We're gonna have some fun in this session. Are you ready to have some fun? Yeah. To kick things off, we have seven awesome panelists who are going to help us with this session. So come on up on stage, panelists, you know who you are. Come take a seat, give them applause, and I would like to invite you, hey, to introduce yourselves, so let us know who you are and where you're from to give us some context and I'll step off stage in case we need to get my mic working. Is it working now? You can hear me now, can't you? Oh cool. Test mic check, mic check. Hi, my name's Nicholas, I'm from the Middle Partner, eLearning Experts. We are based out of Yorktown, Virginia. If you're familiar with the Busch Gardens, Williamsburg, Yorktown area, you'll find us just over the river. Hi, my name's Michelle Moore and my husband, Jonathan and I are now Moodle Partners, I'm a learning consultant, so. Hi, my name is Claire Masia, I'm from Ethink Education, based out of Baltimore. Hi, my name is Brian Kelly, I'm with Bongo and I'm based out of Loveland, Colorado. Hi, my name is Fred Dixon, I'm with Big Blue Button and I'm based out of Auto Ontario, Canada, eh? What up fam? It's Shalimar from Munami and I am currently moving from Oregon to North Carolina, so a little bit of everywhere right now, yeah. Awesome, welcome panelists, that's great. So, my intro is a little bit weird, but just to put it in context, I've worked with Netspot, a Moodle partner, years ago, and I've been constantly involved with the Moodle community and I'm currently consulting to Moodle HQ, which is why I've got the orange tag as well, so I'm kind of part of the team for this week, so we're gonna do something a little bit different and it's kind of inspired by a radio show that I like to listen to in Australia. We have this awesome scientist called Dr. Carl and he answers these really weird science questions on the Radio Talkback show and he does this really nice thing where callers ring in and they say, hey, Dr. Carl, I've got this weird question and he's like, what's your name? Like, my name's Susan, I was like, great, Dr. Susan. Well, I'm glad you asked. And he calls them doctor every time and everyone really enjoys it and feels special. So for this session, I just wanna give you all honorary PhDs, okay, in Moodle. So you're now all Dr. Moodles, congratulations. So we have quite an extensive list of questions that have already come in from the group and we'll work through as many as we can, but the way we're going to work is this. I will ask the question and then I'm looking for people in the audience to take first swing at giving a response. Now, we're gonna divide into two halves. So you guys are team, awesome. What's another name? You guys are team radical. And we are gonna keep a tally of how many correct answers team awesome and team radical are going to be able to achieve today. And the winner is gonna get something really radical and awesome. Are you excited? Yes, okay. So we're gonna do this in different categories and the purpose really is to ask Dr. Moodles, we're gonna solve each other's Moodle problems, okay? So I'll get the ball rolling with a number of the questions that have already come in through the conference app. Well done all of you who contributed. And as you can see, there's quite a few and hopefully we'll get time for some more from the floor as well. But let's kick things off. This is a question from Jessica.  Can the new built-in navigation, previous, next and jump dropdown list be customized by activity? Who would like to offer an answer? Put your hand up, wave it around so we can see it. Can you see it please? Yes, I can. Can the new built-in navigation, previous, next and jump dropdown list be customized by activity? There's a hand. Okay, there's a hand. There's a hand over there. I see that hand first. Can we get a microphone? What do you think? No, it can't. Okay, would anyone like to agree or disagree? Wow, this is gonna be really great. I can just tell. I'm gonna need some help spotting the hands that come up because I have a... So would someone on this side like to take a swing? That's Emma. She's a troublemaker. Watch out for her. All right, Emma, make some troubles. She's crazy competitive. She's really crazy competitive, right? Yes, you can. So with CSS, you could actually pull code for the activity type, and then you could use CSS to manipulate the icons. What do you think, panel? Yes, okay, that's one point to radical. Okay, we're off to a really good start. Here's one from Jenna. If a badge is connected to a course, when a user is removed from the course, will the badge be automatically revoked? Yes, I can say it again. If a badge is connected to a course, when the user is removed from the course, will the badge be automatically revoked? Go over here, we have a hand over here. The answer is we'll do whatever you want it to do. You can set it when you create the badge so that it is never deleted, that it just lives there forever, whether you delete the course or the user is removed from the course. Adjudicators, do you agree? I'm relying completely on you. Yes, okay, that's another point to Team Radical. Are we keeping score? Can we have an update? Ooh, okay. Okay, anyone who'd like to fill this question, not looking at anyone in particular, but if a student completes an assignment, a student completes an assignment, later it is determined that they need to do it again. How can the teacher change the student's completion status to not complete? There's a hand over here. I don't remember exactly how to change the steps, but there is an option to overwrite what they took and then allow them as much time as they want. We've done it in the past. User override, what do you guys think? Nicholas? I think there's a completion over on here. Can we pass the mic down? If I recall, there is a new completion override tool debuted as recently as Moodle 3.3, 3.4, if someone knows exactly what version. 3.4, thank you. So you should be able to go now into the course completion report, I believe, and you can manually issue that override. I believe there's a special icon that's associated as well, I think that denotes if there is an override in place. I think it's like a red check mark for something like that if someone's familiar with that screen. Just to, I want to piggyback on that. Also depends on what type of activity you're using, right? Because the, I don't know your name, I'm sorry, you're dark right now, but that is wonderful for things like quiz that has that user overwrite feature, but you can also like revert assignment submissions to draft is another way to do that. So when you do want to contribute, put up your hand and get the attention of our awesome runner to grab the microphone to comment. Are we satisfied with the answer? Should we give team awesome a point? First point! Yes, on the board. Right, here's the next one. This is from Tonya. We want to learn more about competency. Can I create one set for a whole college and reuse them each quarter? Or do I need a unique competency for each class each quarter? Where are we going first? Okay, we have a radical response. Right at the back, back of the school bus. You don't have to create it every time it's sitting there once you've created in the competencies. So you can use it every semester, quarter, whatever you use. Are we happy with that response? Yes, okay, well done. Another point to radical. We're zooming through these. From Troy. We would like to be able to use Moodle to have teachers rate and provide feedback to students. For example, if the students are doing hands-on projects, how can we do this? Let's hold that hand real quick. Down the front, please. Not that I'm playing favorites, but it is three, one. I believe they can add an item in the grade book and then just add their feedback to that grade item when they grade it for their student. What do you think? Yeah, but can I add to it? Yeah, please, that's why you're here. Gosh. So you would make it an assignment and then you would assign a rubric to it and then they could grade each student as they're completing the activity on the rubric. Or also leave feedback comments. Alternatively, there's like the face-to-face plug-in type which allows for booking and sends out communication pieces around the different things. So like you can remind students, hey, you've got to be at this thing on this day to do this and that also can do all that good stuff. Would anyone else in the panel like to comment? Or I believe in Moodle 3.7, you'll be able to use the built-in record plug-in to give recording feedback. And then I'm going to say why make the teacher do all the work, do a workshop instead and let the students do the grading. Ah. This is the awesome thing about Moodle. There's always like six or seven ways to do something, right? I think we just hit them all. So one point to each side. Thanks for both of your answers. Who says I can't make a decision? Please, this is from Molly. Please explain how SCORN packages will be implemented in the Moodle app. We currently discourage the app for our learners because SCORN does not work in the mobile version. Molly, Martin has something to say about this. Well, it does. The mobile app does support SCORN. It may be a particular SCORN package doesn't work and that just maybe because it's badly designed for mobile in general. You still need to recognize you're on a tiny screen and things like that. But in general, SCORN's work. Danny is here, maybe, I don't know if he's here. Maybe he has, do you have more answer? Thumbs up, thumbs down. Who is the Charlotte and what are his ideas? Does this guy really know what he's talking about? We only support one point two. Okay, SCORN, one point two. SCORN 2003 is not supported in the mobile app. So maybe there's a problem, I'm not sure. But yeah, as Martin