 So, I am going to pull up, we should visualize where we're going. Oh, have you? Oh, what? But that's your Manchester. What? No, no, no, no, no, no. That's your job. You do that after this. I'm going to Barcelona. That's where one lucky person from this room, I hope, will be going. So Barcelona, who here has been to Barcelona? Yeah, it's about half of you. Anybody doesn't like it? Nobody. See, nobody hates it. So the Moodle office, if you're interested, is somewhere in the middle, and we are right there, right in the middle of the whole thing. And that's all the place, that's a bunch of places I've been to. All right, let's go to Barcelona. What we're going to do is we're going to go to here. A lot of you were here last year, if you're familiar with this process. What we're going to end up with at the end is a prioritized wish list of what this group wants to see in Moodle, or Moodle Net, or MEC, or Moodle Workplace, or many other things under the Christmas tree. Maybe it's something new that doesn't exist yet. Moodle should make a, that would be a good one too. So anything you can think of. We're going to go around, and I'm going to divide the room into left and right. So if I could have a runner on each side, and to speed this up, I'm going to alternate and I want the runners to actually pick the next person on your side so that you're ready with the microphone on the next person, and we don't have to say who's next and all of that. It's... Which way? Which... Probably... Yeah, down this... Yeah, there's a canyon here. Okay. And I will need to volunteer later on, but not just at this moment. So after that we're going to have a vote, and you're all going to get five votes each. You have to use up your five votes and spend them on whatever things you think, and whatever gets the most votes is the winner, and we'll rank them down from there. This is an abbreviated process of what happens at the Moodle Users Association actually, and if you want to do this kind of thing all year round, join the Moodle Users Association on the session right after this one, talk to Aurelie over there. I have a question. Yes. So you said earlier that this might not just be Moodle cause, it's all Moodle... Anything. Any Moodle thing. Including... It's all one big platform. Moodle, Nats, M-E-C. Absolutely. Okay. All of those things. No holds barred, right? If you want to... Yeah, okay. Well, let's go. Who's first? Who's got one? Yeah. So Bob, start finding somebody, and, all right, Michael, what's the idea? You've got a minute to make a pitch. I would really like to see actually in the line with the Moodle Education Certificate something to certify Moodle developers, knowing the Moodle architecture, being able to be more than just hacking against the core, which is a phrase used by yourself, and to be able to demonstrate that they understand what they're building when they are building for Moodle, and contributing to that ecosystem and things like that. I've got another one I've been asking for the last three years as well, but I'm not going to ask you yet. All right. Certification of core developers, would that be enough? Just like a Moodle developers, yeah. Yeah. Okay. Great. Love it. That's a good start. Pretty clear, I think. I don't need to talk about that. Who's second? Who's second? Yes. For Moodle core, to improve enrolments, so for instance, being able to set a global enrolment key for course category would be useful. Okay. So sets, I'm going to try and write this like a tracker issue. So usually have some verbs in there, like add an enrolment key at category level. Yes. And that could be activated for all new courses within that. So once you own this enrolment key, you can log into any course one by one, or you log into the category, and then you get into everything. So you want them to give it once, and then they have access to a whole bunch of courses. Okay. And if anybody feels that it's unclear, they don't get what's going on, feel free to go, explain more or something. Okay. Who's next? Yep. Mark. Improve. Oh, we've got three runners. Okay. Let's alternate between the three. Okay. Just everyone grab your nearest runner. Yes. Okay. There's growing evidence that I'm seeing of students not bothering to read the feedback they get on assignments, and simply looking what's my mark. Right. So my proposal is a change to the workflow for marking of assignments to allow the option where you need to view your feedback, make a very brief text response to it for my next assignment to improve I will, or whatever it is you want to set it to be, and only after you've done that, and that's been stored, can you actually see what mark you've got. Okay. That was clear to me. I've just summarised that it's forcing students to see assignment feedback before grades. Well, too... That's right. I mean, the assignment feedback might not be writing. It could be a video or something, but you just... You want them to acknowledge it. I don't want to go too much detail of the implementation, but the