I won't read all the slides, but data collection, data management, data analysis, data comprehension and interpretation, data application and data ethics. So part of, once the original, the initial draft framework was completed, they surveyed 210 experts. And these experts were around the world because you can imagine with the seven partners to this Alliance were well-connected, I have a lot of industry experts, access to experts in industry as well as across academia. So they surveyed 210 experts, those who gave more feedback and validation and information were actually interviewed by the University of Mannheim. So telephone interviews, I think they were hour-long interviews, so it was a very rigorous process. And out of this came, I suppose, the first result from WorkPackage 2, which is this confidence profiles for institutional designers and each trainers aligned with European qualifications framework. Long titles. And the EQM, I suppose many of you know, I wasn't overly familiar with it, but it's an overarching framework in Europe to link together the national competency framework strong various countries around you and to bring some harmonisation. So if you look at this, if you look at the first one there, data collection, so the statements would be no, understand, be able to obtain access and gather the appropriate data and our data resources, the writing is quite small, so I'm not sure you can all read it. And that was carried through for each and all of the different dimensions. And they were mapped to the levels on the EQF framework. So some of them obviously are level five and then right through to level seven for more complex statements. And out of this, the learning outcomes. So again, for the dimension data collection, for the statement I just read, you have to know, understand and be able to do this. And if you look at for the various roles, obviously there's going to be a lot of overlap between those who train or teach on online courses and instructional designers who design them. But where is differences they're called out? So for an instructional designer, it's very important to understand the sources of data that help you to scaffolding, I guess, to help you build pedagogically sound courses. And for somebody involved in facilitating or being a tutor on online courses, it's important to understand the analytics and data that you can access while the course is in process so that you can make informed decisions about who you might need to engage with or some personalization around talking to individual users based on how they're accessing the course. So for WorkPackage 3 and WorkPackage 4, WorkPackage 3 was about assembling a curriculum for this MOOC I'll talk about in a second. So there's a lot of work. There's about nine modules in the MOOC, three of them from the industrial partners and I think three or four from the academic partners. And then WorkPackage 4 was about the actual implementation and launching of this MOOC. So it started on the 21st of October. It's still open. You can all rush in to log in today and enroll. It's 68 hours. There is a lot of commitment there, but you don't have to. That's if you want to go through the certification. That's the estimate for the effort that's involved. There is a free certification, the whole course is free, but it's also something you can dip into if you want to find out more about maybe analytics and Moodle or even to look at the theoretical aspects to the project. Based on the feedback, we have, I think, about 2,000 enrollments and active learners within the course of months. Based on feedback from that, we will probably again look to launch another MOOC, maybe shorter duration if duration becomes an issue later on in maybe early next year or later this year. So it's about the theory and the practical. So the practical aspect was a number of scenarios were posed about how these companies could be used in the real world. And again, it was up to my team from the Moodle perspective and the teams from the other industry partners to try to look at what tools were available within the products to address those needs. So from a theoretical perspective, I'm just conscious of time, yeah? Okay. And theoretical knowledge, UPLC were involved in the educational data aspect of an industry manager, Samson and his team. For reason, technology, university around learning analytics. University of Mannheim were again the teaching analytics, how to interpret this data. And then from the point of view of the industry partners, ourselves with the Moodle, the fans you're learning with their exact suite and IMC around the IMC learning suite. So there was also top and tail, there was an introductory module which outlined the syllabus and the last module is about, I think there's a quiz, a number of questions and from that, I think you answer survey questions as well, and from that you get your certificate of achievement. So what it looks like if you take one of the topics here from a site level reporting looking at Moodle, it looks at the various reports that are available from Moodle. Inspire analytics is discussed in some detail as well. Some of you may be familiar with all of these, GDPR is an important because consent and how you interpret data and how you use data is very important. One of the strongest features of Moodle you may know is the GDPR plugins and functionality. So those are explored in some detail as well, as part of understanding how data is managed within Moodle. And then some third-party tools. So we have Intellibord, who are premium partners for Moodle. They have a very comprehensive suite of reporting and dashboard tools that you can build into Moodle, or you can access to their portal. We talk about configured reports, some of you may know, it's a plugin that allows you, some elements have been able to create your own reports. Obviously you need some experience in SQL to be able to do that. We talk about third-party tools, some of them developed by ourselves and others that are available. But all of this is about exploring the functionality within the LMS to help you interpret access data and to be able to manage it, essentially. So that's it. I think I'm 45 seconds left. So we felt that this project had relevance across a broad spectrum of the market. So from a research perspective to look at teaching and learning analytics, higher education, obviously, that they can enhance the curricula for their programs in this area. For the e-learning industry, like for us, it's important that our instructional designers would have relevant qualifications. And now to see that education data history will be embedded within those programs is important. And then finally, from a market and workplace, if you're an instructional designer, if you're involved in e-training, I suppose it's important that you can demonstrate true competencies, true certification, that you have the wherewithal to work with data analytics. And I think that's me doing 15 minutes. Yes, we have five minutes for that. Great. And so there you go. So look, as I said, if your questions of an academic nature are probably not the best person to answer it, but I know a man who can. So I can obviously put you in touch and get answers to any questions you might have. And so are there any questions? All very clear? Oh, there you go. Yeah? I hope they open beyond December. I believe so. I believe it will remain accessible, but the certification process and all the rest and the facilitation will stop at that stage. But I'm not 100% sure, but I imagine it will for a while. Thank you guys. So if any of you are involved in this area of instructional design or e-training or indeed some of your colleagues, it would be great if you could point them in the direction of these resources. The website is learnedtoanalyze.eu. I think it was on one of the slides there. And if you go there, you'll find a lot of the results as well. So there's quite a few academic publications that you can learn more about, about the project and about the process they went through, the research, and so on. And it's quite interesting, a lot of interesting material. But it's not about the tool. The project is about developing companies to go for it. So enhancing existing ones and adding in dimensions to cover education, day-to-day decisions. The tools, the actual, the new is built on IMC's open coursework platform. But the tools are discussed. So its IMC's platform, Natanzio Learning Platform, and Moodle, are just modules, and they discuss what tools are available within them. OK? But for the student, is it discussed? It wouldn't be because, you know, the scenarios, there's actually a video as well, a skit shoot, that you can look at online, which tells you the different scenarios that they're trying to cater for. So it's looking at how a student interacts with the systems, but then the tools is about how you interpret the data that you gather from their interactions with the system. So it's more about how teachers and instruction designers can use that data. Sorry, that's the best one, right? Any else? Thank you for your time. OK, hope you enjoy the rest of the Moodle. Thank you. A few things to think about as you're going through these presentations. Hashtag for the Moodle is hashtag global Moodle 19. So we really welcome you to share some of the slides or some of the pictures or some of the information from each of the sessions. So our next speaker for today is learning design for Moodle, innovation from two research universities. And I would like to welcome Thomas Corner for our next presentation. Thank you very much. As life is going, as you see, I have two logos on the screen. Clive Young was meant to be here, but he had some problems, some issues back home at UCL. So we agreed that he will join us, why assume? Yeah, obviously there's another problem this morning, so he didn't show up and I'm here alone. Please forgive me if not everything is really preparated because I do some kind of power point car OK on his part. So let's have a look. Learning design for Moodle. For universities, there are some issues you probably know if you're not belong to a university, but some problems are quite typical. This kind of, as Martin mentioned this morning, I'm a researcher. I do not really have time for doing courses, and I know that online courses take a lot of time to prepare. So sorry for that, but I do not have time to do that. And the other things like updates, teachers normally don't like Moodle with our university. I don't know, but it's linked with the work they have to do. I don't know. And we just thought both of our universities thought several years ago that there should be a kind of a process to approach this issue. And we ended up with a process which is quite common, probably. So it is kind of a cycle.  