 So I think we're still good morning. My name is Brian Call from IT Sligo and just a little bit about myself. I lectured in Lean Six Sigma and ran a MOOC with my colleague John Donovan for the last four or five years. We've had about 5,000 students from 50 countries take that via Moodle. So loads of data there if anyone wants to work on it. I'm not going to talk about that today. I'm going to talk about my real students that are paying. So I started out with a question and my question really was does moving from a final invigilated exam to an online open book exam result in an increase in student grades? So what happened was I have a Six Sigma course to start out with 25 students. 50% was continuous assessment. 50% was a final invigilated exam. And that now has moved to about 180 students. So there's issues with even getting 180 students into an exam hall and there's issues with quite selfishly correcting 180 students. So I was interested in Shanae's presentation earlier from NUIG about the single version of the truth and I would be very much into you know, what I call data-driven decisions versus drama-driven decisions. So the drama-driven decision was no, no, no way. There'll be issues with an academic integrity. People will be cheating and so on. So basically I took 50% was continuous assessment. Five quizzes during the semester and 50% in an online exam. So I've moved that now to keep the same continuous assessment and 50% is a online exam over two hours with 40 questions. But everyone takes the exam at the same time, not at the same place. But they take it at the same time. And there's some things in Moodle that I've set up whereby the questions you're familiar with Moodle are sequential rather than free form. So they must answer a question before they move on to the next question. So as I said, the drama-driven decision was no way. But here's the data, right? So on the left, as you move from left to right, you're seeing their average final overall mark in blue. Now these are mature students. They're all working in industry in the multinationals. So they're quite a motivated class. They're all paying. So they're not the traditional what we call CAO student. So you can see the average mark for the final overall mark in moving back to 2011, which was the 50-50 final and visual exam, 75, 73, 74. And I did this retrospectively. So I wasn't really sure what I was going to see moving right across. And actually the correlation between the final overall mark and the final exam mark was quite close till you moved to last year, September to December 2015. And actually what happened was that the final exam mark, which is now an online exam, at the same time but not at the same place, actually dropped. So the data actually showed that for them it was more challenging. Now the format's changed, so there's some confounding variables in there. But essentially you could see that their final exam mark dropped from an average of 71.2 to 73.6. And then I looked and said, well, actually what's happening kind of on a box block basis? And you could see that the median mark dropped again to 71.72 versus it was kind of around the 75% mark. And this was the final overall mark. And the other thing is there was very few outliers. So what was interesting there was that students were very familiar with the exam format as they went through the semester. So when they came to the final exam, that exam form was still the same as opposed to a final exam. Is that three minutes or three seconds? Or time up? Okay, and then the final exam mark actually dropped as well. So it started off with around 80 median down to 65. So moving in the right direction again would vary a few outliers. So in summary, what I thought the opportunities would be that you you now could use some of this data, very hard to get though. Could you could you actually look and see, you know, is there great inflation going on? Is there certain modules and certain programs which will be marked too easy, marked too hard? You know, are we giving too many first-class honours, too many second-class honours or too many passes? I think the challenges are that it's really clunky to do this in Moodle. You really have to work to get the data out. And you need some academic buy-in obviously if we're going to be looking at modules and marks across programs. Okay, thank you very much.