This is stock number 9663. We are here at Summit Automotive in Fond du Lac, Wisconsin. You're new and use sports car headquarters. Today we are taking a look at this super clean 2015 Subaru WRX STI. This vehicle has a 2.5 liter turbocharged motor. From this HD video, you will be able to see just how clean this car is all the way around inside and out. Black Pearl is the color. It has the HID headlights, the LED running lights, fog lights. We shoot all of our videos in 1080p so if you have HD capabilities on your computer tablet or smartphone device turn them on right now because it's like you're right here looking at the car with me. It has some aftermarket kind of root beer painted brown dark brown alloy rims are excellent condition. It has strata 255 35 ZR18 tires and of course the Brembo brakes on it. Those tires look like they have a good amount of tread left, I'd say at least 50 to 60 percent of the tread. Hood is in really nice condition. The front bumper is in excellent shape. I didn't see any dents, dings or cracks on that. Passenger side fenders in really nice shape as well. No scuffs or scrapes on that rim. And as we go down this side of the car you can see just how clean the body is, how reflective and mirror like that paint is. We take these HD videos so if you are far away or even if you're close behind just cannot make the trip down you can still see the car, hear the car and have confidence in the vehicle that you're looking at before you even get here. Roof is very clean as well and I didn't see any dents or dings down this side of the car. Back rim is in really nice condition as well and the back tires have just as much tread as the front tires. As we come to the back here I want to show you it does have the NVIDIA high performance exhaust. Sounds great. Very good sounding exhaust. Rear bumper is in really nice shape. No dents, dings or cracks on that. The deck lid is in nice shape as is the spoiler. Has a backup camera. As we go down this side of the vehicle just as clean as that passenger side. For full disclosure this back rim just as nice as the rest and really clean down this side as well. Has the power mirrors with the built-in directional signals and inside the STI package has the black and red leather and suede interior. There are no rips, there are no tears on the seats. Very nice condition. Driver's seat height adjuster. We have factory floor mats throughout. Power windows, power locks and power mirrors and it does have Harman Kardon sound system. As we hop inside here you can see that this vehicle has 33,952 miles instrument cluster is very nice and clean. Leather wrapped multifunction steering wheel has bluetooth on the left and audio controls and cruise controls on the right. This one comes with the factory navigation system. AM FM radio dual climate control you get see of the carbon fiber dash trim all over. There's your psi acceleration and such. This is also where your backup camera shows up. Passenger's seat and floor is very clean as well. No rips or tears on that. You get the STI embossed into the headrest and the headliner is very nice and clean as well. I don't think this car has ever been smoked in. Smells very clean inside. We will take a quick look at the trunk and the back seats and then we will check out under the hood. You have the suede inserts bolsters on the side there. Back seats are just as clean as those front seats. No rips or tears back here. It does have the latch child safety system and these seats do fold down for extra storage almost completely flat. We will take a quick look at the trunk. The trunk is in excellent condition. Lots of room back here.  The trunk shuts nice and solidly. Under the hood we have the 2.5 liter turbocharged four cylinder motor. It has a Cobb SF intake system. The engine bay is very clean and runs very smooth. You can see that the shocks do a nice job of folding the hood up. This car has been fully safety and inspected by our service shop. It has a fresh oil and filter change. All the fluids have been checked and topped off and this car is 100% ready to go. To see more pictures of this car or one of our other 400 new and used cars, trucks, SUVs, minivans, Wranglers, sports cars, you name it we got it.  Videos of every single used vehicle that we have all at summitauto.com. If you want to check out just our used inventory you can go to carson41.com. That's carson41.com and if you want to make this Subaru years give us a call right now<PHONE_NUMBER>. Ask for one of our sales associates to make this super clean 2015 Subaru STI years today. Once again that number is<PHONE_NUMBER>. And if you want to check out more videos you can go to youtube.com slash summitauto. Remember to like, subscribe, and share on this video and all the videos that you see there. In fact, in a second you will see a link to subscribe to our YouTube channel on your left. A link to more sports car videos like this one on your right. And if you have not been to our website on the bottom link to this vehicle on our website click those check us out and we really look forward to helping you with this super clean 2015 Subaru WRX STI. Thanks again.


Irregular verbs in English. Finally explained. Irregular verbs in English can be quite confusing. There are so many seemingly unrelated forms for English verbs. This video will help you see relationships between various types of irregular verbs in English so that you can make some sense of it all. The source of this material is eslgold.com. The key to understanding irregular verbs in English is to look for and notice the patterns. Here's an overview of the patterns that we're going to be explaining in this video. As you can see, we've divided them up into 21 different patterns and we've also included a 22nd one, which is the verb B, which is kind of a special case. We'll start with the easiest ones. Verbs like hit. Verbs like hit do not change in the past or the past participle. As you can see here, with hit you have the same form in the base form, the past form, and the past participle form. Hit, hit, hit. You can see other examples like cut, cut, cut, let, let, let, put, put, put. There's no change in the different forms of the verb. The only change comes with the S form. Now the S form of the verb is used with the third person singular subjects such as he, she, the man, the woman, the dog, it. And that requires an S. Hits, cuts, lets, puts. Now you'll also notice something interesting about the ING form for these verbs. You'll notice that most of these end with the letter T or the T sound. And because of the short vowel in these verbs, the final T is doubled before adding the ING. The only ones that are different are the two at the bottom, burst and cast. We don't need to double the T there because there's already a consonant before the final T. Now we have some variations on verbs like hit. For example, with the verb spread, it follows the same pattern in that the past and the past participle are exactly the same as the base form. Spread, spread, spread. The difference here is this one ends with a D sound and in the ING form the D sound is not or the D letter is not doubled. The next one is knit, which actually has two acceptable forms in the past and the past participle. It follows the same pattern as hit, knit, knit, knit, but it can also take on a regular verb ending, ED. For example, knitted or knitted in the past and past participle. Notice that the T is also doubled before you add the ED ending in this case. Then we have spit. Spit has two different forms in the past and the past participle. It follows the basic same structure as hit, spit, spit, spit, but also acceptable in the past is spat and spat. So there are two different forms that can be used. Now, the next one, sit, is not exactly the same as hit, but it follows a pattern that was used with the verb spit in that it changes to an apt sound. So it goes sit, sat, sat. The last one, cost, follows the same pattern as the others, cost, cost, cost, but there's something different with the ING form. Cost is what we call a non-action verb. That means we don't normally use this with the ING form. For example, you would not say that is costing five dollars. Number two is verbs like feed. Now you'll need to notice the sound shifts in the past and the past participle. Verbs like feed shift vowel sounds in the past and the past participle, usually from long E to short E. Let's look at some examples. In the base form, it has the E sound in the past and the past participle. Verbs like these have the S sound. So you can see how it goes, bleed, bled, bled, breed, bred, bred, feed, fed, fed, speed, sped, sped. And the last one actually ends with a T sound instead of a D sound, meet, met, met, but it follows the same pattern. Now we also have some variations on verbs like feed. For example, the verb flee does not have a consonant ending in the base form, but when we convert it to the past and past participle, a consonant sound, D, is added. So it goes flee, fled, fled. The next one is lead. It follows the same pronunciation pattern, lead, bled, bled. However, the spelling is different and this is important for you to see. With the base form, instead of EE for the spelling, it's EA, but the sound is the same. In the past form and in the past participle, there's no A and it is pronounced with a short E sound, led, led. Now that's important for you to remember because the last one can be kind of confusing. And this is the verb read. With read, when we go into the past and the past participle, we also change the sound. Read, read, read. But for some reason, the spelling is not changed. So it looks the same, but in the past and the past participle, the sound is different. So it sounds like the color red. So again, in the base form, it's read the past red and the past participle red without changing the spelling. The next verbs are verbs like keep. Notice the sound shifts again. Verbs like keep shift vowel sounds in the past and past participle, usually from long E to short E, similar to the ones we just did. The difference is with these kind of verbs, a final T is added. Let's look at some examples. All right, when we go from the base form to the past and past participle, it follows the same pattern as the ones we did before, E, eh, eh. The difference here is they add a final T, creep, crept, crept, keep, kept, kept, sleep, slept, slept, and so forth. Now, the few at the top are all the same in their spelling. But you'll notice when we start with the verb leap, the spelling is changed again from an EE spelling to an EA sound, an EA spelling. But the sound is the same, leap, lept, lept. Now, the thing about leap is it has two forms. One is left, which adds the T sound and keeps it in the short vowel sound. Another form is what we call the regular form, which adds simply an ED ending. And in that case, the sound doesn't change, so it would go leap, lept, lept. Now, you get into other words like deal, mean, dream, and leave. And these also go back to the same pattern, but the pronunciation is different, although the spelling remains the same. So we have deal, delt, delt. Mean, meant, meant. Dream, dreamt, dreamt. Now, dream is another one which has two forms. One is the irregular, dreamt. The other is the regular, dreamed, with an ED. And in that case, the dreamed remains in the long EE sound. Then the last one is leave. It follows the same pattern, leave, lept, lept, with the EH in the past and the past participle and a T ending. In this case, the EA is used in the base form, but only one EE, lept, is used in the past and the past participle. Number four is verbs like swim. Again, you need to notice the sound shifts. Verbs like swim shift vowel sounds in the past and the past participle, usually from EE to an UH. Let's look at some examples. Begin, began, begun. Swim, swam, swum. Drink, drink, drunk. Shrink, shrink, shrunk. Stink, stink, stunk. Now, some people will say stunk in the past tense. Also, we have ring, ring, rung. Sing, sing, sung. Notice again that in these verbs, a different sound is used in the past and another sound is used in the past participle, but