 All right. We are underway. So hello, everyone, and thank you so much for joining us and welcome to this Moodle Academy webinar titled Moodle Offline, Reaching Marginalised Communities. My name is Richard LaFroy and I'm the Learning and Media Technologist with Moodle Academy, and I'll be introducing this session and hosting the session today. So joining us for today's webinar, we have three presenters, Zola Madison, a Senior Programs Manager at Inclusive Education, Tina Nassar, EdTech Educational Designer and Project Manager with Inclusive Education as well, and Maxwell Fundy, Director and Co-Founder of Edutab Africa. So Inclusive Education supports Save the Children projects in low to middle income countries around the world to reach even the most marginalised communities and provide them with education and professional development training. So yeah, thank you so much to Zola, Tina and Maxwell for being with us today, and I will hand over to you now. Yeah, so I am Zola Madison, Senior Programs Manager with Inclusive Education, and we're really excited to be here today to be with Maxwell and to talk about our work in the majority world. And we're, I guess I'll start a little bit just before we dig in a little bit more about Inclusive. We, as our tagline says, we believe that everyone has the right to learn everywhere. And as Richard mentioned, we are working primarily with Save the Children, with Save the Children offices all over the world, but we work with lots of different partners. We partner with international development actors, humanitarians, education institutions and cooperation, sorry, corporations in low and middle income settings, including Africa, Asia and the Pacific. And we use our experience in education, technology, and international development and humanitarian settings to bring education and technology together. So over the course of this conversation, we'll be digging into a little bit around digital inclusion. We'll be talking about specifically what we call the ILP box. We'll have a chance to look at a couple of different case studies. And then we'll dig into some of your questions. So feel free throughout the course of the webinar, just as questions come up, be sure to plunk them in there. And we'll start collecting those so that we can have a rich discussion afterwards. So I want to talk a little bit about digital inclusion and really what drives what we're doing here at Inclusive. And I want to talk about what, when we say digital inclusion, we're also the sort of flip side of that. What we're talking about is the digital divide. Very recently, the special rapporteur from the UN on the promotion and protection of the right to freedom of opinion and expression wrote that the internet and access to the internet facilitates economic development and the enjoyment of a range of human rights, marginalized groups and developing states remain trapped in a disadvantaged situation without that access. So while the UN is not yet at a point saying that internet access is a human right, it is acknowledging that access to the internet and technology is a catalyst for the enjoyment of human rights, which is really critical because I think what we've sometimes see and sometimes, you know, maybe in your own lives, it's easy for us to sometimes take for granted all the technologies that are around us today, how pervasive that is in our lives. And because we use the internet, we use technology tools for a lot of education things, a lot of business things, but also for a lot of entertainment, we occasionally forget how truly fundamental it is for our own advancement. But what we're seeing right now is that 2.9 billion people who do not have access to the internet of those 2.9 billion, 96% of them live in majority world countries. And the other component that I want to raise with that is that what that means for those people who are being left out. So recent studies show that right now 87% of all jobs have some digital component. So for those 2.9 billion people, we have to ask the question, what is their economic opportunity in the future if they cannot access the internet and if they don't have the skills and capability to make those tools work for them. I want to dig in a little bit, you know, when we when we talk about this divide, I want to also dig into the scale of the problem. And when I'm talking about scale, I'm talking about both breadth and depth of scale. So right now we know that 1.6 children around the world live in a conflict region. And as you can imagine, living in conflict is disruptive to being able to access the internet. We've seen many of us can relate to this, especially if you're a parent on the call, if you're have young children in your lives, COVID has disrupted learning climate disasters or disrupting learning and these protracted crises. And what's happened is we're now seeing that over 600 million learners are impacted and are in a place where partial or complete school closures are impacting their ability to learn. And that impact is resulting in low and middle income countries having huge learning losses. So right now UNICEF is reporting that 70% of 10 year olds are unable to read or understand simple text. That's up from 53% right before the pandemic. So we're seeing these huge losses in learning. And we're seeing that the access to technology and learning is not being able to bridge that divide for young people. So these are the countries in which inclusive education is working or has worked. And just a little bit about what these low resource settings are like. We know that internet is incredibly expensive and it's often very poor quality. Electricity is oftentimes patchy. Many people don't own a laptop and folks are trying to get access to the internet on their phone. And that's for learning or for business, right? When children are in the classrooms, sometimes those classrooms have over 100 children in one classroom. And sometimes people don't have an email address that's set up. So there are a lot of different