said, there are some SCORNs that use the right version but maybe they use some API or something that is not supported in a certain device and then the SCORN page, there's some JavaScript error or whatever. They should work. Anyone else like to comment? I have had some experience with SCORN packages on the mobile app. From what I've been receiving from customers, a lot of the things I'm seeing is that the SCORN package is not realizing it's actually on a mobile device. So for example, it's complaining that the version of Safari or Internet Explorer isn't supported. One thing I would encourage you guys to do is to look at the SCORN publishing software you're using to see if it's able to work on a responsive type device. If it's horizontal, vertical, horizontal landscape. I believe Articulate has a rise product that's designed for mobile. Think the latest versions of Captivate are also able to publish those applications in mobile. So if you are looking for that mobile type support to carry over into the mobile app, it's going to need to be designed with mobile in mind out of that Arthurware software. All right, would anyone else like to comment? So just to rewind here, I think we had a Moodle HQ person, a Moodle HQ person and panel responses. Was that right? So it goes to Team Awesome. So it goes to Team Awesome. Wow, whoever recruited Martin. Well done. Well done. Can I move on? Oh, sorry. There's a dispute. Good. Kelly writes, what is the best way to allow learners to take a quiz three times and then give them the correct answers and feedback after the third attempt? That's a curious use case, isn't it? It was a more question. Probably the best way would be with interactive mode and then you would use three hints. That would give them three attempts and you could have them show in just the right answer when they get it or at the end. What do you think? Oh, I got two. Claire? I think that would be definitely the advanced use case. You could also not disclose the answers to the student until the quiz is closed. Under the review options. It's the most straightforward way to do it. There was a hand up over here. Would you like to add in the spirit of evening up? Just a minute, the mic's coming. I'm inclined to agree with limit of three and give the responses when the question closes because hints has a tendency to deduct points from the student. So I lean away from that one. I mean, you can configure it not to, but the only thing with three attempts and then wait for the quiz to close is if the quiz is open for quite a long time and you want to give the response right away, you can't do that. But you could do this. You could make a copy of the quiz that gives the responses right away and make it conditional on having completed the real quiz. Very clever. All right, I think we're definitely evened up with that extensive. There's more? I was just noting that Team Awesome has not only Mr. Moodle, but also Elizabeth Dalton and I just, I don't know, I don't know. Well, and I think when it was zero three, there might have been some additions to this side of the room for Moodle HQ. So now the key was even. So one point each. I hope we're tracking all of this. Right, what's the latest tally? Oh, it's really close. Okay, so bonus round. This time I'm gonna award a point for the next four people that can ask new questions. Okay, now these are going to be how two questions, how do I do this particular thing in Moodle? So you guys will ask the questions and we'll direct them at the panel. If you ask a question about one of our integration partners who are represented on the stage, I will award you two points. Okay, we've got one question at the back. This is not really a fair question, but it's still one that I want to introduce because it's important. So how long till we're gonna have blockchain integrated into Moodle? Is that a how-to question? How do you integrate blockchain into Moodle? Ethereum. I have real, oh, do I? How do you turn off local media storage in Moodle and only use third-party, like Kaltura, Panopto, et cetera? All right, we will take that question. Panel. I'm not sure if it's the best way, but you could restrict right access to certain directories. Yeah, so like, ugh, ugh, well, what? So what I would just do, when I don't want people to use my private files or whatever as a repository, I just hide that and then alter permission so that people can't add it back. So that way I'm not having to figure out a way to disable it entirely, but it's for all intents and purposes kind of out of their front and center. You know what I mean? Remove it from the visual space. You guys with me on that? Yeah, I agree. Okay, we're coming to a really confident conclusion on that question, awesome. Hey, I wanna invite one additional panel member to come up on screen, Anatoly, from IntelliBoard. Give Anatoly a round of applause. So if any of you have IntelliBoard questions, you can ask them. Okay, we've got a question over here. So that's one point to Team Awesome for asking the question. We've got one over here. Is there a way to make the participants list more comprehensive and change the categories of the participants list? So for example, if we need to know certain things about our learners that aren't automatic in the participants list, is there a way to change it? Or is there a plugin to make the roster more robust? Roster slash participants list. Cause I think that's what it's called in Moodle, participants list, right? So you can see a list of your participants and if I'm just like jumping in, I'm sorry. In a few different places. I have to depend on what type of information you're looking for. So like, can you give me a tidbit of like? I can, yeah. We would like to know the user ID of the student. So we have technicians and then we want to know their name, we want to know their ID, we want to know the last time they were in class, we want to know who their service manager is. We'd like to know their email address. So if there's like this place where there's a comprehensive list of things that we can choose to have pulled into that spot. Sure, Anna totally really wants to answer this question. I'm glad. So this is more reporting question. If you have in telebord and you go to any of the reports that show learning information, reports can be personalized. You can add all this information very easy and it's instant. So all this data already in Moodle, we just show it to you in the reports. You can show that in the telebord app or if you want your instructors to see that information within Moodle, you can make that report available for instructors within Moodle. Yes. So you wouldn't want it to be a report? Yep. So in telebord is already so much integrated with Moodle that each teacher, once in telebord is installed, each teacher has access to their own dashboards. So they can click on the telebord and they go to the dashboard where they can choose one of the reports or types of dashboards where they can see all this information. They don't have to do anything extra other than just click a button. Just click that link. Probably one additional thing I can think of. I don't know if this is gonna specifically do for the participants list, but you do have an option in Moodle's grade book to add fields that display on the grade book. So I believe by default, it displays first name, last name, email address. If those are custom profile fields, you can also add those so that those display on the grade book. And if you did need some type of report that included that additional information, you could also export that grade book and that information would go with it. This is the last follow-up question. Sorry. Yeah, so the question is, is it something an administrator can do? So you would need to go into your site administrator grades, grade settings, and you would need to let Moodle know what additional fields you would need to add to the grade book to display, and that information would also be exported as well. So, there are about seven questions there and one of those did feature in Teleboard as a partial answer. So I think we're gonna award one and a half points for that question, which could be a tiebreaker, okay? So we've now got a half point differential. I wanna check, does anyone have a question related to Big Blue Button in Teleboard or Bongo? If so, ask it now for your chance for two points. There's one over here. Great question, there's a lot of options actually. Bongo, by default, it's an LTI external tool, right? So it's available from your activity menu. I just forgot the rest of the question, honestly. Right, yeah, Bongo has activities built in so you can upload videos for your activities. Your students can do interactive responses so you can respond to their videos with your video. Does that answer your question? Right, right, so we're just releasing a plugin for Moodle, right? It will automatically integrate an LTI tool into Bongo so that you can use everything related to Bongo as a plugin inside of Bongo, right? So what is the difference between LTI integration versus copy-pasting some code into an editor, I think is the question. Not exactly, sure I understand. I could help you out if you want. Yeah, some of the time we'll help you out. I think, I mean LTIs can exist in two different ways. You can have one that's just set up side-wide and the faculty can add it. You could set it up as a pre-configured tool and I believe you can also set a custom icon for an LTI activity so you could set it up so that it appears in the activity, activity chooser menu as, you know, and has that icon that kind of draws their attention to it as a video activity type. Yep, two points to Team Radical, good question. Do we have any more questions for integration partners? There's one over here at the back. So today, earlier today I got a very quick preview of