the consonant sounds remain the same. With verbs like sting, it follows a very similar pattern, but there's one small difference here. You will have the sound shifts and you notice these sound shifts are a little bit different. Verbs like sting shift vowel sounds in the past and the past participle, usually from EE or EE to UH. The short U sound is commonly pronounced UH in English. Let's look at some examples. We'll start with the verb sing. Now, this is one we mentioned before and we're going to let you see it again to show you the comparison of these different kinds of words. Okay, with sing, it changes in the past and changes again in the past participle. Sing, sing, sung. With spring, we have two forms. Spring, spring, sprung, or in the past, it can be spring, sprung, sprung. Now, this is kind of a transition verb between sing, sing, sung until the next one, cling, clung, clung. Now, you'll notice that the difference here is that in the past tense and the past participle, the sounds are the same. With sing, sing, sung, the past is different from the past participle. With cling, clung, clung, the past and the past participle are the same. So you have things like fling, flung, flung, sling, slung, slung. Now, when we get to the verb hang, this is a special case which depends on the meaning of the verb. For example, if we're talking about hanging up our clothes or hanging a picture, you could say, hang, hung, hung. But if you're talking about hanging a person in order to execute them, the verb hanged is used, which is the regular form instead of hung. Now, the one I want to mention here that confuses a lot of people is the verb bring. Now, with bring, it does not follow the same pattern. We don't say bring, bring, brung, or even bring, brung, brung. For some reason, this uses a different ending in the past and the past participle. So with bring, it is bring, brought, brought, and we'll talk about that a little bit later. Some more verbs which fit this particular pattern as verbs like sting don't have an ng ending, but they follow the same pronunciation pattern. For example, dig, dug, dug, spin, spun, spun, stick, stuck, stuck, strike, struck, struck. Now, with struck, sometimes they use the past participle, stricken. With verbs like send, there is no vowel sound shift in the past and the past participle. But the final d sound is changed to a t. Let's look at some examples. Bend, bent, lent, lent. Send, sent, sent. Spent, spent. Now, that seems easy, but you have to be careful with these because not all of the words that end in e-n-d take on the t ending. Some of them use the regular ed ending. For example, the word end. It's ended in the past participle and in the past. Blend, blended, blended. Mend, mended, mended. So it's a little bit different there. With verbs like find, you'll need to pay attention again to the sound shifts and you'll see the sound shifts here. With verbs like find, they involve a vowel change in the past and the past participle from i to ao. The consonant sounds remain the same. Let's look at some examples. Bind, bound, bound. Find, found, found. Grind, ground, ground. Wind, wound, wound. Now, not all of the verbs that have an i-n-d ending follow this pattern. In some cases, they follow a regular ed ending. For example, mind, minded, and minded. The next one is verbs like build. For verbs like build, a final t is added or the final sound is changed from a d to a t. The original vowel sound doesn't change. For example, spill, spilt, spilt. We can also use the regular verb ending here. Spilled, spilled. Build, built, built. Burn, burnt, burnt. And here you can also use the regular ed ending. Burn, burned, burned. The next one is verbs like think. Verbs like think use ought or ought in the past and past participle. Here are some examples. Think, thought, thought. Bring, brought, brought. We mentioned that one before. Buy, bought, bought. Seek, sought, sought. Fight, fought, fought. Now the last two have the same sound in the past and the past participle, ought. But the spelling is different. Catch, caught, caught. Teach, taught, taught. Also, you'll notice that with the s form, we have to add an es rather than just a single s. Catches, teaches. Verbs like sell. With some, but not all, verbs like sell, the past and past participle forms are changed to old. Let's look at some examples. Sell, sold, sold. Sell, told, told. Now not all of these follow the same pattern. For example, smell follows the regular pattern with the ed ending. Smell, smelled, smelled. The same goes for yell. Yell, yelled, yelled. And quell, quell, quelled, quelled. Up to now, we've been dealing with verbs that end in a t or a d in the past or the past participle. Now we're going to introduce a new pattern, and that's verbs that end with an n or an en ending. Verbs like choose take on an en ending in the past participle. They also take on the same sound shift in the past and the past participle. Let's look at some examples. Verbs like choose shift to the same vowel sound in the past and the past participle. The difference is that in the past, there is no an ending, but in the past participle, there is an an or en ending. So we have choose, chose, chosen, freeze, froze, frozen, speak, spoke, spoken, still, stole, stolen. Now an interesting one is the verb swell. In the past participle, we have swollen, but in the past, we usually use the ed or regular verb ending. Not many people will say swell. Most people will say swelled. Now there's another thing interesting about some of these words, and that is what we call the silent e. If you look at the base form of choose, there is an e at the end of the word. However, this e does not have a sound of its own. It's what we call the silent e. Now what happens is when we add the ing ending, we have to drop the silent e. So that happens in words like choose, to choosing, freeze, to freezing, wake, to waking, and weave, to weaving. Where the final e in the base form is dropped before the ing ending is added in the ing form. Now there are some more verbs that follow the same pattern in that they use the same vowel sound in both the past and the past participle. However, in the past there is no en ending, but in the past participle there is. Let's look at some examples. Get, got, gotten. Forget, forgot, forgotten. And then the last three. Bite, bit, bitten. Hide, hid, hidden. And slide, slid, slid. Not many people will say slidden. They simply use the past and the past participle form, slid. Number 12, verbs like ride. Now these are slightly different from the ones we discussed before. Verbs like ride take on an en ending in the past participle. They take on a different sound shift in the past and the past participle. So the two sounds in the past and the past participle are different. Let's look at some examples. Let's start with the verb ride in this case. You'll notice that with ride it shifts sound in the past ride road. And then it shifts to another vowel sound in the past participle. So it's ride, rode, ridden. Two different sounds, vowel sounds in the past and the past participle. But the other sounds remain the same. The consonant sounds remain the same. So let's look at some examples. Drive, drove, driven. Ride, rode, ridden. Rise, rose, risen. Ride, rode, ridden. Smite, smote, smitten. Now the next set, the ones in purple, follow the same pattern in that they have a different sound in the past from the sound in the past participle. So let's look at the verb give. Give, gave, given. Forbid, forbade, forbidden. Now some people say for bad in the past tense. But it follows the same pattern in that it starts with one sound, shifts to a different sound in the past, and then shifts again to another sound in the past participle. Let's look at the third set, the ones in blue. These go from one sound to another, and then they come back to the original sound. For example, take, took, taken. You'll notice that there's a sound shift in the past, and then they go back to the original sound, a, in the past participle. Forsake, forsook, forsaken. Mistake, mistook, mistaken. Shake, shook, shaken. With the purple ones, it follows the same pattern in that it returns to the original base form when pronounced in the past participle. Give, gave, given. Now we'll see some variations on verbs like ride. Notice that they have the same en ending, but the past tense is going to be different. For example, eat, ate, eaten. Beat, beat, beaten. Now notice with beat, there is the same word in the base form and the past form. Kind of like hit, but the past participle has an en ending. Then last is fall, fell, fallen. This one returns to the original sound, fall, fallen. Val sound in the past participle. Verbs like grow also have an n ending, but it's not an en ending. For example, verbs like grow shift vowel sounds in the past and the past participle. They also take on the w n ending in the past participle. Let's look at some examples. Blow, blew, blown. Fly, flew, flown. Grow, grew, grown. Know, knew, known. Throw, threw, thrown. Now an interesting one, a variation on this would be the verb show. Instead of doing the e w ending in the past, we show follows an e d regular verb ending in the past show, showed, shown. Now the last two are a little bit different in that they don't end with o w n. They end with a w n, and that's basically because in the original base form you already have an a w. But it follows the same pattern in the past draw, drew, drawn. Withdraw, withdrew, withdrawn. Fourteen, verbs like where. Verbs like where shift vowel sounds in the past and past participle. They also take on the r n ending in the past participle. Let's look at some examples. With verbs like where, there is a sound shift in the past and past participle, and it's the same vowel sound in both those forms. But the difference here is that in the past participle, there is an n ending. Look at the examples. Bear, bore, borne. Swear, swore, sworn. Where, wore, worn. Tear, tore, torn. Verbs like come are very interesting. They shift vowel sounds in the past and use the base form in the past participle. Here are some examples. Come, came, come. Become, became, become. Run, ran, run. With verbs like when, notice the sound shifts again. Verbs like when shift to the same vowel sounds in both the past and past participle. But for individual verbs in this category, the specific sound shift is unique to the verb. The consonant sounds remain the same. Let's look at some examples. Shoot, shot, shot. Win, won, won. Hold, held, held. Light, lit, lit. Now with light, they also have a regular past and past participle ending. You could say light, lighted, lighted. Verbs like make. With verbs like make, the vowel sounds remain the same in the past and past participle. But the final consonant sound is changed to a D. For example, make, made, made. Have, had, had. Now with the verb have, it has a special form for the S form. We don't say habs, we say has. Verbs like pay use an AID ending in the past and the past participle. Let's look at some examples. Lay, laid, laid. Pay, paid, paid. Now look at the next one. With this one, the spelling is the same as the ones above. However, the pronunciation is different. Say, said, said. The pronunciation is a short E sound, eh, said, in both the past and the past participle. Also, with the S form, we don't say says, we say says, short E eh sound. The last one is play. Now with play, this is a regular verb, so it doesn't change the ending. It uses the ED ending, but the pronunciation is similar to the ones above. Play, played, played. 