technology barriers. Inclusive education is also beginning more and more work in the humanitarian space. And we're seeing a lot of additional disruptions that are happening. Obviously, one of the countries we're working in right now is Ukraine. We're seeing things like loss of power, again, loss of internet and that inability to predict when there will be internet and when there won't be is often leading to a lot of disruptions and learning for young people. So I've been tasked with sort of setting the stage for my colleagues here. And I just wanted to kind of make sure that all of you understand the context in which we're working and the real imperative that we feel that we can bring some solutions and work together with communities. So with that, I will turn it over to Tina, who's going to start to talk us through the ILP. Thank you, Zola. Hi, everyone. I'm really happy to join you today. And let me just move on to the next slide. So yesterday, we want to specifically talk about the ILP box that inclusive education has been working with or worked on as well. I'm not sure about the background of our participants today, but the ILP box is based on the Moodle box, so published by Moodle itself, right? But we have taken the concept of the Moodle box and tried to touch it up a little bit, insert a little bit, you know, some of our ideas and what we basically did or what the Moodle box basically did is a single board computer that has been enhanced by using a Raspberry Pi computer. And then we have put in some improvements. Like, for example, we have increased the storage using an SSD. So right now, it has two terabytes of storage. Due to the low resource setting that Zola has mentioned earlier, you know, with constant electricity interruptions, we bought power banks that are actually strong enough to support the ILP box so that it can run throughout a class without eating any without being plugged into electricity or like directly plugged in. And I guess the biggest advantage of the ILP box that it doesn't need any connection. The way you can imagine it is basically when you want to log in into a new Wi-Fi network, right? You go to your settings in your phone or your laptop and you select that network that you want to log into, you insert your password and then you're connected to the internet. The ILP box itself also is sending out a signal, so it gives out a signal that you can connect to. So it's network basically. So it's not really connected to the internet, but you can connect to the network of the ILP box. So just as you would connect with a Wi-Fi network, you can just go to your settings on your tablet, your phone or your laptop and connect with the network of the ILP box and then you will be connected and can access the Moodle course on your phone, laptop or tablet. I'm not the best technical person to explain the very details. We'll get to that later on when Maximal is going to join us. He can answer some specific questions, but I was, I hope I gave you some sort of overview of what the ILP box is useful and how it's built up a little bit. And I want to present one of our use cases in Cambodium, one of our projects where we have implemented the use of the ILP box in 7 schools. You can see it here in the image and Save the Children has provided the schools with tablets. So the tablets were set up by the Cambodium Save the Children office with the proper apps already being pre-installed and then the tablets were distributed into the schools. Obviously, before they could use it, we had to set up the content, right? Because the content first of all needed to be translated or needed to be prepared. Some of it needed to be translated, but a lot of it was already existing and provided by the Ministry of Education. So a lot of it was actually videos. As I said before, we have two terabytes of storage, but you know how large sometimes videos can get if you do recordings. So there was a lot of work involved also in resizing content and also cutting it down because at the end two terabytes isn't much if you want to provide content for grade four and five. We focus on two grades right now, but still there's quite a lot of content and you can't. Good e-learning is not just putting up a video of a teacher teaching the class, right? So we had to work with the local team to actually produce e-learning content that is a combination of the already existing content like videos and worksheets that they would usually also hand out in class to upload that into Moodle and combine it with some e-learning activities that Moodle offers, right? Like the Moodle quiz or drag and drop activities, stuff like that to make it actually more interactive. The Cambodian, say the children offers, the reason why it started out anyways was due to COVID, right? Because so many kids just couldn't attend school as it was closed. But actually while we were working on setting this up, schools were opened again and that's when they realized, well, we can maybe use it as a combination of blended learning. So use it in the classroom with kids working on it on the tablets in the classrooms and the teacher to be there to actually help out if there are any issues. And now I want to hand off to Max, who's going to talk about our project in Kenya, where we partnered with Editha to also use the P-Box. So thank you very much, Tina and everyone. Hi, my name is Max Wohundin. I would like to talk about how we use the ILP Box in Kenya with children and inclusive education. So some of the children support some of the refugee schools in one of the biggest refugee camps we have in Kenya called the DAB. And we have been working with different partners, in this case, SESAMI workshop inclusive education, so the children to implement a pilot called Watch, Play and Learn. And this pilot is meant to provide videos for pre-primary one and pre-primary two classes for them to be able to learn mathematics or mathematics activities and social emotional learning. So this early childhood development education