This is something which is quite common for researchers, and thus it worked quite well with our institutions. And I would like to show you now some examples of what UCL did to fulfill some of the needs in this circle, and what we at ETH did to fulfill some other parts of this circle. So at UCL, they started a program called ABC. They tried to make a standard process to revamp a course, or even to create a course. So there's a time, they're a workshop with 90 minutes. They write all the people involved in the course. It is analog, that's on purpose. And they discuss about what is the courses looking at the moment, what do you want to achieve in the course, and what do we do, actually, in the course. That's the first phase. In the second phase, they are thinking about, OK, what should we do, where should we go to, and how could we achieve that goal? And as you can see here, a course is normally this big sheet, and they put some activities on it, which are basically at the moment in the course. There's a color code. So for learning, for interaction, for discussion, for writing, for researching, things like that. And they put it on this big sheet and have a look, OK. Yes. Oh, probably we do only have, during the whole term, we have half an hour of discussion. Probably that's not the good way to do it. Probably we should consider doing something else instead of that. And then they are changing what's on this plan there within these 90 minutes and end up with some kind of a plan what to do. Because on each of these small sheets put on the page, there's what's all about, what are the learning goals, and you have some help on it with some learning tools or learning concepts, how you achieve these kind of things. So for example, if you're searching for competences in discussing, then you have, OK, if you're with Moodle, then think about using a forum, think about using a workshop, think about using this or that. So two things on this sheet. On the one hand is kind of analysis. You may call it decompose of a course. Then think about where we want to go to. And at the end, recompose the course. But for sure, that's only the analog part of the debt to work begins in reality. As you can see here, Clive Young and his team already had about 1,000 participants in these kind of workshops within UCL. Here in detail, as you can see here, yes, that's probably another interesting thing. When you decompose your course, you do this kind of a spider, where you see, OK, where is the strength of my course, and where am I probably weak? You end up with this acquisition, so acquisition of information probably is a little bit, well, near to the center, could be a little bit higher up there. So we should think about what to do to improve this kind of skill if I need it. That's probably an interesting part of the whole discussion. There are some courses which probably focus on several items of the spider, so you do not really have to reach every edge of this spider circle. As you can see here, I assume that's one of the courses not belonging to Moodle, but to analog courses. And then you have some verbs here describing what would help you to achieve this goal. If you're familiar with learning goals from Bloom or any other concept, you know this kind of arrangement of verbs and learning goals. And at the end, it can look like this, so they did an analysis and then thought, OK, yes, probably these three parts fulfill some similar things. Probably we should add some kind of production here. And as you can see here, that's kind of a learning timeline. So starting point is here, introduction, and you end up here with the final assessment or a thing like that. That's kind of normal. Clive Young was with us at ETH earlier this year, and we did some decomposing of our course in a workshop, in a testimonial workshop. And yes, they look like this at the end. You're quite happy if you did it, because if you have to read it without being there during the 90 minutes, you could end up being kind of struggling. And that's kind of a summary. The resources are all common-shared and available for everybody. So there is an introduction presentation within a cart set, storyboard, and so on and so forth, some optional resources, even some kind of guides, a stock file, and this video file. And it's part of an EU project they're in. They're sharing it to the public space. And that's, by the way, that's my colleague who cannot intend that's Clive, so at least he's in one picture here in my presentation. They are planning to do an integration into Moodle and some other unimportant learning management systems within an EU project, an Erasmus Plus project. That's one of these PowerPoint-Caroca parts, which I would skip at this time. You will find the mail address of Clive. So feel free to ask him. The idea behind probably will be just this kind of sharing of the focus of these ABC workshops. What you see here is a kind of a summary of what's possible, and I will share the slides again, and then you can read it. But what you can see all the points in blue and violet are Moodle things, yes, and these are some external part like scorn or hot potatoes or fur party application. And that's the idea behind. You go for what you do, and then you have a focus what is possible, and you have these kind of three steps with complexity to reach your learning goal. So going back to the ETH Zurich, we are a technical university with 20,000 students and 16 departments, and we have a very great variety of teaching methods. We have with us classical STEM, biology, like physics, but we also have architects with us, military science, and some other things. And if you try to adapt or to ask for use of special learning culture, you would end up in some unhappy departments, and therefore we thought as a strategy we should enhance learning and teaching without losing this very specific learning culture. And therefore we thought, OK, we have to go to the departments and support them what they are doing while being connected with us with some kind of strategy where we want to go to. Therefore, several years ago, our rector established a called Network of Education Developers. These are people, learning experts, who are working at the departments. Normally they come out of the department, so there is an architect in architecture, biologist in biology, and they're quite well known within the departments. They know how learning and teaching works there, but they're also co-founded from the central unit. So they're close connected with us, they know what's going on, they initiate some projects together, and therefore there is these kind of experts at a specific topic in the department, and experts of learning how ETH Syriac wants to drive the learning forward into a digital age. These are the guys pictured this early spring, I think all of them are very well established in the departments. So we can cross the border of, well, these guys at the central unit, they probably know how learning works, but for sure do not know how it works with us, because we are Department of Biology, and here is everything different. They can cross the border, and they have some capabilities to support the teachers in creating the course, even in teaching. And that makes it very easy for them to really approach a good forward strategy to improve digital learning. As I mentioned, collaboration with us is quite important, and a last thing, which is kind of interesting, we have additional 12 people who are thinking about how to innovate learning and teaching. We are, at the moment, 10 people within innovation management, whose our main purpose is to do that, but that's kind of an additional network. They are going to conferences. They are seeing things, ideas, tools, and bringing back to each age and propose it to pilot these tools and think about whether they could fit. A last thing, and especially for the exchange phase, we have established a monthly workshop over lunchtime called Refresh Teaching. The basic idea is a peer-to-peer event. So teachers who are using Moodle, or another great tool, coming there and telling their colleagues what they're doing. And since we do that, the rate of people who are coming to this event, and the thing they're taking with them, improved quite well. So it is obviously important that professors really like to hear from other professors what is good, and not only for the centralized learning experts, because they're not experts in the topic. And second thing, common knowledge, don't focus on the tool, focus on the teaching concept. So we end up in this circle with some things like the ABC workshop in the design phase, probably in the exchange phase where people come together, have a look, what should we change within our course. We have the education developers. We are just in this kind of design and realization phase acting. And the Refresh Teaching at ETH, which is the part of the exchange phase. A relation is something normally done by central unit, but not with specific focus on the learning technology. We are actually thinking about introducing ABC at ETH as well, just to close this gap on the top from the exchange to the design. So that's it in short. Here you find the mail address of Clive and the URL for all the content. So it's abcworkshop, or abcminusld.org. And if you have any questions, I'm here. Yeah, thank you. As far as I know, they're working on that at the moment at a partner in Poland, a partner in university. And as far as I understand Clive, I didn't see anything. But what he told me is that there will be some kind of online tool within Moodle where you can analyze it. But now it's going to be really noisy, might not? I can give you the answer what we are planning to do. Yes, we are planning to do that. I remember Clive told me that they have both off the concepts. So normally, the normal approach is talking with lectures and connecting the lectures. But I completely agree. At least one or two students should sit on a table. And it's not enough just to take the evaluation results into consideration, but really let them act on the redesign. Completely agree. Yes, please. Yeah. I can just tell you what he told me. At the beginning, they had some voluntary teachers, 50, 100 at the end, something like that. And then it made kind of an automation which started. So there were a lot of departments who thought, oh, well, that's quite a good job they did there. Probably we should think about doing this other course as well. And then they probably forced the lecture there. But at the end, as he told me, nowadays it's kind of a good practice to revamp your course. So I assume, yes, most of them are voluntary there. Last question. Thank you very much. Thank you very much. Well, just like your refreshed lunch and learns, I think that's what the mood is all about. When we're in these five-minute breaks, we will be switching people because people are following along. And that's why, as chair, I'm trying to keep everything right on time in between the sessions. I'm also going to ask, if you notice that there's a gap beside you, if you could just move over. Because what's happening is that people are coming in just as the speaker is getting started and we're just having to turn people away. So if you could please be mindful to fill in the gaps in the seating, that would be wonderful. And we're just getting set up for our next speaker. If you are waiting in the wings, please come on up and get your presentation ready. We'll get started in two minutes. Thank you very much. So now we're going to start a few of our Pico sessions. So those sessions go for seven minutes, and then we have three minutes for questions. So there might be some questions. So if I could get anybody who's sitting on a door side to scooch down towards the aisle so that more people come in, we'd be able to fit in. So if there's a gap to you in the middle, move one or two seats down, please. So now we're going to start a few of our Pico sessions. So those sessions go for seven minutes, and then we have three minutes for questions. So there might be some quick turnarounds for questions and for switching our next presentation. So please help