 I'm just kidding. Oh, oh. My best friend is a role-advice in the most important and the NISP in the general of the picture and he has to fix the work itself on the great and... which is getting further I want to know what's my favorite of the whole day I'm just kidding. Of course, of course. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. Okay. They just leave the student to enter the university and they pay for him a lot of money and he knows that everything would be great in his life so he just like he just don't want to spend his time in the editorial or wherever, because he already knows that everything will be great. So this one is Dan before. So maybe he was enrolled in the other courses from the previous years. He was taking the same courses. Or he was studying in the one university, and then he's quit. And then he just got to another university or college. So it's not pretty interesting for him. So it's not his level of the knowledge that he already has. So that's why he just purchased the paper. And it's kind of a bit easier for him. So this lady is my favorite. So Claudia Monty, she's a very nice person, very nice cheek. I would say she doesn't want to learn anything. She's just going to shopping, do something. She has a lot of money because of her husband or her parents forever. She doesn't care at all. So uni-checked it. What uni-checked it is we developed the authorship verification technology, which is actually based on artificial intelligence technology. So we're going to warn teachers when students submit papers. We're going to warn them whether it's most probably submitted by the author of the paper or not. So teachers, like educators, are those who need to work with the student to make them successful. If it's not that interesting course, then maybe teachers should supposed to do something with the course, with the material. Or maybe his responsibility is to engage people, maybe off courses, activities, et cetera. So it all depends on the educators. If the educator is not that interesting for the students, or if he doesn't care about some specific student like about he can't do it, they will never succeed. They will never get the knowledge. And in the results, we have a very big problem. It's a huge problem. A lot of people, they just pass exams, they just pass assignments, and they don't actually know what they did, what they studied actually. But they have a very good potential. And at uni-checked, we warn teachers to help spot those students with the problems and actually help them to succeed in life. So if you would like to have a possibility to test Emma, we've run the beta testing on January. It's going to be maybe in the end of the January. What is required for Emma? Of course, it's artificial intelligence, and it should learn first. So we will ask your students to submit at least a couple of paperworks at the original line. Maybe for some not specific, not very scientific topic, maybe some paper about themselves. So then Emma will learn on those papers. She will learn on the punctuation, formatting, style, commonly used phrases, et cetera. And every other work will be compared to the previous works. And she will decide whether most probably there's the same student, the same author, or probably not. Sometimes she also have a result which she's still learning. So it means that she doesn't have enough information to evaluate. We will not tell that that's for sure plagiarism. That's for sure. But it will really help teachers to pay their attention more on the most problematic works. So they will not evaluate paper. They will just go ahead and start working with a student. That's what we do. If you want to have a beta, just come by to our booth and just leave your email. And we will contact you with the more information, the NDA contracts, et cetera, et cetera. Not very interesting stuff, but it will be fine. Well, thank you so much, guys. If you have any questions, we'll be happy to answer. I mean, that was so big of a tutorial. OK, well, in this case, thank you so much. Thank you for coming. If you'll have any questions, I'm there. Yeah. If you're looking for mail, you can call me. I'm hot. If you're not going for mail, you can call me. No, you live. Do you live like that? Don't do this in Dutch, please. There's five minutes. There's no courage to do that. All right. Good morning. Good morning. It's the end of school, so good morning. Oh, yeah, it's all right. You and I are both very responsible all day. You've got to be good. You've got to be good. You've got to be good. Right now, I tried to find the principal, but I don't think I can actually do it, though. Yeah. You see that question? Yeah, so I haven't gone in. Oh, come on, come on. Yeah, you're going to get correct. Because yesterday, we had our own laptop, and we were like, OK. Yeah. It's also a very original idea. Do you like tea as well? Coffee too, right? Oh, right, yeah. Then you have your cuda, which you can use. You can use it for extra coffee. Mail it. Here on camera. Oh, that's it. Here. Thank you. What's next? I think it's next. Yeah. Well, in 3000... Yeah, yeah, sure. I see you guys. Yeah, I see you guys. I think we're in a big street. Yeah, sure. All right, perfect. Hi, everyone. In this presentation, I'm providing tools to create time for qualitative personal feedback in ICT education. My name is Devin, and I'm one of the founders of CodeGrade. And together with some other students at the University of Amsterdam, we started CodeGrade about three years ago as a response to our frustrations in computer science education. So, as students, we only got little feedback. And sometimes the feedback even took weeks for us to get it. And then a year later, we became teaching assistants at the University of Amsterdam, and then we found out that there were actually no tools to give good feedback, and we had way too little time to grade and review way too many practical programming assignments. So, those were some challenges that we experienced, and now we've been working together for the last years with also some more institutions worldwide, and we see that there are some challenges in ICT education. So, first of all, formative assignments are very effective. Programming is really a skill that you learn by doing, so it's good to have weekly or bi-weekly assignments for that. But it's really time-consuming to grade. And especially since the courses are really booming, and a lot of students want to learn programming, it's even harder to grade 1000 students with weekly assignments. The feedback also has to be timely. You improve quickly, you learn a lot, but if you get your feedback a couple of weeks after the deadline passes, then you won't have anything from the feedback. And then, last of all, logical, the feedback has to be insightful and qualitative, and that's what we'll talk about today as well. So, also for creating a tool to aid this, there are some challenges. First of all, the tool has to be very flexible, of course. Some of you may know, and it's specifically true for computer science, is that all teachers have their own workflow. A lot of teachers use different programming languages, different tools, different tests that they already have, and the tool should work with all of that, and they shouldn't put much time into getting used to the tool. Next to that, it should be scalable and secure. More students want to learn programming, so it should be working for higher numbers of students as well. And then, of course, it should aid the teacher and enable the teacher to give better quality feedback without spending more time on it. So, the teacher workflow right now is not that optimal in Moodle. As you can see, first of all, the teacher has to go to Moodle, and he has to individually, manually download the code from there that the student has handed in, so he can review it in his own system. So, first, he downloads the code from Moodle, then he opens the code in his own editor, locally on his computer, and he reviews it by going through it, and he has to somehow remember what it is like. Then he has to manually test the