 Mae'r Unydymiad Cymru yn ystafell o odd yn y Llyfrgell. Rydym yn ymgyrch i gael ei meddwl y ffordd. A'r ysgrifennu cyntaf yw amser yn ymlaenol. Yn ymgyrch ar ysgrifennu, mae'r unedig yn beth, ac yn ymlaenol, yn eu cynnwys ar yr hyn o'r eisteddf sydd oed yn ôl sicrhau ymlaenol. Rwy'n meddwl, mynd i'w meddwl, o'r cyfnodd iawn, ychydig i ddweud eu ddwyf. Yn ymwneud yw ddigon yw eich cyfrifio ar gyfer y ddefnyddio'r Eau. Rwy'n meddwl, mae'n meddwl, oherwydd mae'n mynd i ddwyf i ddwyf meddwl. Dwi'n meddwl, mae'n meddwl i ddwyf yn defnyddio'n meddwl i ddwyf yn y gwirionedd. Mae'r ddwyf yn meddwl i ddwyf yn ymgyrch chi'n meddwl i ddwyf wedi'u meddwl i ddwyf. Mae'r fan hyn yn meddwl am yr adael i'r unig gyda'i plant yn y llwyffyr. Mae'r drwsgr yn dechrau, mae'r ynnig wedi'i ddweud o gael y cyfnodau yn yr adael i'r cyfeiri. Mae'r drwsgrŵu'n lle hwn yn gwneud hynny'n golygu'r llwyddiadau i'r adael i y Llyfrgell. Felly mae'r gael y Llyfrgell yng nghymru, ond mae'n golygu'n gwneud. Felly, roi ddim 175,000 o ddodol rhagwladol. A oedda i'n cael ei ddylch yn cael y sgol. Ond mae yna ein llan waith arall a'r llan ydw'r sgol. Ff ddysgu'r sgol yn cael ei ddweudio'r edrychwyd. Ychydig yn unig. Ff ddysgu'r sgol yn ei gweld yn dysgu'r ff align, ond rinno'r ff iron wedi eu ddweudio'r ffordd. Ff ddweudio'r ffordd, rydyn ni canfodd. ac mae'r enghraith yn ymdweithio wedi rhoi. Mae'r gweithio yn ystod, ac mae'r cyfrifwyr yn fawr i gael gael gael gwneud. Ond mae'r ddechrau'r asbeth yn ymdweithiau'n ddau i'r cyfrifwyr. I ddweud ymddiru, mae'r cyfrifwyr yn chyflog ac mae'r parwysau a'i gweld i wneud i gael ei wneud. Ac mae'r ddweud yn oed yn y gallu cyfan. Mae'r ddweud i'r ddweud i'r ddweud i'n gweithio i ddweud i gael gweithio i gael. Felly, mae'r pargynnerau shefyddiol yn yma, a bydd hynny'n cael tyfu na fyw dechrau. Fydd yn digwydd i'r byddai wrthbwynt yn chyfodol i weld mae'r bydau yn cael ei wneud, dwi'n ddim yn goled o'ch reliant'u gorfodol sydd wedi'i gydag arnyf yn allan o'r bydau. Yn o hynny'n gweithio, dylai'n gŵl a phobl ynddo, dwi lawer o mewn ddweud foundation ac rwyf yn tael ym� a ddweudio am mwyaf ac wedi'u gydag arnyf wedi'u gwneud y byddai yn gweithio, But they'll also have to learn how to give that feedback in a useful way that deal with rejections and such like and how they get as more of their own work out. So it's useful for that. And I think so couldn't we replicate that in a digital environment? Also was there anything a digital environment that the legal studio could offer that not necessarily available in a physical environment? Rwy'n adrodd o'r ddigon iawn, oherwydd mae'r gwahododau. O brydaf heariaid o'r ddweudol yn ychwanedig i ddweud wrth hynny, mae'n dweud y ddweud ymlawr er holl, byddo weithio'r bydderas hyn rescue o'r ddweud o'r ddweud, oeddi i adad yn ddweud y 3 yma, oeddi i gallwch bod yr edrych. Roedd yna bod ddweud ddweud maen nhw, felly weithio ydyddo yn ei gael oeddan oedda. Felly mae hyn oes iawn o'r ddych chi wedi'i bwysig i dweud. Ac ydy'r ydych chi i'n dda', a'r ysgolwyd yn ofyn yn cael bod y cynhyrchu. Rydym ni'n clywed ar gyfer sy'n cyffredinol ac ddych chi'n giforth yw eu cyfrifoedd. Mae oherwydd yn ychydig yn wedi bod yn ffais yn ei gweld oedd y ffyddgarol yn gwybod ond yn dduo'r chael fath o gydywodau ar arddangos y chyfrifoedd. Mae gennym ni'n ddych chi wedi ychydig yn gwybod yn datblyganol ar y mesur. Rydyn ni wedi bod y plafformau sy'n cydyn nhw adnwynt genna fod yn ymdweithio. y cwrdd ymgyrch o'r rhyddwyr. Yn ymgyrch â ddweud yr hyn, wrth gwrs, y dyfodol y pryd yn gweithio'r cyflym, ymgyrch yn ei wneud, ymgau'r ddau'r gwahanol, gan yn ydych chi fyddai'r cychwyn yn ymgyrch ar gyfer y cyffredinol yn ymgyrch. Mae'r gweithio'r cyfrifennid ymgyrch yn ymgyrch yn ei gweithio ar gyfer Google. Mae'n gwnaeth gwybod ar y dda i gyd yn ddataeth. Roeddwn ni'n ddryn ni wedi myfio'r ffordd a'r iawn i ddim yn cael fynd o sydd y bwysig i gyda'r ddataeth a'r ddaeth i'r ddod i'r reid hon. Meddwl, phoedd yn siwr yn rhyngwl iawn i ddod i'r ddal unrhyw hwnnaid mwy o'r gwybod am y dda yw'r partig neu'r ddataeth i ddod i ddod i'r byw effaith yw'r dros dim yn gynghedr, ac wedi fy mher Mi'n sut y gallu ymgrifwyl yng nghymru â'r ar-dod, There was nothing quite like it at that time doing exactly what they wanted, and as it's developed further that's still been the case. Little quirks here and there that were quite strong for the academics weren't quite available elsewhere. So we've got quite a bit of experience of developing digital tools and embedding them successfully within Learning D.O.U. So we thought we could do that, we started work and it was the usual model to build a low 하나 pirat trying to see how that worked, and that was on one design photography type module Mae gennym eich cyhoedd yn ynganig новых ac mae'r adwyllfa ar y gymdeithas, ychydig, ymddur, mae'r adwyllfa roedd sefyddiadau. Mae'n rhoi'r cychwyn o'r pwysig y憢lau mewn o maio ychydig o unfennig. Mewid y pwysig a bobl o'r ychydig sy'n ymdwyllfa Cymru. Mae angen i chi ddwy flyniad felly mae'n dd?, a mae'n gwych chi'n mewn o'r regitwch y gallwn gwis y dddydd gyda'r bydd yn gweithio bwysig. the song. I this particular process, there can be issues. One thing around the code base is that it was developed bit by bit. We found that reliability was starting to suffer when we were getting more bugs than we thought were acceptable so we wanted to address that. When it was added functionality in a piecemeal fashion, it sometimes leads to UX issues that we haven't thought about from the start how people will be taking on a journey through Wedi dweud yn y dweud jyst yn erbyn amser dym ni'n bwysig arwadion strategi'r ffrond i'r cyntaf – a'r ffordd i'r ddullburniad o'r bobl gyda'r reifatryn a'r uxrefrefreis a rywbeth yn gwneud y cystad turbun a'r ffordd i chi'n c nhw wyf wedi bod yn hynny ymwes i'r ffordd i chi gwaith i amnol, i'r ffordd i chi gweithi'r ffordd i gweithio i flach i gynnig a'r gwaith i'w bwysig. Y dweud yw'r gaelion gyda'r ffordd beth oedd ydyn ni'n gweld o'r ffordd beth, gallwch chi'n gweld i'r cyfrifio cymdeithasio. Felly, o ffwrdd, that's what students expect these days. They're comfortable in this environment, there's an element of intuitiveness, even if it's the first time they've used the tool, which is handy for us. This is a very visual aspect we're using here with the pictures, but there's a whole range of file types you can use. You can have images, you can have all your files, you can embed media files from YouTube, and such like. There's Word, Excel, PowerPoint, and there's also some not so common file types. For example, we've got card files for a 3D design. We have Python notebooks for people doing data science or some coding. And these are, when you upload them, we're going to a stream view and the student can decide who they want to share this with. You can share with whole course, or you can choose to be with a particular group. At the OU, we tend to focus that around tutor groups, but it can be with support groups, if you wish. Or you might decide to put it just in your own personal pin board, and that's something that only a student can see. That can be useful for developing a mood board, work in progress, starting to build collections, or they can share directly with the tutor if they want specific feedback on a piece of work before they're submitted to the wider audience. You might see with Sydney Opera House there, it looks like it's in a folder, and that's because it is a folder. As well as being able to upload individual posts, you can choose to create a folder where you can have a theme to collection of work. This can be useful for developing your own personal exhibition, or curating the work of others. For example, you could bring in the works of your favourite artist and have your favourite pieces of work there. Alternatively, you can curate the work of other students on your course. If they've uploaded something to Open Studio, you can bring that into your collection. That can be useful for this way of having to make tough decisions on other people's work, and building up those emotional skills around when you haven't been chosen, or when you speak to others