in this context, we find that the children are between, say, three years, actually way older than that, three, four, five. Some of them are up to 10. And one of the reasons why the videos were in Somali is because a lot of them cannot read or write any other language. They can only read Arabic because it's a very Muslim community. So they've been attending my address and so they saw the Arabic and their local language is Somali. And how we're using ILP Box in this context is that as Tina rightly mentioned, we have power banks and these power banks support the use of ILP in schools because the schools do not have power at all. So the power banks support the ILP Box to be at the school while it's on because we a lot of times need to be connected to get the content of the ILP Box. However, initially what we started doing was using the module app to get all the videos downloaded offline so that we can have the tablets in class even without needing the ILP Box. But then we met challenges along the way that related to analytics or what the kids were doing, which I'll talk about later on. And so that's why we needed to get really good power banks that can support the ILP Box. But then technology is not enough. We provided this technology, but we also needed capacity to build the teachers to be able to use this technology effectively to promote playful and playful learning by incorporating pre and post-video activities. Remember, these are only five minutes videos and then normal lesson is about 30 minutes long. So the teachers need to be able to incorporate pre-video activities that then lead to the video and then to post-video activities. And that's part of what we did initially and we've just been in the dub again last week for a refresher training. And this pilot is happening in two schools which are supported by several children. And because of influx of people when there are all these news about all their tablets in schools, there's no technology. Their attendance was too high and enrollment increased drastically that this had to be changed to only one school. So at this point in time, we are working with one school which has a population of about 500 students and classes are literally big. You have classes of PCT going up to like 100, 120 and they only have two teachers per class. And how this all works is the tablets are stored and the LP box are stored at the children's office and they are taken to school every day. So that means that they support people who go from the children's office to the school and back to deliver this technology. So some of the things we have found out at least for last week when we were there, as I have said, due to the introduction of use of technology in these schools, there has been a huge drastic in attendance and enrollment. So for example, the initial target was about 300 learners, but now we are up to 500 learners who are using these tablets. And that's also causing a challenge in terms of not because the tablets are being used by groups of people, by groups of students. So the groups can get big, but sometimes they try to make them between four to five learners. And then because this was among the first time the teachers were introduced to use of technology, then the teachers of that time due to the continuous capacity building that we've been doing, both virtually and first and first when we entered up, they've been able to use this technology. It's very simple to use. And so because they also have smartphones and tablets and things like that. So it wasn't like completely foreign. It was not completely foreign thing for them. And so they picked up that very quickly and I go now to deliver lessons, even before delivering lessons, build lesson plans that then they're able to integrate videos in their normal teaching. So yeah, those are some of the outcomes of the project so far. It's continuing again until a few more months this year and we'll be happy also to when we find out more outcomes. So thank you Maxwell. So English Education has asked Max to join today because he can best explain the use case because he has traveled several times to school and actually implemented the RP boxes. And it's the most recent project where we've used the RP box. So we thought we just have some questions for you Max that might be interesting for everyone to know. So basically our first question would be what has worked well with offline learning in the Kenya project? So what has gone good? You know, what went over well basically? What can you tell us about that? Yeah, so I think one of the things that worked very well was, you know, the technology that we deployed because this, you know, thinking about this context that has no power and it has no electricity and all these things. And you know, also internet access would be quite catastrophic around those areas then the choice of low-cost technology, you know, IOP box, Raspberry Pi, and you know, normal tablets was, you know, has worked really well because these are things you can also move around. These are things that people are already used to using, for example, so that worked really well. And it would not have been successful if we did not do the teacher professional development to enable them to one, adopt technology and then to be innovative and creative to teach with the technology. And one of the things that came out during our first and last week was that they felt that, you know, this time we're having the RP box and the tablet is not enough. We would like to have a little bit more time to be able to prepare. And therefore we did set up their phone so that they're able to have access to these videos at any time whenever they want so that they can continue using their phones to prepare and make the calculation plans. And of course, because it needs people to move back and falls from the office, having a nice city support person in the dark to go to school every day in case of any technical problems has really worked so well because sometimes, oh, maybe a tablet didn't sync