 here in the education room at the 2020 Global Online Moodle Moot. This is an exciting session coming up right now because I'm here with my good friends from Moodle HQ, Helen and Mary Cooch. They're going to be doing a bit of a talk about the interactive, an interactive session from the Masters of Teaching because they are the Masters of Teaching at Moodle HQ and they're illustrating some interesting teaching trends such as flipped learning, gamification and just-in-time learning. So ladies, I'll hand the floor to you two. Thank you. Thank you, Chris. So the way that we're going to do this is I'm going to be talking through some slides and then every now and then our intervals, Helen is going to be monitoring the chat and then we'll see what you share in those forum discussions. And we hope, we have an hour, so we hope and we aim to have some time at the end for a general discussion. So please post anything, any of your thoughts in the forums. So, teaching, it was quite a difficult choice to decide the title for this session and teaching is a bit of a contentious term really. It's meaning has changed over the centuries. What you see there is I think King Henry of the Old Germany or Alemania and he is teaching in the 14th century some students in Italy or Balogna and in those days teaching actually meant lecturing, instructing where you passed on all your knowledge and all the students did with assimilate it, write it down without questioning. Now I began as a teacher not as long ago as King Henry, but it was 1985, which is quite a long time ago. But by then we had come to understand that it wasn't only about the teacher teaching. You also needed to be mindful of a learner learning. And so you had to think about how they learned and what was important to them. Yet a couple of decades ago, I distinctly remember we flipped the image, we reversed the image and the phrase and I remember it because in my school where I taught we had to go all through our documents and have new professional development because it was no longer teaching and learning. It was actually flipped the image learning and teaching and it became the learner was that the important thing and our teaching was to support them. Now, nowadays, if you think about it, learning and teaching, where is the teaching? It's just all learning. The learner is central to everything and what we do is just to help them learn. Now if you actually go to Google, as I did before this session, and Google learning, you'll actually find all manner of terms, buzzwords, terms, active learning, gamified learning, student centered learning, project based, adaptive flipped and so on and so forth. Almost as if there is no teaching there. Well, we'll see. So where does that leave us really? Well, if you think about Moodle, if you go to the front page of our commercial site Moodle.com, it actually mentions collaborative learning. So even in Moodle, we've got a term to do with learning. I wonder if any of you know the sort of background to Moodle and the principles upon which Moodle was designed and where this collaborative learning idea comes from. Martin Duguyamas, who created it as part of his PhD a couple of decades ago. Moodle was actually built on social constructionist principles and there's a great page in the documentation where he outlines the tenets of this, one of which is a particular favorite of mine and Helen's. All of us are potential teachers as well as learners in a true collaborative environment. We are both. So that's great. So that was what Moodle was designed on. However, of course, now Moodle has so many activities and settings and features that you can teach or you can facilitate learning in any way you want with any strategy or trend or buzzword that you want or that you're comfortable with or that you are required to do. So teaching trends in Moodle, what can we talk about? There is so much. So we're going to focus here on three, three of those trends, terms, educational strategies. But then we're hoping very much at the end to have time for you to discuss your Moodle experiences and opinions of others. So for example, let's make a start with flipped learning. So the first one of our three is going to be flipped learning. So we're asking you in the forums if you could share your experiences on how would you define flipped learning in a few words and why you would use it? So let's focus on the positives first. For each of these, we're going to look at the positives and the drawbacks. So I'm looking in our C. Helen, Doug has a few things to say about what it is and why use it. Yes. Yep. Thanks to Doug for posting in our forum discussion. As for what is flipped learning, he says to provide good assignments for groups and individuals to work things out. Why use it? Doug says, participants contribute their experience and research results. And why not? He says, for me, it's not an essential part of learning. So there isn't actually a not. Ah, that's interesting. Cool. What about Anna? Anna said something as well. Thanks to Anna for posting. Anna writes, flipped learning started as a type of blended learning where learners are getting prepared at home and then they're practicing at school. But of course, it can be applied to distance learning too. And if it's implemented nicely, it can help learners take ownership of their learning, make them more responsible and empower their internal motivation. For example, the peer instruction can be really powerful. Yeah. And actually, this is a very good point that Anna's making about it started. The idea started as a homework in the face to face environment. And I knew we were using it in my high school. But increasingly, I've seen on social media in the last few months, flipped learning in distance learning because everyone is distance learning at the moment or maybe most people are slightly moving back into face to face. So let's have a look at flipped learning then. So flipped learning. I found a definition. This is rather a wordy academic definition. Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, which to me is just a rather wordy way of saying instead of you being in the classroom and learning from the teacher, you have to go and do the learning yourself. And yes, it does have advantages because basically what this means is the effort and the work are focused entirely on the learner. The learners actively engaged because they've got to go and do the learning and it does certainly have several benefits, particularly if you have a limited class time. So if you and if you make your learners go and start studying a particular concept or feature, then you save time and it allows you when you're together, whether that's in a face to face class for as now in a live session in big blue button or zoom or whatever, then you can explore the themes a bit more detail and also answer any questions because you have more time since you don't have to teach them. So it does help with self-paced and also in this idea of social constructionism, as we mentioned before, it's a great way of getting learners once they've studied it in advance, then they can be the teacher so they can explain things to each other once they've learned it and that is a great way of using it. So we also asked you to think about why not use it? Some people would maybe disagree with that because some people, although I think it's a great idea, it does very much depend on your situation and your learners. So for instance, I would say maybe not the age of your learners necessarily because I do know some high schools who have used flipped learning with teenagers very successfully in the last few months online, but I would say it depends on the maturity of your learners. The reason being that it's been shown in some research that some learners, if a flipped learning situation means that they have to go and do the learning themselves, they don't bother. And then they come to the classroom, to the live session and then they can't contribute because they haven't done the flipped learning or the homework. Alternatively, you can have the other problem, which is that they do very much learn it. They do their part of the bargain, the contract. So then they either don't come to the face to face or the online live session because they think they don't need to because they've learned it and that's the end of it. And another problem or thing to consider is the amount of preparation you need as a teacher to do it and the actual fact how you do it. Many people think flipped learning is just put on a YouTube video and make them watch a video, then we can talk about it. It isn't, it's a lot more than that. And one of the downsides of it is that sometimes and there's a research, there's a combination of all the research that's been done this year on flipped learning. And it's well worth reading through that. For example, some students are actually put off by the fact that the teacher has tried so hard and spent so much time with the flipped learning that it's too complicated and they just don't want to do it. So you need also to consider whether it will actually make a difference to your Moodle teaching. And on the subject of Moodle then we're going to consider each of them objectively. So let's take a look at how you could do flipped learning in Moodle and some of the key Moodle features. Of course, the most obvious thing is videos. And of course, you can easily embed YouTube videos into Moodle, but it's much more useful if you actually include in it some quiz questions so that they can't just say, Oh, I watched the video without doing it. The more obvious way, the usual way is to put a video into the description question of a quiz. And that works fine. Instead of having multiple choice questions, so you could actually add an essay question in a quiz with a template. So you give them the chapter paragraph headings and then they have to summarize it for instance, rather than just pick a choice. You would have to grade it or you could simply just look at it and not grade it. It could be just part of the flip learning. I love certainty based marking if any of you have used that. Basically this is a good way of checking whether the students watch the video because if they haven't and then they're confident and they try to cheat by guessing and they guess wrong, they get penalized. If they did the learning and they're confident and they give the answer and they're right, they get bonus points. On the other hand, you can use H5P, which makes much more attractive video quizzes. So the benefit of H5P is if you put a video in, you can intersperse it with questions and it stops the video and they have to answer the question. So that works really well for testing their learning and lesson is good for one particular feature, which sadly is pretty meaningless. But if for instance you're one of these organizations that requires students spend a particular amount of time or if you've got a 10 minute video, which I think is a bit long and you want to make sure they've spent at least 10 minutes watching it, then you could put it in a lesson and set the activity completion so that they have to have spent at least 10 minutes, maybe a few more minutes for the questions before it's marked complete. But any of us who are in teaching, we know that that is actually meaningless online. But it is something that you can do. It's not just about them doing the learning in advance of any other sessions. So for instance, you could have them learn from a website, from