me welcome high-stake exams with Moodle BYOD using safe exam browser. Please help me welcome Hugo Ribeiro. So morning. Thank you for coming to this session. So I try to be very quick. But I would like to introduce our experience in high-stake exams using Moodle. So we've been doing it since 2009. And we have trying to train our teachers using multiple-christ questions in a pedagogical way, but also on the quiz activity itself. So we do for some teachers the questions in parts so that they don't have to be like eight hours a day important questions. So that's what we do for them also. We also work with IT department to have a secure digital environment. And whenever it's possible, we are on site supporting teachers and students. So the main task in this presence is to calm the teachers and the students mainly. One thing that we did on our Moodle installation, we asked for the teachers to tell us what type of quiz are they doing. Because at one point we were dealing with telephones just telling me that their quiz went up, went down, actually. And we were not even aware that it was a quiz doing. A high-stake quiz taking place. So we asked them to do this form and to tell us also if they needed local support. Of course they say yes, but we ignore them most of the time. We are a team of me, so one person. These are the numbers from the last two years. The on-class summative, the quiz that we supported on site and the summative that can be taken anywhere. So students are at home doing their summative quiz. So just a few numbers. We found some constraints because of the lowest student-computer ratio. And also because of the huge amounts of quiz taking place. So our response was to use Safe Exam Browser. Does anyone know what Safe Exam Browser is? Okay, that's fine. So it just transforms any computer to a kiosk. So you are unable to use, for instance, the URL and to use any other applications, if you will. So what we do, we do for the teachers the configurations of the quiz that we find that it's kind of hard for the teachers. And we do have three security levels. The first one we'll only check if the student is using the Safe Exam Browser. If so, he is allowed to do that exam. Then we have a medium instance in which the Moodle will compare the configurations that the student is using. And on the last, we can use the same thing plus filtering the URL. So this allows that the student can go to another course and to cheat if that makes sense. We also send the instructions for the students using the Moodle Announcements Forum. Of course, we are in Portugal, so the students ignore these instructions. And this leads to a whole lot of problems. So the few challenges and doubts that we have at this stage is the university prepared to have a laptop mandatory for the students. We as a university have to think that we need to have a plan B. So if a student can't have a personal laptop, we have to find a plan B. Also, the Wi-Fi availability, of course, there are issues with that. But should we allow the students to use private internet providers? Is there an issue with that? I don't think so. So again, has a plan B, if the other ROM fails, should we allow them to use that? And of course, the students failing to follow instructions. Like I said, we are in Portugal, so if we don't follow any instructions, you are still going to do the exam. Is this a problem? Well, I have mixed feelings, but maybe we have to tighten our rules at this stage, because if we are talking about an exam that has a 30-minute limit, we can take like one hour, one hour to take the exam. So the logistic burden, it's a lot, because each computer is different. Each student doesn't know how to use a computer. They know how to go to the Facebook or Twitter. So that's an issue. So these are the conclusions, and these two are the next step. We should already have a sample quiz in which the students could take a dummy quiz just to check if their installation is good or not. And we do need to go for an iPad usage. So just right on time, I think. So any questions or comments? Yes, I have a link at this stage. I put it on a web page, and it's openly available. We used to send them also on the announcements forum, but we found that the students end up going throughout the web mail, so they are not logged in. So that's on the logistic part. It's also an issue, a bigger issue. So now it's openly available, and you have passwords, so I don't think that's a problem. So you generate one for each quiz? Yeah. Yeah. The logistic one. Yeah. Yes, sometimes. But the numbers are quite good, in my opinion, between what concerns me is whenever the student is on the quiz already. And on this case, that usually doesn't happen. It does happen, because Sabbath's kind of tricky and sensible. Sometimes there are issues starting the exam. But when they are doing it, that's fine. But we do have in mind a paper quiz if needed. Any more? Sam? There is a big project going on with Luka and Don for forward development, where the savings and browser will be integrated quite deeply. So Moodle will provide a conflict file to the student. And teachers or administrators will be able to manage a conflict file or even a conflict duration itself in Moodle. Yeah. I've seen it. Moodle is on Catalyst, because the development started working last Thursday, and we are contracting HQ to do it finally. The wonderful thing about Moodle is that we have a lot of social events. So these conversations may start here. But please make sure that you take time during our breaks and evening entertainment to continue the conversation. We're going to move on to our next Pico session, and we are going to be learning all about e-lectures within Moodle and integrating Moodle and OpenCast. Welcome to bias freshman. Thank you very much for the introduction. I would like to show you our integration of Moodle and OpenCast. OpenCast is an electric system which allows you basically to caught the lectures within your lecture room through camera or something like that. And it has some advantages to use that within teaching, within your classes. It enables students to do part-time studies. It allows what? Sorry. It allows to compensate for sickness. It enables new teaching techniques such as reverse class room or something like that. That's plenty of research on that. Still? Sorry. And it allows OAR content. So you can share your lectures with others. Lectures can be reused. You don't have to use or hold the same first year class every time. But you can put your time to more enhance your teaching through E-assessment or something. But from my point of view, this lecture should be best included into the LMS, into Moodle to be alongside with all the other content. So you can combine the lectures with other content with assessments and something like that. And it offers to students just one platform and not multiple. When I was a student, I had three different LMS and having just one LMS is a huge advantage from my perspective. And you see here already how you could currently include an opencast lecture with your Moodle course. And this also improves the quality of the videos you can offer with Moodle because the native Moodle player, for example, just offers one resolution and with multiple players have limited possibilities. You can offer only one stream and not multiple. Through our integrations, you can not only include videos from opencast to your course but you can also, as a teacher, manage all your videos. You can also show lectures which you hold in the future so you can know with you. You can set the visibility of all the videos you have there. You can restrict the access from students. You could if you have groups in your course also restrict the availability based on group level. You also have the possibility to upload new videos. So not only use the videos which were recorded in the lecture room and you can add metadata to that. Select a suitable language, select a suitable license for that like creative comments so maybe it could be reused by other teachers or just made publicly available and you are able to upload multiple streams like one shown you as a presenter and one shown the slides for the students. You can also delete videos if you don't no longer want them to be in the lectures platform. From my point of view how the future should look like what the real need integration would be. You also could just drop a video into the Moodle course. It's all automatically embedded into your course in the background. It is uploaded into your video platform like Opencast. So also the teachers do not have to have in mind that there are two different platforms. You can really use the e-lectures platform just as a back end. It does not necessarily have to be Opencast. It could also be media or whatever you would like to use. However, for such an extension I think there would be changes in Moodle called necessary and yet to reach that from my perspective we would have to do make videos more first world citizen into Moodle currently it's not. Currently you have to store huge video files within your Moodle data and I don't know what upload limits you have in your installations. We have like 100 or 200m bytes which is not even close to the sizes of a full e-lectures what a full e-lecture would be. So including your coming up including your Moodle with an e-lectures system has huge advantages if you would like to contribute to that or just be updated with what is happening we have in Germany or in the Dach community a Moodle group we have monthly meetings on there through Blind Spot you could just come by once talk to us the plugins we are currently realloping are conceptualized and developed together you can put into any resource you would like just give some ideas or give some development time or give some funding whatever you like we would be happy to see you there. I think was a bit too fast so we have one more minute for questions three minutes just three minutes any questions? I think 14 to 20 about that do you know an exact number? around 28 something right now but we also cannot equip every room so that's why we added the upload that the teachers can also just record the videos themselves and upload them to the course so that if they have a lecture in a room which is not yet equipped they still can use the integration other questions? yeah? no we did so until we had this integration so OpenCast is on runs on other servers it has known storage so the videos are stored there and delivered from there to the user we deliver them through a combination of LTI and yeah just embedding it as an iframe but the videos are stored there stored in multiple encodings and delivered from the OpenCast system and from the Moodle now it's open source sorry OpenCast is open source so everyone can use it everyone can create their own installations at the storage you have to provide the storage yourself so it's just the software you have to create a server for that yourself and provide the storage for that also yourself yeah? the URL or is it to be connected to the platform to have access to the videos currently there are multiple different possibilities how you could connect OpenCast to Moodle we are right now using LTI so you basically log in via LTI on OpenCast it asks back to Moodle if the user is locked in there and through such a combination you're ensured that the user has the access rights to really access the video other questions? that's not the case if you have some just meet me and ask me