code right here. He's testing it in a terminal, and he has to do this for every student over and over again to see if it works. And then he has to go back to Moodle and bring everything that he just saw, filling in a grade, and giving some feedback to the student, and then it's only general feedback over a whole programming assignment or project, which could be multiple files, which could be files of code with 100 supplies of code, and then you just get the one single line of feedback. So, this is not optimized. It doesn't aid learning, and it's definitely not ready for an increasing amount of students so, some objectives to fix this is to increase the efficiency in the teacher workflow as we just saw. There's a lot of overhead that we can eliminate, and there's a lot of activities that the teacher has to manually do now that we can automate. Next to that, we have to increase the quality of feedback. We have to make the feedback more specific to programming and computer science education. So, by giving feedback in the lines of the code, in one general feedback field, we have to work with rubrics and we have to create feedback that is pedagogically correct. So, that's what we do with code grade. Works? Yeah, it does. So, this is what the teacher sees now. This could be inside Moodle or any other LMS. The student has handed in his code file and the teacher can right away see the code within his browser. You can click on any line like you see here on the code, on this line or this portion of the code. And he can save this. What you can often see also is that the teachers will give multiple students or within one file even give the same feedback over and over again. Especially in programming, there's a lot of common mistakes. For instance, here it's not really preferred to use global variables. So, that's something that happens a lot and you can use a snippet. So, that's something that sets up before grading or he can even set them up while grading as he goes and reuse the snippet. He also has one for documentation. This one is a positive one. That's also interesting. And he can just go through the code to see where he wants to give feedback. This way, he doesn't have to remember everything. He doesn't have to do it on his local system. And the student will be able to see all the feedback directly in the code where he needs to. You can even see an additional report that the student has to hand in. Now, we can fill in the rubric. As you can see, and I'll go over that in a minute, some rubric fields are already filled in automatically. That is part of the automation and part of our talk yesterday, but I'll quickly recap that and he can fill in the last manual rubric part and save it. Some parts are also automatic here with automatic style feedback and automatic tests. All right. So now as a student, you should be able to of course see this feedback and that is all done inside Moodle. So a student gets his grade in Moodle just as he would get any other grade. This time it's a code grade assignment. You can click on the assignment and the code grade window will pop up and right away you will see the rubric and the feedback that the teacher has given him within the lines of code with a small portion of code around it. Of course, he can always just see the whole code and see it in a bigger context, but this way he can quickly overview what the teacher has given him as feedback. So yesterday we've talked about automatic testing and I'll quickly recap that now. We've now seen part of the manual testing, something that the teacher does but we also want the students to get timely feedback. We talked about it before some of our problems as students were that we didn't get feedback, that we didn't get enough feedback, enough quality feedback, that's something we solved, but also that we sometimes had to wait weeks, even a month, until we got the feedback. So that's something we still have to solve and that's something we do with automatic testing and we call this continuous feedback. So every time a student hands in something, that can be done with GitHub, GitLab or just like this regularly via Moodle. So we're looking at the rubric again and the rubric is very important to us so in the rubric you can set up which categories you want to automatically test and which categories you want to manually test. He's handing in now and right away he will go to the automatic testing screen right here. It will start running in our cloud infrastructure and he will get feedback on his code immediately. So you can see which parts are going well, which parts went wrong, where he got errors, he can review these errors and he can go back to his code to improve this and hand in again. Like this, the feedback loop gets very, very short it's motivating the student to work better to improve his code and you can see really quickly and easily where he got an error so he can improve this hand in again and see if he improved the error. So this was a lot of talking about our tool. Let me tell you what we do in practice as well. We've been working together with the Erasmus University Rotterdam for the past year and we've really innovated their programming education so beforehand they only had a final exam now it's possible for them to do formative assignments so for them that's two assignments per week now so they went from one exam for the whole course to every week two assignments and all these assignments now have feedback too that's done with the immediate continuous feedback from our auto test system. Next to that was really cool is what they've done they've had sessions with their teachers and the learning consultant and us so they set up these snippets so those auto complete inline feedback snippets beforehand to make them pedagogically correct and to make them better and this way the students got better feedback, higher quality feedback it made grading more efficient for the teachers but also because they have to grade 500 students per week they use multiple graders for that and this way the grading is also very consistent between the graders so that's also very important. So to quickly recap what we've gone over today and yesterday Codegrade offers powerful flexible automatic grading in one environment that will extend your learning management system like Moodle or also campus, Brightspace or Blackboard to be better suitable for code and programming education you can get inline feedback to code and everything is integrated with rubrics that work with the auto test as well we also offer plagiarism especially designed for code and in the spring 2020 we'll have powerful analytics and peer feedback coming in summer 2020 Thank you so much and if you want any more information please come by our booth or if you have any questions let me know Would students be able to submit to their assignments if I get? Yes, so we have GitHub and GitHub integration so what they can do is they can install a webhook and every time they push to Git they will automatically be uploaded to our system and they will get the same feedback automatically with rubrics so that will also a limited more overhead for students Yes I've got you here Did it support multiple coding languages or just Python right now? So our tool is one of the challenges was to make it more realistic for programming languages so it works with any programming language right now Of course plagiarism checker is programming language dependent and there we have a list of 20 programming languages and we will add more as we work together with more institutions with the automatic testing and the website are programming language independent Any other questions? No? Alright thank you so much guys Push to Git Can I do a quick question please Double programming language So What do you mean a flowway? I can't think of any flow What? I'm sorry I'm sorry I'm sorry I'm sorry I'm sorry I'm sorry I think this is the second one. The first thing I love. Yeah, I must use one for all the online people. Hi online people. I'm taking one for the team for you. Okay, welcome everyone to IntelliCART. My name is Tonya Reiney. I am the