 Ie, mae'n gwasanaeth gweithio'r gweithfeydd hon, mae'n gweithio'r gweithfeydd hon, bod mor hwn yn gallu cymaint o gwneud yn gweithio'r gweithfeydd, ond o'r gweithfeydd ni'n gweithfeydd, mae'n gweithfeydd o gweithfeydd a'r gweithfeydd o'r gweithfeydd. Felly, y cwmp o'r cywpeth yn ddyliadol chi o gweithfeydd, ychydig i'r gwneud o'r starfwyddiol, ychydig i'r gwneud o'r gwneud o'r gwneud, ac ydych chi'n meddwl i'r gwaith iawn. Mae'r gweithio gyda Professor Frank Cooke yn ymddangos ar y ddechrau a'r fflaenwyr yn Rappasol Switslund, a'r ystod yn nôr 2016. Mae'r cyfnod oes oedd ymddangos o'r fflaenwyr a'r hyn yn ymddangos i fynd i gyd yn ymdill yn Ymddangos Mwtl UK 2019. Yn ymddangos, mae'r cyfnod o'r cyfnod o'r cyfnod, oherwydd yn ymddangos i chi'n gwneud. цвет ddaeth, dwi'n gweld yr un gyfnod, a'i ddim yn ysgolio'r hynny yn yr acedl. Dyna byddai gilydd. Rydw i'r meddwl i'r cyfnod y cwestiynau perthyn â chwyn cyfiawnwyr gyda'r cyfnod o ph pistio sy'n cyfnod o'r gwerthod ar gyfer pwysigau'r ysgolwydau newydd, mewn gweld i'r pwyllfa arall, gyda chi'n gweld i'r cyfnod o'r hwnng cwm. You got the my progress box, and that gives you information about the last question that you took, whether or not it was right or wrong, ¿how many questions are on the question bank for this activity that you haven't yet taken? In this case, there's three. Depending on what workflow you're using, where teachers need to approve the question, you've got statistics about that as well. ydy'r gwaelwch, oherwydd mae'n anonom ar ddweud'i y gwahodraeth hwn yn hyrraid ei chyfnod ar gyfer oedd, ac mae'r gofnod, ac mae hynny'n neud ni'r rwylaeth oherwydd mae'n ei wneud ar eich gwahodraeth. Gwbod o'r ysgrifen, mae'r gwaith bwrs gwaith maen nhw'n gweld. Mae'r gwaith bwrs arall yn y gwaith y bydd y gwaith ym hyn sy'n gweithio a eich gwaith y bydd y bwyny. Abertau yw'r atwyd yn ymwybod gwybod, os ymddangos e chydig yn bwysig o gwaith lliwyddiadau a y cyfnod i fyfnwys ei ddim yn bwysig. Ychydig eich guf corporation o'r ddechrau'r siwn i'r gweithbeth. Mae'r gweith ei chymcre. Mae'n gweithio'r gweithbeth yn ei wneud o'r fwyro coch yn gwneud poblyg angrwsol. mae'r cyfnod chi wedi'u chyfwyr i'r sefydliad, efallai eich ddyn nhw'n cael ei wneud. Ond, ydw chi'n ddisegwch yn bwysig i'r meddwl i'n meddwl yng Nghymru, mae'r ddweud o'r ddweud o feddwl o'r hyn, fe sy'n credu lefach gion ar hyn a wneud drwy'r mewn ddweud, a'r ddweud o'r defnyddio ddod ar yr ymloedd ac yn ddigonio, losu'r ddysgu'r meddwl, imen nhw'n gweithaswn. ac mae'r byw sydd angen hwn i gweithio'r byw payfahanol ac mae'r byw gweld hynny'n heb gyda'r chyfnod Pramb oherwydd, rydym yn hyn deallt o'ch gwleidio adeiladau o'r cyffredin sydd yn ddod ac windio'r ddefnyddio'r cyffredin a rwy'n adeiladio'r bod yna ymlaen o'r cyfmeddau gyda cyffredin yma Rwy'n meddwl i'r cyffredin cyffredin padaid, gan hynny i'r byw i gydag ein bydd y niferol notification settings. I mean we've basically rebuilt forum into the bottom student quiz. We've also recently added a ton more question filtering options and support for separate groups. I don't think this is perhaps so much of a problem at university as Rapperswil, but at the Open University some of our cohorts can be a thousand, two thousand students so we needed that group support because you know that's just the potential for generating so many questions and then just ending up with something that you couldn't really sort through and I think there are some universities in China that are also using this tool and they've got even bigger cohorts as well. So the entire point of student quiz is that you can only understand something if you can explain it to others and this is saying has been attributed to Einstein but you'll also find it an active learning theory and the Richard Feynman technique as well. So the emphasis, the really important thing about student quiz when you're creating questions as a student author is not just the actual design of the question, the answers, the distractions etc but key is adding feedback to explain why responses are correct or incorrect. Student quiz itself aligns well with Moodle's constructivist principles and it'd be really nice if it could become a core tool in the next few years. So when I've previously spoken at Moodle Mood about student quiz I've often been asked about real use case studies at the OU. So I just want to talk about contemporary issues in organisations. This is a postgraduate 15 credit course in the OU MBA and student quiz is woven into a January February study weeks as a learning activity. Now this is quite different to how it's been used elsewhere which is where it was just left to students to use as a sort of self-revision generation tool. So we ensured that there was a clear explanation of the entire activity and its processes throughout the module in the course in the weeks leading up to it. I've just shown a screenshot of the example of seed questions and that was designed as an icebreaker, nothing scarier for a student to come into an empty forum so we thought that we should have these seed questions there for them. There were 60 students in this course and about 37% created at least one question in the student quiz and 62% took one or more questions. So unsurprisingly