I'll threaten you excellent and thank you as you're exchanging seats and switching sessions if you could make sure that there isn't a gap beside you in the seating and that way we can more easily bring people into our room during our breaks and over the lunch time I encourage you guys to have a look at the different booths we have our Moodle users association booth right outside here so as you're heading out to the doors they're right there to your left and also to check out all of our sponsors and the amazing information that they have and it's a great time to ask questions and to just learn more as we go through the Moodle and these next few days together another reminder about the party that's this evening there is a treasure hunt that will lead us to our 70's inspired party so looking forward to seeing seeing many of you there this evening we're just finishing up the last little bits to get the next presentation going and we'll be starting in just one minute for our next presentation we are going to be hearing from Kathy Fortin and we're going to be looking at EK study on finding the right LMS and how Moodle stacked up against the commercial LMS platforms please help me welcome Kathy Fortin can you guys hear me is it good I'm Katherine Fortin and I am from California and I was working on a project with a large company that is global but a little bit about me I've been working with Moodle and in the e-learning industry for over 10 years and originally I was the employee 16 at Moodle rooms so I've been around a while if you want the slides to this you can take a picture of this and I'll send you to the website and you can just send us your email address and I'll send you the PDF of the slides what are we trying to solve here with this company they have had two failed LMS systems already they're a large company over 450 stores and their current LMS they could only train people in the stores not in the corporate so there was a lot of complications with what they were doing 3 years ago they brought me in and I went through a ton of interviews to be their LMS solution architect and in one of the many interviews the last one I was in they had told me they were going with Cornerstone and I had told them Cornerstone is not going to work for you with what you want to do and I didn't know it then I was in front of the Cornerstone proponent internally in the company and of course I wasn't hired 3 years later they called me because Cornerstone didn't work match and match so they hired me to help them go through the process of finding an LMS that actually fit their needs instead of choosing one ahead of time so why now their current platform had zero ability to do personalized micro learning current training was very redundant because they couldn't break it up they couldn't use groups there were no core ports there were no learning paths for you guys that all have used Moodle that's surprising but yes you cannot do that in Cornerstone which is one of the biggest corporate LMS's in the US at least and they couldn't use their LMS for both corporate and their store training and the biggest problem was their customers are coming in with a ton of knowledge they're getting it from YouTube they're getting it from Instagram everywhere so their store employees or that they call cast members need to be need to know more than the customers coming in and these employees are trained daily there's daily tasks there's weekly they're all certified in specific brands how to help the customers so they need to be at the top of their game so the current challenges with the LMS is they had to hire a h2ml developer to customize every single page for a user interface there was no user interface it looked like a directory tree there was no there was no course catalog there was no ability for anybody to browse around and decide what training they would like there was no way for a manager to browse around and assign training so there were a lot of problems the feedback they had to link into SurveyMonkey for any feedback there was no feedback capabilities this is what Cornerstone looked like when you log in this is what their html designer did every single day so this is the process they'd have to do just to get the training into the system so it was a collaborative process their training team had over 20 people on it full time including a Unity developer their training is the top that I've ever seen in any company it was really really impressive so what do you think might be on their LMS wishlist what they were looking for that they did not have is personalized mobile training they had zero ability for mobile they wanted to create micro learning bytes so they could train and deliver training within that moment or at least within the day the current process was more than a day to get it to people and with the products they had there was new especially seasonal they would get information from vendors at the last minute and they'd want to get the training into the hands of the store employees and they weren't able to they wanted training accessible from all in-store devices they could only use a computer for training so everybody would huddle around it like it was 1995 and do their training every morning and if you were lucky there were two back back office computers and this is today and the store crew could not do training during their shift because they'd have to go into the back room to do their training so there was no if it was quiet they could pull up the training some of it done so when I started working with them this is what we worked to get down to what they were really looking for so I brought in to help them find the solution and the biggest problem was since they had two failed attempts already was to untrain how they were trying to find the solution how to find a new LMS so we need to rework the way that they were trying to they were looking at their current workflow which was very antiquated because they had to have a lot of workarounds to get the data into the system and get it to look nice so there was a lot of reworking how they did things and how they describe things their internal language for training was not industry standard so we couldn't even send out an RFP to ask LMS companies to submit a proposal without me going through and reworking all the language this is what the process was after I finished it it took me a while to break down the entire workflow but if you have the money to do it right this is what we did the yellow boxes were specifically added in because of Moodle and there was a lot of breaking down and explaining how Moodle worked compared to your regular corporate LMS or really any LMS because in higher ed Moodle still is quite different than the competitors any questions so far so so I've got I've got 16 hours of data that we're going to get through in 15 minutes so buckle up 7 minutes now they had Saba before that so yeah exactly but the big thing was nobody had ever heard of Moodle which is very interesting because we're in this Moodle bubble and we know that Moodle's the biggest most globally used LMS but in the corporate world nobody, no manager, nobody in the training department, no VP had ever heard of Moodle or Todera so when I walked in looking at the list of the LMSs they were thinking of going with I was like you guys are missing three that you should be looking at Todera, Moodle and Adobe Captivate Prime and based on what they were looking for so these are the functional project goals that they wanted at the end of this project they wanted to be able to increase frequency of login a lot of people were very frustrated with the login process it was not easy to get into the LMS they wanted to up completion of training eliminate all the manual linking which was pretty insane how much manual linking not only to survey monkey to get any kind of feedback linking outside to various repositories because the LMS could not hold everything so when I came in which was a year ago this is some of the data that they were working with to find an LMS when I walked in they had gone through over 80 LMS systems does anyone know how many LMSs are out there today? there's over 800 I was at Devlearn and there was five on the floor of Devlearn last month that I had never even heard of but what some of these do it's pretty crazy that they can even stay in business because some of them have like zero reporting can't run a SCORM I was like how did you make it but these were the 13 that made it to RFP I took a few off that aren't on this list of the three that I had said so these are the three that went to RFP this is the technical and business functional requirements that we were waiting and ranking all the RFP responses against and let's get into some of the data so these are the six that made it into the on-site demo phase out of the RFP as you can see Miyagi, Dochebo, and Big King Kanner at the top again, in delivery Moodle's second Moodle's number one in reporting it seriously is I've worked with over 20 LMSs in the last few years and nothing tops it yes so if you add all these other ones with Cornerstone and Dochebo if you want any kind of custom reporting you have to submit a support ticket ask them for what they want hope that their support system actually can understand and hope that you actually get the report back that you're looking for and a lot of times the problem was that they would get back a PDF so they couldn't even manipulate it and it was a back and forth, back and forth so at this stage Moodle was a hundredth of a point away from number one the overall which I have to move a little quicker Moodle is still at number one right now so what the data told us out of the RFP was these vendors were out, Todor was out for one reason the mobile app they stopped using the Moodle mobile app and they created their own and did zero caching so because of that one technical spec they were out it was really important so going into the on-site demo these were the six companies that made it and this is the information we all send out with clear instructions the post demo findings as you can tell let's get down to the bottom here BigTinCan is number one Miyagi is number two Moodle actually is number one until we got to the face-to-face demo and the problem was not with the partner or the presentation the problem was with Moodle is so different than every other LMS I spent two weeks writing an entire presentation to explain and educate the entire company of why Moodle is different so the post demo outcomes with everything total BigTinCan was one and even with the failed attempt at the demo Moodle was still at number two and I've got a minute left and five for questions so out of the sorry out of the demo overall all the information came out number one with BigTinCan and Miyagi neck and neck for the top so the constraints that we were up against which you see in a lot of foreign universities at least that I've worked with is the devices in the stores had minimal storage they couldn't download videos it was the bandwidth was very limited in stores in malls this was something I learned out of this project that you cannot bring in your own bandwidth in some malls in situations in the US and in Canada so they were at the mercy of whatever bandwidth they had and because they were a sales oriented company the bandwidth was allocated to the POS and helping the customers so it was minimal so the solutioning considerations was how to do offline support local media server, reuse devices