 Mark? Okay, great. So, Rob, can you see the screen? Can you give us a thumbs up? All good. Yeah, perfect. Perfect. Okay, thanks very much, Rob, and thanks for the opportunity and the introduction to the Moodle Room session. I'm going to wade through the slides here, really, because I want to show the Paula and Bayad what they've actually been doing for us, but I think it's appropriate to give a little bit of background. I'm just going to set the timer to make sure Rob doesn't give out to me over time. So, let me go. There we go. Right. So, got a bit ambitious there and hit the key too quick. The background. So, we had a huge increase in the use of digital tools as everybody else did throughout COVID, and some of which were using collaborative tools that we didn't necessarily recommend. Didn't recommend for a number of reasons, whether it's accessibility, whether it's data protection or just usability. But we had no control over what lectures we're using, and when we had no decent substitute to give them, they just carried on regardless. So, whether the information came from our survey, which is our students' engagement survey, the index survey, or whether it was just from where they moved, we found out these tools were being used and that they were needed to be used. So, we wanted to not restrict the lectures, but address our concerns, privacy and accessibility and so on. So, what we looked for, what we saw, source was some funding to do a little bit of development, and what we wanted was a post-it board, a post-it delights of what was really popular with Padless and Lino and Wallwisher and all those sorts of stuff. And we'd identified, just from feedback from staff, a key sort of stuff. We wanted it in multiple formats. They wanted to be able to rate the posts. They wanted to be able to sort them, all sorts of basic functionality. And what we done then was, we had designed, within DCU, we'd designed it. We could probably fund about a quarter of what we wanted. So, we had enlisted Brickfield Education Labs, who were the main developers. We then approached at Lone Institute of Technology, as it was known at the time. It's now Technological University of Shannon, and also colleagues in UCL in London. And we sort of said, well, we can fund X. If you give us a little bit more, we can fund the development of Y and Z. Long story short, we were able to get the funding to develop it to a sort of a minimal, viable product. And of course, from our perspective, Anadid at Lones, we must acknowledge that our funding came from the National Forum. And we're very grateful for that. That's the TNA logo there, the National Forum for Teaching and Learning. So, what does it look like? Just because I am conscious of time and want to speak through it, it allows, it's an activity within Moodle that allows the user to add a post. So, here's one I prepared earlier. And you'll see there, there's four columns, some of which I have text in, others I have videos, others I have images, and others I have URLs. So, they're the options that you have available. And if you want to add another column, the plus in the top right-hand corner will allow you to do that. And if you want to add another note in any one of the columns, you just press one of the pluses at the bottom of each one of the column. And when you press it, it gives you the option to enter in a title text and then web link image or YouTube clip. So, that's what it looks like. And Rob, if you don't mind putting the link to this presentation in the chat box, people will have access to the slides afterwards. And I've placed in a YouTube video where you can hear the dulcetones of Rob Launey walking you through how it's actually used and how to set it up, okay? So, where are we at now at the moment? We're launched just over a year and we've over 700, I think 769 different institutions have downloaded this particular plugin. It's available for anybody to use and it's proven already very popular. I think I heard it was in the top 100 plugins of its type. There's a ton of things you can use these notes for. And again, full list of ideas and with the link that Rob will put in the chat, you can click into them but whether it's exit tickets, whether it's reflections, whether it's brainstorming, whatever the case may be and we'll hear some of our colleagues going through them later on some of their applications. But there are a ton of stuff that you can actually do with us. The most popular exit tickets. But what I wanted to show you was we, and there's resources available for people to sit through our blogs of current users. But what we want to do is do a pilot evaluation of our pilots. So we looked at it across 11 modules and we surveyed the students with 600 plus students, 680 students and 11 staff associated with them. And we asked them a series of questions which I'll go through on the next slide. Our response rate for that was brilliant with 91%. Our response rate for our students wasn't as brilliant, but 6%. It's 40 odd students. So it's still decent enough but not great. What sort of questions do we ask our outline here in this slide? I don't expect you to read the whole off of the content but I just want to highlight to you the more blue you see on the screen the better. If you're looking at question two, it's all blue. There's no orange and there's no red. So the orange and the red will be disagree and strongly disagree and you will see there the large dominance of the blue colour there. And if we're looking at question eight, it gave me an insight, so loop is there in local name for Moodle, gave me an insight into students' learning issues and ideas. So that was 100%. They agreed with that. 100% if we look at question 12, loop board helped me foster a positive learning environment. I'm not going to go through each one of the responses and you can do that at your leisure through when you have the presentation, but the overwhelmingly and incredibly positive response from staff. Remember we've only piloted this, I expect much larger uptake over the next coming semester and beyond. The students again very, very positive, predominantly blue in there just