 I was not originally on the program, but I see that, and I only saw this today, I see that blended learning in difficult circumstances, that's the talk that I'm replacing. It's almost as if Craig wrote the title for my talk without the two of us talking to each other. That's exactly what I'm going to attempt to do. So, let me just murder my skin for this quickly, sorry, oh, can you use that, okay. My network is not up, oh there's it, there we go. I just need to connect to my network. I'm running off this network over here at the moment, so I'm going to take the phone off, take the phone out, this one, this one, I'm running off this network at the moment, it's called a Moodle box, so it's my Moodle, yeah, that's my Moodle. All my course material is uploaded onto the Moodle box, and then the students would access that network, which is what I'm going to attempt to do now, and then run my class from that Moodle. Right there you can see, metric matters, and I've just connected my device to that network. I'll stay here, I'll stay here. I'll just turn this. I connected my device to that network, and then I'm going to go to my web browser, here we go, and in my web browser I type Moodlebox.home, and now I'm connected to my device. I should point out that my, sorry, I should point out that my mobile data is off, I'm not using mobile data, and that's very important for the students that I work with. I work in places where there's no access to the internet, and if the students do have mobile data, they do not want to be using their mobile data for things that I want them to do. So mobile data is off, and I'm connected to my device, and I can now start my lesson. Some context, I work in that building, some of you might recognize it, as you can see that wall over there separates, on that side of the wall is the Navy, and then on this side, outside of the Navy is the Institute for Mattertime Technology, and we exit by Seaforth Beach. So a few of us will walk over here to go swim during lunchtime, and the brave ones would go to, that's a view outside of my office, the brave ones would dive into the water here and swim around to Seaforth. Now you might ask, how do we work under conditions like that? It's quite simple, you simply face this way when the sea is behind you, so your chairs face that way and that backdrop is behind me, it's only for the visitors walking past my office to have a look at. Okay, so inside the Navy, they are steeped in tradition. What worked for that Admiral 40 years ago, he cannot see why it cannot work for years, it gets 40 years later. So if they're failing now, it's not because it's not because education has changed so dramatically in 40 years, it's only because they are lazy. And what's happening more and more to the Admiral now is that mindset has been forced to change because all of a sudden now in the past 10 years, this Navy has got new submarines, it's got new covets, it's got new demands on the student. So the way in which the Admiral was taught 40 years ago simply cannot get that student to be handling the sophisticated equipment any longer, they need a different skill set, they need to be engaged differently. And this is then where the motivation for the next thing comes in. That statement is in the 2015 Defense Review. The government, the country has said that this has been laid down in law. So there's no questioning about this. If the captain says to the cadet, you're not on this board to enjoy the sunlight, jump over. He has to man overboard and the ship carries on for another 15 minutes while the guy is languishing in the sea, then the ship will turn around to go and search for him. They follow orders, no questions. So that's an order. 2015, this is a statement in the Defense Review. The materials now must have delivery mechanisms such as blended learning and e-learning, appropriate methodologies. So they are forced to make a change. Now how do they interpret this? Well two years ago when I said, when I saw this and I thought, great opportunity, I can start teaching them how to produce their own e-learning materials, call them together for a five-day workshop. When they came on the first day and I thought, let's see what where you at, what you know, what you think about e-learning. All they wanted to know is, what is a PDF? And how did you get that word document into a PDF? That sounds funny but it's not. That was and that probably still is the extent to which they believe e-learning is being taken care of by that statement. So it was quite a shock to them to discover that within five minutes of the five-day training course that we have covered PDFs. It was even more of a shock for them to discover that that PDF that they thought was so secure can actually be edited. I can actually go into the PDF and take out the images that they thought were so secure. Because you see within the military environment, the work that we do and the things that we teach, if I must tell you about it, I must take you out. And it doesn't mean I'm going to take you out to a restaurant. I'm just going to take you out. You share the information, take your out, information is safe. So I started with, there was no money for this. So I started with something that was free and cheap and I went to iBooks because iBooks is free software. And in iBooks, I could convert all the, let me go to IMT, sorry. I could convert the sauna, the radar, the radio theory. I could convert all the books into e-pubs and iBooks for free. All right? And the beauty of doing that, I'll just, I can't go into the sauna book because then I'll have to take you out. But let me just give you an idea of what kind of things I could put into the book. Now I could put one, two, three, four, five images on one spot in the book instead of choosing five pages to