about why you didn't choose their work. Yes, this is a very visual aspect, but it's been used in a range of faculties now. For example, science courses are using it in terms of experiments. They might have a folder relating to hypothesis, the experiment, the results they obtained, and then any conclusions they've drawn from that. Clicking into the post itself gives you, well, the main part of it when you can see the details on it. You've got an image at the top there. If it's an image, you can maximise it and get a larger view on that. Underneath that, we have a description that can be added. That's used in the ATO editor, so all those simple texts there, it can have a range of media links, and whatever. It's ability to tag, so you click on any of the tags and be shown a new stream view with all posts that have been tagged with a similar tag. We've got some social interaction along the smiley's favourites there, again inspired by the likes of Facebook. They're fully configurable. You can have any and all of them. It's up for the module team. It of course seems to choose what they'd like to have their details on the number of times it's appeared in somebody else's folders, the number of views, and then at the bottom you have the actual conversations around that. It's threaded conversations there. Again, using the ATO editor, although these are quite brief, you can have quite in depth conversations going on there. This is one of the areas we found it's, in some respects, better than a physical lab. In a physical lab, you have a finite number of people in that space you can talk to when you have a studio. When you've got a global reach, you can have far more context and culture the conversations that take place that can be very useful. Looking up to the top right, where we have Post Archive, this is something we want to encourage students to develop work and improve it. What this does is when they change a piece of work, rather than having to make a new post or delete that old piece of work, they can just archive the current one, put a new version in, and then you can look back and see how a piece of work's developed over time in relation to comments that have been made. It also gives them the confidence they can take a risk, go forward, try something out. If it doesn't work, if it doesn't get good feedback, they can revert back to an older version without any problems there. Also Exif data, by default Exif data is stripped from any uploads, but in some costs such as photography, they find that useful as students can choose on an upload-by-upload basis if they wish to include that and the cost team would decide if they would actually show that as well. You can also have formal activities where modules or cost teams can choose a particular bit of activity they expect to be done. For example, poster competitions are quite interesting where somebody has to develop a poster and discuss it with their students, or discuss with other students. These can be formalised so you can have lock and whereby maybe a slot doesn't become available until a certain date, or it actually closes on a certain date where no more edits can be made after a certain time on a certain day and that can be useful for formal assessment. Again, the nod to social media, going back to the start, it's the engagement, it can be an issue with a distance learning. So we use the things, we know work in social media to help encourage people to use these things. So you can see in stream view if anybody's had a social interaction or made a comment on your post, if the stream's moved on quite a bit in quite a lot of posts, you'll still have a notification message there stating all the notifications you've had, if anybody's interacted or somebody's replied to a comment that you've made on that discussion. If it gets too busy, you can just hide the notifications and you won't get them on that post. We also have a progress bar for set activities to show students how far they've made it through those set activities and we find this works quite well. In terms of whether it's been successful, I don't think I really need to explain to people how hard it is to try and measure a particular digital tool and link it to student success. We try to avoid success data of graphs going up into the right more people are using it or the truisms of, well, people who use it a lot have done very well, that tends to be the case. But what we do take as a good measure is the old-fashioned, would you recommend us to a friend? If we have academics contact doesn't say we'd like to use this on our module because we've heard very good things about that from another module team, that's taken as a good thing. So taking that as a measure, the last count before came away, we had 80 instances of open studio running in courses this year, I think that's from around about 400 modules in total, so that's not bad given that to a certain extent it's a niche activity. And again, we've had 40,000 students actively use it with over a quarter of a million posts so far and I think those numbers are actually high there, slightly out of date. We get lots of feedback, good feedback from people. We do get some negative feedback obviously and we take that on board to enhance things. The negative feedback tends to be around particular technical issues or little tweaks in the interface around the actual concept. It tends to be positive from academics and students that they like the whole idea of using open studio and the find of beneficial. I did see it's hard to make the link between digital tool use and student outcomes but in the university there's always researchers who want to put the effort into finding some links and there has been some connection made positively even just for lurking if people don't interact massively, it's still a benefit having that available. It's been nice to have some external recognition being shortlisted for some national awards in the UK for open studio and I think we're actually up for the Reimagined Education Award next month. We'll see how we'll get on there. In the future we're always thinking where can we take the next, how do we develop, what's the next step. At the moment we think we're in a good enough position with it, we're happy with what it does that we're giving it to the middle community now. At the moment it's just in our GitHub repository but the plan is going forward. We do intend to do that as a proper plug-in if we can. We haven't got the full guidance with it yet. We will take the guidance we give to our own students and just tweak it because it's not going to be exactly the same. The theme will be slightly different. There'll be a few functional changes just because the open university's version of Moodle is slightly different but we'll have full guidance for the students, staff and the technical guidance for setting it up. But yeah that's available now. If you follow our Twitter account it's beyond the last slide and we'll have more details or have blogs and details about that when it comes along. So in summary, I think in a time we're always getting asked about things around artificial intelligence, virtual reality or augmented reality it's important to consider the human aspect. We've really tried to do that with Open Studio. We think we've done a good job with it. The students seem to like it, the tutors seem to like it. So we think it's time we shared it. Thank you. I set up the last slide didn't I? There you go. There's the Twitter account it. Gotay more you. Any questions? It was nice to see the student press, to see their thought patterns. Some of them were in line with, but some of them do some great ideas. We're thinking this more and we should get them on board and have a chat with them ourselves. Yes I believe so. Unfortunately I haven't got one of the technical people with us that couldn't make it. But yes you should be able to take it now and start using it straight away. Thank you. What you showed is very indicative of what virtual action learning can be and I've always struggled with how to implement virtual action learning in Moodle. What were previous experiences for Open