looking at some of the questions that stick out for me. I enjoyed being able to browse other students' contributions. Browsing other students, sorry, using browsing other students' contributions helped me integrate knowledge into my class. A hugely positive, for the large, large majority cases, hugely positive feedback that we're getting from it. A loop board helped enhance my learning experience, or I would like to see, and this is the biggest one for me, I would like to see my lecturers continue to use loop board. So all really, really positive responses from the votes to staff and the students' side of things. But what I want to do now, and I'll come back to wrap up afterwards, what I want to do now is to pass you on to my colleague Paula, who's gone to just give an insight as to how she used us. Paula. Hi everyone, as Mark said, my name is Paula and I'm an assistant professor with DCU School of Inclusive and Special Education in the Institute of Education. And during my work last term with my undergraduate groups, I use noodle boards quite a lot to encourage engagement and discussion amongst my students, but also to support my own formative assessment practices. And what I'm going to do now just for the next two minutes is take you through three different noodle boards that I use with my third and fourth year undergraduate students. And like what Mark said, the way that the noodle boards are designed allows you to really quickly and effectively make exit tickets. And this is an exit ticket I use with a group of third years after a session on how to write literature reviews. And in the first column, you can see that I asked the students to identify a piece of key learning for them, something that they really understood in the session. And then I also asked them to identify something that they're not quite sure about, something that they'd like me to return back to. And you can see very quickly there that they really liked understanding how to thematically organize their ideas into a plan of attack. But in terms of what I probably need to go back to, they want more guidance on paraphrasing. And what I did with this loop board was that in around three weeks time, when I returned to the topic of literature reviews, I spent a few more minutes than expected on paraphrasing, so that the students' responses really informed my own teaching. And then at the final column, I do this with all my exit tickets, I just have general questions that I'll try to address in future sessions. So that's one example of a loop board. I also find the noodle boards really useful to use when showing videos to my students, to really make sure that they're actually engaging with what I'm showing them rather than just passively, you know, sitting there and pretending to listen. And what I ask them to do, I ask them to just comment on the videos I'm showing them. What do they agree with? Do they disagree with anything? Is there something surprising? Do they have a question? And what I do is that I display these posts to my students, and I have it set up so that it's anonymous. So it's a very safe way for the students to share their thoughts and ideas. And I scroll down through them and I might make a comment, but it's a really good way to do you know that brave first responder in a class discussion? You can get them in a lot faster and get the discussion started quicker when they have something to base it on, something safe like this. And then the last board I used was to support a group project in my class. So there was around 40 people in the class and the class is divided into six groups. And each group was asked to investigate a strategy for developing an inclusive primary classroom. And once they had done their research, I asked them to post what they thought other people needed to know to their relevant column. And just like Mark showed you there, you can see that some people have put in links to Google docs that have specific interventions, pictures of resources they can use in the classroom, or key topics and ideas. And what this board did is facilitated a really good in depth discussion about each of these strategies, but it also allowed the students themselves to have access to a repository of resources for their own future practices as teachers that they could browse through, just like Mark highlighted in the student survey. So that was a very much a whistle-stop tour through my use of Moodle boards. I really enjoyed them and I hope you've gotten some ideas for them. So I'll pass you on to Bayezne. Thank you. Thank you Paula. Good afternoon everybody. I am Bayez, Bayezne Bishwas. So I work as the assistant professor of digital business in the DCO business school. So I have been using these loop boards when it was introduced. So I would take this opportunity to thank the DCU-TU team for their wonderful support and contribution towards the teaching staff. In particular, I would like to mention Shadi Karasi and Rob Launey for their incredible inputs towards helping me during loop boards using them and whenever there was a challenge. So typically I use the loop boards for two modules. One was underbred module. The module was titled SB 105, Digital Business Ecosystems. So a little bit of technology and strategy for digital transformation. And I also used it for one postgraduate module, Digital Marketing Mechanics, MG5000. So the response was excellent. And typically I would use loop boards for three purposes. Number one, to ask students to answer questions from a preassigned reading or watching a videos and then report their findings and reflections before coming to the lecture room. While this is mostly an asynchronous mode of interaction because I am unable to see the student face to face when they're putting in their inputs. Number two, I often ask students to write down their reflections and thoughts on the class learnings, take-outs and challenges. So this is often asynchronous, sometimes at a time in the class. And this is very similar to the exit ticket that you have already seen from Mark's slides. So I learned this quick tip from the TUS, circulated. And number three, sometimes I ask students to