end result is you know they've seen the feedback. I'm going to put C again. Because they might be blind. So C is I just mean observe have received the feedback. Okay. Who's next? Yes. Oh, over here. Improved grading interface in Core Moodle. Because we, in DCU alone last year, we printed off... The students printed off 2 million pages. In terms of submitting assignments and getting hard copy feedback on it. If you can improve it, you will save a small fortune and get more people using Moodle. So improve the grading interface. Yes. So the PDF annotator that's there. Ah, okay. For annotating assignments. Is that enough? Cup is it? You have to wait for this. Can you actually... No, no, that's not enough. Improve it how? This is to... Otherwise we're going to have, oh, improve the forums. Improve this. How do you want to improve it? So merge the advanced grading features. The rubrics and the marking guides. Merge them into one, have the library comments. Actually, instead of as one big list, have them specific for each criteria. Have two rubrics within the one. I can give you a full list. Have two rubrics within an assignment where you can actually mark for the content. But maybe a second rubric that is just general feedback that no grade is attached to that rubric. I remember we had a really good workshop on this at the Dublin Moot. I'm still waiting. Yeah. Wow. All right. It's there. Yeah. I acquired this microphone just before three was said. Luckily, I have a second one. Oh, okay. And that is with assignment. If a student does say a report followed by an essay followed by some other project. And then on the next course, they get another report assignment. It'd be really nice if you could link those two assignments together so they can see the feedback from the first report so that when they do the report the second time round, they've seen that feedback. It's more obvious to them. Can you summarize that better? Better feedback linking from previous assignments. So view feedback for previous assignments or something in the current one. Is it within one course or across course? You said across courses. Across courses. So what's the relevance of my physics assignments or my chemistry assignment? So when your chemistry teacher is telling this student that they really need to focus on writing their numbers with the correct units, they can see whether the physics teacher had to give the same feedback. And are you mean for the teachers to see it? Well, both for the teacher and the student. Make it easier to... Again, it's relating to do students use the feedback. Again, it's for the student. When you come to work on this assignment, well, what did my teacher pick me up on last time that I should try and get right this time? So easier access to feedback on previous assignments when you're looking at this assignment. I'd like to say one more second. Easier access to previous feedback in any assessment. If you went to write that, there's a nice feedback for me at the museum. Yeah. Okay. And we taught things to see where the feedback for the next teacher would be, and we'd like to see the feedback. I didn't... I couldn't understand that. I'm sorry. I couldn't quite hear it. But I'm just going to put... Hang on. My feedback? Yeah, like... Oh, geez. So if the teacher or the student took the kind of top three things to take away from the feedback, that way the next teacher wouldn't have to read all the feedback. They'd just see, oh, Stephanie was struggling with her references, and now she's doing it well. I'm sure GDPR is going to pop its head in here at some point. But, okay, thanks for your additions to that idea. But if it wins, it's going to this gentleman here. Okay. Juan. So mine is really simple. When you're adding a topic heading to automatically be able to click something that adds that as a category in the grade book. So within a course, you've got your topic heading. Yeah. So Unit 302, Animal Science, tick that, stick that as a category in the grade book. That's a pretty good one, actually. I've thought that myself many times. Yeah. Okay. Here. A Moodle form. So like your Google forms or Microsoft forms, whether it's a change to existing plug-in like assignment, database, or feedback, but something that where learners can answer questions and also attach documents. Is that not the database module? No, because then it doesn't go to an individual marker or viewer or teacher. What was that? Sorry? So it needs to be submitted more like a feedback the way you can attach a document as well. And then you could have a workflow for feedback loop or resubmission. So it's a blend between assignment and feedback. So it's a form. Okay. Sounds more like a database module to me. Yeah. It is, but it is without the one of the key thing is that it's not visible by all the participants. It's not collaborative activity. So you want form entries plus a file. Yeah. And then you want a... But you can do a database, but only basically we do it at the moment by hacking things like by