Live from the Mendelebe Convention Center in Las Vegas. It's theCUBE, covering VMworld 2016. Brought to you by VMware and its ecosystem sponsors. Now, here are your hosts, Stu Miniman and John Walls. And welcome back here on theCUBE as we continue our coverage of VMworld in Las Vegas. For the Mendelebe, we're sure you can see how great activity we're going on here. We're going to be here bringing you coverage here Monday, Tuesday, Wednesday, this week. Along with Stu Miniman, I'm John Walls. We're joined now by Mike Field, who is the Interim CTO of Bay State Health. Mike, thanks for being with us here on theCUBE. We appreciate your time. My pleasure, my pleasure. Let's sit at the table here about Bay State. Western Massachusetts-based health care provider. But a lot of hats you're wearing is the Interim CTO. Teaching hospital, community hospital, home care, hospice care, 12,000 folks working in your organization, medical associates. How are you juggling all that today in the IT world? Difficultly, but it's actually not that bad. It's a pretty straightforward job. Love it. It's just new stuff all the time. I'm learning all the time. I'm working. I'm having a great time. We've talked a lot this week and heard a lot this week about the digital transformation, how very real that is, and moving on to the digital economy, if you will. Very important in your space in terms of patient care, patient information, patient data. From a 30,000-foot level, what concerns do you have in terms of that record protection and then that information's being sent about various diagnoses that you have to be concerned about? Sure. Well, first of all, we have to maintain up time.  So we simply have to have everything operational all the time. And in today's budgetary constraints, like our institution, like many others, is going through a lot of budgetary issues. So what keeps me up, other than security, which is a whole other issue, is how do I maintain the quality of our IT, which is the foundation of much of the systems that patients rely on? That's it. That's one of my major focuses. Mike, can you sketch out for us just kind of the scope of the responsibility that you have, how many locations, the number of kind of patients or employees, however you measure that? Sure, we're about 12,000 employees. We had well over a million patients in our area. We're about three, really four hospitals. We have an insurance company. We have a reference laboratory. We have a life sciences. We're a vertically integrated health system, teaching hospitals, as you mentioned. My responsibilities are to help chart the technology direction of the institution as a whole with certain specific mandates. One, I have to increase uptime. I have to increase efficiency. I have to work within essentially declining budgets. I have to integrate new technologies, all of the above. All right, so talk to us a little bit about what you've been doing the last couple of years from a technology standpoint. I think most of our audience will hear what you said about the challenges and it's like, yeah, that's it. Declining budgets, flat to down on headcount. More things coming in and some of them understand the governance and compliance things that you also need to deal with. And I live in Massachusetts. I hear all the things going on in healthcare there. Well, technologically, I would say the centerpiece is hyperconvergence. To us, there really is no other way to control costs, increase performance, increase operations, everything. And that's been the major focus at the most fundamental level of our infrastructure. We began about two years ago, what we call Infrastructure 2.0, which was essentially the replacement of all of our traditional storage, compute and networking elements, all based on VMware's NSX, ESX, and VSAN products. We are now actually in production and we've seen phenomenal results from this. All right, so Mike, tell us, what was that replacing? And this wasn't a project deployment? You were trying to kind of sweep the floor? Yes, to more. Well, actually it's a good question. You really can't, it's interesting. We come at this two ways. One way is to say that there's an event like you put in CERN or Epic and that's a natural point where you can, as you say, sweep the floor. We didn't really have that as a case. What we had was our normal budgets, which by the way, all of this work I'm mentioning was done within the existing budgets. We didn't really require new dollars for this. But what we had to do, knowing the new systems coming on, the new imaging platforms, all of these things, required that we build our new platforms to take care of those things at current or less dollars. So we started with initial deployment, very small, side by side. Our typical infrastructure looked like any other hospital. We had, for example, EMC storage arrays, IBM storage arrays. We had a mainframe. We had AIX equipment. Lynn, every complete salad bar approach to IT basically. And then we began an active, active, active network. Three separate sites which combined storage, networking and compute and have been increasing that while decreasing the other stuff and migrating to it. It's an ongoing process. All right, so two years ago, virtual sand was a relatively young product compared to where it is today. It's had a huge growth, especially the last 12 months. So what led you to that?  