 Okay. Hello everybody. My name is Valentin Koser. My colleague's name is Harald Schnubusch. We both are from the Ervetiha Aachen. And we would like to introduce you today the Cardbox plugin. The Cardbox plugin is a tool that allows teachers and students to create flashcards together. And after being created, these flashcards can be practiced by the students. First of all, we would like to give you some background information why we decided to develop this tool. Then we will give an overview of the different Cardbox teachers and a demonstration of how the Cardbox works in Moodle. And last but not least, we will give you a very short insight into a usage example to outline how the Cardbox can be embedded in a typical learning scenario. Because the Cardbox can be used in different learning settings. One setting, probably the most common setting is vocabulary. But apart from that, the Cardbox offers a wide range of use. The plugin is an in-house development of Aachen University. And now that it has recently been added to the Moodle plugin directory, so the entire Moodle community can use it now. Before we will go more into detail, maybe a few words about our motivation to develop this plugin. Because maybe some of you may know that there are two H5P content types in Moodle that can be used to practice vocabulary. So maybe they will come up the question why a third tool and what can dessert tool that the existing content types cannot. And to explain what makes a difference between the existing content types and the Cardbox, I just want you to have a quick look at the existing types so that we compare them with the Cardbox. So both with dialog cards and flash cards, you can create a set of cards. With dialog cards, the student has just to turn the card to see the answer. And then he has to decide by himself whether he got his right or wrong. And with flash cards, however, the student has to tap in his answer and then he will be informed automatically whether his answer is correct or not. So basically both content types are pretty similar, with some differences regarding the input to be given, for example. And one feature that is neither implemented in dialog cards nor in flash cards is the possibility to save the current learning status and to continue at the later time. So this can be very important in a combination with a spaced repetition mode. And this feature, however, is implemented in our Cardbox with some other features that are missing in both content types. So one key feature of the Cardbox is that it is a collaborative tool that means that students and teachers can work together to create a set of cards. You have also the option to import cards, which can be very helpful if you have lots of cards that you want to import at once. In case of several alternative answers, you can specify how many answers the student has to give, just one answer or if more than one answer has been added to a flash card, maybe the student has to give all alternative answers. Another feature that is helpful is that also with many flash cards that you can create topics and categorize flash cards by assigning each flash card to a certain topic. And there are also some learning statistics offered so that the students can monitor their learning progress. Another key feature is the so-called spaced repetition mode. So the main idea of spaced repetition is that it is important to repeat the learning content several times at increasingly intervals. So in our Cardbox that means that the first revision starts after one day, the second revision after three days, third revision after seven days and so on. So this is how to make sure that the learning content remains permanently in the memory and is not forgotten after some time. So this is the basic idea of spaced repetition and based on these findings, the so-called Leitner system was developed in the 1970s and the Leitner system consists of seven boxes and so does our Cardbox and if you answer a card correctly, so the card is advanced to the next box and if you answer a card wrong, the card will go back to the first box. So even if you answer a card correctly four times in a row and the fifth time you don't, so the Cardbox and so the flashcard will go back to the first box and you have to start from the beginning. So even if there is no fallback to the first box, so it takes 34 days for a flashcard to completely leave the Cardbox. Here you can see an overview of the range of usage of the Cardbox. As mentioned earlier, there's a wide range of uses, bequant vocabulary, so you can use it to practice dates like specific dates, birth dates for example, formulas, definitions and also quite classical question types like true false questions or free text questions are possible. But this list is only to give you an impression what use cases are possible and it can of course be extended by your own idea. Okay, so much for theory and now let's give you an impression of how the Cardbox works in Moodle and for time reasons we prepared a video for this. I hope it will run without any problems. Okay, so first of all a new Cardbox activity has to be added, then you make some settings here. So here for example here you can decide when you want to allow written input that the cards are automatically a bit corrected. You can set this checkbox. In case of several answers you can specify how many answers have to be given. So just one answer or all answers that have been added and case sensitivity. So this is maybe interesting for vocabulary where it may not matter whether you write the answer in upper or lower case. So if you set this to no, upper and lower case will be ignored. And that's what we've done here. And so much for the basic settings. And from now on cards can be added by students and teachers and that's why we switched now to the student perspective. So here first of all a topic has to be assigned. Then we have to give here a question and optionally an image file, an audio file or a context line can be added. And then we continue with the corresponding answer and here you have to decide how many answers have to be given. And all that we've done here by filling in the input fields, by choosing an image file, by giving a context line and two alternative answers, crossroads and intersection. And just one of these answers has to be given. And in the next step the teacher has to review the cards submitted by the student. If needed the teacher can do some editing here and if not he can skip all this and can accept and save. And from that moment on the flash card is listed in the overview tab together with all other cards that have been added before to the overview tab and here you can do also some filtering by topics. And then the flash cards are ready for practice by choosing a practice mode, in this case the automatic check. Here you can give no answer, like in this example a wrong answer, like here or an answer that hasn't been added yet as a correct answer and in this case the student can suggest his own answer as a correct answer. Or the student can here just give a right answer and when the learning session is over the student is here a summary of his results and afterwards the teacher has to approve the submitted alternative solution in the review tab again. So since the teacher has suggested the word junction you can just approve it and after being approved the solution will be added to the other alternative solutions and will be accepted in future learning sessions. And in the brokerage tabs finally you can see some statistics for example how many cards are in each box. So far for the overview hopefully enough to give you a short idea. And finally a few more words on the usage example. Sorry to interrupt but we're running a bit out of time in the schedule so maybe we skip the usage example just to make sure that we can get back into schedule. It's okay? Yeah we need to get the next presenter on because he you know at the time. Yes sorry. The timer was telling you the time is up over there. So while he brings his computer to connect will allow one question. Okay see it takes a while for the computer connection so please help with the HDMI change. Any question allow one question how they do the technical switching here. One question anybody who has a question for okay thank you. Is it on? Yeah okay really thank you for your presentation and for presenting this feature that I think is lacking already a long time in Moodle something with that supports Leitner and stuff like that. What I was wondering are there I noticed that the student has to type in the correct answer to that then will be automatically evaluated by the system which is a bit hard on mobile and I would think that students would use this on a mobile phone on a train waiting somewhere. Is there any plans to make like a mode of operation where the student can see the correct answer and just mark whether he had it right or wrong in his head a bit way like I think Anki works a bit like that like you the wrong the right answer is shown and then you decide whether it was easy difficult right wrong suffice. Are there any ideas to implement some feature like that? It's on okay not really to be honest this is very fresh this plug in it's just the first state but it's a good question a good remark that we need to think a bit more about mobile users because I mean maybe not at our university the students usually also have a computer a laptop at home but but the scenario that they're working on on the way to university on the train or wherever even especially if they are trying to prepare exams we know that they're doing that also listening to videos then on the train and faster mode and all this stuff. Yeah but it might be and we will take that with us. Thanks.