using database or feedback and or using several things to submit by having a form like, you know, your Google form basically would be useful. The idea is to use... I still want to know what comes after the form because that is database. Database is for making forms that you fill out. And then the data... Then it goes to a teacher. So let's say you've got a student submitting an ethics proposal for their dissertation. If you feel all the questions, the answers, the attached additional documents, it goes to a supervisor who either approves so then you could have workflow basically. Oh, okay. But pass it on to someone else or just approve or they can send back to resubmit. So it's form submission. Okay. Okay. All right. I'm trying to summarize this now. So some sort of forms... There you go. ...with workflow... Well, I mean, Moodle is all forms. Like every single plugin is forms. So all of Moodle is forms already and all the plugins implement particular workflows through forms. Can I just ask only, do you mean like... Because we use Google Forms a lot. Do you mean like we'd use that instead of a Google Form? I don't think Google Forms can do what you just said. You can't do workplace. You can't do workflows. We have a few more questions. Okay. Well, perhaps database. Okay. I think, yeah, there might be a few ways of doing this sort of thing. Okay. Moving on to Bob's pick. I'm going to start. Dan. Okay. So imagine the scenario. You're a new teacher or you've just set up Moodle Cloud. You may even be an existing teacher and your faculty asks you to create a new course. So they build the course for you or they create at least or install a course. But then you have to go through all the settings and that can be a world, a confusing and complicated world. So my proposal is that to create a new course you follow a course wizard. Okay. And the wizard will ask you various questions. So it's not filling in fields. It's being asked content. What is the name of your course? Describe your course in a few sentences. That becomes the course summary. Do you have a pitch you'd like to associate with your course? That becomes the summary image. How many weeks is your course or how many topics is your course? Do you plan to have assignments? So a step-by-step guide that when they click done, the course is structured and built for them. It's a big ask, but I think it would be amazing to empower anyone to build a Moodle course. It's true though. If you could give students the rights to build courses and that kind of wizard guide could be an amazing incentive. That's it. This has been tossed around in the community for many years. I think there could be something in there about having course templates as well. The institution set up particular templates and you ended up choosing one of those templates and then customizing it or something. It could all be in the wizard, but I'm just going to put a course creation wizard with step-by-step forms. Probably customizable. Right there. That was mine. That just was mine. That's mine. Who is next? Just Juan's Jasmine. Hi. When you're using the book resource, it would be really handy if you could add activities into that because at the moment if you want to link to activities, you've got to put them into a hidden section and just link. It would be nice if you could add activities straight into the book resource pages. Well, I'm having trouble with the Glaswegian. I've lost my voice. The book resource and you want to hide a... No, so when you're creating a book resource and if you want to add an activity into a chapter, at the moment you have to link to the activity in a hidden section, but it would be nice if you could add the activity straight into the book resource chapters. So you want to put activities into the book? Into a resource. I know it's mixing it up a bit. Do you want, in fact, there to be a book-based course format? Yes. So putting it, would that be sufficient? Yes. Okay. But I'll put no because I like using the grid format and the course and behind each grid having a book resource. So I would like to put the activity straight into the book. Okay. Okay. Someone else can suggest the other one. I'm already going to the bus line. Ability to insert activities into a book. Okay. We've already heard how you can now do quiz questions in a book. So that's cool. Doug's next. Yes. Hi. So this is one that I kind of feel like it's always should be there already, but it's not. And if it is, please, please tell me. So we use groups, a lot of multiple groups in one course. So we act the group functionality a lot, but in Q and A forums, we can't do it. And glossaries don't have group functionality either. So it's just making sure that group functionality works across all of our activities. Oh, you can't do groups on Q and A forums. No, you have to turn it off because it just, it just stops working. And same with glossaries. I just assumed it would just be there and it's not. So, yeah, on everything group functionality on everything, please. Yeah, totally