what the big button tool does and kind of how it integrates into Moodle and things like that. But, and I was pretty excited because what my company uses right now is we use WebEx with all its advantages and certainly the disadvantages too. So one, my question is, what is one of the biggest questions you hear about the big button tool when it works with Moodle, within Moodle that users normally complain about? So rather, where do you see the biggest problems with integrating the big button tool? This is a good question. So we hear lots of feedback, lots of people, lots of things people want to do. One thing we hear, which sounds really easy but it's not so easy, is embedding an external video in your class. Like you're doing an online class and you want to embed in a video and control it and do the playback. There's ways to do it, but the video formats can be different. Is the video local? Is it on some content management system? Will it appear in the recording? So that's one thing that we're working on, trying to figure out the best way to do that. But we just try to focus on the core use cases and as we've pretty much got those covered, we're now focusing on the, okay, what's the secondary ones? And that's a good example of, you know, I have a class, could be language training where I want to have students hear what the proper sound or pronunciation is or something in Spanish and then I want them to say it back to me. So playing an audio file or a video file in a class. Great, two points over here. I'm going to give one more opportunity for two pointer. If anyone has a question for Intellibord or around Intellibord. This could be the tiebreaker. There's one over here. Radical. So how does Intellibord scale from smaller schools, public K-12 up to large universities? So what we have today, we offer not just to K-12 or higher ed, we also offer to corporate. So it doesn't really matter who you are. If you use Moodle, Intellibord will feature in. So if you're higher ed and you use faculty and you have a pretty big faculty, we can have users created within Intellibord and you can assign specific information to see for your faculty members. If you're K-12, we just recently partnered with Association for Educational Service Agencies where they serve K-12, they've served schools. So we offer access to data to those agencies to see how they can help their own schools and then they can also create accounts for principals, for the teachers, for instructors, or for even district members. So they can see information that fits their own needs as well as for teachers and for parents. Parents need to know all the information. We have kids, they probably go to school and they have a student information system like power school. So right now they get only grades. But how about your parents would see what kind of activities actually students are doing every day, taking those. So that's what Intellibord allows you to do already out of the box. You can take this experience and apply it to higher ed.  You bring it to your other faculty members. If you're corporate, you bring it to different departments. And full, okay, cool. She just wanted the points, don't you? No, no, no, she genuinely wanted the points. The point is that my team is over there. I think they're doing really great jobs that they don't have any questions. So that's really exciting. That's right, the exhaustible question. So our integration partners are all exhibiting and they're all in the exhibition space. So they're here to answer these kind of questions the next couple of days. So do stop by and have a talk to them. Put your tricky questions to them. And learn the functionality. We're really glad you guys are here. Thanks for that. So I want to move on to another category of question. Now, I know we had a roadmap session in the prior session, right? Do you feel like you exhausted your roadmap questions or do you want me to pause on that for a few minutes? Who would like us to pause on roadmap so that we can answer a few? Who feels like we exhausted? OK, people just like, how do I get the points? I think we're going to move on. We'll come back to roadmap. You do have a... Well, I've got a few as well. So for roadmap, I think Martin and some of the other HQ stuff, we would need to call on you. All right, so we'll take five minutes to take some roadmap questions. We'll take one over here, knowing we did just have a session but it sounds like there's a few more. Well, it just wasn't covered at all in the roadmap session. So I don't know if anybody else... I'm in the corporate world, so it might be university versus corporate. But a lot of our folks want to be able to export their native Moodle course and put it on another platform, like Coursera, Udemy, or any of the other platforms. Is there any conversation there about that? So I'll check with the panel first. Is that a roadmap question or is it a how-to question? Kind of feels like a how-to question. Oh, it's a how-to? Good, but take it straight. I just didn't know if there was something in the roadmap for integration with other platforms. Welcome to the wide world of LTIs. You know, I don't know if you've worked with those much, but Moodle has the ability to be not only an LTI consumer, so it's taking in learning artifacts and stuff from out there, but it also can produce those things. So back in the ancient days, when you had resources that you wanted to offer to some other organization and you didn't want them to have to have a login to your system, you would have to like export it as a file and then hand it to that person and go, please don't change it because it's my intellectual property. But you don't have to do that now. You can set up an LTI connector so that people can, I like to call it a wormhole connection because I'm a sci-fi nerd. So people, they don't have to learn a new password or anything, they just go to their native system and then through the wormhole, they get connected to your Moodle course in the Moodle course, you know, in your environment. So it's really not very difficult for the user at all to access and you get statistics out of it. You get to see how they're interacting with that and how it's performing and a lot of other systems don't give you as much insight into that kind of thing, so that's pretty cool. Awesome. Everyone remembered to engage their bio filters when passing through wormholes. So I think we'll take a point over here. So Martin, I'm gonna run through a handful of other roadmap questions that have come up and you might like to take a swing at one or two. Sure, cool, can we have a microphone over for Martin for a minute, please? So here's one from Meg. Why do some activities use different types of navigation? We need more focus on usability and user interface. Yeah, that's actually pretty high in the roadmap. We have a usability team in Moodle now over the past couple of years. We didn't have one before that. Developers used to make interfaces. We, our UX lead, went on a three month drive around Australia and didn't come back. And so we're actually hiring a new one right now. If you know any really good UX people who can lead a team of UX, we're looking. But navigation is one of the highest priorities in the boost stuff and will happen regardless in probably the next release. Kelly asked, what project management tool do you use? It depends on the part of the company. So the, we use JIRA, Moodle Tracker is JIRA and that's good for a lot of project management, most developer levels. We also use Teamwork, Teamwork.com, which is a, for some of the management level type stuff. Some projects use Trello. Some people use other things. We're trying to standardize, but I've kind of given up trying to force everybody into the same thing. So we let teams decide pretty much. It's an empowered team. We have a certification, this is also from Jenna. We have a certification process where users must complete several Moodle courses as well in-person activities before taking a quiz to be granted their certification. Every two years, a user must take any additional courses, added the catalog and retake the quiz. Are there any best practices you would recommend to host this recertification process in Moodle? Well, this stuff is happening, but I cannot talk about it, okay? There will be an announcement early next year about this kind of functionality. Is there potential of adding word count as a factor in activity completion for forums? That's from Jessica, Bryant. A word count in activity completion.  