It sounds like you've used them for a while, but why were you willing to be kind of an early adopter of that technology? Well, if you want to make a significant change, you're going to have to take some risks. Typically, healthcare is somewhat risk averse, but Bay State is kind of blessed. Our CIO, a gentleman named Joe Venko, is very forward-looking and realized that to make these changes, we had to make some very serious bets on technology. VMware, we're familiar with VMware. Everybody uses it. It's a solid company. Prior to my work at Bay State, I worked in other, as a CTO and other relationships and other hospitals. And VMware, once again, over there was well known. So we knew that VSAN had potential. We also knew, to your point, it was a new product. So when we started this project, we didn't have, we didn't plan to migrate any of our very significant loads to it until the product progressed in its life cycle. We were intimately in communication with VMware about what their plans for and when those features would come on and we mapped our project to that. So you talked about results. Yes. Get into this a little more specifically but the before and the after, what are your metrics, your key metrics, and how much did you improve on? Sure. Well, I guess one of the simplest things and most obvious is just cost of storage. When we look at the true cost of storage in our old model, which are the big sands, the fiber channel arrays, all the special people to do that, all the special software and what we have now combined everything really under VSAN, our storage costs are about 30 to 50% less on any unit measurement like on an IOP basis, on a capacity basis and so on. Another enormous benefit was that we had like a lot of hospitals silos. We had the little storage guys here, the networking guys here, the compute guys there. Each one of those groups was understaffed, highly stressed. When we put in the hyper-converged platform, VSAN, NSX really being the glue of it, they all started to learn each other's roles. So the net result was we had a larger pool of people to learn communal skills on call pagers where it need isn't much, we have a larger pool of people to handle things. In addition, as they got better and better at it, they slimmed the need of like real-time attention. They could kind of work on other projects. So we had a backlog of many other things that the IT department simply couldn't get to because of keeping lights on. This technology allows me to not only have everything cost less, but I can deploy my resources outside of just keeping the lights on. So that big benefit. There's like an automation efficiency then. Absolutely.  Absolutely. Can you walk us through some of those operational issues? There's kind of an inherent fear sometimes, if I own this domain, this guy hands over the hair, I have our swim lanes, we understand the back and forth. You put us all in a pool, it might be easier to kind of cut. Sounds like everybody's got more than enough work to keep them busy. So it can help walk through some of those. Well, first of all, I want to step out and say that when we propose this, your point, the fear right up front, it's natural for you to say, oh my God, this is a technology that I could be replaced. If I don't measure up, I'll be out. That just didn't happen. Most people really want to learn. The problem is they don't have an option. There's no space within the organization's daily operations for which to learn something new. So after initial fear and kind of trust me, you're not going to get thrown out of here. And they began to see the interaction. They were involved with VMware at an engineering level. We brought VMware teams in along with my company, as I said, I'm a contract employee. And we created a training regimen where we pushed the stores and networking and the PC guys all into the same group. They worked through the actual design itself. We didn't, and VMware didn't just simply present the design. It was a requirement that our staff actually be part of the design process. So they learned this thing. Once that began, no fear. Everybody jumped in. All right, so Mike, you've lived through a lot of the maturity the last two years. Can you tell us what was it that was in the product when you said, okay, it can go in production? And what things are you still asking VMware for to kind of bring it even further? Sure, the initial, one of the things we always wanted was the ability to put outside elements into the VSAN environment for storage. So compute nodes that are completely outside the infrastructure need to be able to see the storage. That's something that we know is coming. Once VSAN was deployable in a three node architecture, and that's what we are. We are three separate, almost exact copies with dark fiber between them. So we can lose almost any conceivable combination of systems and still stay up. We needed that capability. VMware worked directly with us to give us essentially a pass as soon as their products were able to do it, even if it wasn't generally stated, we were willing to do that. So that was number one. Number two, your question about what we want them to do, a couple of things. Their all flash system represents right now some pricing elements. We're looking for, we have a lot of customers on VSAN that have spinning disk and flash. But to take advantage of some of the new things like erasure coding, certain compression, this all flash issue represents a potential capital increase. That's something that we need to work out with VMware. And VMware's aware of it. One of the issues is encryption. We're expecting encryption to be available. That's something we know that VMware's working on. Basically, most of our designs are in