and how to cache so we ended up planning a multimedia content storage locally and we utilized the nook that were in every single store so we didn't have to worry about buying new hardware so where we are today well this was a few months ago we went with Moodle and Big Chin can were the two that beat out everybody and you can see where Moodle is at 78% and 67% Big Chin can and at the overall scores it's only a hundredth of a point away and I highlighted the top so and I am out of time right now is there in the final vendor selection so that should be made by this month or next month if Big Chin can or Moodle wins please help me thank Kathy for her amazing presentation oh my goodness I love seeing some of those numbers we don't have time for questions but we are just getting started in the meeting we are in our first morning of our full day so please make sure that you connect with Kathy over the next little bit and ask some questions that I am sure you all have so we are going to switch now I just want to add business cards and if you want information find me excellent thank you I will just switch to our next presentation thank you it's so hard to stop good conversations you can see me wiggling around in the front seat and then trying to stand up and get it a bit closer we have three more presentations to go before our lunch break and so we are looking forward to three more presentations and then throughout lunch we will be just out here in the hall and then downstairs and we will have some refreshments as well so as we move to our next presentation please help me welcome Martin Duhlberg from NC State and we are going to be learning how we accept and evaluate feature requests for extending identifying Moodle and other learning technologies help me welcome Martin so I am from North Carolina State University and we have approximately 40,000 students 2,000 faculty and roughly 4500 courses each semester which translates to 120,000 enrollments and I will give you my email address to send the slides to them but we have been using Moodle since 2008 I think it was Moodle 1.9 we were evaluating and then we switched to using completely Moodle and finally I guess maybe one of the 800 LMS systems was one of our home grown ones we finally retired that a few years ago and we have been strictly Moodle now now one might ask a question what are feature requests and so one of the things that you have with open source software is well if it's open source we have the code what can we do we can change it right so people think that faculty, students administrators think well it's a very easy matter it's very simple to simply change the software let's go ahead and write this and do that and do the other thing and they don't realize the subtleties of the issues such as core modifications things that you have to constantly maintain and deal with and all sorts of other issues and problems that arise they don't understand the expense involved so people will make requests for things like different functionality maybe they want a do PDF adaptation tool or something being able to record video directly in like the poodle or plagiarism checking put it in a variety of different functionality that they might want to be able to add to the system there are frequently the innovators who are trying to make things better so they may want to say well can you make this work this way or can you make the grade book work that way that seems to be one of our sticking points and difficulties with the grade book they can be a leading indicator in the shift to technology what people are doing new cutting edge types of things so I would like to give some insight to want to be able to add like maybe 3D on mobile devices or something of that nature for our lab sometimes they are crazy and irrational they neglect the fact that we are an ocean liner and they think they're on a little speedboat and we can simply change the system for their needs rather than for the entire university so we've had requests to change the default settings because it's more convenient for them to have something in a certain place because they use it a lot and they neglect the fact that that will confuse everyone else and then finally there can be just be simply a cry for help or to relieve them from tedium there may be issues such as tab order so you want to enter grades and I remember at one point in time in the middle grade book if you're entering grades and you hit tab to go to the next field it would take you across the student down the assignment so ended up being a lot of extra work a lot of extra clicking for people with large classes so that's some of the things we do now why do we have a formal process for this I could just have people email me with requests or please do this please do that and the reason is we do have 2,500 faculty and we wish to encourage their participation we have an entire governance structure which I wasn't allowed to present on because I think some of the folks at Moodle.org were bored to hear about it but the site that I take you that I'm going to direct you to afterwards has a lot of information about our governance and you can find out more but we are trying to encourage ownership and participation amongst our faculty we don't want to be the organization that tells them what's best for them because that's the surest way to fail when you start telling your users this is what you need to do this is the tool you need to use this is how it works and you don't give them any voice you're in a lot of trouble you're going to have a lot of difficulty because they're going to rebel they're going to give you a hard time they're going to fight with you about it and it's going to result in a lack of satisfaction and then when the provost or whoever the university had hears about this they're going to start to question your budget we want them to feel like they have ownership it also gives us a measure of how we're doing so when people complain about things when people are asking for different things we have some idea that maybe we do have a problem maybe we need to be thinking about this or doing something a little differently so just to give you an idea over the last eight years that we've had a formal system for years we've had 455 feature requests I will admit to something when I say 209 completed I'm going to be a little honest with you and say that probably 40 or 50 of those we got from Moodle upgrades so we didn't actually do the work ourselves so we held on to the feature request long enough that Moodle.org came out with the next version and magically what we were looking for what seemed appropriate was actually in there but we still took credit for it so that was a win an hour but our users think we're fantastic so the 23 that we have under review we actually have a batch system so each semester we look at things the semester runs about four and a half months and we take one group with whichever is coming in the previous semester we evaluate them we're going to talk about that whole process but those are currently being looked at and decided upon this semester so let's go right to it so what's the process well got to have a little bit of bureaucracy so here we go so what we have is they come in I do intake and clarification so one of the things that I find that users like to do is they like to focus on the solution not on the problem so they will say I want this tool or can you add this plugin and so the first thing that I will do is I will ask them what are you trying to accomplish sometimes there's already something in Moodle that will do it sometimes there's a better solution sometimes there's an open source solution rather than something that we would have to pay for so I always wanted to try to find out what the problem is let us try to help you find the right technology to solve the problem so that's the first thing that we do then we have three committees that look at these things and I kind of divide them up between the three committees so that we can move things more quickly and they have three different focuses so our best practices and support is made up pretty much of instructors and departmental support people people who work to help faculty use technology so they will take a look at it from the point of view is this good teaching practice will this help people teach their class better that type of stuff the next one is customer needs and policy and they look at it more from a university or bureaucratic point of view they're more interested in does it make sense from a policy point of view because we have a number of policies and procedures that we use and is it going to be helpful to a particular department a particular college maybe a particular program so for example at one point in time we had a great need for voice recording particularly for our language department and communications no one else in the university did so it was a fairly small and narrow purpose but it was a very important one to those particular programs so I forgot what we used before but we ended up with Poodle which is what we're using now and the technical committee only looks at feasibility is this something that's possible to do would it be expensive or inexpensive to program or to complete so trying to think of anything else that we need to say, I don't think so so what are some of the takeaways that we have from this I think the most important thing is transparency is that we are open we have a process we publish all of our decisions people can look and see what's going on they can upvote each other's requests we use a tool called user echo which costs us about $100 a year to use it's fairly small but I would encourage you to find any kind of tracking whether it's a ticket tracking or support tracking type software to use for this and this is available anybody at the NC State community can take a look at it so all of our decisions the explanation of why we made that decision obviously involves community engagement which is very important to us to keep people interested and interested in using Moodle so that the Canvas salesman don't get to them empowering the faculty they feel like they have the ability to get involved to make changes and to have some influence in where we're going with this thing the process at least we believe it's fair I've had faculty members who disagree slightly they feel that what is fair is if we say yes to them but at least there is a process for it they understand what we're going to do how we're going to do it and what the situation is it also keeps us sharp and responsive we have to consider what our people are trying to do we have to answer to them we are the tail not the dog if you understand what I mean so we're not here deciding how people get educated we're here to help the faculty do the education it is however very time consuming it takes up a fair amount of time to sit down to figure out what these things mean to discuss them to go over them to debate, to go through a process to provide feedback back I wouldn't even begin to calculate how many man hours maybe 100, 150 hours a semester of people's time goes into this which is quite expensive it's also bureaucratic it takes us a long time to decide I mean imagine that if you put in a feature request now you will not hear until May of 2020 so that doesn't seem to work very well and for many people it sets heightened expectations for members who believe that if they ask for something they're going to get it so we have to be the