do the same five images. I could have sound clips. Now the sound clips, not playing, but probably because I'm connected to that network. I could have sound clips. I could have videos. I could have presentations in my book if I wanted to, I could enlarge the presentation and continue the presentation. When I'm done, I close the presentation again. I could have not just images because books are full of images, but I could take that image and if it was important, I could make a complete 3D model out of the image that the student controls in the textbook. I could have a quiz. I could also have, two minutes. All right, I haven't even gotten to Moodle yet. All right, maybe the next presentation I'll do Moodle. I could also have in my book a digital resource. So if they didn't bring the calculator for that question, they simply click on the calculator. Then the calculator is there and now they can say 79 minus 6 is equal to, I mean, they finish calculating, close the calculator and move on with the textbook. I'm so sorry, I didn't even get to Moodle. I just came to be the next thing. I apologize. Five minutes. Okay, let me cut out of this. So I'll go to Moodle. Right. That solution, the iBook solution was fantastic because there was no data required. The problem with that solution was my students needed a tablet to access the material. The bulk of the students at Saldana, at Gordon's Bay, do not have tablets but they do have cell phones. So I could switch after that initial idea, I could switch completely away from that to the Moodle box because now I could cut the need for data. I could use the cell phone instead of the tablet and I'll just demonstrate two things. I'll demonstrate, let's demonstrate this one, electric circuits because now they can, on the devices, oh there we go, they can, on the devices they can construct circuits. They've got the control, oops, and then close the switch and the light goes on. So they now have the ability with this kind of material to engage and interact and to come to their own conclusions and their own experimentations and their own, their own conclusions. It's not, I'm telling them step one, step two, step three. Let me do one other thing. I could also take that same, following on from that same thing, have an exam question, then I have to tackle the question, start with a hint, or alternatively if I didn't need a hint I could go straight to the, to what the answers are for the very clever students, or I could go to a partial solution for the student that requires a bit more information or I could go straight to the full solution for the student that needs everything at the end. And so the material has been developed, all the material has been developed along that line that allows the student to navigate freely, some need more help than others and yeah, that, that's essentially, if I'd shown you more, it would have been more along the same kind of lines, putting the control into the hands of the students to access what they require, when they require it, from this device with no data, having the Moodle box in their space. Thank you very much. How much can that box hold? You've got one course up there, are you talking like gigabytes? It's an SD card, so SD cards are different. The one I've got at the moment is a 16 gig SD card, I'm using about two and a half gigs of it at the moment and I've got my entire physics course on it. Right. And so yeah, I haven't yet sketched the tip of the iceberg. Okay, so it's a little transmission device, so you store your whole course on there, you walk into a classroom and it transmits it out, which is an interesting solution to what I was thinking about earlier. I would just need a larger, I mean if you can get a whole Moodle site on there, 10 courses, is it only SD cards or can you connect it to a terabyte box or what? Can you extend the memory on that? I mean is that just a transmission device? I've only just started using it, so I've got about six months experience and I can't answer that at all. Six months more than me. I just know I just know that it works for 20 to 25 students within a room this size, that's as far as I know. Thank you very much. If I have 50 students, I have two Moodle boxes and they operate like that. Sorry, maybe I can answer your question. The hardware users, Saraswati Pi, the memory in total storage is the size of the SD card you can afford or a hard drive which you can plug into it. And that's the scenario, the Moodle box runs off the SD card, but you could easily have a terabyte hard drive used in. Johnson's my technical advisor, I do the materials and he does the technical stuff. You should really have been the presenter here today. Now, other questions? One more question here. I was just wondering, my name is Seiko from Johnson Business College, I was just wondering about the Moodle box itself. Does it store the database of Moodle and can it be linked to update to a cloud-based version of Moodle? So if you have more than one Moodle box, can they all synchronize all that information to a central location and be updated? Yes, it's a full Moodle, so all the data, everything the students are doing, the quiz results, when they're signed on, everything that Moodle normally does, it collects for me in the background. And at present, I physically go once a week with my laptop to download the data, but I hear what your question is, what if I had a site in Saldana? I can't go down to Saldana every week. That is actually one of the research questions we have for next year, where we're going to see whether we can communicate with Saldana and Gordon's Bay using the internet Moodle box connected to the internet and we get the data, the reports that way. So when we have another Moodle mood, I'll be able to feedback on that. Thank you very much.