19. Verbs like stand. Verbs like stand change both the vowel and the consonant sound in the past and the past participle. For example, stand, stood, stood. Understand, understood, understood. Hear, heard, heard. Lose, lost, lost. Notice that you have a sound change in both the vowel and the final consonant. These verbs are not exactly the same, but they do have some similarities. Verbs like do and go have completely different forms in the past. In the S form and the past participle, they follow the same spelling patterns, but the pronunciation of the vowel sounds is different. Let's look at the examples. Now with these two verbs, do and go, you'll notice that the spelling is almost exactly the same for the endings except for in the past tense when these two verbs take on different forms. However, the pronunciation is completely different. For example, do and go both end in an O, but one is pronounced do, the other one is pronounced with an O sound go. For the S form, they both have OES as their ending, but do is pronounced does, go is pronounced goes in the S form. Then of course the past forms of these two verbs are completely different, did and went. Now in the past participle, the spelling of the ending is the same, but the pronunciation is different. O-N-E with do is pronounced done. O-N-E with go is pronounced gone. And then the ING forms are the same in the spelling, but different in the pronunciation, doing and going. Other irregular verbs. These verbs do not fit completely into one category, so they are dealt with individually. They do, however, follow some of the patterns mentioned above, as will be explained. Let's look at these on a case-by-case basis. Alright, first the verb C. Notice the sound shift. C, saw, seen. And the past participle takes on an E-N ending, like some of the ones that we've seen before. With the verb sew, the past tense uses a regular verb ending, E-D, sewed. And the past participle takes on the W-N ending, like some of the verbs we mentioned before. So it's like this sew, sewed, sewn. The vowel sound does not change, but one in the past tense requires an E-D ending, and the other, the past participle, requires a W-N ending. The next one is interesting, because it has two separate meanings and two different forms. Shine, shown, shown. Or shine, shined, shined. Now generally, if we're saying something like, the sun shone, that means it exhibited brightness, we would use the first form, shone, shone, for the past and the past participle. However, if we're talking about make something shiny, for example, I shined my shoes, then we would use the regular verb ending, shine, shined, shined, with the E-D. Shave has a couple of different endings in the past participle. It follows a regular form in the past, shave, shaved, but in the past participle, some people say shaven, some people say shaved. With proof, there are also two different forms in the past participle, proven or proved. But the past is simply a regular verb, E-D, proved, proved, proved, proven, or proved, proved, proved. Now dive is interesting, because most people say it as a regular verb. Dive, dived, dived. But a lot of people will use dove in the past tense. I think it's because it's similar to drive and drove. Lie is one verb that can be very confusing for a lot of people, because it has two different meanings. The first one is when you tell an untruth, say something that is false. And that is a regular verb, so it would just take on the D or the E-D ending. Lie, lied, lied. However, when you're talking about the second one, which is a totally different meaning, it can mean like sleep or recline or rest on your back. Lie in the past tense is lay. In the past participle, it is lane. Now for both forms of lie, for the I-N-G form, they have the same spelling, but it's different from other spellings of other verbs. It's L-Y-I-N-G. The last one is the verb be. Now the verb be belongs to a category of its own. For all other verbs, the base form can be used. After modals, for example, I might eat, he can't eat, people will eat. After two forms, we do eat, she does eat, the man did eat. Three in the infinitive form, for example, to eat. And four in the simple present tense, along with subjects in the first and second person, as well as third person plural. For example, I eat, you eat, they eat, the kids eat. However, the verb be is only used in these conditions. Number one, after modals, for example, he will be, they might be. Occasionally, it's used after do, for example, do be careful, don't be shy. And third, in the infinitive form, for example, to be. However, in the simple present tense, with subjects in the first and second person, as well as third person plural, the words am and are are used. For example, I am, you are, they are, the kids far. In the third person singular, the S form is is used. The verb be is used in a few situations, but not all. For example, it's used with modals. Can be, could be, will be. Or in the infinitive form, to be. And once in a while, with do, do be careful, don't be shy.  And of course, with I as a subject, you would use am, I am. The S form is used with third person singular subjects. He is, she is, it is. Now, the past has two forms. This is the only verb that has two different forms for the past tense. It's a little bit confusing because was is used in the third person singular. He was, she was, it was. It is also used with the subject I, I was. Were is used with everything else. You were, they were, we were. The past participle of be is been. And the I and G form is being.


Right, good morning everyone. We've still got lots of people joining the webinar But we will start the proceedings in a minute or two Just a few quick notes about the securities those of you who've been at the webinar since the beginning will know that we had some difficulties with Securities at the beginning of in the first webinar And so I have tightened up the security quite significantly to try and prevent People who are not welcome from joining our call I have at the moment switched to the chat facility off completely when Andrew begins his presentation I will open the chat facility to allow participants to interact with each other and to post questions, but Obviously if we have any problems any challenges I will shut that off immediately so that we don't have to Get any zoom bombers attacking us like we did in the first webinar I hope that will be okay with you all, but I will keep chatting with you all in In the channel in the chat channel. Please feel free to post questions in the chat channel once we get going And also, please feel free to respond to the chat. We had some really Good interactions between participants last webinar and I'd like to encourage that again I Will also be Allowing you to raise your hand if you would like to ask a question Because that worked successfully last time Every 10 to 15 minutes or so Andrew will take a pause and he will invite people to ask a few questions if your hand is raised At that point I will open up for one or two Obviously depending on time we might not be able to reach everybody will take all the questions But we'll take as many as we can And Andrew goes through all the chat afterwards as well to see what the issues were and tries to integrate some of those into his next slide deck So up there you'll see Also webinar rules and etiquette for everyone If you could please adhere to that for preference, please keep the video switched off We are monitoring video to keep the videos switched off because that is another Weakness in the zoom security, but it also just helps to keep the bandwidth load a bit lower And then for the rest of the issues We've we've listed them there if you have any real crises try and send me an email But obviously I'm quite busy with managing the webinar for Andrew so I can only look at the mail periodically So what I'm going to do now is hand over to our AAU colleague not today Naduma Glamini who unfortunately has competing appointment But her colleague Violet Makuku is going to formally welcome us from the AAU side So I over to you Violet Violet you have not unmuted yourself. So you're going to need to unmute your microphone Here you go Thank you. Can you hear me? Thank you very much Thank you everyone on behalf of the secretary general of the Association of African Universities Professor Etienne Ehile. I want to welcome you all to this part of the webinar series which we were having and we hope as usual I also want to acknowledge the good work that is being done by our partners Nellie and team That is a well appreciated. We also noted the good participation and exchange of information questioning Makes it highly in taking place. I wish us all the best in this webinar But I also want to remind you that we are going to have another one on communicating effectively during canvas closure and as usual we expect you to join us and to make your contributions and to learn from the interaction during that webinar and a separate one which is Related to quality assurance will then come on the seventh So looking forward to that and wishing you well in these deliberations. Thank you all Thank you Violet and over to you Andrew All right, welcome everyone and here's our team today. I think we've all introduced ourselves Neil by now, you know, well, he's coordinating with all the action in the back room the back channel and Kathy is on hand to lend some muscle to make sure that we get through everyone and Violet we've heard from and I am your present your facilitator today Remember last time I mentioned a good tip is that when you're doing something online You're the lecturer or the facilitator should have an online presence. So here's mine More or less the same as last week if you'd like to go through some of my social media channels there They are grab the PowerPoint and you can you can interact that way As Violet has already pointed out and today is the third in a series of four webinars We've already looked at teaching effectively and what to teach during campus closure today's focus is on How to know if learning is happening? How can you monitor that learning is proceeding and We've got another one on the 8th of May Friday Communicating effectively. So keep those in mind. We're slowly putting our puzzle together All right, so what are we going to try and do today, so here's our agenda We want to monitor if learning is actually happening all the things we used to use as markers to Determine whether there's progress happening our beginning have disappeared in ERT. We don't get those non-verbal Feelings, we don't get that buzz in the lecture now and so on. So how can we monitor that learning is still going ahead? And we've got four ways to tackle this So we're going to look at some activities that give feedback via the LMS and we introduced the LMS in the last webinar We said it's something that you need to now get to grips with with the learning management system is very much a helpful tool in terms of structuring and Getting information about what's happening during ERT. So you're going to have a look at some of the activities that the LMS offers We're also going to be looking in the second part on Assessment so ERT assessment. How can we exploit digital diagnostic and formative assessment tools? We've separated those out from exams and Term papers because there's a lot more flexibility and there's quite some nice tools that we can have a look at in The third section we're going to look at LMS diagnostic tools and tracking. So here we can Get information which allows us to analyze progress and to determine how much Student headway is being made in terms of your course and we'll show you some of the tracking tools that are Offered in nearly all of the LMS's and finally We this was raised in one of the participant feedback sessions in the last webinar if summative assessment Needs to be treated differently when we go into ERT Everything we used to do in the past is very traditional and we now need to rethink how we would do summative assessment During ERT so we're going to open that can of worms and have a think and hopefully get some feedback from the team Many of you have already been down this road And it'd be great to hear your experiences and that is going to be something we're going to encourage throughout the session We want to know what have been your experiences both good and bad so that we can share them as a team Time permitting will have a look at quizzes, which is one of these formative assessment free platforms that you can use That's in our tips and tricks section. All right, and there we'll look at how to set them up and How to put some questions in and so on all