there and our requests are in their life cycle. So we're confident they're going to get to it. Are there areas, and this is almost a loaded question, it's inherent in your business that there are areas that you need to be super sensitive about. Talk about imaging, for example. So what are those that create for you, you think, distinctively interesting challenges than others in your position? Well, imaging, to us imaging means growth. The real issue of imaging and related parts of it is the fact that it's an explosive growth and the growth and the quantity of storage. Hospitals like Bay State are constantly exploring new forms of what we call modalities, X-ray machines, things like that. And these devices have ever more complex requirements. We really can't easily predict where storage goes. So I need a method where I have linear costs to storage. Right now, in the traditional model, with let's say EMC stuff, I have a certain number of drives in a case and I go to number of case two, then I have to add an engine and so on. And there's this stair step cost. I reach some maximum number and then I have to do the whole thing all over again. What makes VSAN essential to us, and it is a major issue in capacity, is that that's a linear curve. I simply buy more simple nodes. I keep throwing node after node after node into the system. It allows me to, if not predict where my storage is going in terms of quantity, I know where my costs will go because I can manage that. So that's what keeps me up. That's from this particular product's point of view. The security is another issue, which as I said, we know that VMware will be introducing. All right, so Mike, with the benefit of hindsight, if you talk to your peers, what would you tell them kind of about virtual, virtual SAN in general, hyper-converged, you know, overall, you know, that they might learn from what you've gone through? Well, it's definitely worth it. It's a little scary. I think time's on my side though. I mean, vendors like VMware, Cisco, all of them are pushing towards this direction. What I would say though is be very, very careful about how you deploy in testing. What we found is hyper-convergence requires so many intricate parts working together that as versions change, as VMware makes a new version of VSAN, and Cisco makes a new version of a, for example, Cisco shop of a UCS product, and then NSX has another version, these versions need to be tested very, very, very carefully. If you don't, you gotta, you gotta intend the consequences. One of the, not weak points, but one of the results of a highly compressed, hyper-converged architecture is that an error goes everywhere all at once. It's not isolated to a corner somewhere. So you would better test carefully. Teaching people to properly test model things is essential. I would argue that that, if you're not willing to do that, be careful. Sage advice from a man who has been there and done that, and is doing that in healthcare. Mike Field, thanks for being with us. My pleasure, guys. TheCube continues here from VMworld in just a moment.


You know what? I'm in such a good mood. Do I just go for Reads? Reads! Ha ha ha ha! How's it going everybody? Dahtonoi here back with some more Dragon Ball Fighter's rank matches, this time playing the suggested team of Super Saiyan 4 Gojita, Super Saiyan Blue Gojita, and Vigito Blue. And we are still in Orange Square now, so we do have an operation to increase that square color by whatever means necessary. Unfortunately, we do have to run into another Orange Square. Oh my goodness! The perfectly spaced Key Blast! That was actually sick. All right, I guess I'll sit down here. Combos? Combos? Oh my goodness, I did not deserve that. Let me get that assist real quick. All right, that's all I need. I'm not going to switch out. And I'm actually going to just try to throw him back to the corner. Woo! Oh, OK, OK, you're blocking. You're blocking. I see you. But unfortunately, you can't block forever. Nobody can block forever. This is not kill range, is it? No, no, no, it is not. All right, well, there we go. Oh, that's all I need. That's all I need. Just auto it from there. I was sweating. I was like, well, this is not a real combo. Oh, I didn't even have to add on the extra bar. Let's go. You know, I'm in such a good mood. Do I just go for Reeds? Reeds! Why not go for Reeds is the thing. I mean, if you're just going to give me all that, why not go for Reeds? Do you get it in the corner? Ah, I got mashed on. I understand. I did. I missed the media. I deserve this. I do deserve this. But I won't miss it next time. I can't afford to miss it next time. Do we get level three here? I went in. Oh, what was that? I should have D.P. Oh, beautiful. How did I drop that? No, the DP combo. I'll just do it again. Oh, oh, I'm terrible at the game. Absolutely terrible at the game. I had big ideas though. You could tell. You could tell I had big ideas. You could see the big ideas. Well, I'm just bad. Why did I choose to hit light there? I am not a genius. I was like, I guess I'll just mash. Oh, I'm getting barred docked right now. Can I just? Yeah, I can just win here. I'm just going to, you know what? Bardock was doing Bardock things. Let's just I'm going to go overboard. Level three, not enough. But we got a level four this season. We just out of here. You know I'm spending all my bar unoptimally to get kills. It's the only way I know how to get kills. He's got a super dash soon. I can feel it on my bones. OK, didn't feel it on my bones. Bones were all off today. Is that