University that led to design choices you made regarding this learning process that you enable? You weren't going right back before Open Studio? Yes. I probably couldn't answer that probably. I know we've used things like forums and such like to share information. We've tried different tools. I think to see where this came from the academics they clearly didn't feel things were quite hitting the mark. So it was from their idea they came up with what they wanted at the initial stage and we just built on from that. It's that we can't take the credit as the learning systems team for what's gone on. It's working in conjunction with them. So of course I can't explain more than that. Thank you. This looks great. What happens with the data afterwards from the students once they're finished with the course? Can they retrieve it and keep it or how does that work? Is it the standard Moodle login? So however your institution deals with data in that respect and we don't do anything differently other than out of normal warehouse and activities but it will be removed at a certain amount of time. Actually the data if you could do Moodle data yes but in terms of the student's work you think as well that can all be exported so they can take their work away with them afterwards as well along with the comments and such like so. How far have you gone with the mobile development? I've actually got the mobile people in. We haven't got that. Well sorry in terms of working in the app it doesn't work in terms of working on mobile it's fully responsive as part of the UX refresh it works entirely on mobile. We've got time for two more questions? Not with the app yet but it works perfectly fine on mobile. I want to know at what level is it integrated with Moodle and how these assessments, how you figure what's the approach for assessments is using with a Moodle assignment or is it just an internal tool for the studio? I'm not quite certain sorry I can't answer that. I'm not sure how it links in with the assessment. I think we might be using grid book in some way. Our assessment person isn't here but yes it doesn't link directly from open studio into the assessment system but it's in a sufficient state that it can be passed over as I don't know the technicalities but I know it is used for formal assessments. Just want to understand if it's on the course scope or the user scope. I mean you have a studio and everyone can share and have it so it's student in the same course or in all of other courses? At the moment it's well it's merely over the course. We do have an exception where we have a qualification where people on a qualification can have an instance of that but it is usually limited to the course but this is one of the things we're looking at. Whether it's course and presentation we're looking at options around that as we move forward. Do we stay with that? Do we allow people to develop over several presentations and build their studios as they go on? These are things that are in discussion at the moment. It's still being developed and will continue to be developed at some time. All right, that's it. Okay. Thank you very much. All right. I'll need your... Oh, Maya, we've got it. All right. I have a USB for you. I would love you to get it on there. Oh, you're going to have a house and get it there. You can get it onto a web location if you want to. All right. Well, we're getting set up for the next presentation. Again, if you're sitting on the door edges of the seats, please move towards the middle so that people who come in a little bit later during the session don't have to walk in front of the presenter. Everybody, if you're not flush up against the edge, that's all of you. Come towards the middle, please. All right. Please welcome Adam Jenkins. Thank you very much for coming and apologising, first of all, for the terrible standard of my voice. I've had some lovely moodle-based conversations recently and it has taken its toll, so I hope the microphone keeps working. Okay. Anyway, I'm from Australia originally, but actually live and work in Japan at the Shizuoka Institute of Science and Technology. There is another professor called Professor Eric Hagley and he actually started this project I'm talking about today. It's the International Virtual Exchange Project. He kicked it off by actually having a colleague in Colombia that he actually started doing class exchanges with just his class and their class and then later on he figured, okay, we should grow this and make it even bigger and better and now it's become a more worldwide movement for international virtual exchange. So I'm going to start off by mentioning about the why we are doing what we're doing, what exactly it is that we're doing and how we do it and then finally also I'd like to invite you all to participate in the project if you're interested in it. It's free, it is funded by a Japanese kakei grant, so you don't actually have to pay for it either. You can get your students on very quickly for the next exchange, which will be early next year. So here we go. Okay, just left and right. Okay. Okay, great. Thank you. So the why, to start with the why, well, we actually do quite admire this motto of moodle, which is empowering educators to improve our world. One of the ways that we can see that we can improve our world is by increasing global communication amongst the people in the world. People tend not to wage wars against other people they like. So if we actually can get better understanding, intercultural understanding and in the process as well as English teachers do our job in educating our students in English and giving them authentic opportunities to use the language, then we are not only teaching our students English, but we're improving our world. So that's the why. The project is the international vertical exchange project. This is how we're trying to improve the world. And what it is is 2,500 students basically from several, from five continents, 15 countries communicating together with the one language. So the one language being English, but so many people from all around the world discussing various topics. That is basically what we are doing. And the countries that participate these days, as I said, it began with basically Colombia and Japan being the only two participating countries, but now it is spread to the Philippines, Ecuador and even Spain. So it really has become quite a worldwide movement. One of the unique aspects of our exchange is that instead of having it, a lot of online exchanges tend to be between a non-English speaking country and an English native speaking country like America and Japan or Australia and Korea, but ours tends to be more second language speakers talking to second language speakers. Everybody is starting with the same goal and the same position. Their starting position is identical to their fellow students who they're communicating with. So the way that we do it, the how, we do essentially have a guided forum and this is the main part of our exchange. It is broken into four parts, part one, two, three, four, and they have a more seated discussion. We actually give them the topics, for example, you can introduce yourself and events in our lives. And we actually present it in this sort of a graphic way that also incorporates some visual communication aspects of it. But introducing yourself as the first one, then events, and then we talk about the culture around us or your daily lifestyle and things that are actually there. So the events might be more like festivals and things like that, the once in a year type stuff and then the daily lifestyle stuff as well. And then to bring it all together we have what I learned from the other people in the exchange. But some students aren't going to particularly like this because they say, well I want to discuss my favorite singer or something like that. So for them we also have the open forum. The open forum is essentially an anything goes forum. Students are allowed to start their own discussions based on whatever topic they choose. On occasion some students do choose some topics that we might consider rather inappropriate. So we do