As a factor, so adding word count as a factor in activity completion for forums. That's a cool idea. I have never heard that idea before. I don't know. Yeah, good one to raise. Jessica Bryant, if you're here, see Martin afterwards. Thank you. Preferably over drinks or something. Is there a comment? I think the panel I were discussing, if I recall, the forum activity does have a word count attached to it. In the posts it does, yeah. Okay, sorry. So does online text assignment plus have those features? But yeah, it doesn't trickle down to activity completion. That could be cool. I know. I've moderated plenty of forums where I wish people would do that. Yeah, and a max. Yeah, that would be cool. There's always a work around. Kelly Fleming asks, can you download an entire lesson with quiz answers? Are you asking me? Yep. Can you download a whole lesson with quiz answers? I don't know, sure that. I can't pause that sentence. Can anyone else? Like for that mobile app, can you download a lesson with the questions, potentially even, and then take it? Is my good best guess? I did say download, no. But is Kelly Fleming here? Can you explicate? Okay, is that Ethink? Runner, Martin's off the hook. Can you just let us know where you're from? Sure, my name's Vanessa, I'm from Ethink. There's actually a plug-in that does this. It's less an export, I want to say is what it's called, and then there's also site-wide settings you can configure so that you can determine what can be done with a PDF after it's exported. So for example, can the user also print it? Like could they have a hard copy of it, et cetera? So, we have a couple clients using that. Awesome, Moodle partner to the rescue, thank you. I knew you'd done that recently, I just didn't remember the name. So David asks, does Moodle have plans to implement an LRS Bracket X API into core? I certainly would like to. If anybody wants to collaborate on a project like that, I think it would be a good one. There is some support from the back of the room. Yeah, I think it makes sense to drag stuff into Moodle for the analytics. Yeah, I think all the externals, if you have LTIs out there that all those logs should be filtering back into Moodle, putting in a database subject to analytics would be way more interesting. Awesome, thank you Martin. Not on the roadmap as yet. Okay, good word. But wait, so vote them up? There are proposals in the tracker to do exactly that. So vote them up. Vote them up. Because votes in the tracker are part of how we know if that's what you really want. And for those who aren't sure what you're talking about, could you explain the Moodle tracker and how that works? If you go to tracker.moodle.org, you will see a list of all of the currently open issues, whether they are bug reports or feature requests, that you, the Moodle community have made, including us as internal Moodle folks, and you have an opportunity on almost any of those to add your comments and to vote. You just need to make an account. It is separate from your regular Moodle.org account, but anybody can make an account and you can post a new feature request, you can vote on an existing feature request, you can comment and say, we need this too and here's an extra thing that I need to tell you about how it has to work for it to solve our problem. Or if you are a developer or somebody at your institution is a developer and you have code that actually does some of this and you would like to promote it and share it, you can add that in to the tracker item and say we have at least a partial solution here that we would be willing to share. Thank you so much. I hope we're learning things this afternoon as we're answering each other's questions. That seemed like a good one. So round three, these questions come under the category of we need some help, how could you help us do this? So these are kind of service questions. So we'll start with a few for the panel and then we'll see whether other people in the audience also want to ask some service questions. So Peggy asks randomly and especially after installing a plug-in the Moodle data slash case directory ownership changes. This stops the services from running. Any idea why this happens? All of our tech guys are like still in the back being working like, so sorry. We're asking the wrong people. Michelle, did you want to take this thing? Hi. We have something at the back, thank you. Well this is actually the second half of the question but if the permissions change on the Moodle data folder you got to open it back up obviously but as to why it's changing it must be an account that somehow has the privileges to change it which is I don't know how that would happen but you just open that Moodle data folder back up if it changes the permission but somebody else can help me with why it got changed and it must be an account that has a higher level of permissions that can change it. Anyway. It's your question, thanks Peggy. Peggy, did you want to clarify the question? And I'm not sure if they're doing something and it randomly changes the permissions on my directories because I go back in and I open them back up and the services start running again. You think so? Right, right, right. Something's impacting it but I'll load a plug-in and instantly it changes it. It's Apache, okay. Thank you. All right, thanks everybody. I think we need to point over here allocated for helpful answers, thank you. Team Austin, we're back. Okay, Internet Explorer 11. Next. We're yet to have an answer which is switch it off and switch it back on again or just switch it off. But there are some institutions that mandate a variety of browsers and a lot of us have had to support them over the years and it sounds like Peggy, you're one. With this training as well. It's not supported by anyone on the internet. No, it isn't really. I think even Microsoft dropped support for it. It's not supported so just, well, but if they're using a 486 in DOS, you know, you would tell them to upgrade, right? So the rest of the question was around the rendering of? The graphics. Yeah, graphics. The permission thing that could be changed because I would of course have to go to corporate security to have them change it because that's why it's locked down. I can't even change the permissions to try it. Sounds like a human resources issue. Oh no, it's all an issue, trust me. Michelle? I wonder though if you could use a legacy theme, like there are settings to allow you to decide, you know, for people that are on really old browsers. Oh, that's a good idea. To have this theme appear, so that would be one option. I hear Moodle 2.0 was really cool. Yeah, yeah, yeah. Well, and I have to tell you, I've only been on it for about five months on Moodle and we started at 3.5, so. Yeah. I'm trying to drain the ocean. Okay. There are older versions out there, so you're... I'm sure you're not the only one. Good luck, keep going. Stephanie May asks, our change requests for Moodle have to go through an IT and service in another country. It's time-consuming and cumbersome. Any advice on bypassing them or managing that process? Yes, I have a lot of advice for that. All the Moodle partners are like, go for it.  Obviously, I'm a little bit partial to mine, but any of us should be able to help you make your life way easier. Call me, talk to me. More generally though, I mean, I'll absolutely second that, but I don't know what your change management process looks like, but I know that we've talked in the past with customers about a change management process that goes beyond IT, because it shouldn't be IT alone making your decisions about how your site works. So if you can create a change management board that allows those who have instructional decision-making power to work together with the IT folks, then hopefully that reduces the level of combat and helps you move things through more efficiently. Also usually helps in keeping the instructional folks informed about when updates are coming and things are going to, you know, things might break and stuff like that. Thanks, Michelle. And probably one thing I'd add on the subject of changes. For those that are self-hosting Moodle, one type of change you want to probably particularly avoid is a change to core. Would any of my panelists also agree to that? When we change Moodle core, it's not technically Moodle. I mean, it's still Moodle, but it's not the Moodle that Martin made. So when you go to upgrade it, you could potentially open yourselves into a Pandora's box when that happens. So we want to make sure our changes are relevant or built into Moodle's design practices, that plugins that have been vetted through the Moodle plugins directory, not plugins that are in the directory have been reviewed by Moodle.org and are generally safe to install on your Moodle site. But we want to refrain from making changes to core that could negatively affect Moodle in the future. You may fix or get what you want today, but tomorrow is not promised. We just worked with a client that spent three to 400 hours of development time working themselves back out of customizations so they could upgrade. So for those of you who are hearing about Moodle partners for the first time, Moodle HQ has had this wonderful relationship over many years with tremendous organizations that we certify to be our service providers. And there's a global network of Moodle partners. It's not easy to become a Moodle partner. There's a set of requirements that we have, expertise and experience. So when you work with an official certified Moodle partner, you can be confident around their expertise, but you can also know that in working with them, you're directly contributing to the sustainability of the Moodle project because we're in business together. So thanks to the Moodle partners for participating this week and all the work that you do and our integration partners. We're all here to make you more successful. So if you hadn't thought about using a Moodle partner before, come talk to any one of them at the exhibition space because they're super helpful. We have a quick comment or question about it. Yeah, a quick comment on the editing core and sustainability. So what's kind of wrapping up? At UCLA, we have one of our developers that is on the developer list that Martin showed earlier. And the reason for that is we edit core pretty often, but we also submit patches back to Moodle HQ, which they then implemented and then our patches become part of core. So that's part of the sustainability model in which your core changes can go into Moodle and then you're not maintaining it. Is Rex here, by the way? No. So an extra point over here, it is time to get a tally. So a late point addition. Where are we at? I told you that point five would come in handy. Team Awesome, can we give Team Radical a big round of applause? And come on Team Radical, let's give Team Awesome a big round of applause as well. And can you all thank our panelists this afternoon? That's been great. It's been a pleasure spending this time together. So thank you all, Dr. Moodles. Keep your honorary PhDs okay. Keep helping each other, that's what the Moodle community is all about.