work up on a classroom exercise. And this is often a synchronous mode of interaction. I ask them to watch a video or do a classroom reading and then anticipating their responses. I ask them and encourage them to put their answers on the questions that I have posted through the loop boards. And how I find using it. So typically loop boards are very much easier to elicit responses for me from the students in both physical as well as online mode of lectures. So often students would be shy and unresponsive in the lecture room. But loop boards, once they're being available and they're anonymous to the student view, they could easily write on them and make the class discussion interactive and flowing. Number two, it has a very colorful format similar to post-heats. And as a teaching staff myself, I also enjoy asking reflections and teaching inputs from using loop boards. So in future, I still continue to use loop boards for all these three types of activities. Additionally, I think I'm also going to ask my students to use loop boards during group project work and their daily activities when they're recording the group project. So same like what Paula has shown. Thank you. Thank you. And I just want to hope I know I have about 30 seconds left so I'll withdraw it. Where to next? What we want to be able to do is to improve the functionality where we can set activity completions on it. A student must add a certain amount of post before it's complete. Very similar to the discussion form functionality. We also want to set it where it's a board per student. So it's an individual private board. And then where you can currently download a CSV export of two different types. One you can use for an assignment. It allows you to add it to the grade book. But another one allows you to see who has posted and what posts they've said. We want to add to that the number of likes that the particular post gets. So then you can figure out who got the most likes of the post or sort them accordingly. And then the other one is to enable a common thing functionality on each post. So there are the four different bits that we would like to add to it and would love your input here today on what else we could add to it and see how we make it better for everybody. Thanks very much Rob. We'll hand over to you Michael if that's all right. Thanks. Okay. So this is the slide you were on Stephen at present. Is that right? Okay off you go Stephen. Can you hear me? Yeah we can hear you now at the moment. So you can carry on Michael. Okay. So that was 40,000 learners. We have two and a half thousand courses. What are students? What does it like to be a learner in our centers? We have small classes. We hear them. We listen to them. We treat them as equals. We try to build support for access to technology. What is it like to be an educator with our within CDWETB? The commitment of staff we try to do as much upskilling and CBD as possible. Academic integrity. Our stakeholders right you can carry on Michael because time. Our stakeholders these are all the stakeholders we are committed to supporting and obviously learners is at the top there. So because of time constraints we move on. So we asked our educators the key words in relation to the professional development they did during the COVID time around technologies. And you can see Moodle is there. It's been talked about a lot over the last year. How we can utilize it much better than the way we were doing it. And all the other sort of digital technologies terms there is coming up a lot. So our educators are willing and waiting and wanting to keep embracing all this technology. All right, Michael. So what are we? We have 26 Moodle sites. We have 26 Moodle administrators which is a challenge for us. It's not like a traditional sort of college. We have to, we have these sites where we have to manage internally. So what we do is we have a Moodle administrator within each of these sites. All our colleges. Okay. So our Moodle planning. We ask ourselves what is our current situation? Where do we want to go to? What does best practice look like? And how do we get there? So there are the questions we want to ask ourselves all the time. And our objectives then is we want short-term wins to get the focus back into Moodle and to know and to get everyone thinking about how we can actually be productive in the way we're using it. So short-term wins, focus long-term. We're always thinking what is down the road? A culture of sharing. And the two big ones there are sites, standardization with a consistency over our 26 sites. And then obviously the last one is really important, the Moodle support and coordinator. So someone who is the go-to person for all our sites. So how do we standardize Moodle? So we have 26 sites and we want to have the same integrations. We don't want them to look the same, but to do the same things. Teams, plugins, the key thing here is educate our learner experience. That they have a good experience in Moodle. And if they're going from college to college, that experience is kind of the same, but it needs support. What is a Moodle administrator? They're on the ground. They're in our colleges. They might only have a two or three hours, or two or three classes off to do all this work. Student enrollment, grade book construction, looking at plugins. And what happened was that if one college got a plugin, the other colleges would never hear about it. And that was a problem. How do our administrators get talk into each other? So we developed a community of practice around Moodle. So in this community of practice, we came together and we focused this with the support of principals that we'd have a one hour meeting every month where we come together as a community and talk about all the good things and all the successes and failures in relation to Moodle. So this is some of our learning intentions. So why are we coming into it? What is the community of practice? Like what does it look like? What's the elements of a community of practice? And this is a really key point. And then we talk about Moodle. The success of failures is the key focus all the time because there's always