sometimes have to step in and delete some posts. But generally speaking, this also tends to have the students more motivated to participate in this one simply because they choose the topics and they choose what they want to share. We have also made a few modifications to the core Moodle forum and actually recently the Moodle forum changes that have happened in Moodle 3.7 and will continue into 3.8, 3.9 are a result of a Moodle users association project that we actually were the main proponents of. And so we've also made some additional changes just here. You might see that some of the columns that you normally might see like groups and things like that are missing. Generally because in this particular forum they're not very useful. So we got rid of them. In addition the subscribe button which tends to be an envelope that is just closed or open. It does not really communicate very much visually at all. So we've actually changed that with both a color coded one and because it's got a tick or a cross it is much more easy for students to follow and understand. This was also in response to the users requests. So we've made it a bit more easy. One common complaint that we received quite a lot was actually this student name where the student name comes up last post by for some reason that looks to the students profile. So students would say oh last post by that person click and then they're in a strange place. Why am I on the students profile. I wanted to see his post. So basically we just got rid of those links. We just edited the mustache template and got rid of those. So the other things that we do include some side projects. So we're trying to also get the students to take a sort of a PBL type of project based learning type of activity as well where we give them something that they can create together. So all the students from all around the world having different cultures different recipes. Let's share some recipes. So all of the students are free to contribute their own recipes with a picture and the instruction and grading section and there's a procedure section and this is done using the model database module. It's fairly customized. We have the template is actually built using CSS grid so that it can fill up as and if you have the screen set to demagnify you can see that there are lots and lots and lots of recipes that just fit straight in there. Another side project that we have that is built in the very similar way is the photo of the day and so students can post a photo of what the world around them looks like. This one also has a instruction for the students that they are not supposed to get images off the internet for this one. It must be a photo that they have taken something that is deeply relevant to their life and they can add the photo with the caption. There are categories for these photos so different things. Some of the categories are very very simple just a pair of shoes so take a photo of a pair of shoes somewhere and that's part of the life so it really grounds it in a everyday type thing. This photo here is actually taken outside of a university in Hakodate on the north island of Japan and it's a very beautiful view outside of that professor's window. I almost feel like I want to be there. Anyway that's basically what it is and what we are doing so if you feel like you would like some more information please access the QR code. There's the URL as well at the top and my email address so if you feel like you would like to get your students online with the project please contact us and we'll make sure that you're all set and ready to go. So thank you very much and any questions I'll try to keep my voice active to answer them. You're wrong of course. Questions. Fantastic. This one now. Morning. You've said you are using database activity. It's quite tricky to use it. Do you agree with that? Do your users most important agree with this or did they have any difficulty using it? Yes well the database is the trickiest part is setting it up but if you set it up with the appropriate fields and then format them in a way that also visually communicates what's happening and make it very obvious then the students can follow it quite easily but yes setting it up required a lot of thought in how we were going to put the templates for the ad entry template, list template and the single template. In the example of the recipe book for example we have the ingredients section and that also when they have the ad template it does actually say these are the ingredients that we're adding. This is what's needed. This is the information that you put here. This is the type of information that you should put in the procedure and so it makes it easier for them to follow. A lot of support was necessary for that so yes straight up database with no template entity probably wouldn't work at all. So yes very good point. The other questions right in that case one last round of applause Adam thanks very much. Sorry I was just mentioning and one thing that I did forget to mention about the database thing that we set up with the recipes was that we did also change the rating system to a five star based rating and so students once they tried the recipe once they cooked the recipe they would come back at a rating and at a comment at the bottom as well to say oh this tasted great or I don't think many Japanese people would like this recipe or whatever they wanted to say so that was also pretty cool. I should have mentioned that in the presentation I'll have to do that next time. Thanks very much. All right we're running a little bit ahead of time so we're going to take about a five minute break until we start our next presentation. If anyone wants to take the opportunity then we'll be back shortly. All right folks before we start the next session just a little bit of quick housekeeping if you're sitting on an edge or an aisle please shift towards the middle so the people who are joining this session later can easily jump on one of the seats from near the doorway. If there's a gap towards the middle please shuffle down into it. That side as well I can see a couple of gaps here shuffle down into the gaps from the doorway if you would please. All right last housekeeping mobile phones on silent if you haven't already and up next we have Ydidi Yflain who's talking to us about middle video directory. I think it's better to be at the middle to see everyone so I want to talk about middle video directory that we developed. Let's take the presentation first of all some words about me and the open apps that is a company that I'm working with. It's a small open source company. I'm one of the co-founder and here you can see it's in Israel and we're doing some in other things but also model integrations and development. I would like to talk about model video directory structure so a little bit technique it's based on two model models one is local plug-in for having the directory for managing the directory and second is a module and activity for using these videos inside courses. Video managed in a directory that is a side of model and not inside a course means it's managed beside model and you can use the videos that are in this directory inside every course in model and because of that if you update a video in the directory it will update on any course that this video is used. I don't know if you know this problem or maybe it's not a problem but sometimes you want to upload or to update some kind of activity that is using more than one course and you have to go to one another course or here that's the way it works. Basic features are first of all permissions we use system roles mean if you want a teacher or manager or anyone to access the directory it should belong to the role it's for the directory not for the module inside the course. The module inside the course is used by a teacher with permissions in the course of course and you can upload any type of video there is a lot of type of videos around and the conversion is done on the server side you don't have to care about your video type and you can tag you can categorize you can run it you can manage this directory you can also