properly or maybe the tablets, the Moodle app is not open properly or this one is hanging. But then having the ICT person from my experience, then there are two sides of the coin. So we've had two ICT support people and the first ICT support person was really, really good technically, you know, someone who knows a lot about technology, how technology works, you can fix things very, very quickly. But then he had no ideas or any knowledge and background on how to teach using technology so they could not be able to support the teachers in terms of development of, for example, lesson plans, materials for teaching or how to incorporate the videos into teaching. But then we have a second ICT support person who came in just a few months ago and this is a person who has a background in education, a very strong background in education, but has a lot of interest in technology. It took a while for us to be able to bring him up to speak, but I think striking that balance has been really a highlight for us because now he's not only supporting the teachers with just bringing the technology and fixing technical issues, but he's there. He's able to support the technical and also pedagogy and teaching and incorporating of technology in teaching and learning. And then finally, another thing that has worked really well is having the support of the community. You know, in the refugee camps, you can imagine, you know, there are lots of people around the camp that's number one and they are formed into different groups. And so these communities, they really impressed the idea of, ah, we now have tablets, you know, our kids, our kids will be able to learn better. And in one way or the other, they feel it's giving them an opportunity to, you know, to get good quality education. Remember, as I said, these ECD children, a lot of them don't know how to read and write in other languages. They only know Arabic and Somali. So the parents also feel this is a good opportunity and that has supported the work we've been doing with our school. So you've already kind of answered my second question, but so you said that the teachers actually went along with the introduction of the technology quite well, right? Because if I compare a little bit to our Cambodia project, we haven't reached that state yet. But I feel like the teacher capacity training is an upcoming state for us. And we've had experiences in the past where actually kids, they pick up technology, phones, tablets, whatever, and they run with it. They don't have any issues navigating, you know, it's easy for them. So has your experience been that teachers actually felt good using the technology and also easy for them to learn how to use it and to use the content there? Yeah, so I think the teachers based on our experience, at first they were, you know, they've never done this before. And remember these are teachers, a lot of these teachers are teachers who were born in their refugee camps. They studied there, got up to the, for example, high school level, and then they then become teachers, you know. Some of them have gone out and learned in other colleges, others just cleared high school, and then they're just supporting their community, but they had education. So we found in our experience that initially, the kids were very excited with technology. And as you rightly say, we have also noticed that, you know, kids just click everywhere, everywhere, everywhere, trying to explore what they are able to do. And sometimes teachers may feel like, you know, these kids need to do specific things. But we also have time for the kids to explore. But the teachers have also been instrumental, because they kind of own this project now, they feel it's bringing a lot more value to them. And so they are really owning the project, they are now more effective, and they are able, they feel more empowered, and that enables them to teach better at this point in time. Even with increased numbers, they are still okay, they are trying to subdivide their classes and things like that. So they are finding ways that they work around problems with numbers and technology to enable a better learning experience for the learners. Okay, awesome. And now I like the metaphor you used before, it's two sides of a coin. So what would you say were the main challenges that you faced during this project? Yeah, so I will highlight one of the big challenges we've had related to, you know, our context. So a lot of what we needed in terms of the user analytics from Moodle were not possible using the Moodle app in the offline context, when it's completely offline, couldn't get a lot of data that we needed. For example, being able to know you know, how long the videos were watched, whether the children watched the video to the end or they just watched three minutes in what order and things like that. So a lot of analytics tool that we experimented with are built for standard Moodle web. And so the fact that, you know, these tablets could actually go to school for like four or maybe a week without having connected back to the LP, post that challenge of being able to collect the data we needed. But still, we get some data, for example, completion activities, activity reports, completion reports, and the logs as well. But then all those are kind of stumped us when the syncing happens, but not when the kind of activity happens. So that has been one of our biggest challenges that we have been looking around to see how, you know, we are able to, yeah, we've been exploring different ways to navigate this. For example, using X API or learning and errors and things like this, but it's something we're still looking into solving and also happy to hear ideas from, you know, the wonderful group that's on this call. Great. Thank you so much, Max. Obviously, the LP box is not finished yet, as you've just heard from Max. There are still a few challenges that we're facing. So the LP box is still a product in development there. I'm sure there's a lot of improvements that can be done, maybe