 Hello everyone. My name's Edward Bolton, this is my colleague Cassie. This project was also run with another colleague Tom, who was not able to make it here. It's his subject area we're going to be talking about, which is sports and exercise science. We're going to talk to you about why we got to the students to do an escape room. We're going to do a quick demo for you, we're going to look at the technical considerations of building ychydig ysgatru i'r H5P. Rydyn ni'n fawr i'r ffeidio'n fawr i'r fawr i'r hawdd. Rydyn ni'n fawr i'r hawdd i'r hwp i hwp i'r holl, ac rydym yn fawr i'n fawr i'r hynny. Rydyn ni'n dweud y ddigital ysgol ydyn nhw. A'r ddigital ysgol, rydych chi'n ddigital ysgol ysgol ydyn ni. Rydyn ni'n fawr i'r holl, mae'n ddigital ysgol i'r hwlch ysgol, The slides you can download has got the full version of it. The sound's not working. Felly os yw'n gwahanol gyda'r hyn sylweddiad cyfunio yno, mae'r lleidio gyda'r lleidio yn diem lluniau a'r Fybl, ym gweithlo'r ymgylchedd. Mae'n edrych yn unol yr ysgol arach cyf Bahiaid Caerdyddol yn gyfath. A allan,先fain, na bwynau'r gyda'r lleidio, yno'n cyffredin i hynny, yn gallu gwilio'r lleidio'r lleidio, a'i bwydio'r lleidio i'n ei gweithl yn gweithio'r ffyrdd ar gyfer cael y codes. I have over here that genetic plug. We're going to work through today some various only landmarks and tests and models to show you how they all come together. Is that? Oh no, they didn't tell me that they're coming to life after they did. Quick, please get out of here. So that was a little flavour of what the students get to see to kind of set them up and get them started with the escape room. Why did we choose to build this escape room? So it's founded in the pedagogies of problem-based and experiential learning. But really the escape room is able to use a strong narrative to drive the students' engagement and to promote the engagement. And the purpose of this exercise was to build community among the first-year students. So these students don't know each other, they're coming into their course for the first time. They're put into teams and they're able to complete the escape room via the H5P activities to build that community. It also helps them to develop soft skills such as problem-solving and critical thinking. Crucially, it helps to build a familiarity with Moodle. So the course sport and exercise therapy that created the escape room in this instance, they use Moodle a lot in terms of their revision for their activities and their course. So the escape room helped them to build that familiarity with Moodle. And relationships with the course team as well. So what we're going to do is do a quick demo. We didn't think that we'd be able to do a live demo, so we did it in slides. But we have got it if someone wants to see it afterwards. So we started off with very low stakes. So as you see it's quite funny, a zombie escape room. We didn't want to put too much pressure on the students. So the first initial activities that we designed as part of it, very low stakes, supposed to be more fun. And then we move on to more things that relate to actual content. So this is just an example of a H5P here. All I have to do is enter the password that they're given by the tutor, and that starts the escape room. So here we go. And we use a lot of different types of H5P in East. This is just to get the students used to, the different types of interactivities they may use throughout their course. So for example, this is a drag and drop, and you can see it's quite easy. You have to know where the sports teams are located in the UK, and then drag and drop them from north to south. And we used restricting activities within Moodles to stop people jumping ahead. So you had to get it right before you could move on to the next activity. And as we said, the students work in groups so they could discuss and chat, and that's helping to build the community. So here's another type, and this one's just the flip the cards ones to match. So not only are they flipping the cards to match them, we've also got the pictures of the academics who are teaching the course and their names and everything. So to try and create some familiarity with the course team that they'll be working with. These icons here represent the modules that they'll be doing, and then in this example, they're just clicking on them to see which ones they're doing in their first year. Next, we move on to a... This is a grid, and this is a solid campus, and there's some questions beneath it that we haven't got on the screenshot. We can show you on a live one. And they have to use the grid references locations to solve a mathematical problem, but again, it gets them used to the solid campus, so they know all the buildings are. They have to know that in order to solve the problem. So first of all, we sort of have low-stake ones activities. Now we start moving into content that's related to the course material. As we saw sports and exercise therapy, you can see, and now