text, from a video and then restrict access to a forum once it actually done the prior learning, then they come in and share with you their understanding and a good way of doing that is the question and answer forum. So they cannot see what everyone, what anyone else has summarized until they first give their own summary, for example. There's certain issues with that, but it works quite well. I'm a particular fan of the each person post one discussion forum, because in that, for instance, you can give each student ownership of a discussion thread. When I did this, I used to actually make them write their names as the title of their discussion. So they can start sharing what they know, and others can reply, but it's nicely organized in your Moodle course, in your forum. And of course, if you want to use it as a whole process, what they've learned on their own, they can then share as a draft in a peer assessment workshop activity, as long as you are very precise in your rubric that you share with them to evaluate each other. And then based on that, they can then submit an assignment as a summative assessment. So there are many ways of using Moodle for flipped learning. And at the end of the slides, we hope that you're going to share with us some of the ways that you use. But I thought we'll maybe go on to the second of three now. Apologies, well, no, not apologies. But if you watched our session yesterday on engaging learners, we did mention this a little bit because it is part of engaging them. But this again is another of those very popular trends that everyone seems to be doing or promoting. So I thought we would talk about gamification. Again, we'll examine the pros and the cons and then what you can use in Moodle if you, if this is something that you want to try or feel that you can. So gamification, what is it? How would you define it? And what are the positives? Why would you use it or why not? So in our forum discussion, we had a few replies to this question, including a nice response from Tegan about what is gamification, applying elements of gameplay into education in an attempt to engage users and make it fun. Reason for using it is to make it more entertaining and engage the student more in learning. But if it isn't done well, it can be seen as patronizing and have the opposite effect. Yeah, that's something very interesting that I want to explore in a minute actually. Yes. And I like Tegan's definition, which is in line with one that I have. Is there anything else that any people have mentioned and then you can move on? That mentions Moodle, how we'd have gamification Moodle, such as activity completion. Reason for using it is that the participant sees his or her personal progress and it gives an incentive to carry on. But he says the reason not to use it is you need to pay attention to the target group he writes. Older people like me are perhaps not so enthusiastic about it, but younger people certainly are. That's a great comment and actually we're going to look at that in a minute. And I'm an older person like Doug and I kind of agree. Me too. Actually as time goes by I become a little bit more skeptical about gamification, but we are going to explore both sides. So let's do that. This is one of the kind of most popular definitions of gamification, the use of game elements and game design techniques in non game context. And the key to me there is non game. It's not about playing games. It's often misunderstood, but you can have games in a gamified course, but you don't have to. The important thing is that you get those elements, the competitive elements and others from online gaming, which I never do and I've never done and I'm not interested in. Although I did enjoy the pub quiz last night, but that that's actually just a pub quiz online. That's nothing to do with gamification. So that is is enabled in order to engage your learners. So why use it? What are the benefits to me? One big benefit is that it gets learners started early. If you give them things like badges, digital badges at the start of the course for doing an activity, they think, oh great, and they want to continue. You can stage badges. You can give certain rewards, points, badges, treasure throughout the course to keep them motivated. Little steps. Some people enjoy a competitive element and they like to see their progress where they are in a leaderboard against others. For others who don't like that, gamification can still work because you can compete against yourself, which to me that's worked very, very well. And I think as Anna mentioned, there's this idea of control or power, which is a bit, it's not actually true, but as long as they think it is, that's important. It is supposed to be fun, but the thing that I would mention, and this picture here of our boy playing football here, he doesn't actually seem to be enjoying playing football. He's doing it because he has a trophy in mind, a cup in mind. So that is extrinsic motivation and gamification is very much about extrinsic motivation. Now, we did ask you to think about why you would not use it. And to me, this motivation thing is very, very important because there isn't one research there that you might like to read from 2015 where these researchers, they applied gamification in a course with a lot of students who were already intrinsically motivated. You look at our footballing boy there, he's not interested in getting a cup or a trophy, he's just playing football because he loves it. And for those who are already intrinsically motivated, having a badge for doing an assignment, which they were going to do anyway, is, as Teagan says, was it patronizing or annoying? For those who are prepared to work hard, being given a badge or some virtual chocolate in