both. A typical agenda. So we often use one of the videos from Moodle Munch to watch and then to reflect on it. Can we learn something there? Because we're trying to learn what is best practice out there. We might have an overview of a college's site to see what they're doing. And everyone is listening and everyone's asking questions. And it's a really sort of informative hour of learning for everyone. And other topics that could be on a typical meeting. So you're probably all familiar with that. Really important topics that have to be discussed and not in the silo together. This is a slide that I always put up at the beginning of it. Because there's new people sometimes. We have administrators who might start new. And it's the social learning. It's the sharing of ideas and the common problems. And these are ones that we look at. One of these, I ask, what's your one? What stands out to you? I always go down to the last one. Celebrating success of failures. Because we're a safe space in this community of practice. The things that what's going on in your centres, in relation to how to work with Moodle Munch teachers, let's share them because they're probably going on in other centres as well. So that's a shared sort of experience. Are we connecting? How can we connect? Who can we connect to? We're a big organisation. Lots of different Moodle sites. But if you're by yourself, it's quite difficult. So we need to connect. And that's our objective. Right. So now I'm going to pass it over to Michael. Michael is going to zoom through this bit. It's about how we integrate it. Because we have two platforms at play. We have a Microsoft 365 communication and collaboration platform. Plus we've Moodle for years. So we're trying to integrate them and align them together. And that's a big challenge. So Michael is just going to talk about some a little bit there in relation to site standardisation. Okay. Yeah. Hi, everybody. Thanks very much, Stephen, for passing it over to me. Yeah. Okay. So as Stephen said, we've got two pillars. So Moodle and Microsoft 365. Together, they've been used in a disconnected manner. So until recently, we've started to improve that. So then that was the negative effects just to the challenges where just signing into two different accounts causes confusion for learners, duplication of files and then all the errors that are associated with that changes in one place, not made in the other. So the benefits of this integration are based to you're effectively trying to create a single hope of learning yet using two platforms. So that's really the crux of the challenge that we have with this. Okay. So the integration, it started with the key focuses on linking with the 365 user accounts with the Moodle accounts using a protocol OpenID Connect. So this is to build on top of our existing features that link with Microsoft, such as the OneDrive repository, calendar syncing up and the Teams plugin, which we had already. So there's a lot of interactions required with these different parties involved in this. So our Moodle site apologies is provided by Solace for all the ETBs and there is third party support to assist Solace in the management of those. So they were heavily involved in this project, that's innovation. So they are required to be coordinated with our own ETB department who hold the reins to the all of the 365 account settings and the Azure administration that was required as well. So those are all kind of, as far as we're concerned, there's sort of separate stakeholders to us that have to be all coordinated in order to get anywhere with this project. So that was one of the main challenges and not to last but definitely not least, the local Moodle admin. So this is what I'm talking about here today. So the summary of the kind of key aspects are there, all the different technicalities. They're just listed there to give an idea of what was involved. So I'll leave that for now in the interests of time and go straight on to just a diagram with the three different stakeholders and how they were required to interact. And so, for example, the local Moodle administrator had to identify kind of a safe time period that their usernames could be updated on their Moodle sites. So these are times when there's no assessment coming in or anything like that. And this has to be coordinated with the same time when the IT department are ready to switch to adjust the 365 and Azure admin settings and like this Parachel scripts and everything like that has to be managed. So innovation oversaw that process. So it's working very well and it's not fully complete, I understand, but we're certainly making good progress through it. It's successful so far. The community of practice that we set up that Stephen has mentioned already amongst our Moodle administrators has been very helpful with that and that process. And I suppose being able to exchange information on through the community has been invaluable throughout the process. So just some other things that we're discussing are listed out there. So basically each Moodle site, as Stephen said, historically worked independently from all the others. If they wanted to add something or change something, they would be required to talk to the third party provider providing support. They wouldn't go do other Moodle administrators wouldn't hear about it necessarily. So this is the first step along the way to integrating all that. And just briefly, a quick win is the last one, which was the external authentication process. That's our end of year correction settings. So last year in the last two years, this all became online. The community of practice had a significant contribution into basically a brief win for this. So we created a new role, a Moodle role called External Authenticator, which basically gave them access to the grade book and assessment submissions, but nothing else within the site. So that was able to protect the teaching materials because there's a culture of protection within the organization, kind of long-standing things people don't want to risk giving up their work. So that was a very important victory. It kind of got a lot of buy-in from