a? Oh, I'm pretty sure I might have been able to kill us. I didn't. I did just try to match my way out. Help me or. Oh, my God, that was real. I don't know what to do. This guy didn't do with some orbs. Oh, no combo, though. Yeah, to there it is. That was what I predicted all those moons ago. I said he would super dash. I gave myself a blank. He's going to DP. No DP. Wow. Wow, he actually spared me. Not reflect. I was supposed to be shields up. OK, we lose. We lose Vegeta. But we still got Super Saiyan for Gojira who can actually go through Key Blast. Oh, but not like that. We just mashed. If I would have believed in the match, we would have won. Oh, that's it. No way. Oh, no. I should have done that. I should have just went with the light. Now he's still alive. OK. Just get just DP. Oh, my threatening aura. Oh, that game was lost. As soon as I made that level three mistake, I went where we didn't get the level three. I thought it was over. But I will take that, dude. Great way to start the day. I kind of forgot Jiren was here. I'm just going to counter counter try something. Yeah, you never thought the tables would be flipped on you like this. But here I am flipping the tables. Try some try something. Ah, it doesn't. It's not as good as try something. It doesn't get the projectiles as well. Nice. Probably could have done a lot more with that. All right, we did counter the projectile. We just got hit by Beerus. Oh, we're getting spun. Oh, are we dead? Oh, are we dead? Oh, are we dead? Maximizing damage. When does the combo end? Whoa, whoa, whoa. Ref, that was DBS Broly level of combo time. Ref. That was insane. I can't even complain. That was crazy. I thought that combo ended like eight hours ago. Wow, that locked me down. I'm just going out of here. I guess I was wrong there. OK, I mean, not great, but. Oh, that Barok BSS really hit your bones. It just went straight for the bones. I didn't even get a chance. All right, stay on the corner. Yeah, DP there makes sense. I don't know why I didn't even think about it. Oh, jeez, just getting absolutely destroyed. Combos. We dropped it. All right, we're good. This doesn't kill, does it? Oh, we could just go back out. What? I forgot you could just switch out again. All right, then, yeah, I don't care. I'll spend two bars. I thought it was just over. Don't know why I hit medium there. I'm getting killed by these Key Blasts. They're very good. Loops. Loops. Loops. A jeer in just has a crazy combo like now. I feel like I shouldn't go for it. I didn't. I think I got caught jumping there. I did not attack. I was taking purely defensive measures. Yeah, I got to start using the combo off the spin more. I knew it was a thing, but I've never done it. I've never done it with jeered. It's up to add it to your repertoire. Hold on. We're not out of this game yet. We might be out of this game. Damn it. It was just at a bad time. Dude, call me at a bad time. All right, we just super dashing now. And we are just super dashing now. I'm just going to level three. I'm going to get some hard knock down here. He's probably going to go for the EX melee counter. I'm just going to drag and rush, call it a day. Oh my gosh. What? My long legs failed me. Get in the corner, Bartoff. Talk to me, Bartoff. What? Hey, Bartoff. I feel much more comfortable with where we're at right now. All right, so they each got about half health. He's probably going to want to spark soonish, but not so soonish, eh? OK. All right, OK, OK. So you're saving spark for jeer, and then I can't disagree. But if I get a little 2M on him, I didn't know what to do there. Can't super dasher that one. What? No. No, I panicked. I did not expect that to hit. The spirit sword hitting was actually my group. Oh, we live by just at a barely an inch, or are we dead? Oh, we live by barely an inch. We live these. He is freaking out right now. He does not want to lose this. He does not want to lose this. But I don't recall giving him a choice. That was sick. We got hit by that. Keep left so often. And I had to. That was crazy satisfying because I knew he would. It's because he did it so many times. It would bring a go flashback to what I said. I'm getting killed by these key last. They're very good. And then flash forward to now. Oh, we are just we are just living our best lives right now. All right, we actually have a rematch with the same person here. So that's cool. I mean, we are playing very early on in the morning. So understandable that we're styling. Hold on. Early morning is when you get the rematches. Also, I've always said this. But early morning, I'm going to go low. Oh, that's why you never go low. That's why you just don't go low, honestly. That sucked that we got brought over here. But we probably should have just mashed light in that scenario. I thought I was going to be on the right side. Dude, what was I just saying? Oh, yeah, early morning. People just want to beat you up, dude. Players do not mess around in the early morning.  