right? Also keep in mind before we get going in earnest keep in mind that all the resources you will see and there's going to be little baskets of OERs like we've done previously if you want to access them Then there are two places where you can get hold of this presentation and the links one is our classroom There's the link to our classroom and the code that you would need the Google classroom Some people have been saying that they couldn't get in and yet Some people did get in in the last webinar so it's not a capacity issue I would say try again, and if you do have a Gmail account use your Gmail Login to access the classroom because we did get people Registering for the first time last week. So it's working. So try it out however, if that doesn't work for you don't panic we've got a Repository of all the webinar resources on the OER Africa website So use that link click through look for which webinar you're interested in one two or three and You can take the recordings you can take the presentation and all the links to the various resources. Okay So here we go. Let's have a think What are we trying to do? We are trying to ascertain whether learning is actually happening that's the focus of this webinar and One of the things you can do to set this whole in this whole process in motion is to set Activities that do give us this type of feedback So what type of activities do give us information? so One of the beauties of the LMS is of course that it's a closed environment I know a lot of people don't like this idea a lot of academics now are saying need everything to be open and There's a good place for that, but I think it's quite Important that you also have a little space which is private where you can hang out your dirty washing and Discuss issues without a big public following. So the LMS is very good at this and within the LMS There are usually a quiz module or a testing module and it has the usual suspects The nice thing about most of these quiz Facilities is that they are machine Markable which okay, they take some time to set up but then you can more or less leave them alone and Students can access the quizzes and tests Asynchronously in their own time and then they can go through and the machine will provide them with some type of feedback that you've built into the quiz The usual suspects are multiple choice True or false We've even got these days drag and drop where you can drag labels onto a diagram For example, or you can Drag one picture onto another picture. So that's also quite common the those type of questions the normal lot are available and We would strongly suggest that you start thinking about how can I have little short tests? Which provide me with some feedback obviously the more creative and and clever your questions are as to how much information That you can get back as to their progress we've been championing Google Classroom as a free and Personal LMS in case your institution does not have a Learner management system So Google Classroom 2 has a quiz It's called questions a quiz section and it does provide you with some feedback as to the progress That the students are going through But you besides Google Classroom you've also got lots of little apps the Internet now is full of little startups who are all experimenting with different types of quizzes That you can do online. So I've just put into there, which I know have a free free community offering and I've got gone for go formative and Socrative which Especially Socrative seems very sophisticated in terms of the data that it gives back to you after a class has worked through some type of a quiz or a test Okay, so that's like the obvious low hanging fruit Get in there start to learn how they work and put together some of these little quizzes Another thing that's nice about the LMS is that it Gives you course completion statistics So a lot of what I'm talking about Come from comes from my experience with Moodle.  I can make it jump through oops, but To be honest, if you know one LMS, it doesn't take you very long before you get familiar with Any other LMS so they all offer some type of course completion statistics In Moodle what happens is as the students access various resources or engage with various Discussion forums or indulge in a quiz or whatever the machine the platform tracks what they've done and and What their performance was like In any of those markable quizzes Another nice thing which is interesting in the sense that it Encourages a different set of markers normally faculty gets a little bit overwhelmed during ERT feeling They have to go through every activity and provide feedback and grading and so on but the LMS is also encouraged the The lecturer to create peer review activities in Moodle. It's called the workshop activity I'm not sure what it is in Blackboard or Sakai or canvas But they all now are beginning to experiment with these peer review activities. So The students mark each other's work and that way they get feedback as to their progress and then you can look at the End results after everything has been processed by the students. So there's another way that you can relieve some of the burden of Having to go through and monitor every single intervention here. You can get the peers to do some of it for you and all of the LMS is The fact that it's a closed environment and that only authenticated users can go into the LMS means that they leave a digital trail all over the place and What you can do then is call for the logs for your course In the LMS and it'll show you which students have done what and how often and when and so on So there's a whole student activity report module built into these LMSs. So these are like Very easy ways to get some indication as to whether learning is happening and you can see that these are very much As a consequence of being in a closed Environment whereby students are authenticated when they come in. So therefore we can have very detailed information about their progress Alright once again as per the other webinars, we're putting together a little basket of OERs for you We are we are Africa obviously our mandate is to Encourage academics to use OERs and to release their own materials with an openly licensed Well a creative commons license onto your best resources So I have a think about that but in the meantime you can have a look at what other people have already done On this particular instance because it's all about LMSs I thought little YouTube videos would be probably more useful There's one there on activity completion is one on that workshop peer review in Moodle And there's even one for if you want to create quizzes in your Google classroom How'd you go about that? So those are all how-to little YouTube videos Alright, I think we should pause Neil and let's have a look. What do people think about The role that the LMS and the various types of activities that you can build for ERT Do we have any feedback from other people as to the success of this? Right well, I've got I've got one comment in the chat. Good morning everyone with regards to a summative assessment We are currently exploring the use of portfolio of evidence as a summative means to assess learning What is your opinion on the use of this method and for the purpose? So maybe you can answer that question Andrew I also have one hand raised so when you've answered this question I will well it let me let me allow I've got a prof. Ehile. I'm going to unmute you now So that you can ask your question and if other people have questions, please feel free to put your hands up Prof. Ehile you should be able to speak now Okay, good morning everybody Morning, I just joined the meeting So I don't know what happened before but I wish you would have a good discussion following the presentation and I will be able to make a closing remark at the end of the session Do you have a specific question at this stage? Not yet. Not yet. Okay. Great. Thank you. So I'm going to mute you again Andrew if you could answer the question about your opinion about portfolio of evidence Sorry, I'm going to ask you to repeat it for me, please. Good morning. This is from Linda and Tommy Zodra I hope I pronounced that reasonably correctly. Sorry. Good morning everyone with regards to summative assessment We are currently exploring use of portfolio of evidence Summative means to assess learning. What is your opinion on the use of this method and for what purpose? Okay, very nice and The idea of a portfolio of evidence I'm going to advocate for more of this in my later section of this webinar You're moving into a Digital environment and portfolios work so well in this type of environment The idea then is that when you set assignments and they create digital artifacts Then they can put them into their portfolio or their e-portfolio By the time they get to the end of your course, they have actually built together and not just a mock That you would normally get from an exam saying that they are proficient You have evidence that they really can do the work and the nice thing about these e-portfolios is that you can then Allow the student to send the prospective Employer the hyperlink so that they can go into the portfolio and see the evidence So this gets away from that That gap between what your certificate says and what you can actually do So I would strongly endorse that you guys start thinking about Setting up e-portfolios of evidence. I think it's a great idea and it's vastly superior than just sitting in an exam at the end Nice. I like that. Anything are there any other questions? That's it for now. All right So we'll push on So anyone who does Say it like this often if you If you are going to go for like a portfolio approach to the way that you do assessment And therefore your summative assessment really is degrading of this portfolio rather than an examination for example then each of the tasks that you set during the ERT sessions is very important those tasks could be building blocks towards An effective portfolio the So therefore when you are even when you're teaching the idea then is everything should be considered and even we could even do tests during the sessions Which are not summative but maybe formative which allows you a lot more leeway in How you set them because they're not trying to be punitive in any way what they're really trying to do these formative assessments is Be teaching aids and learning aids towards developing whatever the skill set is or the the knowledge That that is required. So for number two We want to say how can you exploit digital diagnostic and formative assessment tools, which you could then and on the one hand use to gauge if learning is happening and to have evidence that they are growing and if possible even put them in a In a portfolio. So let's have a look what we've got here So assessment I would now argue is actually crucial during ERT some type of Diagnostic testing for example could be done up front We want to know our do especially if our students have come from different backgrounds. Are we all on the same stage? Do we all have the same background knowledge? Do we all have similar prior experiences before we embark on this journey, which is your course So diagnostic testing then will it allow us to see that are we all in the same place? before we start and then you could use diagnostic testing again later when you say well, are we all more or less at the right place now that we have progressed down this journey down on this learning pathway and Whenever I go into African universities is quite common that you hear the lecturer say are you with me? Are you with me? And what they're really saying is? Are we all at the same place or do we need to? Catch some people up or give some remedial work or the extension work or whatever so diagnostic testing is very important then in terms of Understanding where the class is in terms of their learning pathway Formative assessments we're gonna have a go at it. We're gonna have it little Experiment and see if it works, but formative assessment is really a learning tool. It's a building block It is very different Some of you, of course, will know this but