bearers of bad news so one of the things that we're looking towards doing let me just so people can copy the URL if you go to wolfware.ncsu.edu slash SOPs you can get a full documentation of our process if you email me I'll be happy to send you a copy of our slides and there's quite a bit of other information there about SOPs for other things such as what sort of course content can go there, we have different servers who's allowed to use what and on and on but we are trying to go to a more agile process so one of the things that occurs to me is that why do we if something seems obvious and appropriate internally within my unit that this is a good idea why don't we just do it if we're going to say yes to the customer why make the customer wait eight or nine months to get an answer so I'd like to ask the audience now what do you folks do with requests I'm not sure we have something similar but we have six batches a year so we have a huge amount in one batch but we talk more about the issues and the requests you're already a little more agile than we are I think you do more in two batches a year maybe when I see the amount of your feature request that you had did you think to make more batches we used to do it the first iteration was we did it continuously when they came in we would say we go into the next meeting of these committees and that ended up taking all of the committee's time because every month all those committees did was talk about feature requests rather than some of the other issues that we governance that we try to talk about so we found it to be time consuming to have a rolling entrance to have continual entrance of feature request and evaluate them right away in order to match that you have a break from it so anybody else? we don't get nearly as much as feature requests as you do but when we get those we discuss it internally with the Moodle team and then we look it up from the Moodle tracker and most of the time there's already a tracker issue there so then we just contact the customer, the teacher, the educator that this is under discussion in the Moodle tracker and we'll keep tabs on it and report back in a year or two so I like to communicate to people that this is an open source project and there's a tracker for these things and so I kind of got the vibe from that so that you don't really emphasize Moodle or structure when discussing with your educators we do the exact opposite we always keep talking about how this is an open source project and there's a transparent tracker where you can discuss these things that's a very good point so you're right, we don't emphasize the resources available on Moodle.org and one of the reasons why we don't is because we find that faculty misuse it so a lot of times I will get somebody that will say I want that plug in now, they don't understand that the first thing you need to do when you look at a plug in is to see when it was last maintained okay sometimes out of 10, I don't know why they pick an orphaned one so that's a bit of a problem and I think that the Moodle tracker is also a little more than they from a technology point of view than they're capable of handling so occasionally if it's a faculty member that I know and I understand I will actually link sometimes to a Moodle tracker issue or I will mention that the plug isn't supported but I'm kind of scared to let them loose on Moodle.org I think they might confuse the rest of you so I think it's just two different philosophy anybody else, so any questions you know just when we get requests we have a sandbox Moodle and we tell them also about the age of the 90s but we also install the plug in and let them loose on it and sometimes they back off because they're not interested after a while I think that solves the problem that's a good idea I would be worried about the sandbox I mean I can see definitely first for mental purposes I think that's fine I would worry about them using a sandbox for actual student data and that's one of the things you know because we do have but they may try to just enroll their students and use it then you got it then you got it set up properly that's a very good idea I think we have one time for one more maybe you want to shout I was interested if it's a two-way street about the opening of the university we deal with feature requests but we also have to come up with ideas and then try and find academic what they do actually do you shape them both what perspective so the question is is it a two-way street do we sometimes try to recruit faculty typically what will happen is we have one or two faculty that are interested in something if we want to do something new and then we'll go out and try to recruit some additional ones but usually it's a faculty generated type of thing we occasionally will develop tools so we've developed like an email tool that uses Google groups or something to go into Moodle and for that we'll then recruit if that's something that's generated by our technical people then yes we will recruit some faculty to try but that's usually very few of those much more than are coming in from the faculty I think I've got time for one more Dr. Henry once I've navigated this bureaucracy and the gods have been my request what do you expect to actually see a employee that is a great question so what can you expect to see the answer is I don't know the problem there then becomes resources so if it's something like a plugin it'll happen usually pretty quickly we try to limit our major upgrades to just when we're just in between semester breaks but sometimes we'll slip something in depending on what it is so if the plugin is usually going to happen right away if it's a small modification it might be a month or two and if it's a large modification I am embarrassed to admit this but I will admit I've had some on the books for almost four years but it's in development it's hoping for development it really depends once it's in development it's going to happen pretty quickly it'll be within a semester but you know we're writing checks here that we may not have the resources to cash and that's kind of the problem are you just going to ask how big is your team I'm going to give you a proxy of numbers I think we have six developers two system administrators help desk and traders so fairly decent size so we're not saving money by going up in source but we're getting what we want alright thanks very much thank you very much for that wonderful presentation the wonderful thing about a global moot is I have had the opportunity to go to a bunch of mootl moots around the world and it is so exciting to see so many familiar faces and if you're walking around utilizing during our breaks please be sure just to come up and introduce yourself and we have some badges downstairs that you can use as your little conversation starters and we can share more information and continue that connection so we're going to be moving on to our next presentation and I am very happy to welcome Dr. Ermola Pohl and we're going to be hearing about active learning approach H5P activity in mootl so please help me welcome Dr. Ermola Pohl as we have more people coming in if you could please move and fill in the empty chairs just as more people come in we don't have to turn anybody away and we have plenty of seating for everyone thank you very much, thank you yes good afternoon good afternoon my name is Dr. Ermola Pohl I am working as an education professor in department of computer science Shivaji University, Kolhapur, Maharashtra, India today I would like to discuss active learning approach H5P activity in mootl active learning is the key concept of collaborative design and practice collaborative educational design and practice it is motivated to learner and learner participating in the learning process because of active learning approach therefore H5P is one of the way to implement active learning approach active learning approach builds knowledge and understanding of the student active learning approach develops knowledge apply high level analytical skills critical thinking it develops into students therefore H5P is a free and open source content collaboration framework based on the our script it is HTML abbreviation for HTML5 package it aims to make it easy for everyone to create everyone can create share and reuse interactive HTML5 content if you have websites your websites in mootl WordPress or Drupal you can directly install plugin and then implement the H5P H5P activity otherwise you can directly go with H5P cloud and implement create your own content in H5P and then embed into website any website which is compatible with the H5P advantages of H5P it is easy to create anybody can create share content across any H5P capable site reuse and modify content in your browser mobile friendly content and create to use it is a completely open technology and supported by the mootl company here how to use that H5P nobody knows how to create that our content which we want to share to everybody create a free account go for H5P.org create your account and then that account create any activity or resource in mootl then select a resource or activity into which you are going to insert the H5P content any of them that display HTML blocks will work set up your HTML page HTML editing on and then you can embed the code which you created when you open that H5P.org it will show like this create free account go for your account is not there then you have to create that account after creating that account so many H5P content types are there some of the important content types are post presentation interactive video memory game so many fill in the blanks multiple choice these are the useful content types for the teachers according to teachers point of view go to H5P account after creating your account you create your account and then create your content using H5P content types then it will show the content here suppose that activity is already in H5P after creating then how to connect mootl open that activity in H5P.com if you created that activity select that activity open that activity after opening it will show embed word below that slide that activity you can embed press that and then copy that code which is required in the mootl HTML block is there HTML compatible block any page activity then you can embed that code after we are embedding that code it will show the activity which have created in H5P it will automatically come into the mootl after saving that it is one of the activity or resource in the mootl it shows in last slide then after if H5P activity or if you are available to your mootl site then go for installation of H5P plugin if you are administrator or common user then login into as administrator site administration plugins in the install plugins install plugins are there from install plugins you have to search any plugins from mootl plugins directory you can search for H5P plugin and then install that after installing it will show you will update the database of mootl and you can create it is after you have successfully installed that it will one of the part of that mootl activity here after installation it will show when you select that activity H5P activity when you add resource or activity from mootl everybody knows how to use mootl it will show all the content types multiple choice presentation already all the libraries are not installed at that time when you open that after opening it will show so many content types interactive video post presentation branching