update upload subtitles if you have a known subtitle spike like srq or something like that and will be at be together with the video. We are using open source streaming system that's a very technical slide I'll just explain that we are using a state of the art and streaming tools that do adaptive bitrate means that if you have slow internet connectivity you will get a smooth video with less quality and if you have a good internet connectivity you will have better quality and you are using open source tools as shown here. The side of the of the plugin that is used inside the course is called mode video stream and it allows the teacher to insert the video inside the course and we are also logging video events to monologue for knowing if you want to know that a student is watching the video and is seeking at the middle of the video is stopping is getting to the end of the video we can later as teacher read the log of the course and understand what our students are doing with our video and how do they use it it could be much much more just the beginning but we are giving basic information about student usage of this video student also can add annotation on the video as you can see here these are annotations that students add it's on the video time meaning if he wants later to rewatch the video and just go to minutes 12 where the important issues are so he just click on the annotation and he just jumped to here I used another module for watching it just made the change here's the point for another video module what are the advanced features of this directory first of all there is studio for online editing videos now it's not video editing software but it has some basic tools that it can help us to manage the videos like cropping I will show it again more details on the next slide merging two videos mean I have two videos I want to merge one in big and one in small like the teacher and the presentation show us I get two videos one of the teacher one of the presentation and I merge them I put the teacher is small on the video and the slideshow is the main video we can cut we can cut it down we can cut it at the beginning if there is some seconds without anything or garbage at the end we can just cut it inside the system without downloading editing uploading etc and we can also auto create subtitles that's a very cool feature it's using Google API and it's not free but it's not very expensive and you just have to create a Google account with cloud and everything and you can just send the video and get automatic subtitles in the language of the video I mean if the video is in English you are telling Google the video is in English and you can and you are getting subtitles automatically um that's very useful it's not 100% accurate there are errors and we will see that's the right ways to fix it after and we have version management of these videos if you upload a new version of the video you can see the old version you can restore the old version you can see everything and you can also bring automatic and direct download from the url on the web if you have the access of the of mp45 or even to youtube not talking about legal issues of downloading movies from youtube there are but technically you can set that it downloads directly from youtube um this system is already in use in some big companies in university israel like a lot of these israel airlines basics that is in telecommunication and other companies now let's just jump inside the how it works and how to use it so that's the first page of the directory just to show here you have an icon that's a very cool way to get any fast access to specific things and here the icon does go to the video directory the icon is shown only to users that have rights to access the directory and it looks like that and people can just see the videos that they uploaded and just a few remarks the reason for clicking and it also shows the video and you see the state of the video because when you upload a video and it takes time till it's converted and ready so you see if it's already ready and you can use it you can also see which courses is used i preferred to use ideas of courses and if you go over with it you can see the name of the course because sometimes there is a lot and there is tags and views and tools for actioning that's a way of uploading the video uploading is very very simple you just drag and drop as you upload a fighting model and it's there you don't have to give a description or uh owner or everything it just takes the defaults the description is the name of the file the owner is the person that uploads the video if you are a manager and you want to give it to someone else you can use more more fields and let's see the way of getting subtitles for a video you just get a click around with the buttons and get to the screen you choose your language for getting what you have to tell model and then you get paragraph of the video that's the way google gives you information of subtitles you get paragraph and you'll get also the timing of each word so you can see that the paragraph for example has some mistakes so you have a little pencil here on the right you can just click it and get to this page for editing your subtitles and you get every word with its timing and you can just fix the typos and mistakes or they are um the video editing studio has some tools as i mentioned before um the cropping, merging, cutting and everything so you can just click on them and get something example sometimes videos has black lines at the sides or at the top you can just choose your lines and change it and then when you do it you have two options you you can create a new version of this video or the other option is to get a new video so you have another video on the directory or a new version of the same video and we will also some kind of video portal that looks that's like youtube if you want to be and then you can see the videos it's organized by their views and you can even search them it searches the video name and also the subtitles means if you have a text from the video it will search the text of the video and clicking on a video will get us to a video player that's a movie that i took from youtube about a mountain and we even get the subtitles and it's even working in a kind of way and this is how you put the video inside the course once the video is inside the video directory you can use it inside your course um as you can see it's a regular insertion of an activity inside the course you have the name of the description and there is some specific video options one of them is the dimension if you want to show the video in a specific dimension that you know or the best way is to do it responsibly then automatically it will use the words of your browser you can also decide if you want to display the video in line on the main page course means you don't have to click on the activity to get to see the video it was shown on the main page course and of course you can choose the video like you know the uh known model chooser you can just start typing and choosing it or choosing for the next it looked like that for the student as i mentioned before there is the bookmarking the rotation on the bottom so the student can add here a notation he can flag it if you want and then it will stay for every student uh his annotation it's not public it's not shared every student has his annotation i'm thinking about maybe giving the teacher the ability to create shared uh annotation and i would like to finish and to and to speak some words about future and thoughts that we had using and developing this directory so first of all integration with other video directory and that is not inside noodle i saw a very nice presentation yesterday here about an integration with opencast and i think that it's important opencast is used for um recording classes and if recorded classes will be internally immediately inside noodle it will be very useful for the teacher or the manager to use it inside courses um api for google we have it for getting automatic subtitles but it could be very interesting in huge MOOC that are international 12 automatic translation