they're actually... So the community is sort of built now with the students, so they sort of get to know each other, they know how it all works, they know how Moodle works now, and now we can actually challenge them with actual content related to their course. So they don't need to worry about the technology anymore. We sorted that. We sort of built the community, now we can work on the pedagogy and actually get them to understand the content. So this is sort of a drag-and-drop, and they have to fill in the sentence. And here's an interactive HIP video. So the video plays, it demonstrates an exercise, and they have to identify the exercise from that, and it prompts, it stops the video and prompts them. This final screenshot, again, we can show you live, just shows you all the activities. What we did is we hid them all, we stuck them at the bottom, and then we embedded them on the page. And you can see there, as they work through them, they release, and then they have access to the next activity. So the benefits of this model, this escape room, being built in Moodle with HIP, it's the foundations of the ongoing course community. So again, bringing the students together, it's scalable. So the students are working together in teams, but the Moodle course can be accessed by hundreds of students at the same time to complete the activities. It's really easy to duplicate the structure so we could export this course, put it into another subject area, and they could just edit the activities, but keep the narrative, the zombie kind of narrative here. It's reusable year after year, and again, it helps to build that familiarity with Moodle. The biggest consideration, I would say, with building something like this is time. So the lecturer, Tom, our colleague, he wrote the zombie scenario, and he made the videos, as you could see before. That took about an hour. The H5P activities, I would say, there are, I think, 12 of them in this escape room, took about five hours to build, and then Ed and I were involved in the implementation of the technical elements, which took about two hours. We have a live working demo in Moodle 4. These screenshots are from Moodle 3.9. If anyone wants to see it afterwards, we can show you. The main consideration for moving to Moodle 4 for us is the navigation. Previously, we had the activities embedded on the page. I don't think that's going to work with Moodle 4, so now we're going to be putting the instructions within the activities so the students can navigate from one H5P activity with the narrative elements and the videos built in, and onto the next activity, refreshing the page each time to get them to move through the activities in the sequential manner that they had previously. Very quickly, you can look at the slides and download them, but we got feedback from the students. Obviously, they really enjoyed it. They said it was far better than reading, like, say, an introduction manual to, this is your course, these are your tutors, and they find it far more engaging. We first ran this during lockdown, so the major feedback that we got, what they liked better, is they'd actually like to do it in person, so we got them all on teams to do it. We now run it in person, because we're back in the classroom. Finally, the impact, our team conducted an action research project on the virtual escape room, on a version of the virtual escape room, and the students reported confidence in those soft skills, one being interpersonal skills, so that was, again, that community building, but I wanted to point out below the zombie picture, this course, this escape room, and this exercise of bringing the students together and getting them familiar with Moodle, resulted in sport and exercise therapy at Solent, having the highest engagement with Moodle across any course in our entire university. So this type of activity, getting the students together, getting the students familiar with Moodle, and using Moodle as the kind of basis for the learning activities moving forward in the course, has resulted in a huge impact for this course and for these students and their engagement with Moodle at Solent. Thank you very much. So when you did it virtually, did everybody complete it individually, or did you still meet on Zoom in groups, and then one person did it? They worked together in teams, virtually in groups, and it was usually the case that one person was kind of the leader of the student group, and that person then clicked through the H5P activities on behalf of the group. Did you end up using groups in Moodle to make sure everybody got completion for that, or did that matter? No, they kind of all did it individually, and we knew that the badge could be awarded. I think we awarded the badge criteria with the final activity. So as long as they all were participating, they all received the digital badge, we didn't really need to facilitate the groups in Moodle as long as they were in groups completing the activity together. Excellent, thank you.