They are not here to mess around. You want to counter? No. Then I'm just going to do that. I'm just going to do that. I'm just going to do that. And I'm going to level one because I don't remember if I can counter combo anything with that. Maybe I could have switched, actually. You know what? I didn't think about it till now. That would have been a great idea. But we're still out here. Is he going to bardock me? No, he didn't bardock me. He was reflecting. I got bardocked. He was reflecting in case I started with the medium, which I was thinking about. I'm not going to lie. All right, he switches. DHC is out in the Beerus. I care about that. Damn it. He dragged me and he knew I wanted to read, dude. He knew I wanted to go through the Key Blast. Down tech. I'm mashing DP. Not the brightest option now that I see. Now that I can see what happens in that, not the brightest option. Oh, wow, we should have been punished for that, too. OK. God, why am I bad at the video game? Wait. Oh, we can't even mash there. All right, so just EX and E and try to get an assist off. Just try to run for it, basically. All right, don't DP. Remember, we just learned this lesson. OK. Bad button. Terrible choices. Oh my god. Terrible choices, but we still just get hit. He's not expecting the random super dash. We should probably just throw Gojita to the wolves here. If he gets any health off, that's a win. If he does anything, really. Except for going that direction, that was sad. That was sad that he marched in that direction. All right, I really, realistically, we were just doing that for the limit break buff, just so we can get that huge damage increase. Nah, we ain't making it that obvious. Oh, Bardock, please. All right, I'll do it myself. Nice reflect into the Bardock special level three. Oh, no. Hard knockdown in the corner. We got a block or tech. You know what? He is in drag and wrist all set. This is a tech. This is a tech. And we lost to Bardock. All right, we got a small win there. Small win for Team Not Bardock. Yeah, go ahead, Vigito. Talk whatever you need to. I'm not going to go with the level four here, because we don't need it. And I'm just going to go low. Again, we can't get reflected or we're dead. Oh my god. Please. Oh my god, we just pieced that together. OK, we just pieced that together. We're running low on battery. That life is looking bad. We got to do a speed run. It's Dragon Ball fighters any percent now. We got to win this next match if we lose. Our controller dies and we are forfeit. I'm just smashing medium. Oh, we love to see that. Oh, yeah, we love to see that. That sucked. That sucked. Oh, no, we're not. Come on. I'm not clicking low again, dude. I'm not clicking low again. He finally did the counter. He finally did it. I didn't think he would, dude. I thought he had forgotten the ways. Can I get Jiren out from this? Oh, I'll take that then. Oh, come on. Gojira's medium is confused. Then he didn't attack, so that's a real combo in my eyes. I don't care what color the combo is, dude. It's real to me. That was sick. Well, I'm fishing out here with this medium. I am just throwing this medium out here and seeing if anybody's biting the line, dude. That is all I'm doing. I am just testing the integrity of the eye. Can I match there? That is sad. Oh, I could have messed up, though. Well, remember that for next time. Wait, does he hit these? Miz? Miz? I'm going to die, but we really shouldn't die. We should just tag out. Yeah, I mean, let's get down. Do the fake out with the clones.   All right, we're still alive, though.  Oh, come on. Come on. You had to know. I'm OK with that. Block that, then you have to block all of this. Bad DP. Probably should have just done another kick. And we are paying the price. Ooh, fancy. Oh, did not expect a low. I swear, beer's players are getting fancier and fancier by the day online. I don't know when the beer is fancy. I don't know when beer is fancy. Magazine 58 went out. But clearly that issue is resonating with people. Ooh, caught him. Man, we just get barred off every time. OK, we're good.  I'm mashing DP. That's Bardock right there. Come on. That's Bardock. We can mash against Bardock. What is he doing? He's just lost it. He just wants to keep Bardocking. The Lariots have spoken to him. He can't resist. I'll take it. Controller battery dying, but I'm focused. I'm more alive. The, ah, the run-up DP was a brave maneuver, but a flawed one all the same. Oh, man.  That read was sick. Bye-bye. See you later, beer's. Oh, the Key Blast read was so sick.  Do I read? Read. Eat. Eat. Eat. Oh. He did not click a button. I was hoping he would. Oh, he clicked the vanish. Oh, no. Why do you want corner? Why do you want, can you deal with me from here? OK. OK. Well, that wasn't. I'm going to lose. I'm going to lose. I'm going to lose because I tried to make a big brain. Let's not even call it big brain. That's an insult to humongous brains everywhere. Shields on. No, I was hoping he'd drop it. Ah, that was, that was just idiotic. We shouldn't have gone for the level 3 OB and clicked a button.  The read was real to me. All right, we're just switching out. We are just switching out. Can I get a bar? No, I'm not going to get a bar back for that. Oh, you can't do that against. You can't contest with Vigito on that. You just can't do that's one of the things you can't do. You can't match against Vigito. Back to the corner. That Key Blast has gotten us so many times. We got it. Even though we overcame it in the first match, it's still a, it was such a triumphant moment that it's like, you know, you think you beat the villain forever, but he's coming back. Dude, the Key Blast is still there. These long jeering combos are crazy.  Never even got to see the light of day, dude. He's going to be gone before the super animation, but yep, there he goes. Oh my God, call out. I did go for a little DP. Is that so bad? Is that so wrong? Is that so wrong? I don't think it's so wrong. Talk to me. Talk to me. Why did I miss? Why did I miss? Why did I miss? No, no, why did I miss though? Oh my God, thank you. That is too much blue health for me to be OK with. Come here. The Key Blast, he put too much faith in it. We will take it all the way to the bank, destroy the mountain, just get rid of it. Who needs it? OK, Bardock, don't put up a fight, dude. Just go down nice and easy. And he hit me with the Lariat, a beerous assist combo. I didn't think he'd larry at me that time. I'm going to be honest. I'm going to switch. Oh yes, switch worked out.  