to multi languages using google api for translate it's not easy there are problems of scheduling and everything but it's could be we can get something to work and the last issue i think is the most important and interesting issue is how to manage files beside model here we get i gave an example of using videos that are beside model and we use them um in courses now videos are uploading in a lot of types and we use them in streaming them inside the course now teachers almost all the time upload um office files and they want to upload and manage their office files in a place and and the ones the users the students access pdf files just for not spreading the file around and everyone can edit them etc so i'm just thinking about using the same directory for office files doing the conversion with tools of conversions that do exist in noodle um to pdf and then the teacher can use the pdf inside the course and manage it directly beside model in this way we'll have we'll gain both uh and and then also we can add of course version management and one time updating a slide let's say we have a slide we have a presentation that is used more than one course we can update it in one place and then it will spread to all other courses thank you i would be happy to be in touch here is the github development and links you can always send information that's my email that's the qr thank you for listening thanks for an awesome presentation that looks like it's a really powerful tool that a lot of us could use all right questions anybody does the video player for the for the end users support anything like completion or tracking of how much of the of the video they've watched it's support completion right now only completion i mean if you get to the end he has a completion on this activity and of course we can use percentage and something uh so you mentioned a few clients that you've got um can you comment on the scale of usage uh for instance i streaming hd and 4k and what kind of volume we are using open source tools for streaming and it's very scale i mean anginix and culture vod uh module are intended for very high capacity there's no problem means the files we we do save the files in the model video in the model data space but we are we need direct access for the web service to this directory it means that we are doing a kind of hack for letting the video letting the web server direct access to a specific directory inside the data and then it it can handle any mp4 file without any problem uh hello thank you for your information it's possible to access to the video directory by the students it depends on system role you can give the students access to this directory if you give them the system role and even we are starting to work in one place to to to let access to the portal that i show you i mean to the youtube like portal uh also to students uh without any way to without any way to edit just to watch and to search yes so it's already implemented inside you can even define a set of ip's that can access without any uh authentication hello uh how big of an impact has the video editing tool to model performance um most of the work is done server side using ffmpeg if you know that it's a linux command line not only linux it's a command line that is used for for converting videos so it depends on your on your way of managing your model servers if you have a model server that is beside and is using for the cron jobs so all the work will be there that's that's not a problem it's just a design way and that's that's a hard work of the of the studio and the video and usage editing hi thank you i'm a language teacher so we use videos a lot uh are there plans for the videos to be available in other contexts than just the module for example in the quiz because i like the feature for students to be able to add bookmarks and comments and we use a lot of videos in quizzes and that would be one okay so base okay sorry i have another question so this is so far if i understand correctly it's one directory for all users of the of the model platform okay are there plans to make it dependent on users to have different collections according to users okay so i'll just answer i'll just answer both both questions first of all i didn't show it but there could be a column that show a direct access to the video so if the if the teacher is just copying the the url of the mp4 file you can use it everywhere in in model it's less useful than the module but it can be used that's the first question and about users um i will just go back to one of the screens i didn't get all the details but here um we don't have it but you you can you can decide in the in the settings which columns you show on the directory one of the columns that you can show is is this video private or public and between all users of this directory everyone has his own videos and he decide if it's his own video or it's public public mean all users of the directory exceed so it's already in this way that everyone has his own videos all right and that's all we've got time for so one more round of applause thank you very much off with what i was talking about times times thanks a great with markers in the house markers Ym mhysg. Felly mae'r ddweud. Mae'r ddweud efallai. Rhaid i'n ddweud. Felly mae'r ddweud efallai. Felly mae'r ddweud efallai. Felly mae'r ddweud efallai. Mae'r cymateid a fawr mae chi wedi gyda â nifer y dyfodol. Rhywb telefon gan efallai. Mae thysg yn bod nhw wedi ddweud tidwadau. Mae efallai maen diodell y cyfosibl y dyfodol efallai angen. Mae'r dweud Earlierまだm. Mae hwn yn y yar咖fydd gwnnad. Draw! Dw vilon rhaid i fles ti! Am pwysig yn maen fyddi gygiarrhai a hal eu pwysig. Ac fel y gallwn gyddiad gyda'r mhwybod i pawb o'r modelau ei ysgol. Mae'n dyn checkwys ein bod yn cyddiad o'r newydd ymgymryd yn amlwg, a gyda'r awsyn amwys lŵs yn gwneud. Fyn ni'n ymwys rywbodaeth yn i, ond mae'n ffaint drwy'r grondffent, a'r wybodaeth yn y rhagor fel dydych chi'n ymdodol. A dych yn agfeydd o'r metodataeth. Rwy'n credu bod hynny ymddwn yn ysgol ymddwy'r��io sydd i'r hashtag oherwydd mae'n cymryd pan hwyl. That's data about data. And the nice thing is this is something that is in Moodle Corp and I was going to ask a question about do you use them but I think the show of hands earlier on has told me what I needed to know about that. So I will skip over that slide. Now there is going to be speculation in this presentation but I'm going to give you a hot tip, a useful piece of information. This is the Mount Orian school from Moodle Org HQ and this is a really nice way to see how you can use metadata. And this is a tag cloud and the bigger the font the more frequently something is used. So you can see that they are really into cats at Mount Orian school and films and fishing and football. And you can have blocks that show this kind of view. However there is something when I was preparing this presentation that struck me as very weird because I am really into quiz questions. I made my own. Let's see. Quiz questions. That's cool. Lovely. It turns out that if you tag questions and I do they show up in the cloud that you just saw but people rarely want to actually have them show up in the cloud. Plus when you click on them it doesn't actually take you to the question so I'm going to have a practical tip for you now. There will be a quiz on that. What you can do is you can go to the tag collections and this will be in the slide and you can take your questions and move them into a different tag group. Here they have got quiz questions and then they don't show up in the cloud and kind of pollute your cloud. I thought of that one myself. I'd be delighted if somebody comes back to me and says yes that was a useful tip. I'll be disappointed but I won't be surprised if somebody says no that doesn't make any sense. Onwards there's a great new feature in Moodle 3.8 and I think Tim Hunt, the great Tim Hunt was the main person behind this and that is that you can already you could filter by tags but now it will show you the first few tags in the question bank. I find that particularly useful because if you have a policy as I personally do of having