scenario virtual tour image hotspots brand words multiple choice question memory game fill in the blanks content types are there content types are there which are used as according to students or preparation of material content here interactive video is there after creating interactive video it shows the interaction multiple choice speed on that slide it is the pop-up of that interaction into video which learner when learner watches the video it will show the multiple choice speed that is interactive video allows the learner to interact with the video and then post presentation site based presentation it allows user learner to add images, audio takes any you can add it and it is already embedded with the mootl 3.8 version after releasing in the last month end it will release and it is a part of mootl 3.8 activity not necessary to install separately therefore drag and drop is there according to task you can drag the words and images find multiple hotspots find the hotspots here you can identify as per the task and find the hotspots image step here interactively you can compare two images at a time two images interactively before and after you can show students, gives the answer then it will show audio recorder, mark the words you can mark the words you can view any paragraph and as per the task student can select the words mark the words as per the task and you evaluate the performance of that in mark the words timeline you can create so many events timeline is a chronological order you can add a timeline here multiple choice questions so many questions are there after creating after attaining that multiple choice you can evaluate the performance of students in multiple choice like on memory game also pair the games words and images here these are the important content types as per the modal teacher interactive video host presentation find multiple hotspots mark the words audio recorder guess the answer timeline multiple choice in memory game these are very important to prepare the presentations for lectures then starting using H5P modal when you open that modal it is a part of modal activity interactive consent then select that interactive content after opening that it will show all the content types multiple choice in the blanks so many content types are there if you want to create interactive video then you use interactive video and then first it is need to install and after the installing it will show create content and upload create content then you install first interactive video after installing that it will show the use button it is ready to use interactive video you want to create interactive video here after clicking that it will show three tabs upload embed video add interactions and some data these three tabs are the this is the workflow called interactive video in upload embed video you have already one video clip which you want to upload on top of the interactions on video clip which learner watches and interact with the video then add interactions and some data here upload embed video you can give URL also from youtube then add interactions so many interactions are there text, label so many interactions, label, text table, link, image, statements single choice set multiple choice group calls questions drag, drop, mark the words crossroads, navigation hotspots so many interactions are there you use that interaction for the video clip after that so many information you have to fill that as per the interaction suppose label is there then fill give the name of label you can pause the video start time, end time for the video and you label multiple choice questions any interaction you can pop up on the video after completing this I have prepared one video and last summary task is there you have to give the summarized task for them here the interactions which are implemented in the one android lecture is there and that lecture you have to use which one of the label is there which shows details about that then another interaction is there you can give multiple choice different answer questions also and if you develop the playback of students for more details it will insert url for more details when children want to read more about the information you have to take the knowledge or take the performance of our lecture what students will understand from the lecture remark to the students the quantity it is possible but after religion was frequented it is a part of moodle you can directly conduct any interactive video for presentations from the moodle the knowledge of students after understanding the lecture lastly the summarized task is required for the interactive video you can give summarized task what I learned I discussed with you any questions we have time for one quick question I don't know much about HIP H5P my question is if I create a content in the cloud and I use it in a course in my moodle is it also available for everyone in the world or can I just it is it's available for the enrolled what about the rest of the work that enters the cloud they will see my creation or not excellent we're going to have to move on to our next one very shortly we can just finish up and does anyone need the microphone for a question thank you very much as we move to our final session a few things to remember please have a look at your app for the global moodle mood and if you scroll all the way down there's a section there where you can provide feedback and so this is really valuable for us as we look ahead and we get some ideas and inspiration from some of the things that you're interested and want to find out more information about part of going through all of the proposals is also considering your voice and your perspective on what you like to see and so please take a few minutes and go back and provide some feedback on some of those presentations that you've seen today as you're switching seats if you could please move over and fill in the empty seat beside you then that way as people move in from other sessions there's plenty of space for everyone thank you we're going to be talking about our final moodle up thank you because of a show of hands of anyone that uses a moodle app okay and which of those are branded okay cool so we did have a lovely presentation for you it might have to just be verbal okay we're just going to start with about the slides but if we manage to get them up when we will I'll hand over to Louise thank you we're just going to start without the slides we're just going to have one more thing so we did have lovely slides for you for the upcoming show so you can't see the evolution that we've made but I'm hoping we have to show you that in a minute so we used all the research that we did that we shared with you in Manchester and we have designed and developed and now we've successfully launched a brand of app for the end of the year and we've done this as a companion to their module websites so it allows students to download their content and work offline they can mark up their progress against different course activities they have key dates and access to their study planner at all times wherever they are so I will show you the evolution when I can and what it has been it has been a real journey we have we'd like to share three top takeaways with you which I would do if I had them on the screen but they are ready to find out what users really want to start small and to plan and plan again and you can use all of our top takeaways if you're thinking of developing an app with your students so you're going to focus on these three top takeaways throughout this so the first top takeaway is to find out exactly what your users want not what you think they want not what your institution thinks they want because that's often the case but actually what they really want so the Open University is the largest university in the UK it's open to all and it welcomes about 180,000 students they have a variety of different educational backgrounds and they have many reasons to study with us so the demographic that we have is absolutely huge so this is the evolution so this is from the unbranded mutual mobile app to the OU study brand app that we developed so these are our top takeaways and this is what we're going to concentrate on so you find out exactly what your users want start small and plan and plan again so who are our users as I said we've got a really massive demographic of all of our students who are studying with us so we needed to make sure that we did our research so we spoke to the users from different locations from different learning institutions as well so not just from the OU different ages, technical skills backgrounds and at different points importantly within their learning journey and our top takeaway here was to make sure that your students are a range of users in order to find exactly what they want and this really has been key to the success of what we've delivered to our users so we've also engaged with our users in many ways we've done this through direct feedback from our VLE workshop surveys diary studies, observations user testing and focus groups and it was from this breadth of research that we found themes in our requirements and it really had to prioritise so we've really identified single things that we could do really well on so our main takeaway here is that digital is great for the sections of the students and it's that way that you can really explore exactly what they need and talk it through with them so what did I do after we spoke to them this work now represents the main requirements that came through and they really came up with a massive range of things that they wanted to be able to do a lot and our backlog currently has over 700 items on it so we really did have to prioritise those developments but users often forget they simply expect certain functionality to just be there like security, performance and storage what I take away here is don't forget the boring stuff so you really need to consider all of those requirements whenever you're considering developing the sound so I'm now going to hand over to Lina she's going to talk to us for a second and thank you for your patience it's a certain job there cool can you hear me okay fantastic so I'm going to talk through how starting small with lots of our developments really helped us focus in on the students needs and actually be more responsive to what they want as well which one is that one fantastic so before we built anything we tested the concept with our students we'd normally do this with wireframes or sketches and things like that but we already had a beautiful mobile app developed by Harnam which we could use with students to test their reaction to having a study app so this was much more realistic than normal for us so we got a really good idea if they liked it, if they could see it fitting in with their study habits and by not rushing into building anything first it basically gave us the confidence that we knew what our students want and we tested the assumptions so our takeaway here is to really test the concept before you build anything it's much cheaper so our minimal viable product came out of the list that we just mentioned we had this backlog of 700 items to filter through so we worked with our developers to really choose what to build now our Moodle site is really heavily customised we can't use everything that the Moodle mobile team has done but it did give us the opportunity to really ask our students what they wanted and hone in on that so even though