EVP for IntelliBoard, and it is my great pleasure to have you here with us today. Thank you for coming. To my immediate right is Mariana Robson. She is the delightful human being who is in our Paris office and takes care of all of Europe, which is a very large responsibility to take care of all of Europe. So she takes care of all of Europe. She also is ridiculous in that she speaks English, French, Spanish, and Portuguese fluently. So I think she has most of you covered. And some German. And some German. Each kind of thing. And then to my far right is Mr. Don Hazelwood. He will be driving the bus today. And Mariana will be interrupting me periodically throughout the presentation, making sure that I'm doing a good job. Okay? All right, so please feel free to ask any one of us any questions that you have about IntelliCART. And I also want you to feel very comfortable as we're going through the presentation to stop me or us at any time to answer any questions about IntelliCART. So without further ado, I'll speak now aside. IntelliCART is your all in Moodle e-commerce solution. You need nothing else. It works directly inside of Moodle. So if you need e-commerce or a multi-tenancy platform for you or any one of your clients, that will be IntelliCART. Okay? So the way IntelliCART works, this is our demo Moodle site. This is our publicly available Moodle site. And you can go here at anytime demo.intellivore.net We have logged in as an admin. What you are seeing as Don scrolls through the screen are products created in IntelliCART that could be anything. They can be one horse. They can be multiple horses. They can be a fulfillment, meaning a product, something that you need to send or your clients need to send to someone. So it serves multi-faceted purposes. It will collect tax. It will tax specific things and not other things. It will create coupons. It creates discounts. It does absolutely anything and everything you need. So let's kind of jump in and see what we're looking at right now. We scroll up to that. There is something in the shopping cart right now. So let's take a look at our shopping cart on the right. And we can see that we do have something inside of the cart. But let's go ahead, and I'm not sure if we're logged in as an admin. It will let us add a product, but let's just add one of the available products that we have. I don't really care which one you do. So now we have two products, yes? Yes, we have two products. It's literally that easy, right? So now we can kind of step into, we can look at my purchases. So let's take a look at my purchases, which is the tab on the left. Wonderful. So these are the purchases that I have made. Now we are again in as an admin, behaving as if we were a learner or somebody who is about to purchase courses. We're going to spend a little bit of time inside of the reporting and the administrative pieces of IntelliCart. And we need to go to, I think the products catalog are the dashboard done. I can't remember which. Oh no, I lied to you. Go to the left, go to IntelliCart. Listen to me lie. I'm a terrible woman, a terrible woman. Go to IntelliCart. I forget that it's there. Okay, so this is the IntelliCart area for the super admin. You can see here, you can see here all the tabs along the top is going to help you with your management of IntelliCart. So hey Don, can you scroll back up to the top? So we've got dashboard, we have the categories, let's jump to the categories. We're just going to go across the screen. So these are the categories that you're going to create and they really honestly have nothing to do with course categories. So I'm sure you're familiar with course categories in Moodle. These are new categories because your categories inside of IntelliCart may not necessarily correspond with the categories of products that you are pushing out the door. Especially when you're combining a group of courses into a product and that product may actually appear in several categories. So we want to give you as much flexibility as you possibly have there. Let's jump to the next tab. These are products. Products are again one course, multiple courses, or other things. Whatever it is y'all want to sell, it's there. You can do whatever it is that you want. Alright, coupons. Are coupons a thing in Europe? Yes? Yes, there. They're obsessively ridiculous in America about coupons. There are people who make a living off of coupons. We have a social system in Europe. Oh yeah. Yes, you're healthier here too. So rock on with your bad selves. Okay, so coupons are there and you can create coupons and discount options for your clients so that you have no problems in selling the way that you need to sell either for your business, culturally, whatever it is. And if it doesn't fit your model then you don't use them. But coupons and discounts work differently but then you can also go in and edit and change and do anything that you want for that piece of it. Next, payment types. Payment types, I think we have five existing, six existing, right? Anyone have one? Seven? Two, three, four, five, six, seven. Okay, okay, now. So we have seven existing. Anything up there that you see that we don't have covered? Anything? Yes. Yes, that's there. But that's an payment type. I know that seems weird. But it's an payment type. That's a literal payment platform. But yes. It looks like they give you a rub. So Marty is an administrator at North Carolina State University. And, yeah, well, you know, works on Moodle. You're more important. You're more important than just working on Moodle. And my kid happens to go there and my kid happens to work in his department. It's all really weird. And here we are in Barcelona. I'm just having a mind-blowing moment. Okay, moving on. Moving on, moving on. Okay, so yes, purchase orders there but any other payment gateways that you need, that you do not see on the screen. Anyone? No? I got all the payment gateways covered. Yes? Yes? Going once? Going twice? Okay, sold for all the payment gateways. If, for some reason, another payment gateway happens to come up in your world and you need us to add a payment gateway, we do that for free. It takes us about two weeks. Yes, sir? No, but we will. There we go. See, I said it was over. It was over, Jock. I said going once, going twice. And then after it was over, then you gave me the two new platforms. All right, so yes, of course. We'll add whatever you need. We just need about two weeks and we'll stick them right up. It's totally free. Okay? We just need to know the integration pathways as we work through those companies. Not a problem. Okay? So these are the payment gateways. Who's my next one? Waitlist or payment, yeah, payment types, waitlist. Okay? So if you want a waitlist, the people who are buying your courses, so if they do have limits, right, if there are limits to the number of enrollments that you have, you can create a waitlist. If a seat becomes available, then the waitlist will automatically inform the person who has put themselves on the waitlist. So you don't need to do it. The system will inform those people. Where are we next? Sales. That might be important for an e-commerce platform. So let's take it. Did it bump us out? Did you go to sales? Okay, and it might not, because this is the demo site. It might not let us do it. Yeah, okay. So it's the demo site. So it won't let us go to sales, and this is because it's our publicly available demo site in some portions of it. We didn't have to close, but the sales piece of it is going to give you all of the reporting and it integrates with the Intellivore platform so you can see what courses are generating the major amounts of your revenue, as well as the courses that are not generating large amounts of revenue for you and any other kinds of reports that you could ever possibly need. Let's go to vendors. And then reports. So a vendor is, in Intellivore's speech, this is how we talk about multi-tenancy. So if you happen to have a training company and that or even a university, and that university is selling courses to other corporations. So that corporation has 10 people