 about the format of the slide, it'll be okay, we'll just keep going. I'm here to talk about the competency-based education in movement. So this was a feature that we added in 3.1, but we were working on it for quite a while before then, trying to get feedback from lots of people and make sure that we built something that was really flexible and was going to meet lots of the needs of all the different types of uses of competencies in education and training, workplace environments and all these other other situations. So it is a really broad topic and it has lots of different names depending on where it's used, so sometimes people call it any one of these different names depending on the industry, but it all really boils down to the same thing. It's a set of proficiency statements that belong to a user that say what they can and can't do and where is the evidence that demonstrates that they can or can't do a particular activity or skill or piece of knowledge. As you can see there's worldwide demand for this feature, there's different organizations around the world who define standards for competencies and it comes down to whether they're being used in education or training, but they are really important and they're used for standardization of certifications and accreditation and things like that. In Australia we have the Australian Curriculum Authority that's defining standards for primary schools and high schools and they produce some very comprehensive frameworks that match up to the Australian Curriculum which come down to a bit again. It's a statement of things that the students can or cannot do and the list of evidence, but whether a teacher would actually take that framework and apply it directly in Moodle and try and attract all those things individually is not necessarily true, so it might just be that as a whole they say this is the curriculum that we've taught you and instead of marking things individually we might just say well you've achieved all of these things or you haven't quite achieved them yet, but in other situations you do actually want to drill right down to the individual skills and see the evidence that was gathered for each one, so it is used very differently depending on the industry and the application. So we did lots of requirements analysis before we start and I've been coming to the Australian Moots and other Moots and asking people directly for their feedback on competencies and I've been asking in forums and getting assistance from lots of people who are actually interested in using this feature which is obviously really helpful. When we started doing the development on this feature the University of Montreal contacted us and said that they really need this feature. They were thinking of developing it themselves but they would rather work with Moodle directly to help get this into Moodle core in a way that is flexible and everybody can use it in future. So the actual development was done as a collaboration between Moodle HQ and Montreal. They had some developers working on the other side of the world in the exact opposite time zone and so we're working 24 hours a day on it. So this was the primary team of developers that worked on it. The top three are from Moodle and the bottom three were from the University of Montreal and they were a really big help and not only from the development side but also because they wanted to use this feature. So when we were trying to put something in and find out whether that was going to be a useful feature or whether we should not put it in they would be able to give us direct feedback on what were the critical elements and what were the things that we should not do straight away. So what is it to so it means different it's used by different roles in Moodle. So program designers can use competencies when they're designing a course that has to be used for accreditation. They might have a list of these are the outcomes that you need to teach in this course and you later on you might have to actually provide evidence that you've taught all of these individual things teachers use it when they're designing their own courses. So they can see here it helps them in planning out their course material. So what you can do is you can say from the competency frameworks that are installed in this Moodle site this course needs to teach this aspect so there might be 10 competencies there might be 30 competencies that they have to teach in the course. So they link all those competencies into the course and then they have a view in the course they can say well which activities and resources have I provided and which of the competencies do they match up to and they can identify competencies that aren't covered by any of the activities or resources and they can also identify activities and resources that aren't covering any competencies. Whether or not that's a problem it is not necessarily a problem but it just helps them when they're looking overall to say have I covered all the material that I need to cover or given at least resources for everything. The other thing that teachers can do is they can see their students progress as they're learning the competencies which ones have they achieved which ones are the students self assessing and saying I think I have achieved this and then the teachers can come in and and they can identify the high achievers and the low achievers and and also review people's competencies for them. So I mentioned students can can self assess they can also see which competencies are covered by the courses that are available or they can say I have this competency that I need to achieve in my learning plan find me a course that will teach me this competency. The other thing for students is that the competencies themselves actually belong to the student they have a learning plan that belongs to them. If you configure the permissions in a certain way the students can create their own learning plans so they can say these are all the skills or or knowledge that I want to learn and then they can find courses that will teach them those things or it could be assigned