stash, which you can't even eat, simply for writing your name or posting in a forum, is very patronizing. There are also those who would say that this isn't really, gamification is fine at a certain shallow level, but can you use it to degree or post-graduate level? And Doug says, yes, it does depend on the age, although I don't think it's necessarily the age of a person more than the type of person, I think. But certainly, the point that Doug makes is you've got to know your learners very, very well to know whether it would work with them or whether it would have negative effects with them. Now, we are going to explore, if you want to try gamification, some of the ways that you can do it. As has been mentioned, gamification very much depends on activity completion and restrict access settings. This is an advanced session, so I'm not going to explain them, but I did want to point out a useful new middle 3.9 feature, which is previous activity with completion. So if you have a lot of activities and you use restrict access in your course and you move them around or you delete them, previously you had to go into the settings, find the new activity and reset it. Now with previous activity with completion in 3.9, that makes the flow a lot easier and it makes your setup a lot easier. Again, like-slip learning, gamification needs you, the teacher, to spend a lot of time setting it up. So you need to think, is it worth it? The other thing about activity completion is that people tend to think it's about activities being completed or quizzes being passed, but it doesn't have to be. You can actually set up gamification, gamified activities, based on something not being complete or not being passed. Here is, and this is an example of an onboarding course in the corporate environment. I'm not even sure if I would do this real, but this is an example to show you. This is about professional development and the new employee is asked to choose whether she wants to explore the options for professional development in house, within the organization, internal, external professional development. That means going to a nice hotel and having a nice lunch and doing some professional development, or if she wants to explore them all. And when she clicks one of them to get more information, what happens is that the others have disappeared and this whole setup is based on activities being completed or being left incomplete. The screenshot is not very clear and I'm not going to explain it, but it's just to point out that activity completion can sometimes mean activity in completion when you're setting it up in Moodle. And of course we've mentioned, and the first thing people say when they talk about gamification is badges. Badges are a standard feature in Moodle and you don't only have to think of them in terms of within your Moodle. Many people like to have their badge, connect it with a backpack like Badger and then share it with the wider world as a qualification. People who do our learn Moodle mook are very proud of their badges. We've had a lot of badges in our global mook for instance if you go and visit a sponsor's course which I have done. Also in our global mook which has been gamified it's a good example is we have stash which is like when you've picked up those cups of coffee stash is a contributed plugin and it allows you to have to pick up hidden bits of treasure like the virtual chocolates which you see you can't eat them but for some people they do motivate them. There's been a lot of talking the forums on our global mook site about people keeping getting the cups of coffee stash and of course again the idea of getting experience points or just points to see your progress that's another contributed module which is called Level Up that comes as part of Moodle for School and that also allows the competitive elements. So one thing that people like if they do like it and again if you read the research there are certain types of people who like the competitive element and who love leader boards and others who don't we have an activity results block which allows you to put up a leaderboard of certain activities and if you use the Level Up which was the experience points that also comes with one and you can see where you are in relation to others. There's also I like and it's not here but I like the completion progress block which goes green and green and green as you complete activities and that's really good for competing against yourself. I had experience of this in a course learning Russian actually and I was skeptical but it worked really well. Okay so if you have gamification thoughts to do with Moodle let us know in the forums and we'll discuss them in a moment. I just wanted to move on to our third our third game our third teaching trend or learning trend or buzzword educational idea whatever you want to call it then we'll put all three together and see what you have come up with. Now to be honest I got stuck when I was preparing this I got a bit stuck here because we I thought right okay I've got flipped learning I've got gamification and then I looked at all of the list and I thought I don't know which one to do next so I consulted my daughter who is a teacher she's a history teacher she's head of history in a high school in South London that really cool South London where all the cool teachers hang up there's a cool South London teacher in the image there and I explained that I was doing a session for Moodle and it was about teaching trends I'd got gamification I'd got flipped learning what's the next one that I should do I said what are all the really cool teachers in South London doing she's been using Moodle over the last few months as have many of them for her learning what are you doing you know what is