all questions have a tag, I can just glance down and I can say oh I forgot to add some tags to that. That's practical. I'll be moving on to the speculative. Metadata examples, how does it meet the syllabus? Quiz instances, what does this test cover and what to look out for? That's really important I think because occasionally I'm given students a quiz and they go, we haven't covered this so it would be really useful if you have a bit of metadata that suggested what it covered at a high level. I mean you can include that in the description but specifically for metadata and this is now a potentially useful thing. What are the typical errors made by students? It would be nice if you could add this to just about anywhere in Moodle. So why can't we have, we want, when do we want it? We want it when they'll give it to us. When the program is. It would be lovely if you could have globally configured metadata fields, ideally with different data types. You might want a checkbox and a short field and a long field. And we want this to be shown generally only to teachers. Well this is the kind of thing that would be nice if we could have. Imagine this is an assignment or a workshop or something like that and at the end of it you have your own. The organization has decided you're going to have a field for the criteria addressed. And then you can add the description of this criteria to here. That would be nice, wouldn't it be nice? In the words of the Beach Boys, wouldn't it be nice? You can, you can-ish. Thanks to the glory that there's my church for there is a metadata plug-in. This is a local plug-in that adds new options. And the one I find very interesting is that you can add them to courses and active any activity, any module. And that activity user pops up that you can have new fields appear at the bottom of that. So how does it work through magic? It has a pluggable architecture and uses Moodle programming hooks that have come out over the last few years. And it adds new fields to the editing forms. In fact, at Titus Learning, we've used this, Glory of Open Source, we've used this for another project. It's not just this metadata, but it uses the basis for something else. And this is a screenshot of the settings that tells you the actual things you can add new metadata fields for. By the way, this is in the plugins database you can download. It might consider it beta. Pretty damn awesome for beta in my view. So you can add new metadata for course categories, cohorts, courses, groups, modules and users. The thing I really like, I find this very exciting, but I'm quite easily excited, is to add it to modules. OK? I'm going to go over here because I'm not giving these people as much love as I have to know that. OK. This, by the way, I've installed this on Moodle 3.8. It works on the recent versions of Moodle. So as I was saying, wouldn't it be nice, metadata in core for everything? Oh, that's the Beach Boys, by the way. One of the people where I work, he makes up. I do my slides and then he makes them slightly more pretty and professional. So that's the metadata plugin. You can download and install that right away, right now. But in my fantasy world, I'm a very dull fantasist, wouldn't it be nice if this was in core so that you could have them for everything? For example, quiz questions. That'd be nice, wouldn't it? At the moment, Michael confirmed or denied this. It doesn't get included in the backups of items. That was what you want as well. So if you're going to share things, it'd be nice if some backups. And then it'd be nice if those metadata reports so you could check who is adding metadata to their various activities. OK, ladies and gentlemen, do you have any questions? And probably Michael have the answers. Questions, people? Thank you. I'm aware of this plugin, or this plugin set metadata, and it's been around for a long time. And I'm really grateful that Mike created it. But we don't use it in production because we just needed the custom source fields, so metadata for causes. This has now arrived in Moodle Core thanks to the guys at Moodle Workplace who merged something over to Moodle Core finally. Thumbs up. You said that you are using this at Titus Learning for other projects. Yes. If you look into the Glassboard for the foreseeable future, where do you see the future? Merging these additional metadata, for example, for activities over to Core, or for strengthening Mike's work and for keeping Mike's plugin sustainable? The short answer is that I don't know. The way we used it, we actually added a file capability which doesn't usually make a lot of sense because this was a heavily customised setup of a bunch of plugins whereby we wanted the users to be able to add an icon to an activity such a quiz, but then we showed it in a different form, and I don't see that that makes a lot of sense in Core. The thing I like about Mike's plugin is that it's generic based on the context. At one point, I thought, you know what, I'll add a teacher field into my own question type, which I could do quite easily. I've got two question types of gap fill and word select. I like to mention them at every opportunity. They're really easy to use. I could have done that, but then it would just be my question type and what we want. We want to have the ability to enhance everything. I could have then spoken to Tim Hunt and got him to add it, maybe persuade him to add it to all the questions, but what you really wanted is something generic. I'm not aware of the architecture of the way that's been done, the stuff that's recently been done. I really like the thing with Mike's approach is that it uses hooks, it's generic, it can fit that wide range of different activities. In Core, it's also generic, but it would need more loft. It's also generic in Core, but it would need more loft and work to transfer it to other things. I need to look at that. The thing about any kind of change like this is that you're reluctant to put a lot of time into it unless you know what future it has, and the two futures are moving into Core and improving the plugin. The whole thing about plugin architectures is that you can be confident that it will happen. Mike made the point to me recently that one of the reasons sometimes to choose plugins is that it can be easier to persuade a plugin maintainer to add a feature or update it than go through the inevitable layers of negotiation required to get Moodle Core to include somebody. Also, Moodle Core has satisfied many more stakeholders. One of the ways to approach this, of course, is to approach the plugin developers with large buckets of money. That can be quite useful in getting changes into plugins. I say that humorously, but I think sometimes people don't appreciate that plugin developers approach them. I've sometimes done things for persuasion and amusing photographs, but money also works. Works very well. Other questions? I have one. How would you suggest somebody who doesn't have any good quality metadata processes inside their organisation finds surface area to get started? What are the easy ways? When I started to look at... The reason I started looking at Mike's plugin is because my titles learning started using it for something. My thinking was that what you need is a bunch of reports. I think it would be really useful addition for Mike's plugin for somebody to come up with, for example, some ad hoc queries. I've never quite got my head around the configurable reports or configurable reports. That would be the first thing I'd do. If you're thinking about, can I have some metadata? Number one is get some reports on your tags because that's full feature already. On the subject of tags, by the way, wouldn't it be nice, wouldn't it be nice if you could have bulk tagging? That'd be a nice feature, wouldn't it, if you think of tags as metadata? You've got a bunch of questions and you know what they've all got to have the same tag. That'd be a nice feature. I think reports is the answer. If somebody commissioned somebody to write some reports and it wouldn't take a lot of time, like one report write a day or one and a half days, you'd get your head