got from them as to do they really appreciate having this learning plan and the competence? Do they like seeing their progress in that way? OK, the course hasn't been taught yet in the field with students. At the moment, we are presenting it to teachers. For them, it's quite natural to go this path. But I'm not sure about the students. I'm doing another one, as I said before, in a PBL where I took a different set of components, competencies. And again, we haven't got feedback yet from the students. And I noticed you said H5P, which I know is very popular. But also you're using Moodle Quiz 2. Is there a reason why you like H5P and why you're not only using Moodle Quiz? Or why the two? Do you think they have different possibilities? The H5P was more for the gamification of this course. At the beginning, there's a text that students need to read. And what I wanted to do was to bring a short video about the text, so to engage them more in reading and interacting with the content. During the text, during the video that you can go on and see, this is the video that you see over here, the students have to answer certain questions. So it's more for the gamification rather than the competencies. The competencies were in different activities, mostly in the quiz. Hi, can you tell us, is there any possibility to create competencies for students with special needs? I believe so. It depends on, well, it was very important to me to use a set of competencies which are given by the Ministry of Education. And I believe there is some set of competencies for students with special needs. So yes. And I would say that you should go with the learning plan and associate a specific competency in a learning plan and give them to a specific cohort of students with special needs. I was just interested, what question types you're using in your Moodle quiz. Are you just using the standard ones or have you found any nice plugins that you like? All kinds of questions. It's not only about the type of the question which is drag and drop and multiply choice questions and so on. It's the question itself, the way it's written, what the students need to do, and the variety is enormous. You should go on and just see it. You will see in Model C the use of Hebrew beside the English. I don't think it will bother you. In some question might. I just wanted to point out, actually, I'm definitely going to have a look. Yeah, that talking about competencies and setting up competencies, on Moodle.net we have a whole area where you can share any competency frameworks that you've got or you can download and get some. And we've got these, what is it, CEFR, Competency Framework for Languages as well, which is very useful, talking about second language learning. It was quite easy to find competency in English, compared to math, for example. Right, thank you very much, Indy.