in it and that they are taking courses at the university. Well, obviously that corporation, or rather that university doesn't want that corporation to be able to see the other people. They should not see. They should only see the students who they are sending and in this way they are able to create a partition and they can see only those courses for their students. Now what happens if that same training company or training company or the university wants to charge different places? Same thing, right? So if course A is $100 or $100 for this organization, it can be $200 for this organization and no one will ever be the wiser. And maybe there are reasons for that. So that is multi-tenancy for that. Now that's just the reports. So you get a ton of different reports in here about all the different kinds of things that are happening in addition to being Intellivore reports that you can also access above the behavior of those specific courses. In terms of sales, in terms of products, in terms of returning customers, average order value over time, you can see a ton of them here, right? Vendor performance. You're going to get all sorts of data about how your e-commerce site is actually performing. Now questions. Questions, questions. Really? I did that for the job. I feel like I did this yesterday too. And then finally someone asked a question to confirm that I didn't do that for the job. See? That's good. Yes, see? There we go. I have one question which I'm trying to make out there. I'm not going to ask anyone. Please do. That's the word we use. What place? Yes. Yes. Well, that wasn't an expectation. Okay. Yeah, we've actually tested it. Have you already some experience with the VAT system in Europe for e-commerce? Is that one person? He's using VAT, right? Yeah. Okay, yes. So the answer is yes. Yes. Because I never understood how it works with the e-commerce provider understanding. That's enough. I definitely don't understand VAT. Not, yeah. I have no clue how your people manage that. That's easy in my country. No. But if you sell all over the world, you'll understand. Yeah. We actually have requirements in Switzerland selling for Austria and Germany. Okay. And then you can select different VAT for different countries. Yes. Other questions? How many are you going to play? I'm going to play in six minutes. Six minutes. I'm actually playing. Okay. So other questions? Is that one important thing is that we have payment dayways, but many people are doing payments through bank transfers here in Europe. And we also have these options. So it's called the invoice payment, manual payment. We only need someone inside your company to confirm the transfer was received and then approve the enrollment of the student at the course or conference seat or tutoring or whatever was the product that the student got. And then the person goes there and approves and the student is automatically enrolled. And something important too is the guest user that was not mentioned. You can get guest users. The student doesn't need to be enrolled into Mudo to see the products that you have to sell. Whenever they buy the product, then they create their Mudo account. So something very good that we have about our product there. Similar, Marty, in your way. Yes, Gio. Can I buy? I go to the shop and I want to buy 20 courses for 20 of my employees. Absolutely. And then I sign licenses. And I cannot load the names. Absolutely. I know who's going to come for it. You've got it. Absolutely. Yes. Anyone else? Y'all are kind of easy, man. No one wants to play Stump the Presenter. Cool. You want to play Stump the Presenter? Sure. Awesome. Let's see this. So I assume that you can also look at living if I have 20 people and there's a discount for, you know, 10 plus registration. Yes, that exists. So you mean code or discount? Typically, yes. Yeah. And then those discounts, speaking to that, right? So the discounts have an incredible number of settings available to them. So it's speaking in terms of a coupon, right? I can use this coupon. See if I can say this right. I can use my coupon. I have 100 uses for the coupon, right? And I can give it to 10 people to use 10 times. I can give it to 100 people to use one time and any other variety of math in between, right? So you have ultimate control and flexibility in terms of how those particular things need to be deployed, right? Because it's everybody that's different all over the world and there just has to be a lot of flexibility with that. And so it exists. Anyone else? See, I didn't even need my extra time. Aha, right? I got a little shorted yesterday. It's all free and open. Oh, yeah, totally. You don't pay for anything. No, and Teleboard, everything is free. No, it is not free, you know. But do come and talk to us about pricing. Our pricing is flat and standard and we are pretty transparent about it, especially when you are a partner. Okay? All right, thank you all so much. Thanks so much for coming. Thank you, thank you. Thank you. Hello, everyone. My name is Gaspar. I'm here with virus sponsors of this Moodle Mood and many others before it and many to come. This is a specific presentation about our product, virus quizzes, which if you caught my presentation yesterday, we looked over very briefly. We'll do a summary of what it can do and look at a detailed example of what it might look like to use that in the classroom. So just for those of you who don't know, we provide solutions for being able to do STEM math, science, content in Moodle, helping the problem of being able to do STEM in Moodle and this is our most powerful tool for doing that. So the thing that I'd like to get at here is that math is, it can be a very creative, sorry, let me phrase that again. Math is the most creative subject that exists as demonstrated by this example here. So I don't know how well you can see this, but the question says, find the general solution of blah, blah, blah. The student does the standard method, of course, as you all know, of solving differential equations, which is to substitute the unknown function for an exponential. But in this case, they have chosen to represent the function as a dog, why not? And then dog prime, obviously, is going to be the derivative of the exponential. And then squirrel is the constant, sorry, no, the constants of a-corn and house. And so they arrive at the final solution, which is that dog equals a-corn times e to the negative three tree plus house times e to the negative tree. So, well, there's nothing wrong with this solution. You can use x and y, you can use dogs and houses. I had a professor myself that taught differential equations with clouds, he would use clouds, happy clouds and sad clouds so the point is that students can be very creative and we need to be able to account for that if we want to be able to do assessment in Moodle, then we want to be able to allow students to just express the mathematical answer in the way that they happen to arrive at it. Naturally, we don't actually support dogs as variables or a-corns, for that matter, but it doesn't remind me that there is an Easter egg that I wanted to show you. You're very lucky because not many people know about this in our tools, so if you go to the, let me just switch tabs here, our handwriting recognition actually works. There's a very special feature that not anybody else will know about except for you guys. If you look up the paella emoji, this is just a fun little detail, but it's, yeah, I'm okay with using cookies, I guess. It's not on my computer. I would like to, huh? It's not yours either. So, a little known fact about math type is that if you put in the paella emoji, you actually get this nice little drawing of a paella. So who knows? I mean, we haven't gotten any requests for being able to use emojis as variables, but I can see that happening. I mean, why not? Back to the more important and serious stuff. If, so this is a very normal quiz, put that in present mode. This is, you know, your typical quiz in high school. That's not at all contrived for the purposes of this demo because, you know, you would ask them to