a little bit towards our vision for the LP box. So last year, so basically a year ago with our Cambodia project, at that point, we had the two terabyte internal SSD and 30 concurrent users were able to log in at the same time using one IP box. In September, we had two other test rounds, basically the project in Kenya and also in Cambodia used the LP box. And this was very, very important feature that specifically the Cambodia project needed and wanted was the cloud sync of user, sorry, the Kenya project, the cloud sync of user analytics and course copy. But also for the Cambodia project, the issue with the LP box is basically that we faced is the teachers or the safety student office in Cambodia had to prepare all the content in advance so that it can be put onto the LP box and then the LP box was brought into the school and then they would use it, right? But what happens if you want to add another course or you want, you're realizing there is a mistake in the course and you want to change something, that would have meant taking again the LP box also school back to the safety student office and then re-uploading that course or uploading a new course. So we have actually been working with Moodle US to get the cloud syncing working. We are not there yet to report on how that works but it is, it has been created with the support of Moodle US actually and we're really excited to hopefully report on how exactly it's going to work and how well it's working. So that's basically right now in development. And yeah for 2023 we are open to any suggestions. We want to listen to people and see what do you see still missing basically what use cases or in what use cases do you, can you see the LP box being implemented and what features do you think are still missing? So we're happy for you to reach out to us and yeah we are going to keep working on the LP box and improving it and adding to it. So if you have any suggestions please contact us. We are always happy also to collaborate and work together on this. This is a very important project for us and it's needed in so many places. So yeah we hope 2023 brings some bright ideas and some improvements and yeah so basically that's the road ahead. Maybe just you know I want to make a quick summary and then we can get to your questions. So yeah as we said the LP box is a very important project for us because it can provide those marginalized communities with access to education without relying on things like a stable internet connection or electricity. And very specifically the teacher capacity training is an important aspect of that because it just has such a big reach and helps teacher development and that's one of the most important things right to enable our teachers to use technology within the classroom or even outside the classroom and to prepare online learning so that kids who might not cannot make their way to school but maybe they have a device at home a phone or a parent or whoever can use it and actually also access the content that the teachers have prepared so they don't miss out. Thank you so much for listening to us today for joining us. We are happy to now get to your questions. Sola or Richard I don't know have you other any questions in the chat. Yeah there's quite a few actually which is great just thank you very much to the three of you for presenting on that. It's easy for you know people who lead the life that I live or people that lead the you know lives that many of you live as well to take all of this technology and all the technology that we have and communication for granted so it's great to you know great to get this sort of this sort of insight from you. Yeah so look there are quite a lot of questions I think I've jotted some of them down some of them have been responded to already a few of the ones to start with a sort of quite technical one so I think if it's alright I'll just I'll just run through these from top to bottom and we may or may not get to all of them. So it's a question from Ian how many users can connect to the ILP at any one time? I believe the maximum we had were 38 Maxwell can you maybe confirm or deny or correct me? Yeah so yeah we currently have a maximum of 38 based on our current test and this is you know while streaming videos for example but we are looking into ways of pushing that you know like up to say 50 hopefully that's going to be possible because again this is a this is a solution that's still under development lots of tests lots of lots of iterations as well. Thank you a question from Alex what is the unit cost of an ILP box? Is there an easy clear answer on that? I guess it depends where we are where you are. The people that are here today I don't know this because actually originally our colleague Natalie was going to join us she's actually the driver behind the ILP box education. Maxwell I know you've collaborated with NET on providing the ILP boxes in the Kenya project can you do you have an estimate that we can give otherwise we can add that information later to our presentation or send it out and provide the actual information? Yeah I think it would be best to send that info reach out later because you know there are many different components to this ILP box and it's hard to quantify to say it's going to cost you 350 USD or this much yeah at this point. Prices are also driven by demand we had actually issues getting raspberry pies at some point because they just couldn't be delivered or very strong power banks couldn't be delivered so the prices change depending on demand and what is available but we're happy to get you know maybe a range out to you at a later point and add it to the slides. Thank you yeah look I'll just quickly mention so the slides from this session will make available in the course in Moodle Academy so if you want to go back and check on those and then yeah a lot of questions here so we can if you guys want to you know we can look at adding some of that information in. Okay a couple of questions sort of on the I guess that you know