we had this really long list we ended up focusing on three things key dates, so getting access to key tutorials assessments having access to the learning materials and being able to download those things so they had access to them at any time so there was lots of things that we could have done but we decided to focus on the things that the students could not do without in order to get started and that's allowed us to release an app that's usable but gives us lots of room to grow so we actually worked really closely with the Moodle mobile team because we've been testing and using this app now for about 18 months, nearly 2 years and so an area that we focused on was download management because our users did quite a lot of testing with it and we had lots of ideas to work with us with so I was going to talk you through a lot of small changes that we made to build into that so the first thing we did was in the study planner part of our website in the Moodle app the downloads aren't on as standard so the first thing we did was false downloads to be shown in the study planner sounds like a small thing but it meant for our users they actually understood they could download it whereas if they didn't see the code it would have made you unique selling points of our app so we forced them on the second thing we did is that we noticed that when students were actually downloading the content they'd click on the cloud and because the cloud disappeared they then started looking for a PDF or something on their phone we didn't realise it was in the app so we basically added a green confirmation cloud and that really just helped them realise oh it's in the app, okay I get it the other thing we looked at quite a lot was when students were testing the app they wanted to be able to understand how to delete or manage the storage that was in there we found that they didn't always find their way to the settings menu which is where you can go to delete the content so our developers again submitted a review which looks at actually being able to delete the downloads at a slightly more granular level and just having to do it for the whole app they can now delete by module by week in our study planner or by individual activity and this is also accessible from the study planner as well so they don't have to go to settings to do it so those things just again helped the user understand how to use it without having to read the instruction manual or I mean finally just on downloads we also did a little bit of testing around the language that we've used and we just found with our students they didn't always make the connection between the storage area and the clouds that were on the study planner so again we just tested a few versions with them we asked them if managed storage, managed downloads a box, a cloud what made them think of actually going in and managing the stuff they'd saved offline and for us a cloud icon was better because it linked up with the cloud that was on the study planner and they seemed to recognize downloads probably because of things like Netflix and Spotify that's what they used so the kind of moral of this little story that I've just been telling here is that we really benefit from doing a little bit testing it doing a little bit testing it because if we tried to do all of that at once we probably would have got it wrong but by doing it bit by bit we really got to check the assumptions so it's moving on from the developments now going into the launch we're looking here at managing expectations of users the main point here is basically don't oversell it the three key things we were selling learning materials speed dates, downloading it our students wanted to do everything it doesn't, we would just open an honest about it and hopefully by doing that we've saved a lot of disappointed users and then finally again on starting small we have around 500 modules running at any time at the open university but we did want to launch to everyone at once because if there were bugs we wanted a chance to catch them before they went out to everyone so we managed to get 21 supportive module teams to work with us to actually be our early adopters and this has meant that we've launched to around 14,000 students instead of around 200,000 students so a much smaller group and so our main tip here is just don't release what it wants if you can avoid it it saves a lot of headache if things go wrong not what it has but just in case so I'll just give my hand over to Sharon now who's going to talk us through the last takeaway we're going to have a little look at the importance of planning and particularly around the app release as with all projects we had lots of planning, lots of schedules most of our standards were running side by side and nearly all of them were dependent on each other alongside managing that we're also keeping an eye on changes to the mobile app and any planned updates to Apple or Android devices we knew where we were heading we had a timeframe in which to get there but we didn't have a fixed deadline as we've all projected things change that's perfectly normal in September things change much more quickly and in a much more unexpected way than we'd actually planned for we ended up having three app builds in one week and both Apple and Android changed their publishing and approval processes in their stores thankfully our flexible end point meant that we had some hard decisions to make such as which version of the app that we were testing were we actually going to release in many of those decisions needed to be quick but we didn't need to rush them so the thing to remember here as I'm sure you all know plans don't always go to plan but you can still get there in the end so our app has been lined for 49 days so far after the release we didn't send the communications out straight away it gave us another small window of opportunity to do some confidence tests looking at the actual downloads pattern was really insightful the number of downloads was going up the number of users logging in was increasing and we weren't doing anything our biggest group of users so far are actually only students who are not part of the earlier Dr. Povot we had anticipated this earlier on in the project by walking through different scenarios for releasing an app in the public space for those students we have specific messaging that explains why their course isn't available and for all of the students we've put in links to the mobile website versions of their course website and other key sites providing easy access we've wanted to have on the screen whilst we do develop for specific use cases for us importantly it's trying to make sure that every change we make adds value to all users so our numbers as of last week when we made a presentation just under 3,000 downloads just over 2,000 users logging and 5% of our students registered on those earlier Dr. courses were actually logging into the app we can see in the data that students are actually starting to work through their courses so our slow release was planned the communications we sent out did generate some interest in mid-October we had a massive fight in new users it wasn't the communications plan because those students weren't on those courses we did wonder if it was 81 courses start dates were our users actually just searching the stores for an app because they expected us to have one so most likely it was actually a Facebook post by a student that we found last week that was posted that morning so Facebook is a good communication we monitor our feedback our store reviews and any issues or calls for the help desk daily we did want to share the piece of nice feedback we received last month from a student we've had experience so far we hope to see more of those we are a little obsessed by the data at the moment I could have spent my 15 minutes on more graphs but I wasn't allowed basically we're excited to find out what happens next we don't know what's going to happen next so we're looking at the data we're looking at what our users are telling us and we just hope they log it and it works for them so we hope you found this overview of the very long project quite interesting we're happy to take questions about our top takeaways or any part of the project we do have quite a lot to say so if you see it's about our views and you have any questions let us know I just want to say thank you for listening and a massive thank you again for removing the mobile team because we couldn't have done this without you thank you thank you thank you I'm just curious how do you see regarding the future the relationship between the model site using mobile or the graph how do you see this are you going to try to converge the experience or emphasize the app in the future or be the app as a mentoring base which are notifications so we actually had a massive project which looked at making our model site mobile responsive a few years ago so we focused on that first so that came a few years ago and now we're just adding the app on top of that the app for us is very much a companion to the website so for our students they're going for a lot of heavy content we deliver all of our training online and all of our learning online so we generally go to the desktop first and then use the mobile for when you're out and about so over the next couple of years we're going to be focusing on things like forums and notifications to sort of really enhance the app benefits but like I said we see it as a family of things it won't be one over the other in that sense but it's definitely desktop this is a companion for us particular needs I would be really interested which of special editions which you have made for example the cloud and the download have been pushed back upstream to the core application or to the core moon yeah most of them which you have done is also available for the audience yes and actually Sam he developed most of the download stuff he worked really closely with Mark as well most of what we do is look into the community for everyone to use so yeah thank you you started from that empty so we did one we asked the students what do you really want what would you have done if it came out yes we wanted to have a connection between our local administration service something mobile app isn't providing you to something additional you would have ended up in a mobile app or what potentially we really just wanted to go with blank canvas so we started with feedback the presentation from the Moodle Moon goes through all of the research we did previously if anyone wants to see that but we started with feedback and then we had an open page for workshops and things luckily most of what the students wanted was quick access to their study materials but of course a lot of them did admin and things like that that's not within our scope but that's why we added in the study links so they can get access to those websites quickly so for us it wasn't about trying to provide an app that did everything but it is definitely working as a wraparound for our experience so it's pointing them to other things they need quickly on the go but we've also fed some of those ideas into other projects that are going on in the university so that we have lots of other places that look after the admin side of things and to make developments too but we might have been at risk of them saying we want something completely different but luckily we weren't there any more questions? anyone looking forward to lunch? Thank you