So we have broccoli, we have spinach, and we have cabbage. Do you like cabbage? No. Do you like broccoli? No. Do you like spinach? No. As you guys know, we love to spend time with our kids. Rye Rye helped me and Aiden plant this garden. Gosh, what's it been about six months ago? Yeah. So we're going to do a little update to the garden because daddy has not been in the garden in a couple of weeks and it sure as heck looks like it, right, Rye? Are you ready to help daddy out? Yes. So while Rye doesn't really want to try cabbage right now or broccoli, I will say having a garden helps them at least think about it. She's tried a cherry tomato this year. Unfortunately, she wouldn't try the jalapeno. Oh, wait. I don't want it in the morning. Oh, your fingers are stuck. Sorry. Do you want to use it? Okay, like this. Put your thumb in like that. Maybe we skip the gloves. Okay. You want to skip the gloves? I won't wear mine either. Oh. Whoa.  Okay? Show me what's in your bucket. A big one. You have a shovel? Okay. And you have another shovel? It's a spade. You have, what's this? A rake. That's a rake? A rake. Oh, guess what this is for? A rake. Whoa. Look at that. Look how close you can get. A rake. That's a, yep. It's a looker. Okay. So clearly in California, we're lucky to be able to garden close to year around. But, you know, even if you're not in California in one of the colder states, it has, whoa, you can still do a winter garden. You can start a little bit earlier and be able to have food out there. Or, in some cases, you can even build a little kind of pup tent type situation. And you can have, with plastic over the top, and still even have a couple of pots with some fresh vegetables or fresh herbs in it. It just makes the world of difference. Can we just take this? Yeah. We can just rake. You just want to rake? That's all you want to do is rake?  So right now, I would love your suggestions on some of the things we can do for the winter when it comes to all these tomatoes I have left over. I love to make salsa. I love to make spaghetti sauce and chili in the winter. But I'm not exactly sure how to freeze them. My thought was just to blend them up and stick them into a bag and vacuum seal them and stick them in the freezer. But if you have ideas, suggestions, I am all ears. Right, Rai? Yep. Yep. A lot of people think it's hard to grow a garden. It's really not. First of all, you have to have good soil. So you can go to the store. If you don't have good soil, just go to the store and get some. You know, for a bag, it's a couple of dollars. It's worth it. And you just till that soil. Take a shovel, even like she's doing, and put the soil and mix it in with the ground you already have. That's a huge start. Then, find plants that are easy to grow first. So for example, squash. The key also is water. You've got to make sure you don't overwater and underwater. But it's an easy way to tell is by the leaves. If the leaves are starting to wilt, obviously it needs water. If they start to turn yellow, generally that means they're getting too much water.  So I remember being out as a young child. So being out there at her age, they used to put the baseball game on the radio, our music on the radio. And so I grew up being out there with them and watching them do it. So as I got older, I wanted to do that. I also tasted the difference. Even if I didn't like the vegetables or didn't want to admit that I liked the vegetables, I tasted the difference in the vegetables. As a child, as I got older and began to enjoy vegetables even more, I understood there's a significant difference when you grow them yourself. I don't see any broccoli yet. You don't? No. Are you having fun looking for the broccoli? Yeah. Just the curiosity this drives to. I mean, watching Araya look through the microscope and try it. No, microscope. What is that called? What's that called? It's called a looker. Yeah, a looker. Look over there. Look at our peppers. You see our peppers? Yeah. This is a big pepper chain. Look. It's a banana pepper. Do you want to try that? No. Yeah.  I want to see any stuff in the pepper. Besides using a, what's it called, a looker? What else do you do? No, I just see if some things are in the pepper. Well, she's getting more curious about the pepper, but what are some of the things you guys do at home to get your kids to eat more vegetables? Hey, daddy. We have a bunch of different tricks to Mariel, I was talking about them. Yes. It's dirty. It's dirty? Yeah, we have to go inside and wash it because it came from the garden. Right, right. What's that? It's a black one and a green one. What's it called? It's a black one and a green one. Yeah, but what's the name of the pepper? I don't know. You just said it. Jalapeno. Do you remember how Aiden says jalapeno? What was that? Jalapeno peppers. Jalapeno peppers. Jalapeno peppers. You do? How do you say it? Jalapeno. Jalapeno, yeah. Now, I use jalapenos mostly for sauces and salsa. Can I freeze these? This is my first time, actually. Daddy, I want to check on this. Okay, you check. It's the first time growing jalapenos in Northern California. I've grown them in Southern California where they can grow year-round. Daddy, this is dirty. What are some of the things I can do? What are some of the recipes you have that are for pepperoncinis? And can I freeze those in wintertime? Clearly, my question is going to continue to be, can I freeze? Parks are great. Going inside, watching TV on the computer, all that stuff's fantastic, but this is free. I mean, where else am I going to get my daughter looking in my ear in the middle of my garden? Miss Yoyer. Oh my gosh, it's so pretty. I want to see your ear. Okay. Thank you, Mariah. There's nothing in your ear. There's nothing in my ear. There's nothing inside of your ear at all, right? Yeah. Yeah, thanks. Right away, it's our time. Tell everybody to subscribe to what? Towsley Lights.


