 I am just recording from now. Okay, so very welcome, everybody. It is one minute past. I'm afraid to let it go any longer than that. And I'd like to introduce the first of three presenters or groups of presenters. Fiona, you look like you are ready to go there. So I'm going to give you the off. Everybody will be strictly kept to 20 minutes and it's up to yourself whether you want to go 15 and five or 10 and 10. So over to you. Great, thanks a million, Lisa. And good afternoon, everyone. You're very welcome. My name is Niamh Watkins and I'm joined today by my colleagues, Dr. Tara Kankana-Gibney, whose module coordinator for this module and Dr. Fiona O'Reardon from the Teaching Enhancement Unit. So today we'll give an overview on how we have used interactive oral assessment online and how it is supported by Moodle. So the interactive oral was the assessment that we had used in a professional masters of education primary and within a module on literacy. And essentially in this literacy module, students were required to demonstrate their understanding of early literacy skills, discuss classroom pedagogy in relation to teaching those skills and outline the research and the policy in relation to this. So essentially they were required to do three things. Essentially the what, the how, and the why of teaching early literacy skills through an authentic conversation which may happen in a professional environment. So I'll pass you over to Fiona who will give I suppose an overview of the interactive oral. Okay, thank you very much for that, Niamh. So in general, it's a two-way natural conversation or exchange. So I think actually I should have put your slide up first. Apologies, Niamh, you carried it off very well, I have to say. Yeah, it's a two-way natural conversation or exchange. The whole point about it is that as Niamh said, it has to be authentic. And to be authentic, it has to relate to their future employment or professional skills. And by being authentic, it allows the assessors to explore the students' deep and critical understanding of material. And from our perspective, I suppose the guiding force initially was to promote academic integrity, but we have found that it's produced many more benefits than that. As I said, it prepares students professionally for employment and it is important that it's part of a scaffolded assessment design. So usually it kind of has another piece or two underpinning, not always. And Niamh and Tara will tell you about their experience in a moment. In terms of our experience in DCU, we have been collaborating with Griffith University Business School in Australia. Our colleague, Dani Loeb, and a Learning and Teaching Design Consultant there has been very generous with her expertise and time. And we meet weekly on a Wednesday morning for an hour and 15, 20 minutes at about 8.15. And there are about six to eight of us. It shrinks and expands, depending on the time of the semester. And there are colleagues across DCU from Tara and me from the Institute of Education with other colleagues from our language school, computer science, engineering and our business school. So we've lots of examples and we have a national, so I'm going to shamelessly promote us. Here we have a national forum seminar on the 24th of March. So we will share all four examples of that. Today the focus is on Tara and Niamh and their use of technology. So we've developed a suite of resources as part of this community of practice and we're collating student feedback at the minute. So I'm going to pass back to Tara to talk about how it actually worked in practice. Okay, so as Niamh mentioned, the focus of our particular module and the assessment in it was to kind of simulate a kind of a real world event where they are acting as classroom teachers. So this was just a little blurb that was given to the students as part of a full descriptor off the assessment. So just on the next slide there, just gives you a little screen grab there from our Moodle or our loop page and the different bits and pieces that we had put onto the page to support the students in this assessment. So we obviously had details of the assignment. We also paired up the students. We had a list of the resources they would choose. We had a scheduler so they could book themselves in for slots to talk about a bit more in a minute. We had specific guidelines in terms of how the oral would proceed and different things to do before, during and after the assessment. We had a Word document of the grading rubric and then we also had the grading rubric available for us to be able to actually use in real time with the students in the assessment and to share it with them afterwards. So the Moodle scheduler was a new tool that we had never, well, I had never used before. Before we decided to use this mode of assessment. It's a very handy tool within Moodle in which you can put in your slots in which, you know, when you're going to have your assessment. So we had it on over a Monday and a Tuesday and each slot was 20. Well, it was a 20 minute slot, but there's 15 minutes scheduled to allow us five minutes between slots. So Moodle has the capability to kind of decide when you want the slots, how long you want them to be, what sort of gaps you want to have between them. You can add slots, you can delete slots, you can do lots of different things with the slots. One thing that we realised though, that when I was actually setting it up, that if you don't hide this in Moodle, the students can go in and start adding themselves before you've actually finished the document. So I didn't realise this was possible. And I had students who had already signed themselves up for slots during my lunch break because you have to go in manually and remove slots for your own breaks and