write, to add two fractions, then factorize a polynomial, calculate an area, and then add two fractions again because it's important to know how to add fractions, and then calculate an integral. That's, you know, your standard, like, fourth grade quiz. So, how would you do that except on paper? If you're working with Moodle, the only options that you have for asking these types of questions, well, you could ask them to add two fractions and have a numerical answer. That's not so nice because then they're not writing a fraction anymore. Forget about asking them to factorize a polynomial. You can ask them to calculate an area then answer will just be a number so then you can't really grade them on whether they get the units or not. And then integral, obviously that's not possible. The only way for that to be possible is if you grade them manually, of course you can always do that. You'll still have a problem with the students being able to write the formula, but it would be possible to do all these things manually. I'm going to show you how Wires Puzzles can do all of that and more automatically. So, here, go to it again. Here is our quiz. Calculate the sum of one half and one fourth. Simplify the answer. So in Moodle, normally here you would have just the text box or the standard editor for writing a formula or for writing a piece of text, sorry. And now instead, we have our nice little formula editor, MathType, where the student can write the answer to this question which is three fourths, or if they're on a touch screen, so this is going to come out kind of sloppy, three over four. Despite my very, very sloppy handwriting with the mouse, it recognizes it as three fourths. So we have that answer there. Factorize the... Okay, this is scary. How do I factorize this? This is probably x1. I'm kidding, I memorized the answers. x plus one then square. This answer, so what's important about this is that the student writes that, they might have written x minus one times one plus x squared. This is what I'm trying to get at with the creativity aspect. Maybe not so much creativity, but there's so many different ways to write the same thing in mathematics so you need something if you're going to grade it automatically that can recognize that those two things are the same thing as well as all the other infinite ways of writing that. The question here is to calculate an area where there are units given, so the student would write 4,600 and then all they have to do is write meters squared and that would work. Now if they had written something else equivalent to that such as 460 kilometers squared, I'm not sure if I'm calculating that right, but you get the idea. It knows the equivalences between units in all the different possible ways of writing the same thing. Again, now why did I include a second fraction question? That's because this is going to show us how wireless quizzes can have random parts inside of a question. So now this says, calculate the addition of negative 5 fourths and negative 2 thirds. If I were a different student in the same room looking at this quiz or if I'm the same student opening it again, if I'm training the same type of question, then I would see a different answer. So that's negative 5 fourths, negative 2 thirds. Now if I start this again it's two different fractions. So what we've done is when we're creating the questions which we'll see what this looks like on the offering side. In just a sec, when we're creating questions we say these two fractions are to be random in a certain range that we specified and then all the students get a different version of the question and if they can also train the same type of question repeatedly to get with different data. And finally, calculate the primitive of this long expression. I forget what this we don't need to calculate. If someone wants to work on that while I'm finishing the presentation then tell me the answer. I'm sure you all know how to do that but then we'll try that later. So on the offering side we will see what this looks like because so far as you can tell this just looks like a normal little quiz so it won't be different from the experience that students usually have except for that they can write formulas. Now in the question bank this also looks exactly the same as you're used to so what we've done is just add a series of new question types which look exactly like the regular question types if you're familiar with short answer for example then you'll see that this looks exactly the same for the teacher as with a normal question type so this is the question text, the feedback and the only difference is that here now we have a little button where you can set all of the mathematical properties for this answer so here if I were to write the answer to be one half here and the student answers two over four we can see that that is evaluated as correct now the answer to the first question it asks for it to be simplified so how we do that obviously this answer is not simplified and if we wanted to do that which in general we probably do with fractions it's just as simple as taking that little checkbox and saying I want it to be simplified so now if the internet allows us to get the response well if the internet we're collaborating then there we go the answer is mathematically correct but it is not simplified so what's important here is that you set the criteria it tells you which criteria were met and then you can decide what to do as far as the grading goes of this question so I would say this one is simplified gets 100% of the grade and then if I want to give partial credit but not having it simplified and now the example is simplified but obviously it can be well we have a number of other properties that you can ask expanded factorize rationalized whether it's an integer whether it's a fraction and so on so this one is going to get just 40% oh this is a question here we go so now I'm previewing the question which again it looks like just a regular modal question there's nothing external or anything like that if I write 2 over 4 then the way that I've set up the question should give me a yellow check and 0.4 out of 1 points so you can imagine all the different things and you can also construct different feedback for different criteria if they seem to have a problem with simplifying expressions then you can decide a custom feedback for that case even more so when you start to incorporate random variables then you can put those in the feedback and create a whole series of interactive interactive feedback loops for the student to work on specific skills for those types of questions I think that's a lot of information to unpack just for a single demo and always even more with virus quizzes I think that's where I'll leave it for now so if we have any questions we can go to those yep how much like delay none at all I don't think that there's any noticeable delay for the students we have servers oh time to get familiar with the tool yep well if they're using the handwriting mode then none at all because they're just writing the question and the editor we've never gotten any specific so we do training for example for teachers and how to use the tool because that does take a bit of time to get through all the configuration options but we've never had any type of feedback that's like students are having difficulty using that tool for teachers yes it does take a bit of time to get used to it and that's why we offer training but not for students honestly any other questions no alright how are we on time okay yeah there's no reason to any other questions but you just try right now I know what happens you can come by your stand and we'll be happy to go over as well as pricing I haven't talked to anything about pricing but if you want to know any other specific info feel free to come by your stand it's out there so thank you very much and see you next I've never used a microphone before so let me know if you can't hear me or if I'm doing anything wrong now I understand I've got a little bit less time than I thought I had so I might do a slightly abridged version of