And joining me for the presentation today is Jennifer Gibson, who's an assistant professor of French at the University of Wisconsin-Madison. We were frequent co-conspirators there, I think, was what I was supposed to say. And today we're talking about how to use web-based annotation to enhance the teaching and study of literature. Some of the ideas will be ideas that you may have already heard in some of the previous sessions. So we'll try to kind of fast-forward through those and focus on what we have that may be slightly unique. But we're excited to share with you some of the work that we've been up to at Wisconsin. And I'll hand it over to Jennifer to talk about the past of annotation. So pretty much as long as people have privately owned and read books, we've had the possibility of people annotating books, underlining key passages, taking notes in the margins. Has it changed all that much in some of the slides you've seen before, some of the salient features of annotations existing in context with focused conversations, which back in the day used to mean passing on your ballot manuscript to the next generation. The next round of monks, yeah. The next round of monks, you know. Or even, say, purchasing a book online that's already had a lot of writing in it. From a private library, maybe, of someone that you admired or something like that. Yeah, you'd see their annotations. Are the students just randomly getting lucky in purchasing a book from somebody who did a really great job? Did the homework, did the homework wrote the answers the year before? Yeah, yeah. So focused conversations, kind of having a one-to-one ratio, though. Sure. And additive materials, so that's our glosses, vocab, things like that. And annotation has remained somewhat of a tradition beyond vellum manuscripts in teaching. Teachers ask students to take notes and assign text as part of the reading process. Oh, also to kind of improve they've done the work to improve comprehension, highlight big ideas and concepts that we're gonna discuss, maybe assess, and in some context develop into some application or creation of knowledge like a paper. But, more of us are putting our materials online. So something interesting happened. Digital texts are good for access and affordability. We forgot one of the key parts of this presentation, which was something soft and discreet to throw at me when I get off on a tangent. Oh, sure. So we're gonna have to just leave it at OCR, your PDFs, just do it. Um, and so provided you have OCRed your PDFs, this is good for access and affordability. You should also OCR your PDFs because if nothing else you can give them what they call hypothesis in the wild, then you just plug it into their Chrome browser. Doesn't work if you didn't OCR your PDF. OCR your PDFs, can't stop you. Okay. But on their own, these dismoved traditional texts, access and affordability is actually subtracted something from some really essential reading practices. Namely, as one of my students said, I can't really put the highlighter on my computer screen. I don't wanna buy the course pack. We don't have means to have you really easily printed anymore but you can't put the highlighter on your computer screen. So where does this leave us? Our promise is that bringing well-designed, well-designed social annotation experiences to web-based texts, it's not only gonna approximate or recuperate some of these older practices but allow us to explore new and exciting pedagogical possibilities and possibilities we wouldn't have imagined before without these functionalities. So instead of just trying to do some, replicate something, we look at what functionalities we have and what could suddenly be possible. Yeah, I think this is particularly true when we think about teaching or learning with web technologies or on the web. There are things that we always wanted to be able to do and we'd have students go have private reading experiences with print texts and then they would convene to talk about them or go into a discussion forum and talk about them usually at some distance in time and space from the texts that they had read privately. So we're talking about what annotation means on the web. As Jeremy and others pointed out, there is now a official web standard for annotation. It's part of the fabric of the web and what we imagine being possible with web standards. That's a really important and a good thing. And a number of the things that this makes possible help us think about ways that we can change some of our teaching practices and some of our reading and our annotation practices with web-based documents. This is kind of what we're imagining when we were talking about possibilities in the era of print annotation. There was a publisher layer of annotation that's always been possible. You could see this in things like a Midrash or in the Talmud or something like that where you've got the sacred text here at the center and then sometimes centuries of commentary have accreted around it. Or even a critical addition, just what we call a scholarly apparatus. There you go, we've got the primary text and then some pedants, 100 years of footnotes, right? So you've got that, right? We could always, we can do that with print, right? And we can also make curated supplements to print a text. Now the key thing about this is that while everyone who could acquire that print book could read them, only some people could write to them. People that the publisher had approved or had accessed to the publishing or the printmaking tools. The second type of usage was private annotations where you take a print book and you do what you want with that copy of the print book. And sometimes it was marginally social in that you might be lucky and check out a library book that had something like this in it and you're like, oh wow, some reader got here before me and I'm having something like a voyeuristic reading experience with something they said. But it wasn't truly social in that unless you knew whose book it was you couldn't write something to them and pass it back. And so this was what happened and what was possible for us in print. And it was powerful and we loved it. But when we talk about web-based annotation there's two new possibilities that we wanna emphasize. For the first time we have something like public social annotation. And the use cases for this is that everyone can read who has access to these tools and everyone can write both for good and for ill. But there are use cases here for open learning. If I'm talking about making something truly open on the web to all learners, this can happen there in a way that it couldn't happen with print. And I can also begin to think about designing social conversation or social experiences where readers talk to each other in the text. The second thing that matters and this matters a lot for teaching and learning in a kind of credentialed setting is we can create private annotation groups where learners or affinity groups or editors can work together and say, here's a walled garden and we're gonna have those same social conversations but just with a little bit of barrier protection either for privacy or to help people feel comfortable to learn and grow or for any other reason why privacy might matter to them. The thing that we wanna stress also is that not only are these two types of annotation possible for the first time but that each one of these methods now is possible on the same text at the same time. Some of you had those professors where they were like the wizards of the, what are they called? I forgot the word, it's such old technology. Projectors, not the projectors, but the transparencies. Thank you, it was like bingo or something. Transparencies, right? So you've got the transparency and they're like, here's the human skeleton and then they lay the muscular thing on top of it and you're like, they just let it a layer, right? I have a picture of all of the overhead projectors being thrown out from a few months ago. In the hallway? Yes, yes. Because my mother taught them for so many years, I took a picture for her. But this is the idea, right? And you'd prepare like layers of transparencies and you teach with layer upon layer upon layer and it took a lot of time and only a few people were really good at it but the idea now is that each one of these layers is simultaneous on a text and layered. So for example, we might have a layer of your private notes and on top of that layer, you might have a private group which is Jennifer's French 322 class in one particular semester. And on top of that layer, we might have a publisher layer that's used by the French department to publish their critical apparatus on that text. And on top of that layer, we might have a general public layer that anyone who visits that book can read and write to all at the same time on the same text. And for us, that's dramatically exciting for teaching and learning purposes. The second thing that Jeremy said I would say this, so here I am saying it, open web annotation can be more than text on text. Almost all the examples we've seen so far have been people writing text about text. But that's not the only thing that's possible with web-based annotations. So here's an example of a poem by a Wisconsin poet, if you don't know Lorene Needaker, become acquainted, she's lovely, my favorite. And here in this poem, we're using rich web-based media to help provide context. There's an example of an image, a historical place marker in Paw-Paw. There's a video of someone preparing Paw-Paw fruit. There's a link to Paw-Paw recipes. And then there's audio element of Lorene Needaker reading a poem. And that's all lives in the annotation layer, which we could never, ever do in print. We could have maybe included a CD-ROM with some of those elements on it in the old print days. But we couldn't actually annotate with the rich media kinds of things that we'd want to put on there. If you wanna know a bit more about that, that's what I talked about last year that I annotated and there's video footage of that if you're bored and have half an hour. So the next thing we wanna talk about is what we did specifically at Wisconsin. The first thing was, we took hundreds of these existing activities that instructors had built and we turned them into these basically instructor-directed close reading activities. On the left-hand side, you're seeing a primary text of some kind, French literature. And on the right-hand side, you're seeing a publisher layer in which the instructor is guiding you through some close, attentive activity. Here's some context. Here's some cultural information. Here's my two minutes of commentary on this part of the poem in audio. And then you have some interactive quiz component where you can check your knowledge and get real-time feedback about how well you understand this passage. In some of these cases, they're being done for a grade. In other cases, it's just being done for