agree. I mean, it was always supposed to be there. You know, a lot of what I did in Moodle was like, you know, I'll leave the rest is an exercise for the reader. And then just never got there. Bob, I think is next. Where's the microphone? Oh, okay. Yep. Hey, you know what? I like to find the mood in Moodle. Yeah, the mood. The mood. Yeah. Modular object oriented. Yeah. What you'd like to send probably is going to solve a lot of other people's problems is actually to be able to have exportable resources and activities on that level. So you can export, import, merge, design, whatever you like with the activities. They're probably their predefined data or configuration as they are, for example, in an existing, say, course. So that's like a backup? A tiny backup, imagine. Yes. That can be used to be exported in an XML format, whatever you love. Yep. And then import it as pick and mix for anything else you like. And this can be used also to the training of whatever you said for the teams. So backup and restore literally does exactly that. Tiny little things. You can also, yeah, in the backup, when you're doing the backup, you can say, I only want these things. And when you do the restore, you can say, I only want these things. And you can do exactly this. And when we hook it up to MoodleNet, it gets very exciting for the sharing. Just to make it a little bit more understandable then. Yeah, the interface can be improved, shall we say that? Okay. Hey, who's editing? Stop editing my document. Get out of there. Oh, sharing cart plugin is another way of doing it. That is true. But I'm just going to say, improve interface for sharing, moving. I think this one came up last year, actually. Cut and paste. One or more activities. Between courses or sites. Was that big enough? Yeah, courses and sites. So between courses and between sites. Yep. Pretty sure they did come up last year. Who's next? Who's the next picker? You already handed your microphone, I think. Bob, you already handed his microphone over here. So who's next? Juan. Yeah, it's Juan's turn. Hi. I actually have four things on my wishlist. You have to pick one. I'm sorry. It's one. Pick the best one. We all have a hundred, actually. Okay. The easiest maybe. Duplicate sections. What's that? Sorry? Duplicate sections. Duplicate sections. See, she's going for... Martin, we showed that and we have it already. On your presentation? Yeah. Yes, but we're talking about core. We're talking about core. It's not a core. No. No, this is about what should be... So there is an implementation over in Israel of this, a proof of concept. Duplicate sections. You've gone short and sweet. It could make it to the top. Who knows? I have others. No. I'm sorry. We've got to give everyone a bit of a chance here. Let me check the time. How are we going? Oh, we've got time. We're still going. We're going good. All right. Who is next person? Yours. Your pick. Yes. So we're having such a hard time onboarding teachers because they open mood and it's so many options and they'll get lost. So what we thought about is a simplified role for onboarding teachers, which is different simplified UI weeks, much lesser options. ICANN as a manager can choose only the things that are essential for onboarding, not overwhelm them with the thousands of options and what they get a little bit better. I can go them and make them a usual teacher but focus on onboarding so I can bring them onboard. It is quite possible to create this yourself just by making a new role and configuring it but you want something out of the box. I believe we're onboarding teachers. So I would say that and all the UI needs to be free. Yeah. No, I get that. But like anybody here with Moodle can create that through the interface. You don't need to. There's no coding necessary. It will not simplify the experience. It would allow and disallow many things but to have it very minimized for... Okay. All right. So a simplified, let's say, standard for onboarding of new users. Yeah. That explains it. Yeah. Yeah. Yeah. Yeah. Based on capabilities. So you... Yeah. I can't see core settings. I can only see the wizard, that kind of thing. Yep. Makes sense. Wow, this is good. Often we have to have a lot longer conversations to nail the exact definition but we're going pretty well so far here. It's because you're also sophisticated. Who's next? Yeah. Hi. Yeah. So accessibility is a hot topic at the moment. When adding an image, you have the option to say description is not necessary. Yep. I was wondering if we could make it so it's now compulsory. Oh, that's a simple one. Well, you know, that's there because it's there to make experience better for people who are using it. You realize that. Like, if you're blind and a teacher has put in a bunch of bullet point graphics and now it's going to say bullet point, graphic, blah, blah, blah, every time, it actually is worse than just reading the list. But, you know, that's why it's there, but you have to make that judgment. But I'll put it in