workings still on the ILP box can you increase the storage capacity to go beyond two terabytes? Oh that's a very good question at this point in time we know two terabytes works very well with the amount of power that we are able to deliver to the box so about more than two terabytes we still experiment in that as well you know we we cannot say with certainty that you know if you have eight terabytes you know this needs power as well and you know when you're reading and rating things on the hand drive then the bigger the hand drive is the more power you need for these things and so yeah. Thank you. Question on the the power banks and solar do you have information on the the sort of the sizes of the power banks and how long it can run that's a question from Dian or how long it can run off the electricity grid? Yeah so at least for the power banks I can give you the specifications for the output we would need for an ILP box and then depending on the size of the power bank then that determines how long it's going to last so at least a power bank that has an output of you know 3.1 amperes which is higher than what you know you charge your phones with that that's the kind of power bank we would need for ILP box but how long it lasts it depends whether your power bank is 10,000 mA or 35,000 mA hours. Thank you a couple of sort of related questions I think Tina sort of touched on this how do you update the core software and content once the device is in the field that's a question from Mark and also does does the ILP box sync with the cloud and how do you install new courses on the buck on the buck so it's a question from Alex and Tina I think you mentioned that you're working with Moodle US and that sort of thing yeah I see also Maxwell nodding has had maybe do you want to answer that question or maybe dive a little bit deeper into how it has been done in the Kenya project Max so yeah yeah I can talk about this a little bit so before we move content onto the ILP box we definitely set up a cloud site where all the materials were curated and then that's mirrored onto the ILP box and so at this point in time we are working as rightfully mentioned by Richard that we are working with Moodle US to develop plugins and tools that enable syncing around where if you have new content on the cloud site as soon as the ILP box has access to you know internet through a cable then that's pushed down and everything that could be updated offline or anything that happened offline is also pushed back to the cloud so yeah that's that's something that you know including including updating it so you have courses on the cloud can be pushed down and if you have data or things you need to get from ILP box that can you know that syncing is working at this point in time and Tina feel free to add more info yeah that's good thank you Max so there's a question here from Mark and again Maxwell I think you might have touched on this when you talked about syncing of logs are there are teachers using tracking tools like grade book or completion status I think that sort of vaguely maybe fits into something you mentioned earlier yeah so at least for the activities that that are set up yes there's a completion tracking completion tracking set but then we do not have grading because they are known proper activities for them to be graded so what we're using is a video that is you know being sound to the tablet and then they are pre-enforced video activities that are done by the teacher in classroom within a lesson they are not like assessments that kids have to do or things of that nature and maybe on that question on updating the ILP box so we have the ability to remotely log into the ILP box if it has internet connected to it and therefore if we need to update to the latest version of module we just need to have it somewhere this could be the separate children office where they have internet and cables connect the ILP box and remotely updates updates module versions maybe if I can add in the Cambodia project we do actually try to or we want to implement activity completion in terms of assignment as I said the Ministry of Education had provided a lot of documents and videos to be used and it was quite a challenge and we're still working on it on how to transfer a worksheet that's basically a PDF into an online assignment right and if they and then there's a challenge to you if they also want to use it the content that is online if they want to use it in a blended format then you know sometimes the teacher might hand out the actual sheet for the students to complete and sometimes they might just say okay please log in now and do assignments I don't know one two and three so for those online assignments yes we have used activity completion so that the teacher can actually see what assignments were completed and how long it took them or the teacher can also say please go home and do these assignments or you know tomorrow we'll continue you have this much time to do them so in Cambodia we are actually playing around with activity completion it's always a difficulty when also the project changes right so Cambodia the online learning project started out due to COVID right schools being closed and kids couldn't go to school at all now again circumstances have changed and the schools are open again so we have to adjust again but I think with the LP box and with the low resource settings activity completion is a little bit difficult to track so I think many times people just prefer to have open content without checking without at least too much checking obviously we like to have data but sometimes it's easier to just you know open everything up and have no no checking at least in the short run or short view that's sometimes what has to be done so just to make content accessible yeah thank you I'm just I'm aware of the time I might just I might pose one more question that we've got here and then perhaps Zola if you want to maybe just have a quick scan through the chat see if there's anything else that's