the user's gratification and to help them check their understanding. And that's level one, where we're saying it's still very much the critical apparatus that the publisher's providing for you, but it has these levels of interaction that we couldn't do previously. Level two is the thing that Jennifer's doing that's probably even more exciting for us. And so even level one is a step forward from those overhead projectors that my mother taught high school math off of and came home with her hands in multiple colors because she changed markers, marker colors to do different things. So even that automated feedback is a different level. But how do the functionalities that we have now enable us to do something different? And this is something I'm exploring in an ongoing project supported by Educational Innovation Small Grants at the University of Wisconsin-Madison. And I'd say one thing we get is first that within fair use, whatever that is, we can deliver more text, not just these little snippets of instructor-selected text that the instructor thought was interesting, that when I was in grad school, you got on pieces of paper, but we can deliver more text and make close reading more pervasive. And second and related is democratizing the conversation. So instead of only having functionalities that allow instructor-driven close reading and conversation, students can ask questions. In French classes, they can add vocabulary glosses. Maybe I didn't think the word was hard, but students did. So they looked it up, they gave a definition, or when they get good at it, they'll put pictures, because that way you don't have to switch your mind from French to English or read the French definition. You have a picture there. Literature, and I also teach folklore in any language, has its nuances. It depends on symbolism. It's not about making meaning directly and it can be hard to read and interpret, hard in a good way. And so students ask questions like the example you see here. Am I crazy? Am I understanding this? And nobody wants these questions in their inbox. But students need to ask these. And this is important because we need students to feel comfortable asking these. And when we add a social element of crowdsource class source element to note-taking, students benefit from the notes, but they're also benefiting from the ability to ask questions in a different way than raising your hand in a classroom or emailing your professor, and this was an example from a blended class. Yeah, and I think the option that it produces for the first time is the option that your private experience of a text may be a conversation with other readers. And that's a really great move, especially if you're thinking them about becoming more skilled in the study of literature. And so to really build on that, I think it mitigates a pedagogical pitfall of misunderstandings and especially in the language's basic textual comprehension, which actually what I see in French just gets mad. When I see it in English, I just recognize it more of these problems persisting until the next class period. And so it would seem like a blended model of content delivery in what's an introduction to literature in French class could exacerbate this problem for students because you go longer between classes, right? So how can I justify this? Well, actually it's taking that dialogue that used to be reserved for that face-to-face space and that reorientation to the comprehensive and interpretive straight and narrow from somebody who thought Amelie Notome was really talking about a horse when she's in fact talking about a bicycle in this 20th century novel and it's through her childhood imagination. And the questions I asked you about that existed in a separate place, so you know, still lost that. It was two days ago when I read it. It was two days ago and I gave that intro in class but he waited until the last minute to do his reading, so you know. But this actually I think is really exciting because we have instructor feedback. We have that possibility of the in-text activities the H5Ps, but we also have that student-driven social reading and question-asking that put help, that put that, am I crazy? Is this really right? Affirmation or redirection within the students reach so much sooner and it empowers students because it's building confidence that when you continue reading that you're understanding and it's letting them move on to higher levels of thinking and analysis and that the close reading they're going to do, we had a comprehensive, we had basic comprehension here so now I can move on to the next thing and I don't have to wait till Tuesday or Thursday or whenever. And I think what we're doing here is you've heard many of these things before but here's kind of Jennifer's list of the five pedagogical things that she most appreciates with the online web-based annotation. And we're not getting rid of the instructor layer of that instructor-driven close reading. We know what students need at a certain level and we're gonna provide that. What are they likely to misunderstand? Where do they need additional context and we can provide that initially. Right, once the vocabulary they're not gonna get. And then they can ask questions publicly or privately at any time to clarify those things.  The conversation can happen much earlier and even without me as the authority. And this is also allowing me to take a Tuesday, Thursday or Monday, Wednesday, Friday model and say okay, well we'll meet once a week.  You've just made it a lot more accessible to your computer science major to your guy who's got to schedule a lab here in this block because you're competing not just for interest but scheduleable time blocks. And so that to me is really important. And one thing that these tools let us do I think is still allow us to package context with the text but when and where students are going to encounter the text. So I gave that intro in class three days before but still put off his reading to the last minute and here students are getting the context. It doesn't depend on them remembering what happened in a face-to-face class which avoids that really awkward I'm gonna rush to introduce this new text at the end of class so I can assign it to you now. Which I think we've all done. Questions can be asked empowering students building confidence transformative for other activities transitions even to in class discussions if you're working on a blended model and helping to equalize I find different levels of language learners you might have this come up with English as a second language too where the analytical ideas are there but the language skills can feel different and each annotation has its own URL which allows us to point to words and sentences without worrying about what edition you bought and what page number corresponds to the middle of the third paragraph on my page 33. I think it also really helps students with textual evidence which we keep on asking for if you've taught reading and composition and where is your textual evidence to support that? Well here they started with the textual evidence because they had to highlight it and a good point was made at that encouraging their students to highlight the block and not just the word in the earlier workshop and text becomes the discursive context Jeremy and Nate's discussion forum 2.0. I would phrase it as a spatial and temporal proximity to the act of reading. So students do it as they read that reading and writing are becoming very connected and it's not separate it's not somewhere else it doesn't live in a discussion forum so it's helping with scaffolding of assignments because students are building up quotes and things are gonna stay in context they can refer back to when they do an essay or other form of work and I think it allows students I know it allows students to say things they wouldn't say otherwise. And I know this because I've had students tell me they do not have the vocabulary in French to actually disagree with another student because in class you just say I agree and I'm sorry Professor Gibson but I need vocabulary on how to disagree politely in French. That was awesome feedback which tells me that they're saying things they wouldn't usually be saying. One of the French ever disagreed politely though. That's the question in the next class. Okay so. French speaking world. You saw the slide before the points are still true we'll move on. So the question is how did we build them and so we cobbled together three open source technologies if you're in the publisher workshop you heard a little bit about these. Pressbooks is the publishing tool. This is the home for the content that lets someone take their writing and their context and publish it to the web. It's also the place where they can upload their media their images, their audio, the other things that live in the annotation layer. We use hypothesis as the annotation tool. Go ahead. I'll let you finish hypothesis then I'm gonna do it. Okay we created a publisher group layer if it's useful or hypothesis did and supports it. And then we also are using something called H5P and we'll show those in just a second after Jennifer. So one thing I need to add about the hypothesis Pressbooks is that we're having students create knowledge that they're going to continue to own. Yeah. Anyone who's done scholarly work we build on our own work and when I started thinking about using this in a graduate seminar that's where it really became real to me because students are gonna study for MA exams I hope they're gonna write dissertations. Some of them will go on to do scholarly work and so why should they lose things that got locked down behind an LMS when they lose their net ID or when that course ends. And the hypothesis Pressbook integration means that I say they can show it to their stakeholders from the Google recruiter to their grandmother and I'm gonna have to add graduate education to my alliterative list because I think that's a really important point about what we're doing with our students' work and how they, how you own your own work. The three Gs I think we'll call it. Okay. So Pressbooks is this open source book publishing platform. It's built on WordPress and it's great. It is, each Pressbooks instance is a network of many, many books or many possible books. Each book has its own URL. They look like this. This is the landing page for a book in Pressbooks. It has a bit of information about what the book is and the license and the top left, a cover image if you'd like to include it. If you'd like to make downloads available in container formats, those are available for download on the homepage. And then there's a table of contents and additional metadata. So that's like the structure of this book object. Within the book, you have a little whizzy wig editing interface. We train people to use this in about an hour or less. It's very word-pressy and so. You don't have to be. Less than an hour. Yeah, you