the educational buzz word at the moment and she said ah that's easy right so the third one that you should do is direct instruction and I said what direct instruction never having heard of it don't you mean isn't that just like teaching is it not just King Henry of the old Germany isn't that him lecturing passing on his knowledge to his students and she said no not well not really some people like to call it explicit instruction and then she explained to me what this is and in actual fact and this is one of the big things buzz words at the moment it's if you like a counter attack it's a reaction against collaborative learning group learning social constructionism constructing it's the opposite of learners constructing being constructive together in fact one researcher one Kirschner actually calls it Instructivism really and it is the idea that yes of course it's great when learners can collaborate and build their learning together but they cannot actually do that until we've actually talked to them something and we have to take a step back and realize that many of our learners are novices and that they need us to guide them they like templates scaffolds and so on then when they've got that basic foundation then we can start engaging them in in group learning and collaborative learning project based learning and so on and I thought that's a very good point actually and then she mentioned rows and chimes principles of instruction which are very old but when she showed me and I've summarized them here so this is just my summary I read through them so this suggests that you review previous learning see what level you're at you present new material in small steps you need questioning checking questioning checking you need to guide them give them examples check check and you need to offer them opportunities where they feel but hmm I didn't realize this was so controversially new buzzword because this is actually what many of us have been doing for years anyway so I thought well okay why not explore how you can do this in Moodle because to me this seems very very sensible so we'll have a look at this and then at the end please feel free to give me your opinions and your counter arguments so review previous learning one way that of course you can do this online is with with quizzes a prior knowledge quiz what we do in the MEC the Moodle Educator Certification when participants or candidates start each of the courses is we get them to take a self-assessment checking that's a quiz and this is simply for us and them to gauge what the level of experience is in that particular area of education in Moodle and these kind of these prior knowledge quizzes don't have to be graded they don't have to form part of the course completion they can be very formative but it's a useful thing to do you can even have them repeat it at the end of your course or your module so they can see where they've got if they've improved so that's one way of doing it in a more detail if you just want a short sharp effort you can do a choice we do this in a very simple way in our learn Moodle MOOC where we ask people at the very beginning what their previous knowledge of Moodle is complete beginner use it a little bit I'm an expert Moodler and also it's worth remembering that although you might think of the feedback activity as something you do at the end of a course to find out how what your learners think of your course to improve it the next time feedback can be used in a way where you ask them questions about their understandings of your topic already at the beginning of the course so that's one way so you need to gauge their level and of course you need then to adapt what you're going to offer them based on that level if you can but for however you introduce your new learning then you need to do it in small steps and this idea of presenting new material in small steps actually ties in with other of these buzzwords it ties in with bite size learning just in time learning and something that's a word very popular in elementary schools chunking you chunk your learning chunking for instance videos of course videos can be used very well I think they should be really short videos I do hope that the idea of transferring our long lessons or lectures that we do in face-to-face putting them straight onto Moodle I hope that's not going to be the idea of not doing it I hope that's not going to be damaged by people who've moved online in the last three or four months and think that's how you have to teach online you need to break them up into smaller portions you can easily embed video into Moodle it works really well sometimes you just paste the link you don't need any knowledge of coding but they display well in books and pages however you need to make sure that you've also got a text alternative and a transcript but what's nice too is that if you do it this way you can also add some questions to check their knowledge because remember they need to you need to present your new material in small steps then you need to question check question check H5P works brilliantly for this because you can embed H5P questions into books and pages wherever there's YATO editor so there's a quick check when you embed them they don't enter the grade book but that's actually better because this is part of the learning and this isn't part of the summative assessment if you need them to go in the grade book or if you need questions to go in the grade book you can use a separate quiz you can also use H5P as in Moodle 3.9 activities in H5P now will go into the grade book and you can use Moodle's lesson as you mentioned previously lesson is good for chunking because you can put a little bit of information then you can add questions and you can direct them into