I'm just stating the obvious so you can see where I'm coming from But formative assessment then would be an activity as part of your course and it could be a quiz But it could be really Many other things could be project work as well. All right, so keep that in mind then diagnostic and formative I would say really lend themselves well to the Digital online environment and we'll show you some of the tools where this is What are available and a lot of them are free or have a free program one of the basic Programs for you summative assessment Okay Yes, but I've given it an ember tick because I'm thinking we if we thinking of like an Examination which is normally invigilated And all them then it can do it, but it's not going to be great and in the webinar one number of people raised the problem of how do we know that the person at the end of the come of the of the internet is The right student and so on so there are many many security issues that need to be thought through very carefully For summative assessment, so maybe we should try and get away from the examination Formula which is not very effective anyway in terms of Monitoring real learning and the acquisition of real skills, but we'll come to that a little bit later So I've written there as a at the bottom at least not the way we do it normally So I'd say that's why I've put it in ember and then another set of activities and assessment Which are also a little bit more difficult online Is subjects that use equations or specific skill sets and it's not like you can't do it But you need to get yourself organized and I'm thinking very simply of mathematics here, so If many other LMS's and these online platforms haven't really structured themselves properly yet to embrace equations properly, so and I'll show you a few tricks around this problem, but And It is a well-known problem now and more and more of these platforms are beginning to provide some type of equation editor Into the testing environment, so we'll have a look at that Also, so keep those in mind then diagnostic. Yay formative cool summative Mm-hmm and those subjects that require specialized writing or specialized skills We have to think more deeply about how to do that All right, so Here's just a way of saying what I've just said Diagrammatically so there's our learning bubble in the middle and there's our diagnostic testing Which is often done before learning starts Then we move on to formative testing that can happen during the learning process and it says their assessment for learning Okay Then it jumps across to summative and Assessment after learning and then back to diagnostic So for diagnostic and for formative you can do it in multiple different ways There are so many different little platforms that you can play with. I've put up a few there Socrative I've mentioned also to help you with some Diagnostic there's an example with a link to you rock. It's very cool obviously aimed at kids But it provides them with a template to fill in and then provide Generates some advice about how they should proceed with their learning So those would be like diagnostic tools I've put Moodle there as well because you can definitely use the quiz facilities within Moodle or any LMS to do diagnostic testing Formative we're going to muck around with those two today We're going to have a look at Kahoot in a moment and we're also going to I've given you some tutorials for quizzes So you can have fun with your formative assessment Summative assessment. I'm going to unpack a little bit more carefully towards the end of the webinar but there are the The the LMS is I'm familiar with and you'd probably want to do your summative assessment with inside LMS because of the enhanced security features So any LMS would probably have to be linked into the way that you do summative And I'm going to think G crisp zero one who did the diagram and Nice little OER that I was able to incorporate All right, so Yes, let's just take a quick pause there cool Just a couple of comments on the chat that I think you can address to possibly quickly first one just as Some more observation about portfolios due to the crisis made I think portfolios will take too long for the current intervention Also portfolios also need self-assessment by the students and then they may not be prepared for this And that comes from Kira and Urdev and then unity Chappunza says summative assessment is still a challenge in formal ERT, especially as we've been traditionally used to invigilation End of invigilated end of semester examinations The courses that are designed to use formative or continuous assessment These are easier to transform especially with the use of e-portfolios of evidence. So those are just some observations That's two quick comments or questions in your opinion What is the best free lockdown browser which is easy to use by the lecturers and students available? I'm looking for something that will not affect data and bandwidth too much and then Another question. How do we effectively assess the impact of e-learning on students if we still have challenges with security? So just some questions for you there. All right the browser I'll be honest. I'm one of the few people who actually use Microsoft Edge and There's not very popular browser, but it's been stripped down and it now Runs very simply everything is laid out very neatly But I would say any of the big the big three Chrome for example, I think is very good And if you're going to work in a Google classroom environment, it's really been built for Chrome. So that's cool and Then the other one I tend to use from time to time is Firefox I still like Firefox and I tend to use those three interchangeably although I'm the one of the weird people who use Edge. I Don't think it's really that serious. I think it's the browser itself is pretty generic I would say it's the way that you design your your ERT materials as to whether they're going to be heavy in terms of bandwidth and so on so You might remember in webinar one We went through if you're if your students are situated in a low-tech environment Then your materials need to be organized and you're so that they are not heavy. They're not They're not like video, which is very bandwidth Intensive but rather stripped down to work better in low connectivity environments And then we also mentioned in that webinar that your tools also I made a mistake in the way I interpreted it The question was actually about lockdown browsing in other words a secure browser to be used in assessments not on browsers generally Oh, right. Okay secure from the so I was thinking locked down in our current 19 environment not in terms of assessment. Sorry apologies for my misunderstanding Okay, and then all I can do is endorse what I said earlier if they're if it is a case where the marks are going to be used for Some type of summative assessment, then you've got to get them behind the LMS Wall number one and even then it's not guaranteed that your security would be would be ideal the the LMS's Do have some Security features for example, they won't allow you can't make a setting where they won't allow additional windows to open Which means they can't go and do Google searches to answer your question They do also put a if you if the students are in an Invigilation environment it does put a photograph of the student up so that the invigilator can check that the right person is sitting at the machine and there are You'll see later. I've put some biometric Articles more and more institutions now beginning to use the biometric Gateways into the assessment and so on but I would say that if you are in ERT and you are now wanting to do some type of Summative assessment you've got to change the way you would do it. I'll come to it later, but Basically an exam format just won't work. Okay, I would say rather go for something and some term papers or some Environment where they given time let it be open book try and get rid of that type of of security risk where you would know Based on their prior work, whether it's in line with what they've done before so again summative assessment big Question mark. I would try not to do it during ERT if you won't change the way that you want to do your assessment Okay, so that's my my spin on that Any other questions? That's it for now. Cool All right, so we're still I'm just trying to show you an example here. Here's UCT again They've released their little manual for for teachers for lecturers During ERT and they've shared it with that little license at the bottom. So this is an example of how UCT are Advising their lecturers. So for example, they say if your assessment will be multiple choice questions or short answers then here are some little guides and It says Notice that these type of tests Minimize your marking burden, but do require you to do some work up front We have to prep it properly Multiple choice questions can be used to provide quick feedback but require time to write Okay, so that's ERT that kind of works nicely, but it does need prep If it's a demonstration and verbal presentations, then that the UCT is encouraging Lecturers to get the students to video what they're doing as an example that they can do the skill or Can perform Or are proficient at whatever it is that they need. So they're saying the students can use their phones and can submit these Attachments to their learner management system Long answer such as essays reports and projects They would strongly advise it's done in a learner management environment And they were telling their lecturers that they must use an anti plagiarism tool called turn it in To check that it isn't just been downloaded from somewhere on the internet Where there's calculations We're talking about equations earlier. Then if they have to do calculations and use equations and so on then the Uh Maybe they need to show the working So how do they derive that answer and they need to show the the workings then the students should do it on Something that they can photograph. Okay, so Perhaps on a piece of paper and then submit the photograph So you can see here even at UCT They're now saying we've got to think out of the box in terms of how we would do what we did previously in assessment And then submit drawings and graphics students to convert to a PDF and submit To the elements okay, so Yes, we've got to rethink About how we've done things Are there any questions before I experiment with you guys? right, so, um, I have a couple of questions Incidentally, I have one observation from a person from UCT who says they caution the use of videos because it made this advantage student With limited access to data Which I think is an important consideration two questions From in a tempo for you, Andrew number one How can the effective use of curation benefit our teaching and learning? And two other AI tools that can be used to measure the performance of an individual interaction with a user interface There's a quite complex question. So you may not be able to get to them in entirety um so And then if anyone would like to raise to raise a hand to ask any questions or make any comments if you can keep them brief I don't have any at the moment So back to you, Andrew. All right Like sorry just uh, and let me just take this. Uh, this is uh in a temple who posed that question So I'm going to just unmute them very quickly Right, please go ahead But thank you milk Andrew Yes Is um, I post those two questions. Good morning, and thank you for quite a good presentation so far that you're currently giving it I pose those two questions based on Some of the five e-learning trends that are currently Making a way in terms of the use of lmss. So one thing that I was looking into was the The personalized learning or the adaptive learning for students So then I was asking the question. Are there any AI tools that one can look into that can help in us? Or that can assist in trying to measure the student performance individually Not by looking at the activity completion tracking tool that we have on lms And I personally can't endorse any of the AI tools that are being That are coming to the fore at the moment. I've had