don't have to be still, you don't have to be me. This is pretty intuitive. Well, there's lots of people that we train. So some take an hour. Okay. And then on the right hand side, you got the organizing interface where you can move chapters and content around in order. You can also select whether that content would be included in the web or the export separately. So if Jennifer wants to take a big book and only use five of these chapters in her course, she can customize the export that way. And then we also support this plugin called H5P. People are able to create these interactive content elements using a kind of form-based builder directly in the dashboard here. H5P is amazing. It's an open-source project developed by the Norwegian government to replace flash-based interactive learning activities since those- It looks just as fancy, but it's intuitive. It's not broken and it's, yeah. So there are 40-something different interactive content types that cover pretty much any type of formative assessment or interactive element that you'd like to build and embed in your content. So we really love those tools and we add those to books and annotation layers all the time. And here's some examples of what H5P activities might look like at their kind of more beautiful end. On the left hand side is an image with hotspot annotations explaining a woman in tech's desk and how she came to be the woman that she is. On the right hand side, there's a flash card activity that helps you understand more about the flora and fauna of Wisconsin. So if you correctly identify that snail, it will give you a hint and say, good job. And if you don't, then I'll say, try again. Immediate feedback. Immediate feedback. Within the text. And you didn't have to be awake at 2 a.m. when I was taking that quiz, huh? It was nice. So this is how we integrate press, or hypothesis with it. There's a plug-in for WordPress that one of the lead authors on that is here in the room, so thanks, Benjamin. And there is a bunch of settings that allow press books authors to turn this on for any or all parts of their book so that readers and learners can use the annotation tool without having to install the browser extension or really know too much about what they're doing, except that they selected text and started annotating, which is really nice. Here's what it might look like all put together. So here's an example of a political science book about the state of nature. I can't remember who they're citing here. Maybe Hobbs or Locke or someone. Probably Locke, thank you, yeah. And so the professor has given an excerpt. They've given them a stop and think activity. And over in the right-hand side, you see an annotation layer with some social annotation happening. This is all just living directly in, in this case, it's Canvas, the learning management system. We've loaded it in via LTI. The student thinks they just clicked an LMS activity, but what we're really serving them is the live version of a press book with the hypothesis annotation layer just built in. And so for them, the cognitive load is very low. They're just having this experience like they would in the other LMS experience. They click next and they take a quiz. They click next and they do a discussion for them. They click next and there's another chapter with an activity that Jennifer's built. We have some wish list things that we've discovered that we'd like to be able to do. We may talk about these more in the do-a-thon on Friday and you have heard from us in the past. If you've managed the wish list you will continue to hear from us until they're all crossed off. But they're exciting things and we appreciate all the work that people have done without payment so far for us. Long may it continue. The last thing is if you'd like to see it in action or do it, sorry Rob. No, no, yeah please. If you're gonna do them, take as many pictures as you want.  You're on the hook now. I would highlight number one as being particularly important for instructors working at an odd ladder, blood didn't fire. You know they're all important, all of our children, we love all of our children equally but number one is quite important. Number one is number one. And you know that one's getting a little stale. It's been in the backlog for almost two years now. I don't know. So the last thing is the seeing in action and do it yourself. If you'd like to see it in action, we have a basic poetry anthology that we built for today. If you wanna play around with it there's a series of links there. And we also made a private group so you can see and feel what it looks like to do those things in a private group. On a public book. But more than that, we'd really love to hear your questions for us about what you wanna know more about or what we didn't cover well. You're kidding. Hi, I just wanted to say relate geographically to both of you because I grew up outside of Milwaukee in Wisconsin and I went to school in Montreal, so. Great choices, both of those things, yeah. Great things. I, again, thinking about studying in my French class in high school in Wisconsin really wishing that I had had an annotation tool, especially for vocabulary words that would kind of just derail my entire French reading, for example, or something like that. I was wondering, though, particularly in terms of teaching another language and using annotation in that, a big part of learning the language is speaking it, is hearing it. And I was just wondering, is that part of the audio files from press books? I mean, how do you kind of bridge the whole communicating in live time? Very much depends what the objectives of your class are. Great question, yeah. Because if you're teaching an intro to literature class, the objectives of my class might much more be your analytical and writing skills, which I can, in fact, teach infinitely more efficiently online than I can in person. Students do crave an audio component and I think the multimedia aspect of the annotations that steal head up is a really great example. And so there are anthologies of red French poetry online. Sometimes I'll provide it. Sometimes I'll wait for the students to provide what they think is interesting. Even when it's 19th century, Baudelaire, Le Fleur du Mal, you'll find French commercials on YouTube that are playing, that are word plays on that. And opening that up where you have, you can treat the text in its context and you have a place for that, but you also have a place for these wider finds and associations and making that multimodal, I think helps in an online, or I've treated it in a blended environment. So it is building up to a face-to-face discussion, but it's helping, I find, to equalize the language differences. Yeah, I think, so the context for this particular talk was teaching literature specifically, and literature in a foreign language has a language learning component, but there are also projects that we've supported in open education that talk about teaching language acquisition. So the very first textbook we ever published at Wisconsin was this beginning Portuguese textbook, and in this book, the emphasis is much more on language acquisition. And so you'll see throughout there's verb tables and then there'll be these interactive quizzes where you practice verb conjugation and you're getting real-time feedback here and seeing how did I do, and then you're practicing. You know, not so great, but I'm learning, and then down below you'll have more activities and I'm trying to get to the audio. There'll be lots of audio and then video content and obviously a lot of work, but then you don't have instructors. Zero. So we've got native Brazilian speakers speaking all of the words, so when you download this as an EPUB, the audio is built in. You come to the next chapter and it'll be a dialogue activity and the audio is there in the book. So there's lots of things that you can do with Interactive Web. The big thing that's important for me at least in this is that this book is openly licensed under a CCBY license. Anyone in the world can read this book and use it for free or they can clone this book with our API tool, make an exact copy including all the H5P activities and all the audio files and edit and revise it and make it more contextually appropriate for whatever situation they're teaching it. That's really important and using the open web and open principles makes that matter, right? Like we're granting people permissions but the tools also ought to provide the means to realize the permissions that have been granted. That have been there. So you could move, we need languages in K through 12 to feed into languages in higher ed. We know that and textbooks are generated for those different audiences but what if AP French or whatever can use some of this? And so that's some of, if you look at what the University of Wisconsin is based on the Wisconsin idea, supposedly based on the betterment of the state, it's like somebody was thinking of open educational resources back in the day. I know we're probably at time, Nate. So I've got the questions there. It is getting kind of late. If there are no more questions, we have a couple more things to do before we all fill our brains completely full but having a round of applause for this great comedy team. Thank you.


I'm in Cairo and Cairo is where all the activity has been all this week and especially today named a day of rage by the Muslim Brotherhood. What do you see from your window? I see more terrible things is happening right now in Egypt. Some people attack the military forces and the securities in Egypt. So I see this Brotherhood group is very dangerous on the security of the whole of Egypt. So I want to send a message to the American people because they don't see the truth from the media in USA. So I want to send a message and this message is this Brotherhood group is very dangerous bad and they help that terrorism to be biggest in this country. Are you in Egypt right now? No, I'm working now in Kuwait. But you're from Egypt? Yes, I'm from Egypt. So what do you think about everything that's going on in Cairo right now? I'm sure you're concerned. You must have family back there. Yes, I have a family which is that they are facing a great problem. And I think it's a big mess. It's a really mess. Which side do you support? Do the military or the Muslim Brotherhood, if I might ask? No, the person or the part that I support only is the society, the Egyptian society. And I want them not to be killed, not to be killed for any reason. I'm not on the side of the Muslim Brotherhood or any side, any political side. But I firstly defend my cousins, my brothers, my siblings, everything in Egypt. So Mohamed, you're very interesting. You're unbiased either way. What do you think a solution is then? It's to have a real settlement, to have a compromise, just to have a talk to each other. I think to cease fire, to stop killing people, this will be the first step.