there. Compulsory descriptions for images in text. Juan. Hi. I think about a quick continue. It's quite simple. A teacher asks about simple. The last page he was, he can mark and the next time you look in, he can give the presentation. Right. He directly can run his course. Resume. Yeah, sort of resume. Where you left Moodle. Yeah, a new session. I think that's not the best description, but it'll do. You understand what I mean. Okay. That's a good one. Yeah, that's, I mean, that's probably not even hard at all. Okay. Take it back to my quadrant. Yeah. So Mary's pointed out we now have recently accessed activities as a block in the dashboard. So it's go some way towards it, but I get what you mean. By default, if you log into Moodle and you're straight back where you left off, that would be a feature. Sure. Bob's pick next, I think. That was just mine. Oh, man, you're really wandering around. It's confused. I'm back in my quadrant. Okay, Doug. Hi. Yes. I'm Bob and Juan. Yeah. I'm Bob as well. So that's confused. Oh. In Europe, we have new accessibility regulations that apply to public sector websites, including VLEs. What I'd like to propose is that we have an accessibility checker for any space on Moodle where we can input text or images. So it's difference number 14. It would be more like the Microsoft Office accessibility checker, but it would apply to spaces like labels, Moodle pages, anywhere where you can input content. Yes. Good one. Full accessibility checker for all Moodle content. This exists. There is prior art. There is a product. There's multiple products. Something more open would be nice, for sure. Not in core. No. You'd have to go to Blackboard and buy their thing. But I agree. That's something that should, given how it's importance and, in fact, legality, it should actually be something that's just standard. Could we provide quality with that? There's a trip in it. I'm not sure that's... I'm not sure. I mean, do you want to withdraw that and swap it for another one? Or it's... Yeah, come out in the vote. Split votes over it. I know where you're coming from, but, yeah, I think there's a particular thing in mind there. Who's next? That was Doug. I've lost track of the order now. It's probably three. Who's got a microphone in their hand? Okay, Mark. Mine I asked last year, so I'm going to ask it again. Section-level context. Section-level context. With section-level context, you can allow students to edit individual sections on a course, and you can lock down so only teachers can edit certain sections. But I appreciate that would be one hell of a rewrite. I don't think it is. I really don't think it is. I think it's relatively simple. Okay. I'm going to do it this weekend. Gosh, my spelling. And I'm in England and everything. Okay. Someone's hacking the thing again here. Who's next? Don't hold your hand up to me. Hold your hand up to a runner. I need people with microphones. Yes, Juan. Hello. I'm a huge fan of the Moodle Quests. I'm working with the Digital Exams in our university. One of the things that we're handing over quite a lot of the administration side of the Moodle Quests is now setting up Digital Exams to staff themselves, to the academics. And they're really, really struggling with the question banks, especially the categories, pages. And I just wondered if maybe there's a way to have a rethink about the interface on the question bank, making it much more intuitive. I really liked some of the... I know that there are loads of plug-ins that we might be able to introduce, but it would be really nice to get some of that into core. Can you be a little bit more detailed, just a little bit, about what sort of things you mean by intuitive? I think it's to do with the way that everything, for instance, on the categories tab, everything is listed as sort of almost in a bullet point list. It's not very clearly differentiated. You have indentations, and then you have, you know, kind of like a... Is it the tree structure? It would just be nice if there were other ways of almost using, I don't know, some kind of block method or something or other colors or something... something that makes it stand out a bit better so that people get a much better overview. There are a lot of defaults the way our Moodle Quests are set up. There are a lot of defaults, so course level, category level, et cetera. So it's just kind of getting rid of some of that that they don't desperately need to be able to see. That might be useful for us who've got administrator access, but for the tutors, for the academics, it really is a bit of a mind-boggling thing to get them used to using and moving between the questions tab and the categories tab as well. So I'm just thinking if there are ways of making that a bit slicker, easier for our academics to work with. Search as well? Search would be fantastic, absolutely. Yep, that would be brilliant. Yeah, maybe some automatic file naming or question naming as well. I mean, I'm just thinking now out loud, which I probably shouldn't do, but