no real experience with them There's no doubting. There's a wave of new developments coming through. So I think within the short to medium term We will see these AI tools Become more available, but I have I personally have had no experience with them I tend to work in environments where we Have low resources So we prefer to start without the box solutions and that currently none of them really have an effective AI Component to them. So for this ert phase, I think we're going to have to keep it simple But we need to keep an eye on that. I think it's very exciting And potentially daunting in terms of what role AI might bring Okay All right, okay. I'm going to experiment here. I'm going to try and change my screen What we're going to do is play around with one of these formative assessment tools This one is called kahoot and I want to know if that any learning has taken place from this webinar So or the the three webinars So I'll put together a short little revision test And I would like you to do it for me and then I can monitor in real time What you've done. So what's going to happen is I am going to put on the screen Questions very similar to the one that you see on the screen at the moment and you will notice that there are Four options. They are color coded. So there's a red a blue yellow and a green And I would encourage those people who have a second device. So maybe a cell phone next to your laptop You're going to need to keep your zoom open and Active you can't hide it. So you'll need a second device like a cell phone in order to Participate you don't all have to but it would be nice if we have enough people so we can demonstrate what's what's going on So I would encourage you now to go to kahoot.it and I'm going to put up on the screen the code that I would like you to To try. All right, here we go. Let's see if I can do this um Yeah, and you can hear me people are coming in. So you'll see that there is a code 5961047 And on your spare device like a phone, then you go to kahoot.it And on the opening the main screen it'll ask you for this game pin. So can you put the game pin at the moment? We've got 22 players Okay, so the first question coming up and you'll see on your on your device You need to choose the right color. So which ERT resource option do we not recommend? Can you choose one of the colors? All right So as a Lecturer in my own right I'm now looking at these scores to see whether what I said in webinar one has actually been Simulated so out of 50 odd people 30 close to 30 Said yes, what we should do when we're selecting our ERT resources is to offer multiple formats Distribute only essential content and try and chunk the material So the one that was no good was distribute a comprehensive list. We say don't overwhelm them. You might remember Okay, so I'm a little bit worried that about 20 odd of you didn't get it. So let's see if that was just warm up problems there's our scoreboard and uh, you see that you are able to put in a Nondiplume or a nickname. So therefore formative assessment very unthreatening. It doesn't really matter how far How far down the list you are Which strategy fails to add context to ERT lessons? All right, and again as an electron a little worried I'm not getting a hundred percent from my live webinars, but I'm getting the vast majority of people who Are following what you've done in these These webinars here's another one Which strategy encourages students to support each other? Yay, that one didn't pose a problem. So I'm feeling more confident as a lecturer that some of my stuff went through Here's the fourth one Which topics are well suited to ERT? Yay Theoretical topics you might remember from our second webinar that we mentioned some things just are easily done on during ERT And yeah, most of you are on speed with that Which communication strategy requires the smallest amount of connectivity? Okay, I might have to rework this one. So maybe I have to do a revision exercise. My class isn't 100% with me Yes email. We mentioned was an example of a low tech Communication strategy. All right, Andrew is still up there. In fact, he's pulling away Becca and Rocco are in close pursuit Last one An open resource means Yeah, I've been very good about that one. Obviously. I've said it enough. All right So an open resource you can use for free and without asking for permission Yeah, that's kind of what we're trying to encourage you guys to use and to share your own. Okay. Nice. All right. That's the end of our our Kahoot Andrew is our winner Rocco is The silver medal and Becca takes the third. Okay. We've got some runners up Yay All right, and Now if I want to I can now go through and just check the full set of results and I can see If there are people Way behind or whatever I can save the results and have a look another another time So what we're trying to say here then is this is a free little utility And we had 70 of you doing the Kahoot test Using your phones easy to get in fun No threat And it provides me with a little bit of data and it also provides the learner with some thought whether they were up Doing well in that particular example. All right. I'm going to go back to my My power point Let me share differently Andrew while you're doing that. I've got a hand from temple.  It's a temple. I'm going to unmute you now to ask your question Thank you for the net us I would really wish to Understand the last slide. I didn't get that point Thank you the one that's on the screen For the one before They won't before this This one here Yes And just very quickly And I mentioned that Certain universities are beginning to put in an ERT Set of recommendations in place So maybe this is something that you might encourage your university or your institution to start doing They've you are the uct has released this with an open license so we can share it And I was just it was showing you what tools are available for the different types of assessments multiple choice Demonstration long answers calculations, etc. And then some advice about how to do it. So very simple mechanism But the idea then is to try and provide support and here they were saying multiple choice questions are great in terms of providing Relieving you of your marking burden, but it does require some type of investment up front before it works properly We mentioned for demonstration Don't be scared of asking students to submit video as an example. They say Especially if it's some type of demonstration or verbal presentation For long answers good old essays reports and so on will work But they were encouraging the lecturers to use turn it in which is an anti plagiarism App And calculations if it's very involved and you want to see the working you don't want just the answer They were encouraging the lecturers to collect student photographs of their workings And then that last one was drawing some pictures. They were asking for it to be saved as a pdf So all this slide is really trying to show is to spark an imagination about how we might need to change what we do In assessment to suit this new environment Is that useful? Yes, thank you. And then someone just quickly asking if Kahoot can be used asynchronously Yes, it can So I was doing the team mode because I wanted to do it quickly and I wanted to get as many of you on At the time so that's like the synchronous version But there is an asynchronous one where you basically give them the code and they can go in and do that their own time And then later on you come along and collect the results And the machine obviously marks it because you can see there it was And so yes, there is and it's available Hmm Noted it's available in the free version of Kahoot. I'm just having a think Okay, well, let's move on then that's all One more person asking if you can elaborate on vula dropbox. I don't know if you know that tool um, so vula My understanding is vula is the name that uh, uct has given to their lms. Their lms is actually Made by a company called Sakai And but they've given it their own name. Uh, some institutions have done this for example vut Uh, vol university of technology calls their lms vutela even though it's it's made by blackboard So vula is purely a name that they've come up with and obviously their Sakai has a dropbox facility which looks very similar to The dropbox app Where you can leave resources for other people to come and pick up and uh, it synchronizes with their devices so they can get it Whenever they're ready Um, yeah, nothing too special there Okay, so let's keep moving on and then we've got, uh people starting to share the the Other tools that they've got in the in the chats, but just to alert you and we've also got just uh, Around 30 minutes to go okay, um Right, so let's move on to the third component, which is the diagnostic tools and the tracking facilities um, which you should now start to Activate within your courses on the lms so, um What am I Sorry, um, all right, so for um Most lms's have a course completion tool. I did mention it earlier Um, and this basically provides you with an overview of how well the class is doing in terms of working through all the resources and the activities Um, and then there's also these student activity reports Which is very useful if you want to drill down to a specific activity or a specific person to identify how well they are doing So, um, for example in Moodle It provides the lecturer with this type of information Who is the person? What's their email and have they completed the various Activities within the course and the lecturer has the ability to identify which pieces of the course it wants tracked So, uh, in this particular course that you're seeing on the screen. There were some pages. There was a Forum there was an assignment that they had to hand in that last one is an assignment and if the Little boxes give you an overview of how well your class is doing So in this case, I can see my most people are nearly finished There's a couple of outstanding bits and pieces which I could then chase up and make sure that those people Realize that they have not yet been marked as complete or course complete um, this does take a bit of setting up and But once you've done it, it's very handy that you can just look at the class globally and you can see whether they're doing well as a class or whether they Are all struggling in terms of getting through the materials and the activities The little dots dotted box means it's the machine that marks it So there's some criteria you have to set so that the machine knows the platform knows Um, whether they can consider that complete or not if it was a um in Moodle if it's a Solid box that means the student can ticket themselves So if they are satisfied that they have completed then they can ticket themselves. So you've got those two options um If however, you don't want just a global Overview you want to drill deep down then this is the advantage of of the lms So you can drill down in terms of um the activity So for example that picture on the left Uh allows me to see as a activity. How well did they do and that activity happens to be a poll So they could tell me stuff. I had set a poll and then they were able to tell me where they set on the on the On a level so in this case. Yeah, I can see that the uh, the ratings very low This is just above one out of five 1.5 1.4 on these things here So I can see and I can also see how many people have actually responded to this particular activity So you get that level of statistics, which is very nice And you can either do it at the class level or the activity level, but you might be worried about a specific individual and Here's pros. Um, she was on one of my courses And I've put her up because she's great and she was very astute and Very diligent and you can sure enough you can see from when I asked for a report on how well she had done In terms of engaging with the resources and the activities you can see she's It's about everything In fact, the one document she really drilled down deep. She tattled it 10 times for some reason So Then you can get a like a map of how well the individual is doing in your course in terms of