what I did have and possibly jump into the demos a little bit faster so probably going to skip through this quite quickly so as we all know we're sort of in a different digital age now with Generation Z where most youngsters have been brought up with the internet so this whole idea of engagement with media is sort of slightly different and everybody wants everything a bit more accessible a bit faster and we've got ways of sort of helping you be able to do that essentially I normally break us down into these three pillars so we've got a library which is like your content management system where you can store all of your video content I can sort of show you quickly what that looks like so this is me logged in to the library here we can customize this so you can put your own logo on there you can change colors, all the usual sort of thing now I've got people that use this in different ways you can either have it as like a corporate YouTube so like your own area to securely store all of your video you've got all your categories there you can do all your playlists public facing as well if you want to without logins and I've got other clients that use this purely as an admin area so they just use it to be able to organize all their own content so if we go into the back end here as well you can see here you've got all the ways of organizing your content managing security settings all that sort of thing there as well the other section we've got is the live streaming so within the live area again this can be sort of as complicated or as easy as you kind of want to make it so we have a live streaming app on the phone which is really simple and really easy to use we do an email that we can send out or the admin send out to the end user sends it directly to their phone and then it's got a simple link in it where you can then populate all the settings into the app and that's really good if you just want to do an example University of Ars in London they do archaeological digs for their students so they'll go out, the students will go out and then they can stream the dig back to all the students it archives it as well so if you want to go back and watch it later they can do that too this is sort of your sort of more power user live stream so if you want to do big presentations talks, graduations anything like that that's what you'd use I won't go into more detail on this because it's quite a big area but if anybody wants a full demo of it we can arrange that at a later date but essentially you've got these different channels you can change you've got a preview mode so you're not doing it live and then once you're comfortable that you've got your live stream running you can switch over to the live stream as well and in here you've got sort of pre-event states and post-event states but like I said I won't say too much about that because it might not be for everybody's interest and then obviously we've got the learning side as well so that's our integration with Moodle so if we go into Moodle I'll log in as a teacher go to a course and we'll add an activity or an assignment you can add an activity here most of my clients tend to turn this one off because they're more interested in doing teacher assignments so I'll select that one so basically with Moodle anywhere where there's a text editor that's where you get the Moodle button here we kind of make it green so it stands out to everybody but you can customize this to have it however you want it we'll select that and then you get these options here where you can upload sort of a new video you can use your webcam to do an ad hoc webcam recording I tend to find students like this if they're doing a quick response to an assignment so I'll just do a quick two minutes of webcam recording and submit that they've got the ability in there as well to edit it so if they want to they've sort of fumbled a bit at the beginning they can take that off you can search for existing media as well and again this is where we can help you sort of create that shorter content and break it up a little bit so you can take a video you've already got an editor so we've got sort of a trim and chop feature so you can top and tail it you can also chop sections out the middle so if you made a mistake or somebody walked in the room whilst we were doing screen recording or whatever you can take that out there's an export option as well so you can take sections out of the video you can adjust the times quite close as well you can rename these clips you can add as many in here as you like and it will export it as a totally new asset to your video so again quite often I find if teachers have done maybe a long presentation they want to chop it up and do chapter points this is quite good for that it's also quite good for student presentations if they're doing back to back presentations then you can record the whole thing and then you can chop out each student's individual presentation name and then you can upload it to the library as well while I'm in here as well we do actually have the ability to request closed captions so if you want closed captions on your video as well there's a request and approval process it's really easy to request them you set up files and then people can choose English, Spanish, French US English as in there as well so whatever people want they can choose from there and then once they're approved they'll go on to the video for you as well and we give you a basic editor so once the captions are on now you can go in and you can edit those captions as well also in here as well is analytics so you can have a look at the analytics on your video as well I think I've got a nicer slide so within the analytics you can do an overview of the whole library's analytics as an admin so you can see sort of engagement over time so this really helps when somebody's done a really long video if you want to create the short form content you tend to get that sort of initial peak at the beginning so it'll be 100% of people watching and then that'll drop off quite quickly, quite rapidly there's this buzzword, this sort of six minutes time that people always say that's the best engagement and after that you generally do see the drops it's quite useful as well this one for revision so if you've trapped it in a video or if there are specific points that people are revising you'll see a peak in those areas so people are constantly going back to those points in the video and then this one engagement by person as well so if a teacher's uploaded their own video they can see the students that are watching it so it breaks it down per person and does an engagement score for them out of 100% so if somebody watched a little bit and then fast forwarded and then watched the last bit a good score because it does account for that fast forward but if they watch they half it today, half it tomorrow they get 100% engagement score the other thing as well to help you create content is the screen recorder that we've got so if I launch this so this can be launched in Moodle or it can be launched from the library as well and it brings up this screen capture tool here and then we've got a few options you can record your screen, screen and webcam just your webcam and your voice we'll go to full hog we won't because it's because it's plugged in so it won't detect my webcam we'll just do the screen then if you have one monitor you can select monitor you can select specific area we'll say record there is also going to be the ability to do screen record and webcam live as well it's just not in the version that I've got so if I had the webcam up you'd be able to move it round change the size of it while you're in here you can go into anything else you want to so we can go to another slide deck you can draw on the screen just some basic tools point arrows, annotate, anything like that that's all there as well we'll say we're done this then opens us up into an editor so you can top and tail and you can take bits out the middle as well and there's titles and credits in there so if you want to brand it or give it a title or whatever you can do that as