around if people are using the metadata or indeed the new core metadata. Any other questions? In that case, last round of applause for Marcus Green. Thank you very much. A couple of minutes for the next session now, folks. I'm compared to Ransom, the thumb driver, as well. Oh, I gave it back to you. All right, folks. A little bit of housekeeping before we get started. If you're on this half of the room and there's an empty seat to your right, please shuffle down away from the doors. If you're on that half of the room and there's an empty seat to your left, please shuffle down towards the middle so that when the room fills up after the session has started. Thanks very much. All right. Camille, we have satisfaction survey from... Christopher and Siri, thank you very much. Guys, stick away. Hi, everybody. My name is Christophe and this is Cyril. We are from Cyberland HSSO. This is the University of Applied Sciences and Arts in Western Switzerland. We will speak about our program that we developed the satisfaction survey. First, we are very sorry because our English is not very good, but we will try to do our best. Thank you. We work at the e-learning centre of the HSSO Cyberland. We manage two Moodle platforms, one for blended courses and one for MOOCs. We teach to professors how to use Moodle. We do a lot of webinars, physical courses, workshops and so on. We have a health desk service and as a developer, we develop some tools and plugins for Moodle for our university. So we are here to speak about the satisfaction survey. This is a plugin that we developed this year. There were some needs of professors of our university. They want to get feedback from students at the end of courses. So we took the questioner plugin on Moodle and we had some features. We had a global question to the survey. We made a grid design with, say, various graphics and so on. We had the export PDF function of the report page. You can have your own logo of the university on the report. You can choose which participants do the survey or not. We had some thematics to question and so on. But Cyril here will explain you all this feature with a little demo. Thank you, Krista. Here is the plugin when you are logged as a professor. When you are a professor, you have four main options to manage your plugin. The first main option is in every other Moodle activity. There is the edit settings where you can change the name of your activity and the other things. There are some rights. Then you can edit the plugin in this way. There you can manage a question. You can add questions like in the questioner plugin. When your plugin is ready to use, you can also add a quick preview to see if your activity is ready to be used by your students. You can also manage a participant. I will show you how it works later. In the questioner plugin, you can send a reminder. In our case, you cannot select specific students. You send a reminder to everyone who has not answered the survey yet. Then you can get the report. There is a report with graphics. You can also delete all the responses. You can download the data on the survey file. Then you can also access to all the responses. The thing which is really important, like in the questioner plugin, all the responses are anonymous. Here is how it looks like, how the managing question works. You can add the first and the main question. This is the question about the activity, about the course. Then you can add a few other questions. Those questions are made of the question types, like SA box, radio buttons, liquid squad, text box, or yes, no question. That's easy. There is no more question. In fact, maybe you are asking yourself. There is no link between the questioner plugin and the questioner plugin at the moment. Then you can also, as it is mentioned, add label and page break if you want. Then here is the add and remove participant wait page. In order to take part of the survey, you have to be involved in the course. You don't have to be only a student. You can also be a professor or manager in your roles. You will be in this list. Then the teacher who has made the survey has to choose which students are allowed or not to take part of the survey. You will simply pick up some students and add them to the left section. Then they will be able to use and take part of the survey. This is how the report looks like when the survey is finished. Here you can see how many students have participated in the activity. You can also see easily the responses about the main question here. Here is the main question of this plugin, of this activity. We also implemented thematics. There are two types of thematics. Here is one of the thematics. This was something asked by our professors. Then you will get all the data and responses about each question in the report. What is the next step? Now until the end of the year, the plugin is in test in one classroom. The next, the first semester of 2020, we will do some improvements and fix bugs following the test and feedback of students. We hope that in September 2020, the plugin will be released on our Moodle platform of the HSSO. At the end of the year 2020, we want to share this plugin to the community of Moodle in Moodle.org. So if you have questions, thank you. My question is, you are talking that you will share the plugin to the community, but there is based on mod questioner. Why are you not contributing back to this plugin because it's already used widely? Have you saw different features included? Yes, because there is some minor features that are very different from the questioner plugins. So this is not a minor improvement. We had to change the... They wanted to have their own plugin, so we did the plugin that way. But we are totally aware that the questioner plugin will be improved. That's normal, but we will have to always look at what is improved in that plugin and maybe add some new features from the questioner to our... Other questions? A follow-up. Yes, the other question is, do you have web services or a migration for people who were using before the questioner? Maybe they will switch to this version because... Not now. But it's an interesting plugin and I will contact you because we have some similar challenges. Thank you. The questioner is compatible to the app. Are you trying to put this to the mobile app? Are you thinking about making it usable in the mobile app? Yeah, I think. No, I think not. We are not the developer, but I think it's okay. All questions? What about the context level? I see the plugin works in a course, but the service maybe will be a standard for all the platforms. So it will be nice, the service will be available for all the course to sponsor it. I think if you put the plugin on the main page, maybe it works. It's the context level of the first course, I think it's the main page. Are you okay with the answer? Do you know any other questions? All right, in that case, a round of applause. We've got a little gap between now and our next presentation. So if you want to take the opportunity for our well-supporters, thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. The housekeeping before we start folks... ...you're on this side and you have a spair seat to your right shuffled that way, if you're on this side... ...and you have a spair seat to your left shuffled this way, that way people coming in late can get easy access to the chairs... ...that includes the lads down the front here ...come down to the side if you would please, and also the folks on this side Härach os ychydig iddo celун gan yma auditor. Dau'n os的時候 – mae efallaiought sleiurentutid. Rwy'n cael ei ddweud. Ac mae'n meddwl i'r Montereo gyda'r meddwl yng Nghymru. Rwy'n cael ei ddweud. Rwy'n cael ei ddweud. Rwy'n cael ei ddweud. Rwy'n cael ei ddweud. Rwy'n cael ei ddweud. A'r awzirio'n amgylchol yn y exceeded. Rwy'n cael hunan y bydd y cwmnyddio'n ddyliau. Rwy'n cael ei ddweud. Rwy'n cael ei ddweud. Rwy'n cael ei ddweud. Mw'n du i'r gweithio mewn ond arall. Rwy'n cael ei ddweud. Mae'r llwyr lleiwadio, mae'r llwyr lleiwadio er mwynhau ar hyn. Mae'r llwyr lleiwadio er mwynhau ar hyn. Mae'r llwyr lleiwadio ar hyn yn cael ei ddweud.