sort of jumping out at you that you might want to address and then yeah I don't think we'll be able to get to all the questions here but let me just pose pose this one here while while Zola picks out any more questions that that she might be able to see we have a broad question what are the benefits of using Moodle in this context over some other content delivery application not sure who wants to feel down maybe I can start and then Maxwell can jump in well mood the the advantage of Moodle is that it's open source and it's adjustable right and I mean as I said before the LP box is based on the Moodle box so it can be tweaked and added on and we love working with open source products right a lot of the it's not only an issue of low resource settings but it's also low budget right so the projects the project budget often doesn't allow for an LMS that costs this much you know to be maintained or to have um it's customized to for example the state the children branding and everything so so a lot has also to do with um with the cost and we try to use as many open source projects uh open source products as as possible um also you know Moodle has a lot of has a lot to offer all the activities that are in there if you know how to use them that's I mean I think all of us are kind of mood and to the s right um and uh just in another project we started using um adapt another another open source authoring tool um and also um the Moodle app uh it's not everyone's favorite but it is there it works quite good I I know when I was at the Moodle Moodle there gonna be some they're working on the Moodle app to make it a little bit more user friendly but it works and um yeah so there are a lot of advantages that we see in Moodle and um Max was there anything you want to add that I might have missed good good thank you um we we're getting right up to that to the hour I'm just I'll review any any other questions that you'd like to address quickly that you've seen in there yeah maybe just really quickly Richard there's um a couple questions around sort of the education side and asking about tracking tools for grades completion status and Mark asked at the end here why use an LMS at all and I do want to just point to um the very real need that many of our partners have around data collection and the need to be able to show um how many students are completing and what the status is of their completion and really be able to track the learning um and share that learning with their ministers so um we know that data around education um is is really an issue for a lot of countries um to be able to get more funding for education and to be able to really uh meet the needs of their learners and so um as Tina mentioned this is a really low-cost flexible solution that a lot that gives a lot of power to their learners um Tina anything else you would add or Maxwell no okay I'll stop there now I was trying to find the unmediated button but yeah I think there's nothing um nothing to add right now I I did say earlier sometimes it's easier to just not track but obviously the ideal way would be to be able to track and that's why the LMS is helping us and we have very different project context right um some with some projects there's no need we're not only having project where we use the LP box right that's not our only focus we have projects where we don't use the LP box and tracking is quite relevant so it is a very important part and gives a lot of information um you just have to adapt as Zola said to each project and each project setting and some things you know work and you can use the full potential of Moodle and in some cases you just don't and work with what you've got yeah all right thank you as I mentioned earlier we will make slides from this session available shortly um and Tina Zola and Maxwell hopefully you can confirm that your contact details might be in there somewhere so um anyone who wants to reach out and yep I'm seeing nodding heads that's good so feel free to to reach out um with any more questions um that is almost it this is uh yeah this look this has been a great session thank you so much to the the three of you for for presenting um and sharing thanks for to to all of you for for being here and and you know we've had had some great discussion as well I'm just going to take about another minute and a half if that just to wrap things up so just let me share my screen very very very quickly so yeah look if you have enjoyed this session we'd love you to consider getting involved further and and helping us grow by contributing to the development of Moodle Academy you can do this by visiting our Get Involved course which you'll find on the front page of the Moodle Academy site you can suggest ideas for new webinars and courses and you can vote on ideas that have been suggested by others already we're always on the lookout for community members to help present webinars and today has been a fantastic example of that and also to co-create short online courses and we love your help making Moodle Academy more inclusive so if you're able to please jump into our Translate Moodle Academy course and get started with helping us translate our courses and webinars into other languages and of course you know please help spread the word about Moodle Academy by telling your colleagues about the courses we offer and the events that we run when you complete our courses you you earn badges so you can build up a nice collection of those to stick on your data wall or wherever you put those educators might like to think about getting involved with the Moodle Educator Certificate you can take the are you ready for the MEC quiz and one of our certified service providers will support you through the certification process so that is it thank you again so much to the three of you thank you to everyone else for joining us and hopefully you found this useful and yeah look we hope to see you around in Moodle Academy courses and in our upcoming webinars soon so thank you again and we'll see you soon