well we'll just say we're done on that and then there's some basic metadata that you need to put in there a lot of it pre-populates automatically private as well we'll upload that so this then signposts to go back to Moodle so if I've done a presentation what I've recorded my screen and I've maybe got a little bit lost as to where I came from at least I know where I've got to go back to so we'll pop back here and the videos here we select it then it puts it straight into the text editor for us now one of the great things about this tool I don't know if other screen capture tools you've used before quite often they make quite a big file and then it has to go off and transcode so you've got quite a big weight to be a file to come back this is a media so what it's doing is creating the file on my machine as I'm recording it so all that it has to do at the end is upload that file to the server so once it's up there it's ready to go so it's basically as fast as your internet is so that's the screen recording there it's a bit slow because the internet is a bit slow but it is there and playing available for you and then we can save that and then if I log back in as a student then we'll be able to watch the video so the video will come up here we can watch it and then we can add a submission and this is where you can add media and do your student response and again they get really similar tools so they could record the screen all the same they could do their quick webcam recording as well I think my wifi is a bit slow so it's getting a bit stuck sorry so once they've submitted that the teachers can then go in and they can go into the grading area and they can do feedback via video as well and again it's the same option so if they wanted to bring up the student's work so they've uploaded a file or done a video they could draw over the top of it with the screen capture tool and do their response and their feedback in that way as well if they wanted to we do integrate with other LMSs as well so if there's an interest in any others they're there as well that's the webcam recording because it wouldn't come up on my webcam there's a few stats here just for how Generation Z learns so this whole idea of actually by doing so the flip plastering idea and again these tools are then really helpful for you to be able to do that model and then studying preferences again and again it's all about this interaction this social side being able to do things online and digitally and the other thing as well is the playback speed so again in the interest of trying to do things quicker I don't know how many people have tried this but you can speed up your video quite considerably if you want your teacher to sound like a chipmunk it's actually weird because you do actually get used to it after a little while and it does allow you to watch a lot more in one go yeah these are just a couple of examples as I was saying earlier our university in London, UCL they're the ones that do the archeological dig so that's quite a nice one university in China as well they do a lot of streaming live so again quite an interesting one to look at and yeah if you want to give it a go I think I'm probably almost out of time so if you want to give it a go we've got these pages so you can go and try it out for yourself if you want any information on that I'm just at my stand outside the room and I can give you the details if you wanted to try it out you can log into Moodle on our demo platform in English or in Spanish and you can give it a go try out those to plug in and I think that's it so now if you want I can change to English but no sorry Luke so this session is actually going to be in Spanish so if you would like to attend this session and you need a translation there are actually devices just under the stairs so you can wear a translation otherwise yeah Emilio can help so Emilio can do a little bit of translation help you yeah maybe I can do it so but I heard that this is only for notes okay I'm ready to go I can start it's somebody using the translation or okay so we're here to talk about how to configure Moodle Workplace this is a little bit what we're going to talk about we're not going to get into doing a demo or this because Emilio took care of it yesterday with his team to explain how Workplace is going to do a little bit of the theory of how we have thought of the best way to configure Moodle Power Planner I'm C.O.D. Tresipun we created it in 2004 and we've been Moodle Partners for two years and apart from developing Moodle and Workplace we also do development in PHP and Java in other technologies introduction as I've mentioned, Workplace I understand you already know what it is if we're not here we have a Moodle Partner to be able to install it so you don't try to do it only in your homes because you won't be able to it's better to do it for all Moodle also to have a partner and someone with experience but with Moodle you can do it with Workplace okay, the first I'm going to explain the steps to follow to be able to do it the first thing we have to know is that there are moments in life in which it's better not to think too much like for example if you're going to jump from a bridge to configure Workplace you need to think a lot before doing the first step the best part is to think for what we want what entities we're going to use and for that we've developed a script with all the new concepts and all the new entities in Workplace and in each one we've developed all the fields to be able to configure the first thing would be to configure the tenets the categories of the courses and the users that are going to be in each tenet here it's better to know if we really need a tenet or more than a tenet because it's the great functionality of Workplace and everyone is excited but if they're really going to bring us the first thing we have to know is if the users can be in more than one tenet because if we need to be in more than one tenet we're going to look for another way to configure it because it doesn't allow it then the categories of the courses are also created to create a tenet then you can have different categories for each tenet that you're going to make or it's also good to think if it's really what we need or if we can do it with in other ways because with Moodle we have the cuts to manipulate the users we have other ways to organize it here as it goes with programs and with the company's organization to think a little about the categories of the courses we're not going to think about it in the same way as with Moodle if we come from Moodle and we have a structure of categories and we want to go to Workplace we have to think if it's the best and then the users of where they'll come from to know if we have an age to matriculate them and make a single sign-on that will give us the structure of the organization or not and all of this is also important to have it, of course then we have the structure of the company now there are all departments positions and assignments here again you can do it by hand you can do it by uploading through the app you can do it in many ways if you have a system in the company that is an R&P that already has it organized the best thing is to organize it the best thing is to try to do an integration so that this is as automatic as possible then we'll think about the courses the programs and the certifications this part and it's the same anyway, with Workplace here, as more turns we do it better to get to the end we want and then the two parts that are more different from Mover that there is no correlation would be the part of the reports that here it's better to think about it once it has it all and think that you will want and then the the dynamic rules that you do workflows that pass things automatically really this is one of the functionalities that we like the most thanks to Emilio because it makes things easier especially to the administrators of the system ok, once we have everything already thought and written and everything about the paper we have to put all the data inside Workplace the first thing is to know in what