different areas depending on whether they got the question right or wrong because they understood it or they didn't understand it H5P does this as well it has a similar kind of scenario activity that allows you to branch off and with H5P it can also be a lot more attractive than lesson and then of course you need to give them templates you need to scaffold that's another word that is used giving them guidance and practice what you see there is actually a rubric in an assignment that's not a traditional template or scaffold but if you give them very detailed rubrics which you provide to them we've found as we've been running the Moodle Educator Certification for example that if you're using rubrics in Moodle assignments it's actually better also or a good idea to provide them with a PDF version that they can download as well as the one that you can allow them if you want them to see as they're doing the assignment and the rubric then helps them to kind of tailor the assignment whether that's an essay or something that they've created to what is required to get the different grades so that is giving them some guidance you can also you can also give them examples of good answers good answers to essays as I used to teach languages and I used to spend my summer holidays writing sample example essays for French and German at the top level the middle level and then writing ones that failed which was actually really hard to make the correct number of errors but what you can do is you can have these in a book in our Moodle Educator Certification course we are starting including examples of the highest level of assessed tasks so that our facilitators our Moodle partner facilitators can see what their students their candidates should be aiming for and so that gives them a very good example it's modeling depending on the kinds of submissions you want it's not always written essays it could be other kinds of files you can use a database or even a glossary for sharing these models and of course although I didn't mention it the idea that you need to give them a chance to succeed they need to see success there's no reason why you can't incorporate a bit of a few gamification activities to cheery them along and to make them feel encouraged and to give them quizzes or formative quizzes where they actually they're meant to get full marks so quizzes where they're meant to know the answers and get full marks and feel that they are making progress now I've actually talked a long time about that because I wanted to cover all three flips learning gamification and explicit direct instruction or if you like to call it like I do common sense so I'm going to stop and we've got about 10 minutes or so let's see what thoughts people have had thanks Mary yeah we've had lots of our responses in the forum thank you very much remember you can keep adding posts and also if you have any questions feel free to post them as well and if we don't have time to answer them now then we'll try and answer them afterwards or other people can answer them I noticed and that's great you see that's collaborative learning isn't it just to mention a recent post by Sam saying I love the explanation of explicit instruction it seems to be confirming that good teachers understand that knowledge precedes learning which adds a new level of understanding too often SMEs develop training materials without understanding pedagogy or teaching practices it's a bit like the powerpoint problem give a person an application which superficially is easy to use but it doesn't make them a better presenter I find that most of my time is not teaching subject matter experts how to use the technology but teaching them good teaching practices yeah that's a very very good point what I'll do I'll try to remember to do this this afternoon is I will put the the references I've given in this in these slides into the forum post so you can read them because the explicit instruction came from a podcast that I listened to which is rare for me because I actually I don't I make all these videos I don't actually watch videos or listen to podcasts I prefer text but this was very interesting because it was the person who is one of the main promoters of explicit instruction explaining it exactly and very clearly so I'll put that link in there as well for you and I do agree with the point that yeah people think all this technology is great and it is but it's only as great as the teacher who uses it what's that expression a tool is only as good as how you use it or something like that yeah okay any others Helen Nina comments saying yes I can see direct instruction all over the place I didn't realize it had a name but we can see them on YouTube and all the subscription masterclasses where the great and good share their skills indeed indeed that's that's right yeah I agree it is you know it is it's one way of thinking about it I think the important thing to take from this is that it's not only a question of teaching with a flipped learning approach or teaching with the direct instruction approach that wouldn't do all the time or teaching game if you have to mix and match and use different approaches as you go along and in different circumstances and sometimes I recall certainly face to face you might start teaching with one approach and then realize you've got to change it significantly which has been the case of these teachers who've had to pivot online that's the phrase using Moodle over the last few months I think for instance it is these explicit direct instruction only works to a degree there comes a point when you have to let go of standing in front of your digital big blue button screen or your classroom and get your learners to work together and try to explain things to each other so