to them as part of a course or degree that these are all the things that you need to learn and then they will see where they're up to in their learning plan how far how much they've learned they'll be able to go and they'll actually see in their learning plan here is all the evidence I have for every competency and it's across courses as well so as they go through a three year degree they'll just build up this long list of evidence for all of the things and at the end they have this great portfolio it's like not I just got a piece of paper but here are all the skills that I learned. So I mentioned CBE is a bit different for everybody. So what I'm going to do now is just sort of give you a conceptual view it's not looking at actual Moodle but it's just how the pieces fit together so you have some idea of how the system works in Moodle. At the top level you have a stand you could have a standards body who's defining a competency framework a competency framework is a big set of these skills and knowledge and it's can be organized in a hierarchy so in a tree like structure where a top level competency can contain sub competencies and they can have sub competencies and you can configure it so that when you achieve all of the sub competencies they will roll up automatically or you can have more advanced rules for how those things get automatically assigned and completed. To actually get a competency framework into Moodle you can either manually create them but often these things have thousands of competencies so ideally you'll have a way to import them. There are some plugins in the plugins DB that will let you import competency frameworks. The formats that we've looked at are CSV and RDF which is a type of XML. For example the Australian curriculum files come in RDF and there's also a website called Achievement Standards Network which has a big list of competency frameworks in XML format. But the difficulty I found is that all the different sectors and industries define these in different formats so you may need to consider paying for some development to import your framework in the format that you have it or converting that framework into CSV and using the CSV as an import. I don't recommend manually creating these things because not only the first time it will be a pain but when they update it you'll have real trouble trying to work out where it's changed. So competencies, the competency framework has a list of these competencies and for each competency you can assign a scale which indicates how you actually mark the competency. So the scales are people use different rating scales to mark them but when you import them into Moodle at some point we need to be able to decide what is proficient and what isn't. So there's a configuration page where you say these values from the scale are proficient and these ones aren't. There's also another situation where if a competency is automatically achieved we need to know which value from the scale we should assign. So that's another option that you have to set up when you specify the scale for the competency framework. You then take some of those competencies from the framework and you assign them to a learning plan template. This is for administration so you can assign the same learning plan to thousands of users and have them update when you change the plan. Then you assign the learning plan template to thousands of users and then the other side is that you assign competencies to a course. So this is where I said you actually say in this course I'm going to teach these specific competencies. Then within the course either automatically or manually you will go through and you will rate students against each of the competencies for the course. The students may not have that competency in any of their learning plans but you still rate them because in future if they ever do add that competency to a learning plan it will come in with all of the evidence that they've already gathered. And then every time that you rate a student or something automatically says that they've had some evidence it gets they get a piece of evidence attached to that competency. When they look at a competency they can see the long list of evidence that from all of their history that they've ever achieved for that competency. So now I just have some quick screenshots I'm a bit low on time so I'll go through these a little bit quickly. So a student has their personal learning plan they can see some kind of progress indication of how many competencies they've achieved and they can drill down on each one of those competencies and see all the evidence for it. They access that through their dashboard. They have the opportunity to self-assess their own competency and request that somebody come in and review the evidence and either award them or not award them the competency. They can upload files and provide URLs of evidence of prior learning for any of their competencies. They can see their progress in a course as to how many competencies they've achieved and they can see their progress in a learning plan and they can find courses based on the competencies that they need to complete their learning plans. A course designer can see the competencies that aren't linked to any activities or resources in the course. They can configure rules to either automatically or manually complete the competencies for a course. They can find the competencies that students aren't achieving in their course. So there may be that they haven't provided enough an opportunity for students to achieve those competencies or they might want to provide more support and resources. This is the view of the administrator who's importing some frameworks and assigning learning plans to cohorts. So cohorts is a group of users outside of courses in Moodle. So that's how you would assign a learning plan template to a lot of users and keep it up to date. Yeah. And then that's where I got the images from. So I know that was a very quick overview of competencies. It's a very detailed topic. So I guess this is just a taste and you can go away and learn more. Thank you.