students who are engaged are engaged. It's not brilliant participation but it wasn't linked to assessment or course pass so we'll see how it compares with the usage on the second course presentation in the new year. However we did get some really useful feedback from students. Many said that they found it a fascinating activity where they created questions for themselves. It did become clear however that we need more scaffolding for Moodle Quiz creation. That has led to us creating several improvements in our student facing guidance and our computing guide. We actually removed the true false question type because a lot of students fed back to us well I can just do that in single choice and we're also going to explore user tours in the next presentation. There's quite a few comments from students but it seemed to be particular to Moodle Call. The first one was about the question forms needing to be more friendly and there was quite a lot of confusion about the shuffling feature in the matching question type. At the time we did feedback to do some improvements in the help text I think we really need to dig down and find out the exact source of confusion with the students. There was three specific user improvements which I'm going to talk about on the next screen. So these are things that we're working on at the moment. It will happen in the next couple of years. Take it all with a pinch of salt. So as I just mentioned to use the feedback the first one is about the question approval workflow being more obvious when it's turned on. So this is essentially that the student creates a question that the tutor approves it. If they don't approve it then it has to go be changed by the student and then reset to be reviewable. We just need to make this clearer. Another one that students fed back to us was about commenting allowing this allowing commenting to end points and also having a review phase which we currently don't support at the moment but that's essentially a way for students to be able to go back into the activity later on. They can't score any new points but they can maybe check on it at the end of the module. So this is the new features. The first one is a move to tab to navigation. Again at the OU we're really using it for tutor approval so a teacher approval workflows so we want to be able to have a much better way of separating out the unapproved questions from the approved questions and we think that the best way of doing this is to have a sort of a question studio versus the question pool and the question pool as well the approved questions are. That would also mean that we'd move the rank in the statistic pages to these new tabs as well and there's also quite a lot to do with completion criteria and adding past criteria as well to the activity. There's quite a lot of admin stuff on our to-do list, a way to resettle the content or to duplicate an activity without all the user content in it. We also want to be able to hide question types fully and we also want greater control over the rankings block options including even hiding it. It's a great option but sometimes it doesn't always suit the specific design. Finally a way for students to, excuse me, sorry ability for staff to override the username e.g. cd to example questions to make it clear that the author is the course team because you just can't tell if it's set to anonymous mode so we need a de-anonymise mode effectively for selective questions. There's also a lot of stuff that's to do with core changes and that's to do with the question forms, the ability to hide certain parts that don't apply to student quiz in any way such as the id number, the draft ready status, standard instructions or even multiple tries just doesn't apply to student quiz. So we have got essentially lots to do in the next three years and now I am definitely going to have a drink of water and hopefully there's some questions. Thanks Chris. So we probably have time for one question. Hello. I use question bank to create of course quiz and we do cycles over years and then we build the course with each student cohorts building a quiz. Do you have an export at the end in the workflow to export to a regular quiz? Well you can do that. You just go into question bank under the student quiz activity and you can move the questions out or copy the questions out. We haven't really done anything similar ourselves at the European University yet though but it is supported. Okay thank you. And maybe one more. Thank you very interesting. I was wondering if in the workflow if the instructors could also review the feedback that students proposed to give to the students for false answers for example beyond the questions themselves. That's a good question so we haven't done too much scholarship on exactly how students have used the commentary. Obviously that's a very rich source. So far in Open University uses we haven't actually had too many cases for revision so I guess with that we just need more data really and more uses of student quiz. But certainly with Moodle 4.0 we've now got question version in. We'll have to tie comments to specific versions of the questions and that may allow greater analysis of changes that students make in subsequent versions.