people when they realized Moodle can do useful to do this kind of thing and that's something it could be used for. I'll just leave that slide up before I hand back over to Stephen and then down just some of the roles that they do. But Stephen, you're ready to take over? Thanks very much, Michael. Really appreciate that. Apologies for the beginning of it. I flew through it, probably have a bit more time than I thought. But anyway, so I suppose just feeding back into where we're at and what we want to really achieve with our cloud-based platforms. Moodle, in the core of our communication and collaboration sort of, and to teach a learning assessment platform, we want to align the two of them and it's really, we find it really difficult. Moodle, Microsoft 365, how do we one platform that educators and our learners are using a combination of the applications within the two of them? And that's something that is going to be an ongoing conversation. And we're talking up to this point really to ourselves. So we're trying to reach out what is best practice out there. So coming to these are really valuable for us, these sort of webinars. The standardisation of sites is definitely something that is going to happen in relation for ourselves because of the resources that is needed to support our sites. So as it's been mentioned throughout, we have so many sites that if a plugin happens in one, so we're looking at that Moodle board. So we know that if that goes into one site, how do we replicate that throughout them all and get the learning from that. So within our community there, we can sort of share that information and then with a Moodle sort of coordinator, coordinating on that. Engagement with other ATVs and higher eds, what is it? What does this best practice look like? Because that's what we're striving for. It's obviously to share our learning. The learner experience, what does our students want? What sort of tools do they like using and listen to them? So currently they have a combination of tools from our 365 platform and also from the Moodle. So we're listening to what they actually like using and also our educator. What do they need? Like it's really challenging to support all the different sites and all the different sort of plugins and from the two applications, the two platforms. So really we're trying to engage with everybody to see what that looks like and done through a coordinator of such within the system. So the challenges. I would imagine challenges is everyone's experience in similar sort of challenges in relation to what applications we should be using. Like even in the last discussion, like Padlish and Moodle board, decisions have to be made somewhere. And by engaging in these challenging sort of conversations and looking at what's out there, I suppose that's what we're trying to do, inform ourselves what's best. Aligning the two platforms is the key and to simplify as much as we can. There are many different applications for our teaching and assessment. We're trying to simplify it. We have a technology way that we're sort of incorporating in to say to our educators, listen, we have numerous applications that we know you could use. But if we all use the same, then we can support each other. The practices that we support, the practices of what are going on in our colleges and obviously our learners and educators and resources. Resources is always going to be a challenge. We don't have the resources. Maybe what higher eds might have in relation to support Moodle on the ground. We have fantastic support from Solace and Innovation as well. So just to engage in and communicate with them. And the opportunities. I suppose accessibility in UGL, with all virtual learning environments platforms to improve, like they can improve the accessibility assistance as a default. That is the first part of what we think about. The inter-organization openness to share between ETBs and higher eds as well. And the new government department combining FETs and higher eds. We love the support from everyone within this sort of community of how best we could sort of progress in this space. Embrace the culture of collaboration, sharing internally. We're doing that and we obviously want to do it externally. And to embrace the culture of success, what's happening on the ground and also those failures so we can learn from it. We've absolutely amazing support networks within our organization. From our IT department to our professional development, how we can actually get the support needed to get that out on the ground. And I just leave it with our initiatives. We're always trying new things. Like the Moodle board. I'm pretty sure now at our next Moodle admin, that we brought up. Someone had mentioned the Moodle board. Or did you hear about this? Because we use Padlet. Now, have we an opportunity? Now, if we didn't come to a community like this, how long would it take us to know about that? We have a very active Microsoft team where people are posting in comments all the time about what's going on in this space. We're always trying to bring up new initiatives. And then I'll just finish on our staff and our learners. I suppose our staff, the positive, willing, appreciative, that's who we're dealing with. They are the core to sort of communicate and to sort of collaborate with us and any sort of these initiatives. And that's where we try to drive our resources and support. And then our learners to give them a nice fluid experience using digital technologies. That is not complicated. That the tech is there. But the learning is what we keep that. That's the focus. The learning tech is just the add on. So they don't really want to know about Moodler, Microsoft 365. They just want to know what you want us to do in relation to the technology. And we try to streamline that and make it as simple as possible. I probably spoke at a record speed there, but that was because of my, you know, the beginning and using this laptop excuses. But I do actually have a new laptop today, but it's muting itself for some reason. You can stop sharing that. The last slide, Michael, if you want. Thanks a million, Michael as well.