engaging with the stuff all right, so I would say then that you need to get those Diagnostic tools and the trackers all set up and activated so you can monitor The progress of students through the different sections I've put together some more OERs for you or the one I'm not sure about actually. It's that first one It's a Vimeo file and I can't find the license for it But it is quite neat if you are working in Moodle it will take you through the steps Very simply and very quickly and I I like it. So I've stuck it there anyway, but hey You'll have to view it on Vimeo. It's not an OER. You can't download it. You'll have to check That that you watch it in the in the proper environment Ted talks though are all OERs and I forget the exact though. There's the license CC by and I've founded using the filter on YouTube. So there's definitely an OER You can have a look on Eric Duvall talks about open learning and how to Analyze what's happening. He is a bit of a doer A doer presenter, but what he says is really on point So I endorse his his his values if not necessarily his presentation skills, but anyway, if you're interested in Open learning analytics, I can endorse that one And then we've got another a Moodle learner analytics Step by step tutorial and I thought he that was also very thorough and very good It's not an OER that one is standard YouTube license. You can only watch it on YouTube You can't do can't download it or anything like that. Okay And rethinking summative assessment or let's just see any questions before we move on Uh, there's one question, which I'm not sure if it's connected to this stage quite, but I think it's Helpful if Moodle is the preferred lms of an institution And I'm sure this would apply to other lms as well Then how can one sync all the other important applications with Moodle? So if you're using these other apps, how would you connect them with Moodle and Moodle and integrate them? Okay certain apps Have obviously worked with Moodle. I'm going to talk about Moodle because I have a Moodle experience but as Neil pointed out You need to investigate your lms And to what extent it has built up a relationship between other developers So in Moodle, for example, there's a whole load of module plugins that you can go through the library and you can identify additional functionality that can then Click in or just plug into the Moodle environment and then you get the tools in your Moodle interface I'm thinking of h5p, which is a An app which allows you to build Interactive elements in your lms And that you can just plug it in and then it appears in your Moodle tools But The you'll find that many of the new stuff, especially the new startups They're not mature enough yet to have got to a point where they have a relationship with the different lms developers So you might find that you have to run some of it external to your lms It's quite common that you would have to run it in parallel So for example kahoots.  So for example the Your enrollment and registration Processes, um, which might be done on a different platform. You'd have to investigate whether they are Um, if they a marriage between them is possible and therefore they can transfer information across from one to the other It's worth investigating again It's not universal. So you would have to check and find out So yeah, keep that in mind first prize is if your lms integrates with these other apps and platforms But um, be aware that the vast majority don't and you'd have to run them in parallel All right, let's push on Um, sorry, andrew just quickly what professional advice do you give for an institutional university library to adopt google classroom for start? What are the advantages or disadvantages of the lms over the google classroom? I think maybe that was a question that we covered in a previous webinar. So we can refer that user back to the early webinar recordings Yes, um, we basically said Your institutional lms should be king because it's well It should be well looked after and there is proper security on it and so on So rather if you can use your institutional lms Google classroom is great. If you want a free personal Version, I wouldn't put all my institutional stuff in a google classroom On the personal account. There is a school account. You might remember So, um, maybe investigate a college account on google classroom if you want to go that route Okay, let's move on. All right and which brings me to the um, the next item and our final item, which is um, rethinking summative assessment it's come up often and um, it is potentially a barrier for many of you thinking oh, we can't do the exams the way we've normally done them and so on And i'm afraid that is the truth and Security is improving, but it is still problematic for proper remote assessment So if this is important if these marks are important if they are term grades Or they are exit exams or anything like that then you might Think about holding this over till later when you have more control and more security I did mention Moodle and various other LMS's Do have security features um, and they are improving and You'll see just now. There are some examples where biometrics are being integrated into these LMS's, but it's still not default for these LMS's um So security is improving but still problematic, but I mean it's problematic anyway In Nigeria for example, uh, I I came across these people who are professional exam takers. They charge a fee and then they sit in normal Examination venues, uh, they have the The person's code and then they sit there and the vigilator doesn't know who they are anyway So they sit and write the paper on behalf of someone else So it already is a problem in exams anyway, and obviously there are more Um Problems in terms of remote learning if you're using, uh, uh, computers. So yeah, keep that in mind Uh LMS tools to support assessment. I have mentioned that there are little things that can be done. For example, you can Uh say that while they're doing the exam in the LMS They can't open other browser windows But there's always a ways around that you can always use your phone for example so, um If if you are setting exams whereby they can get the answer from doing a google Search, it's not a very good exam. Let's face it. If it's pure recall and pure comprehension Then you're wasting everyone's time. You should rather be setting them questions whereby access to resources if they need them They can have their textbooks open It should be at a much higher level for uh, for most of us in terms of the subjects we teach. So yeah um there are some LMS tools to support the assessment but Yeah I don't think it's it's it's good enough for an exit exam. For example Aim for authentic assessment I would say we now need to move away from the way that we've been doing assessment in the past This exit exam idea is also a bit of a disaster that it all rests on this one writing of one paper or Uh, that's the worst-case scenario anyway, and I think we should rather aim for authentic assessment So it can still be summative, but it needs to be authentic It means not so much just comprehending the information that we've gone through in the In the course, but the ability to apply it into new contexts. So um, the idea then is The assessment task should align with what you are trying to achieve in the course So if for example, you're trying to create accountants CAs charter the countants Then um, it's not so much about the protocols of doing charter the countancy. It's more about how they would sift through a Set of data which they have never seen before And apply those principles in terms of doing some type of an audit tool preparing for an audit or whatever So the idea then is we've got to get away from testing just simple principles And we've got to get to a situation where our people are applying knowledge and skill sets and so on in an authentic way I put a little picture of africa there because I thought We have all people have special problems And special challenges and we should obviously be setting exams which will kind of contextualize what we're teaching them For working and being effective within our particular Circumstances here in africa. All right, so I would say then one of the things we need to do is change the way That our assessments are done so that we are more in line with authentic assessment and uh, one of the Present one of the people at the beginning Mentioned e-portfolios. You can see I endorse the idea. We've already talked about that but I would say again that would be a much better way to um, provide someone with um Exit is by letting them compile Portfolio of evidence that they can do the doing and Have done it already. So it's not just a theoretical or an exam or an exam Um, I've pinched or I haven't pinched I've I've acknowledged The Pasadena City College Um, they put together this little graphic and I think here you can see um, they've tried to also Identify how authentic assessment is vastly superior to our traditional assessment and specifically Exams and so on. We've got to get away from remembering and basic comprehension And we've got to move towards these other skill sets If you know your Bloom's taxonomy, you can see that these are all higher Um higher order thinking skills We need them to show us evidence that they can evaluate that they can apply Um, and that they can create There's a some of the The edgy verbs Used in the in the graphic. So yes, I would say if ERT is continuing Then we've got to Start thinking about how we can move away from the traditional examination Towards some type of authentic assessment. Maybe with portfolios What but at least with some type of an activity whereby we see them doing these higher order thinking skills and here is Again another little hand here. Yeah, let's do a question. So, uh Kiran you are unmuted now Oh, I wanted to know about videos and uh because our institution says that it's so expensive. Is there a way around that? Okay, I've been collecting videos and I've been wanting to Sorry, the second thing is what they got to Um Slip my mind. I'll ask it again later. All right. So the video question we have raised this flag a few times The problem with video, of course, is that it is bandwidth intensive These videos aren't small Uh, it relative to say email for example and therefore the cost tends to be passed onto the user So the student and obviously students have limited resources. So that is part of the quandary is these guys are having to pay extra for their For their resources if they are in the video format video has many advantages over Over other resources, but that's one of the drawbacks. Is there a way around this problem? Well, what you could do is put them on your learner management system and then get your learner management system zero rated We raised this issue of zero rating previously In one of the other webinars, but the idea then is that it's the institution Which carries the burden of traffic onto that lms not the user and the service provider would Would have to be negotiated with so that the institution and the service provider have this relationship Uh, and then the server gets zero rated. So that's one way around that or You could go much low tech than that. You could supply the videos on a usb stick and then at when they go off to do their ert And then they take their stick with them and then you can say in your course when they must look at which video So that way they don't have to stream the video and therefore it is considerably cheaper for them Um, and then you got the the power of that But that requires some thinking up up ahead and we're now deep in the middle of ert So how they would collect the little usb sticks would need to be thought for carefully um Yeah, so they're always around it. Um, and I am a fan of video I find that's how I learn these days is I want to know how something's done Then I get on youtube and vimeo and and find out who's done it before me so, yeah get creative Can you think of the other half of your question? Let's keep moving on andrew. We've got 10 minutes or so until we need to wrap up And some people already need