it's all about a balance okay so any of this I think with a few five more minutes or so yes um we've got a lot more comments about flipped learning hey cool Ulrika says uh flipped learning is for example letting students acquire theoretical theoretical knowledge at home and use and then using it in practical tasks in class monitored and assisted by the teacher uh carrion explains that flipped learning is about getting the sage of the stage then creating space for closer interaction between students and the instructor or students student and instructor yeah um I've seen Nina I just spotted Nina it's a very good point actually quite unfortunate who says Nina says one of the failings I've seen in applying the flipped learning approach in professional education is trainers providing pre-course reading with no scaffolding and then repeating the material as a lecture in a webinar class that's kind of missing the point completely isn't it so thanks for sharing that Nina yes uh Sam just comments Mary says uh or what I call common sense but it seems that sense is not common all right uh Aurelie is saying that she liked the essay question example that's where you use a quiz but instead of having multiple choice questions you use the essay because that allows you to give a template and she points out H5P which of course we should all be exploring more now that it's standard in Moodle 3.9 that the documentation tool can be used for that too give headings slash questions to frame the format and then the learner can output a structured document from and it's good scaffolding yes another comment about direct instruction from Angus um he says I'm happy to hear about direct instruction as a student at times online I felt that my peers have been as clueless as myself and the activity a waste of time especially as an adult when my time is short yeah uh I agree that's a very good point and again you do need to have a balance because we do not want to go back to the time of King Henry of Germany you know lecturing for hours and hours but I and I felt this because I used to teach languages and when my colleagues teaching history and geography and so on we're guessing that their students to work in groups and design things I was thinking you know how can you teach the past tense in groups you've got to give them some models and scaffolding and so on so that's that's a very good point I just wanted to to go this is still connected but I thought it was a nice quick little question that we could think about perhaps people could afterwards post in the forum Heath just asked what does everyone use as badge images and it's very important that if you do use badge images you don't rip them off Google off Google without any consideration for copyright so um I think it's nice to if you have the skills or as we do if you have a graphic team with the skills to use ones that that you own or that are made by you but also there are various sites out there which allow you to get open source or or public domain graphics so any if you have any ideas do please post them in the forum afterwards good places to solve badges um a couple more comments on gamification from Nina saying I think you can keep gamification quite simple and just small elements can make a difference that's true that's true and sometimes as I said if you are a teacher and you gamify your course and you spend hours and hours and hours or if you do the same with flipped learning and that's been shown in research that it sometimes it just has the opposite effect you've made it so complex that it's turned your students off sometimes just one single badge might do the trick and indeed you sometimes what is the expression less is more sometimes it's better to keep things simple and Dave David picks up on um Doug's uh comment about uh younger people liking um uh gamification and David says again not everyone it's uh I think it's specific to each one's learning style and preferences so it's like you're saying Mary about really knowing your students that's right yes that's right and I've experienced that myself as I've tried various on various apps and sites for learning Russian for instance there are some that market themselves as really cool with lots of gamified activities and lots of people are promoting them and genuinely enjoying them and I've just installed them tried them for about 10 minutes and turned them off because I find them extremely annoying so it is and it's not it's not an age thing it's it's your own personality really and there's also an element of whether you're a self-regulated learner whether you can learn independently or whether you you want to learn something but you're not that motivated and you need to be pushed I think so yeah so maybe if there's a couple more otherwise we can start winding up I think I think I've managed to cover most um apologies if I missed anything but I think I think I've got everything there well in that case can I encourage you please to continue posting in the forum and I will try and post those references and the podcast I mentioned and then thank you very much all of you for joining in our session yeah thank you very much for sharing your your comments and your ideas and please do keep them coming thank you ladies what an interactive session that one was chockerful of information thank you Helen and Mary um that was great so we've got the big closing coming up in about 10 12 minutes from now we'll be having the great Moodle Guru Delph Martin Doogie Amos coming on and a bunch of other people from Moodle HQ so that's going to be exciting so we'll let you ladies go and get us to get yourselves a quick little break after all of that and we'll see you back in about 10 minutes thank you thank you thanks very much everybody