format the client can pass it the best way, as I said is the direct integration between other systems where it has already been updated and everything and do the integration so that it is as automatic as possible if not, then an XML a CSV is also fine, you load it once and that's it but of course there are also clients that pass it on paper and you have to do all the load manually and that can be it's not complicated but what we do is generate dummies, we call them because the best way to test something is to see what works if we have collected the inputs of the client to know if it is what we really need in this project because many times the client knows it because since it is something new it is not very clear how to do it the paper holds it all because we generate data that is, that nothing happens that gives us the security that if we load it nothing happens because you upload it again and that's it because we have a generator there of dummies data that directly generates all the data of the positions of the company of the departments of all these configurations once we have them we do the first check first we validate that all that adjusts the view that we had and then we make a meeting with the client where we teach everything we have done and we do all the cases of use that we need and it may be that it works but normally sometimes something escapes and then what you touch is and here again adjust everything a little and then again configure it and once everything is adjusted because we can still go to production but the best is to check it again because it is better to go slowly it is a change that can also be a change to work in the way of working with the client it is better to accompany it in all this process and it is better that I try it again and sometimes it is as necessary until it is comfortable and that everything is perfect and apart if we try again the second second, surely we will make a goal and if not, then the third but to the second it is already done and we are ready to go to production the following steps are to remove the dummies so as not to leave you there an eternal platform connect it to the data source or upload them as I said before I would like to connect it and that the magic of workplace do the rest and that's it I have a couple of questions I have a couple of questions I have not seen workplace I have not had I was in the presentation yesterday but does it have any connection or does it look like that of the remote learner that implemented all those multi-tenance functionalities are you familiar with what I asked because I used LS five years ago and it was open source or the code was there as far as version 3.1 that's one, the other I have is in relation to the price, how it works user, etc well, as for the first workplace is a self-developed model age pool in which some partners are very lucky to participate and the functionalities are those between a group of partners that have been with a list of very long functionalities we have been voting and we have been deciding which would be the most interesting to put in the first version in the second, in the third and so on apart from this what you have that all the developments we do for our customers, all the partners we are going to access them to model core or if it is a functionality that is very specific and is discarded but the code is totally model age pool and as for the price there are different ways of selling the project model offers directly to do a service software and goes by number of users the prices and all this we are about to be able to show them to all the customers that are interested or you can also do as a normal model project where there is the installation, the configuration and everything and then a server that can be a partner, it can be the model model cloud or in specific cases it can also be the final customer and the price will depend on the way how you need to expand this hardware because above all it is the part to avoid the maintenance of the workplace that will give you the price but in this second part it would not depend so much on the number of two players, any more question when you are part of a model that already has a base of users and a base of courses how would you adapt to move it to the workplace the first thing is that to be able to update the workplace model from version 3.7 if you are behind you have to go to version 3.7 and then do this and model workplace is a model so in principle everything would work the same but as I said the functionalities that give you are different then all the categorization of courses you have to rethink it because it does not fit you really with what you need at that time in terms of users would go the same simply that of course in model you do not have departments and positions and you have to assign them through the job assignments in workplace this coordination you have to do it by uploading a csv or an integration or whatever any more question? very good, I do not know how much time I have the idea is to do it short because I do not know this but ok as for the inform generator what flexibility it has we compare it with some of the tools that we can see here to put intelligence as an example what flexibility it has what capabilities it has and if it allows you to incorporate SQL sentences as you did with some plugins let's see here the inform generator is now for a series of identities that allows you to cross them in a very visual way with Dracandrog you can organize the columns and then the filters and everything with a programmer who does the inform but below you have the tab to put the SQL sentence as complicated as you want that will support you in principle, yes as for using interiwar or the inform generator let's see the inform generator is integrated in model interiwar also but for the inform generator you do not have to pay an extra instead for interiwar all these because if you need to pay an extra for this company they can give you more power especially in a visual way in terms of the inform and this but in general for most cases with the inform generator you are already worth it sorry for kidnapping your presentation about the inform generator as Pao said it works but the fundamental difference is that with the inform generator the partners can create their own report sources that is, you can put in the hands of your client a source of data that then they can use or you can use yourself to generate the inform if it includes not only entities that you can bring from any tab of the database be it model or your own plugin but also you can create filters, predefined conditions aggregation of an API that works very well and that makes the partners very simple develop their own data sources and those data sources with this collaborative project that we have with the partners will reverse in the Warpless code therefore among all the partners we will make the number of informs grow and the difference with interiwar is just what Pao has told you but only one point the SQL editor is to see the query you could create your own report source as you want with a specific query but the final user cannot have a SQL query you as a partner, yes but the final user well, thanks for taking the time we have Emilio and Pao I took the opportunity to ask a question about the report especially those who are in Spain we have the issue of the tripartite as if you have thought especially what they always claim the time that the user is connected or at the level of having the messages that the professor has written with the tutorial all this information is still a very previous version reporting we are developing the tripartite plugin and we are going to access it so we can use it I know it will not be in the workplace because it is something very specific from Spain, or the same I don't know we will see because it is something that interests us a lot and we are working on it I am working on it, yes sir anything and the details of the workplace we are just going to the right and if not, I will go to Emilio who knows a little more than I do I don't know I don't know