See, Bardock, if he reflects, he larrys. If he gets reflected, he larrys. He's just always back in the action, dude. This is Bardock, he's truly the director's cut character. I just got larried again. The answer to everything is larry. OK, hold on. That was a late tech. I don't even know if they should have. I just got mixed three ways to Sunday. I'm not going to complain about my late tech living. Oh, we got larried. Damn it. I keep forgetting you can throw larriets after these. OK, I lost my patience. I lost my patience. Beerus, Beerus, I'm getting the Bardock larry at you. This is the Bardock special. Stay in the corner. Larian in the sparking, not the forbidden larry in the sparking. This larry has too many flavor options. Level one. Oh, he does land that. OK. We still win this game. I just got to focus up.  Never mind, we lose. Never mind, we win. Let's go. Never mind, we lose. Yeah, yeah, that's a loss. I try to get another cheeky 2H, but I miss. Oh, no, we're dead. Oh, well, great sets. I'm glad to leave it off like that. I was just not ready for the larry at barrage, dude. That was sick. All right. Well, hopefully you guys enjoyed this video. If you did, definitely let me know down below in the comments. While you're down there, make sure to like button and subscribe to the channel and check out some of the other videos that should be on your screen right now. Other than that, I have been Dr. Doyle, and I will see you in the next one.


Hello everyone and welcome to this Moodle Academy webinar Introduction to Moodle for Educators. I'm Mary Cooch and I'm Education Manager here at Moodle and I'm going to be presenting to you today and with me monitoring the chats and intervals during the webinar, answering your questions and comments is Education Advisor Anna Kraser. Hello everyone, welcome in our session today. I hope it will be a live and vivid session. Feel free to keep an eye on the chat and of course all your questions and everything, your comments in the chat. We are actively monitoring it. Okay, thank you. Now this webinar is for complete beginners to Moodle and I just want to make it clear that when you're a beginner in Moodle there are actually two parts to learning Moodle. There's what we call Moodle Administration which is setting up your site to make it attractive or to brand it and adding the teaching spaces which Moodle calls as courses and then getting teachers and students into those courses. That's administration and then there is what we call teaching with Moodle which is how a teacher can actually add resources, files, activities, assignments for their students to do in their subject in the course. So this webinar is about teaching with Moodle. If you are actually interested in the administration side of Moodle then last week we did a webinar and in the course where you came to get into this webinar you can access that recording, introduction to Moodle for administrators and also the slides. Don't leave us now though, watch this webinar and then afterwards feel free to access the administrator recording as well. So looking at an introduction to Moodle for educators, I think it's important to clarify certain key terms that are part of Moodle before we get started. Now as I just said, the teaching materials and activities that you want to use Moodle for live in what Moodle calls a course and it is basically just a page or a space on your Moodle site. It might be that it lasts several weeks or months and it's divided into weekly sections with a start and an end time, but it doesn't have to be.  It's very much what you want it to be. And courses are usually created by the Moodle admin or a manager who tends not to have a teaching role. Now, of course, you might be a new Moodle cloud owner and you might be both an administrator and the teacher if you have a small site or a few users. That's fine, but typically in organizations, teachers don't create the course, but they do add the materials and teach in it. And that's our focus for today. The official name for that role in Moodle is editing teacher. That means that you can add the teaching materials and delete them. You can add activities and you can teach and grade within the course. The people who come into your course to learn have the official name of student. However, I'll show you that you can if you don't like those, you can actually change them within your course. Maybe you want to call your student learner or trainee or employee or pupil. Maybe you don't want to be visible as teacher, but trainer and so on. You might also be interested in a role called non-editing teacher.  