to move on all right Three little um open access journals for you here little articles one is on using the fingerprint scanner during the assessment Some people I've experimented with andrew out there. We're we're now viewing your zoom screen not your slides But hang on sorry We're back. Sorry. That's my mistake. Sorry Okay, I'll don't worry because Turn that off So that's all good That's all right now. I can't see my screen. Oh, there we go. Sorry There we go. All right three Very quickly three articles you might want to read on one is using a fingerprint scanner during the assessment Another one is on how to address cheating in e-assessment Uh, and the third one is how to optimize your lms in this case It is moodle for quizzes and online assessments. So there's some open access journals that you might want to read up on those all right, um I was hoping that when you saw the cahoots you went all Um, that's easy and fun and light-hearted and a good example of formative assessment Um, maybe I could do that, but I have done this in face-to-face sessions in other Uh, university workshops and a lot of people say it's a bit Juvenile the coloring and the fonts and so on. Is there a more Serious, um interface and um, so yes, there is so this one is not cahoots. This one's called quizzes and it is much more Uh muted in terms of its Uh, it's styling. So, um, the idea then I was going to go through some of these um videos, but I think Uh, I would rather ask you to come and take the presentation and then work through it yourself um, the idea was we were going to demonstrate how to set up your quizzes account how to Um set your questions how to get your students in and The interesting thing how this is different is with cahoots. I was controlling the pace So I would wait till I thought everyone was ready and then we would go on to the next question But with quizzes, it's a race to the end. So they get extra points for being quick And they don't have to wait for the whole class. They can just work through the set of 10 questions for example and um In their own time. So yes, uh, if you want to have a little bit more serious quiz But still in a very similar format, then I would say have a look at this video here. It's in the it's in the presentation and um It's also a good fun. All right. Um, I'm not going to show it today um, and this brings me to the end of my my formal presentation Um, I I'm going to sum up in a minute, but are there any questions At this point before we start summing up and handing back to the au to violet so we have quite a lot of active chat at the moment no raised hands for questions, so Oh, there we go. Um I'm going to start with uh felix Felix I'm unmuting you if you'd like to ask your question Yeah, thank you very much My question is into this first I would like to ask on the originality test of student submission during, um, the rft sessions How do faculty really asserting the responses of students to assignments to questions Google from Wikipedia or whatever resources they use so I do you really check up student feedback when it comes to originality because um We do we have nms platforms that could incorporate Student feedback checkup number two My concern is on assessment When I'm moving from um traditional exams to online assessment, how do you check up on the Participant or students real real-time assessment what I mean by real-time assessment when students I need the one right in exam or maybe it's um Um by proxy or what's for that method So what are we thinking through in ERT towards the migrating from traditional to online as well as T keeping security issues Maybe through proctoring or what are the methods would it be useful for us to actually say a student a Itababa metrics or finger print. So what I do is actually writing this design at this point How do we come by such resources together? Those are the two questions student in a forum discussion, for example, hasn't just been copy and pasted from Wikipedia or from some other reference online and the um That's a good question And I would what I used to do in the early days before I had access to these Anti-plagiarism apps and so on was just to use google back at them So if I read something and I went, hmm, that just doesn't sound like this person. It's it's using um Language, which doesn't seem quite right. Then I'll just copy a couple of sentences and stick them in In google and then to have a quick check And then that way it would show me anything. That's exactly the same or very similar so, um, you don't have to go for these fancy fancy Anti-plagiarism apps if you are on a budget And you can just use the power of google Um, but it does require you to have To be astute and to have a feel for your class If they're all anonymous people in your mind, then that's much harder, of course to pick out Something I must say the one time uh I read this article Put together by one of my students and I thought all shucks. I know he's good But this is really good and I was reading reading reading. I thought oh this guy He's he's even higher in my estimation than previous and then right at the end it said click here for more information And I realized that you had just copied and pasted it from somewhere and had even checked it and stuck it in his assignment so, uh, yeah If I googled even part of it, then it would have come up and shown me where he got it from so, um Yes, be careful. It is very easy to plagiarize in a digital environment But there are tools to help you get around that and I would say your your institution should think think about Getting a subscription to one of these anti plagiarism packages and at least for your Important stuff like your term marks and maybe some exit exams and so on where you can just check if they've done it If they've had to write this Exam digitally that there's a quick check to see that there isn't bulk big chunks of this out there Elsewhere and then you said your second part of your question was about How can you get around security problems for real-time assessment? And again, I have to Reiterate what I've said previously and that is very very difficult and I would say try and break away from real-time assessment if your learners are remote Because you don't know what's going on on the other end of the The link and rather and it's And if it is a real-time synchronous Exam, for example, then it's going to be quite generic again. We're falling back to that old idea that in one sitting you can get them to Show how they comprehend something and that's enough And I'm thinking that most of your subjects require these people to become professionals to be able to work in a In a professional environment within a specific context, especially in African context and therefore I would say we should really go for assessment Which is asynchronous and can be built up over time. So again some type of a portfolio of evidence that they have Put together the building blocks. So I would say why are you in ERT? Try and steer away from real-time assessment and rather go for some type of asynchronous assessment Which is authentic in nature and that provides the multiple opportunities to To demonstrate and to build up evidence that they have the proficiency So, yeah, no easy answer for that second half Okay Thank you very much. Andrew. We've got Maybe just time for one very last question from the the feed But I think this is also something that segues into the next session, which is How can learning through small groups be enhanced in ERT? For those of you who Haven't been here the whole time ERT means emergency remote teaching, which is distinguished from online learning in that It's when you had to unexpectedly move your face-to-face classes into an online environment because the campus was forced to shut down In this case, obviously because of the corona virus pandemic But in other cases it may be because of unrest or student protests or for a number of different reasons So andrew if you can maybe Just signal to us ahead of next the next session, which is about communication with students a very quick answer to that before We wrap up as we are now out of time. Sure All right, I'm going to wrap up then Um, so what did we cover today? We said that to monitor learning during campus closure You need to get yourself organized That uh, you should try and use those activities on the lms That do provide you with some type of the feedback. Okay, so it's not just the mark But uh, you can actually See what's going on. We said that try and exploit digital diagnostic and formative assessment tools So you can see um assessment then um has been quite effective for formative and diagnostic Testing during ERT But we were trying to warn you to not See if you can reorganize your schedule so that during ERT you don't have to do too much Summative assessment, which is thought with issues for new users um lms diagnostic tools and tracking we say that if you are in lms You have these additional tools which allows you to track what people are doing and how far they have proceeded Through your materials and with your activities And we said you could do this either at the class level or at the activity level or even at the individual level That's the beauty of the lms And then we said that uh, finally when you come to summative assessment for ERT Yeah, you've got to be very organized. You got to know what you're doing We're trying to keep you away from doing real time to try and emulate an exam condition because there are issues involved and we don't even think that that type of assessment An examination a one-off exam is ideal anyway We encourage you to think about authentic assessment and to rather build up a portfolio of evidence so there you go and Finally, we there were two little tools to try to show you today the cahoots and the quizzes So if you're feeling adventurous, they're very easy to use. They both offer a free platform that you can experiment with And yeah, they're good fun. All right, and that is my Contribution for today if you would like to see the The resources they're all laid out in the google classroom There are still spaces available in there. I'm not sure why some can get in and others not I would encourage you to use your gmail account to get in if maybe that's it But if you can't get into the classroom don't panic We have everything up on the oer africa website on that link And then later today and tomorrow you will give you the recording of this webinar as well if you want to go back and view All right, all right, good. Thank you very much, andrew and To uh, I hope you've all found that useful today again as always the Links to the slides will be uploaded to the oer africa website and shared by email tomorrow I'll also try and share the chat because there's been so many useful tips and ideas coming through that Um, and just to close up very briefly uh from the au side. We have prof. Ehile who will Wrap things up for us Okay Thank you Can you get me? Yes, we can hear you. Okay. Okay. I would like to first of all thank uh, Professor and rumo for his insightful presentation Also, I would like to extend a big thank you to each of the participants That attended today's webinar focusing on How to know if learning is going on during the lockdowns From the association of african universities perspective Such capacity building programs are very important and relevant for keeping our stakeholders informed and engaged We have now come to an era Where online education has become a necessity and the training of teachers and high education leaders has also also uh become The mast A is also grateful for the partnership with OER africa and particularly the emphasis on open education educational resources to improve teaching and learning I am back to you to check the au website and blog for more information concerning au's activities I wish you all Safety during this COVID crisis. Thank you Right. Thank you very much profe hile and thank you very much everyone. Um, I will be shutting the webinar down now So remember that the next session is on friday. We will see you then We'll be sharing the links as always. Thank you Thank you