yeah, there are loads and loads of potential in... The tagging is now showing now, right? It's working. So I might just need to explore that. The tagging now, yes. Brilliant, thank you. Okay. Yes, Doug. Hello. Sorry if this has been asked before, but I think it would be really useful for assignments to enable to have more than one round for marking and blind marking to work for all these multiple rounds of marking. I know that a lot of UK universities have this requirement and a lot of universities already have either a workaround or have developed their own way around it, but it would be really nice if it would be part of Core Moodle to have this feature. And I mean, you can have multiple rounds of marking and give feedback each time and then go back and change the grade. So you want a record of all the grades. Actually, because for UK universities, it's almost a requirement to enable double marking and blind marking. So, yeah, just a way to have it there in record, all of these multiple rounds of marking. And if it could be, yes, like a core feature, it would be great. All right. Super. Cool. Good one. I think we've got time for three more. So, be very nice to a local microphone holder. Yes, sir. I'd like to see subtopics inside topics so we could have another level of hierarchy. So rather than just have a course and a topic, that's it, that you can go down another level and have a subtopic and then be able to group resources within a subtopic and maybe move them around and duplicate. Do you just want that in the topics format, or would you want it across, say, in weeks? Do you want subtopics in weeks as well? I don't care about weeks. I only care about topics. That's a programmer answer. Sorry, did you say yes or no? I don't care. You don't care? Sub topics. Yeah, I see. Programmers would say subsections. Is that what we're saying? Subsections that the course format can implement. Okay. Yes, what's it called? There's one called flexible flex sections. Which does this? No, right. That's true. So that's a good point. Not mobile friendly. So getting it to core, implementing it properly is what you're saying. Right. It's a course format, is it? Yeah, it's a whole course format. That's right. So it's something you want to be part of the structure of the course, then you can switch formats at will and no problem. Okay, that's one. We've got two more to go. Catch 22. Juan was next, I think. Oh, Doug, sorry, yes. Doug and then Juan. It's Juan. Shall I just go? Hi. We get feedback from some of our students. They want to post a question on the forums, but they think it's a silly question and some of the peers might think it's silly. So I was wondering if it's possible to a degree anonymise the post, but to be visible by the teacher of who's posting it and also for it to be moderated so that it doesn't post straight away. Can't you do this? Anonymous? Oh, no, they've never gotten to core. That work was done, actually, by Andrew Nichols. So is the third-party plug-ins for the alumni forum open? Right, a third-party plug-in can do it, I'm hearing. So, well, third-party plug-ins are fine. Probably a lot of these have third-party plug-ins. We're just talking about, obviously, the whole review and integrating it and everything. So, okay, so you want to have anonymous forums with detailed permissions. Can I ask you a question? EG Teacher can see them, et cetera. There's a lot of work was done on this by Moodle HQ and it was going to go into a release and we didn't get finished in time and then it kind of got forgotten. And it was, because it's quite a snake pit once you get into it, like who can see who and when and there are some cases when you do want students to be truly anonymous even from the teacher, like if it's a course about some therapy or something. So, yeah, okay. Anonymous forums is what we're calling it. And it wasn't only forums, actually, it was right across all activities. Last one. Who has the microphone down there? Yes, sir. This is one for school administrators. We've had a request for the ability to have activity pickers, but one that selects the category level template for that activity. So something that's pre-configured. They don't have to go through all the different configurations for that activity before it's dropped into it. So they'd literally just drag and drop it onto their course area. Activity, configuration templates per category. That's an interesting one, too. All right. Now, at this point of the proceedings, I will require a beautiful assistant, male or female, or otherwise identified as short or tall to join me on stage to help me with the counting process. I would ask Doug or Bob or Juan, but I see them plenty already. So let's get someone new. Who wants to volunteer? I need a counter. Someone to help count. We're going to counting heads. It's very easy. Didn't you come last time? You did. Oh, come on. We're going to give someone else a go. Dimitri, come on. I remember last year we did this. That's right. No, come on, someone else. Come