So they will help you in the course. They can't add or delete your teaching materials, but they can grade and moderate the forums and so on. So those are some useful words. And now we're going to look at how we're going to divide up this webinar. So in the first part, we're going to look at setting up your course. Then we'll have a quick break for questions. Then we're going to look at how you can add your teaching materials. And then once we've added our course content, then and only then how we can give our learners access. And then at the end, I'll share with you some links and resources and courses to find out more because obviously we can't tell you everything in this one hour. So let's imagine then that we're a teacher on a Moodle site. We're going to follow Alex, in fact, and Alex has had a course already created for them by the Moodle admin. Here it is in the My Courses page, which in Moodle 4, that's the latest version of Moodle. That's what Moodle Cloud people have on other sites if they've upgraded to the latest version. There's a page My Courses which shows all the courses where you're either a teacher or a student. So Teacher Alex has been given a course, Basic French. There's no explanation about it, no description. And it has got quite a dull blue pattern that doesn't say much. So one of the first things we will do is how we can add some information about Alex's course. And perhaps add a photo to make it a bit more attractive. So let's follow Alex going into this course as a new teacher in a completely new course. And you see there that this is quite empty. You also notice that what's in the centre of central area is divided into sections or cards. That's topic one, two. And that's replicated or repeated on the left-hand side. I'll explain about that in a moment. But first of all, let's take a look at the links that are underneath the title, Basic French. This is the course navigation. Some of it kind of makes sense. Only the teacher sees all of these. Participants is where you would go to see who is a student in your course. Or to add more reports. That kind of makes sense. If you click the more link, there are more links for you, the teacher. For example, Question Bank is where you would go if you wanted to start creating questions for quizzes in your course that you could then bring into various quizzes. Content Bank is where you would go to create an activity called H5P. Many people are familiar with it. It's not Moodle, but it is integrated or works with Moodle to make some attractive activities that can be graded. And other links as well. Badges. Course reuse is where you can go and save your course to give it to someone else or maybe where you can bring in a course that someone's given to you. But we're going to start right at the beginning and we're going to go to the link settings, which only the teacher sees. And this is, I always like to describe it as going backstage or around the back of the course page into the course settings where we can, for example, if we are allowed as a teacher, change the course full name and short name. They can both be the same if you don't have a very long name. And then we'll notice that there are quite a few settings. It's worth exploring all of them. Check the question mark icons. They always give you a bit of help. What we'd like to do though, I think, following Alex is to give a summary of what this course is about so that when people come to the course, they actually have more information. So we've added that. Then we can scroll further down and we can add a course image. I tend to make mine about 600 by 400 approximate pixels that will then display instead of that rather bland blue pattern. So we can add a course image. You might need to experiment if you want a certain aspect of that image to display. Other settings that might be interesting to you, we sadly don't have time to look at them all, course format. So you'll see that it says here topics format. This is the most versatile because this is simply those numbered sections, which you can change to suit your purposes. Alex, as a French teacher, would rename them from topic one, two, three, et cetera, to listening, reading, speaking, writing, the skills. If you have a course that runs on a time schedule, if we click the dropdown, you can choose weekly format. Weekly format will start the weeks and display each section as weeks, according to when you begin your course. And there are other formats as well, and make sure you check the question mark icons for information. Personally, I think most of the time, I'm quite happy using topics format. Now, we can't go through all of these because we don't have time, but a couple that might be interesting to you. Completion tracking, sometimes called activity completion is something that's turned on by default in your course. And it allows your students and you to see what needs to be completed, what your student has to do, and what they still have to do. And you also can have a report of what they've done and what they need to do. If you don't think you'll need this because you don't need them to have anything checked off, then you can turn it off. But wait and see how it looks and how it's used before you make that decision. Many people think it's helpful. And if you recall, I said, if you don't like to see the word students or you don't like to see the word teacher, you can rename those roles in role renaming. Let's just go back to the My Courses page where you can actually see now that the image is much more attractive. Alex has a new image of the Eiffel Tower in a Francophone country. And you'll see on the right, you can select the kind of view for the My Courses page. We're looking at Card View now, but if I click the dropdown, there's also List View and Summer Review. Summer Review is what I'm showing you now and that's where the course description went just out of interest there. So now we need to get into the course and get started. So let's take a look at these sections now. There's a number one top left next to something called the course index. So the course index repeats what is in