for lunches and things like that. So as a result, I actually had to go in and revoke those students. So you can see there's a little thumbs down icon there under Action. And I had to take those students out so that we could kind of all start at the same time in terms of equity for the students. So sent them a notification by email so that they knew that the slots were now open rather than people getting in a little head of time and that kind of thing. So it's a very useful tool and it just allows the students then to decide when they're free. And we had 33 pairs of students. So it's quite a lot of students if you were trying to do that in another way. Then as part of our marking, we used a marking guide. We did consider using a rubric, but actually the marking guide worked better for our assessment because it was just more allowed for more description, which is kind of how we were planning to grade it. So within Moodle, we went in through advanced grading, selected our form from scratch and then started to populate our marking guide, as you can see there. So a tip I would say about using the market guide is that when it says that button there at the bottom, save marking guide and make it ready. Make sure you don't press that button until you're really sure it's ready because once you do, as far as I know, I couldn't find a way to go back. So I kept saving it as draft until very close to the assessment so that I could kind of just keep checking it and making sure that it was really perfect for it. Because once you once you've saved it fully, you can't go in and change it. You'd have to start all again from scratch. That's my understanding of it anyway. I couldn't see any other way around it. So that's a good tip for the marking guide. So this marking guide, as I said, we put on a loop. We get the students a Word document as well so that they would have the same information available in another format because this wouldn't have been viewable to the students until the assessment actually rolled round and until they were part of the assessment. There may be another functionality within Loop to do this, but we couldn't identify it at the time. So then the students view then off the the marking guide when you go into grade, it looks like this. I think if I was doing it again, I might try and reduce the amount of text. There is a little bit of replication of the text because of how I imported it to make it a little less wordy. But that's how this you would view it when you're grading. And actually, just before we go on, another thing I suppose we realized is because this is kind of a different sort of assessment, it's an oral assessment. We we realized that actually the students had to make it the way we had set it up, they had to make a written submission in order to unlock the rubric, essentially. Now, since then, I've realized that there is actually a button in there in when you're creating the marking guide that you can. There is a place where you can press a button to allow that to be unlocked or usable without the submission. But unfortunately, I did not find that button on time. So it meant that we had to ask the students to simply submit a piece of paper or a word document with their name and student number on it. And that way, that allowed us then to use the rubric and allow them to see how they got on the rubric and things like that. But just to be mindful of that, if you're if you're using it for this sort of assessment and that you need to either tick the button when you're setting it up or you need to have the students make some sort of submission, so maybe a declaration or something like that. That's our marking guide. And then Nive is just going to chat a little bit about the actual oral and how we use zoom and conjunction with Moodle. Thanks, Tara. Yeah, so in preparation for the assessment, myself, Tara and Fiona, we created an example of the interactive oral assessment just to give students an indication of the style of questioning that that would be used and also to give them an opportunity to use the marking, the marking guide as well. So it was a role play in which Tara was the examiner, myself and Fiona were in role as student teachers. And then we shared that video with the students and then they had the opportunity in the second last week of the semester to watch the video and then to use the marking guide in which to give us the kind of an indication as to where they think that we would fit on the rubric. So with the interactive oral, we had to use zoom. Again, the students were timetabled in pairs and placed in waiting rooms. And that function was available on Zoom in which the students were placed in these waiting rooms ahead of their assessment. Really important that the interactive oral was recorded and it was recorded for moderation purposes. And just a reminder that we had recorded the students in the interactive oral and then made sure that we had stopped the recording when moderating the students' grades. These recordings, they weren't released to the students again, because they were conducted in pairs. But the students were given feedback through through the rubric. And then just in terms of sharing the videos for consultation purposes, just in line with GDP or really important that when sharing it, that students would only be able to see their own work. So that which is why we had shared the marking grid with the students and not the actual video then as well. That's two minutes left, Niamh. Yeah, I think that's I think that's pretty much it on the sharing videos. Sorry, Taryn, do you want to jump in there? No, I just I suppose we'd invite any questions or comments anyone might have just about the process and and using Moodle in terms of conducting and supporting the interact for.