on. Come on, Tim. Come on, Tim. Come on, Tim. Let's do it. It's always amusing when someone with a degree in maths can't actually count. That's perfect. It's perfect. There's a really bright light there. That's going to help. Yeah. OK. So what we're going to do, you've got five votes in each. You are trusted to keep it to five. And I'm just going to go through them all very briefly so we understand what they are. We've got certification of Moodle developers at an enrolment category level. Someone's highlighting these. I'm not sure who that is. Forcing students to see assignment feedback before grades. Improving the grading interface. Well, anyway, I think you can see them all here. You were all here a moment ago. You saw them. So, certification of Moodle developers. Should we put time into building a certification for Moodle developers? How many hands have we got? You have to start estimating. It's going to be like group theory. 65. What? I had 35. And that's why we do this. Sorry. We'll have to have a recount. That's very big. We can't average that. So, sorry. I think hands were going up during the process. All right. Hands up. Stay up. Yeah. I'm going to go with a PhD on this one. 65. Yeah. Okay. Yeah. Please, can people be decisive? Get your hand in the air and keep it still. Please. All right. Adding an enrolment key at category level. So, you rock up to your Moodle site. You've logged in and you're putting your key somewhere on a category. And it gives you immediate access to the entire hotel of courses. What have we got? Hands up. 17. 18. I was going to say. Pretty good. Pretty good. Forcing students to see assignment feedback before they get their grades. That's also about 65. 70 level. I said 70. Here we go. It will go with 70. Improved the grading interface for annotating assignments with advanced grading, comment library. This kind of better grading. Right there. Can we just say 100? You can if you want. 18. I was going to say 70. 75. Let's go for 75. I don't know what that is. All good. That's easier. Direct access to the previous feedback in an assessment. To be clarified, this is for the students and also potentially for teachers. Oh, I had 40. Come on, let's do it one more time. Sorry, I'm sorry. It's a bit more critical this time because we've got something writing on it. 34. Yeah, I said 30. Let's do 32. Automatically convert topic headings to grade book categories. Presumably there's an option, obviously. What do you got? Don't look. 16. I've got to sort of 20, 22. I see. That's why you shouldn't look at mine before you say it. I'll just make it 20. That's good. Forms with workflow for approvals, perhaps database. I felt this wasn't as clear as it could have been perhaps. One, two, three. Three people understood what you meant. Sorry, Aurelie. Three. Yeah, that's right. Yes. There's always another way. Course creation wizard with step-by-step forms. Customisable. Oh, Dan's smiling there. Over 100. I was going to say... Yeah, I was going to say 90. Yeah. Yeah? Agree with that? That was a drop-off way of double-dipping. Oh, no, you can't do that. No, no, no. My way is I kind of... I get 10 people under my hand each time. That's why I'm doing a lot of this. I'm not trying to hypnotise you or something. Choose this question. The ability to insert activities into a book. 18. I said 60. 17. Go for 70. I guess it's long. What's the one winning so far? Oh, wow. That one. Okay. I guess as long as it's not higher than that one, it's not too crucial. Finish the group's implementation on every module. So, full group support. Yeah, that's all you want. We want a little bit of, like, you know, fight for it, fight for it. 15. And that's why we haven't finished it. Improve the interface for sharing, moving one or more activities between courses and sites. So it's easier shifting of things around. I'm not going to get into the tech details. Ooh. Yeah, I was going to say 50. So I'll put 47. Thank you for giving me that one. Duplicate sections. Sorry, duplicating sections. The ability to take, to click and duplicate a whole section. It's a matter of course. I got five. A simplified standard teacher role for on-borders. So you've got someone new. Ah, you're an on-border right now, and you're going to see a different interface that guides you into the process. Any hands? Three down there. Yeah. Once at it. Okay. Four. Six. Five. Six, okay. Great. Compulsory descriptions for images in text. Well, you have to. Come on. You have to. You have your, was it two? Three. Three? Someone third in that one? Yeah. Someone in here? Okay. All right. Can you say 30? You can say seconding me. You can't say thirding. Why is that? English. So, resume where you left Moodle in the next session. You just log back in and boop, it's where you left it. 31.32. I was going to say 35. Let's settle on 33. A full accessibility checker for all Moodle content. Yeah. It's a strong one. Wow. Cool. We might have to have a recount. Yeah. That's what I mean. Yeah. That's kind of 100. For me, it felt like 90, which is why I was worried. All right. We'll have a replay. We'll have a recount if we need it. I was waiting for something like that. Yeah. Well, if there's a tie, we'll let everybody vote on the tie ones. I think that's fair. Section level contexts for section level contexts. So we've got currently we have sites, category, courses, activities, blocks. These are contexts in Moodle. Proposal is to have the section level context. So we've got category, courses, activities, blocks. These are contexts in Moodle. Proposal is to have the section recognised as a context between courses and activities. I think that's nine. Nine. I'll go with that. And that's why it hasn't been done yet. It totally makes sense, Mark. Seriously. It makes good logical computer science sense. Yeah. Good. And send a patch. Someone at Cambridge will do it. A better overview, interface, browse and search for large question databases categories. You're allowed to vote. Sure. You haven't been voting so far, have you? Yes, I've done three. Oh. 17. Yep. Spot on. Same as me. We're getting better at it. That's why. We're attending. Multiple rounds of marking for assignments. Have you done more than five, Dmitri? Maybe. Are you keeping track of your five? Yeah. Okay. Good. Just checking. I always notice you because you're first for me, right? I'm always like, yep. 14. Yep. 40. That's right. Subsections. So some notion that there is, we'll need a context for that too, Mark, we'll need a subsection context. So, subsections. Anyone who's voting for it? One, two. 19, 20. 20. Two more to go. Anonymous forums with detailed permissions. So, for example, you might allow teachers to see the real names or other people with the capabilities to see real names, but it enables anonymous discussion. 9. 12. I'll go with 12. Okay. And last but not least, activity configuration templates per category. So you're adding a, you're in a course, you're adding an activity, and it comes in pre-configured because some admins set it up for you. 18. 18? Let's settle on 17. Okay. We have two that are equal first. And this... We could do this sort of English parliamentary, people voting for one go over that side of the room, people voting for the other side. Then we won't be able to eyeball that. You reckon? That's going to be a big disruption. Well, all the people checking their mail right now. Everyone's about to go to another room. No, no, we... Maybe people stand up for this one? Yeah. You've got to stand for it, I think. Let's try standing. Well, there's one person in the wheelchair, I think. Yes? Two. Okay. I've only seen one. I'm sorry. Okay. Where are they? Are they visible? Yeah. Okay. Well, I still think it makes sense as long as we're making sure that everyone's heard. Right? Sorry, where are people? Wheelchairs, can I... Okay. Hello. Which one do you want to vote for out of? Let's see. Course creation wizard. Course creation wizard. Okay. So we've got one for that. Accessibility checker. And the accessibility checker. Where's the other person? Is she here? I saw her before. Okay. Alright. So if you want to see the accessibility checker win this one, please stand up. Sorry, the other option is the course creation wizard for a teacher coming into a new course and they get like a wizard that takes them through forms. That's the other one. This one is the accessibility checker. I had 75. What do you have? 107. Okay. I've got to do that again. I'd expect more than 90. Exactly. I'll have to do it again. We'll have to do this again. Sorry, we had a big margin of error here. Maybe... Does anyone else want to come and help? Do you want to come and help count? Let's have four. This is crucial. We're not voting. No, we're not voting. Okay, so let's do this. Thank you. Alright. We're going to average. We're going to average the four. 95. What were you marking? I had 94. So we had... I've got 100. 104. 104. Okay. We'll average them later. Okay. Alright. Everyone, everyone sit down. Thank you. And everyone who hasn't stood up yet, please stand up. No, no, no. What? You're allowed to abstain. Okay, you're allowed to abstain, I suppose. If you want to vote four, what is it? Remind them. This is the course creation wizard. So everyone who wants to vote for that, if you've already voted, if you've already stood, you can't do it again. So... Keep standing up. Keep standing up. I think it's 52. I mean, it's clear the other one won. Yep. I had like 42. Well, 42, 45, 38. Okay. Sorry, Dan. So clearly the accessibility checker has won. Who proposed that? Sir, would you like to go to Barcelona? Alright. Done deal. Alright, thank you. Well, thank you everybody for being part of that. I'll tidy this up. I'll post it on Twitter. I need to get your details and we'll make sure that's all good. Of course, you're all welcome to come to Barcelona for the Global Moot and maybe Open EdTech. And thank you. And I'm pretty much done for the day, so I'm looking forward to the party. But we have a session for the MUA right here. Stay here.