the main central area and that's where you have your documents, files, your activities and so on. And so everything that's in the main central area is also in the course index and you can see that it's a lot more compact. So it's easy for you to search for things or move things if you wish, if you have a long page in the course index. And you can, if you want to, if you don't want to see it, you can collapse it by clicking the X and then you'll have the whole page view. On the right at the top, my number two is pointing to a toggle that says Edit Mode. Now we can't at the moment change anything on this page and I'd like to change this general to something more welcoming like welcome. I think as a language teacher, Alex wants to change those number topics to listening, reading to the skills, but we can't do anything until we toggle Edit Mode. So let's do that now and see how it changes. So now you can see Edit Mode is on, that's where my number two is. And you can see on the left, the course index has been collapsed so we can view the whole page there and we can click to open it again if needed. Also, on the right hand side next to where I put a number three, there seems to be a tantalising little arrow wanting us to open it up. And this is what is called a block draw. Let's open it up where you can add blocks. Blocks are areas that you can add extra information to your Moodle course. It's not where you do your teaching, but you can have some extra useful things in the blocks draw as a teacher, which your students can then see. Now we're not going to add blocks or focus on them, but if we just click it to see the kinds of things available, you can see, for example, activity results. That's a league table. So you could have an activity results block as a league table for quiz results if you want to get some gamification or competition in your course. There is a course completion status block. This is a block that your students could see to find out in one view what they've completed and what they still have to complete, and they can click to see exactly what they need to do. And other blocks as well. But let's just leave that for now. And because we have edit mode enabled, we can now change those names to something more suiting to this course. And the easiest and quickest way of changing the titles is with edit mode enabled, just clicking that pencil icon, typing in the title or name that you want that section, and then pressing enter or return or whatever, just like this. So now it says welcome. You'll also see next to the right of topic one that another way you can do this is by clicking the three dots, and you can see it says edit topic. If you click there, you can not only change that topic one, but you can also give a little summary of what is going to be in that section, because our teaching materials will go in these individual sections. So from those three dots, you can also highlight it, you can hide a topic until you're ready to show it. It's one way that you can move it, you can move things by drag and drop in several ways in Moodle, or you can delete it if you don't want it. So if we click edit topic, we can change this topic one to listening, and then add a little summary as a hint, make sure to go to the bottom of the page, and click the button. So you've saved your changes. And there we have listening and Alex will leave Alex to go and rename the other topics as well reading speaking writing. Remember that you've got your topic set up, and then you realize you need to add another one. See you can simply click to add a new topic or new section in between the other sections that's fine. If however your course runs weekly, do you remember the weekly course format, you have to do that from the bottom of the page to add a new week, because it's simply not possible in the laws of the universe to actually insert a week. That's the second week of September. Before the third week of September, so you have to go to the bottom to do that. That's one reason my topics format is quite handy. Now, we've got our course set up, we've got edit mode turned on we've renamed some of the sections. So I'm going to pause for a little while to see if you have some questions or comments before we then start adding the teaching materials. Over to you, Anna. We had a few notes and questions actually I have already answered them, I said that in the old version of mood there was this possibility to move the URL and files to the side I cannot do that anymore. I think he's referring either to the social course format either to theme. I think you might possibly be referring to what we call indent, which is an arrow, and you press the arrow, and then you can have some resources going a little bit into the right. Yes, that could be also the case. Yes. It has been removed for various research reasons it was suggested to remove it. However, the the Moodle team, the developers are currently exploring the possibility or ways of bringing it back. Not not for the immediate future, but if this is under discussion because quite a few people have asked about this. Yeah. Thank you to Moodle and you don't know what we're talking about. It's fine. It's fine. Harold says is it possible to serve the recording of the session with course assistants who have known editing teachers in my course. Of course, the recording will be available through the course and it will be available through YouTube in a couple of days after some fine tuning. And Julia says how do you change the main course name basic French. All right. So if you remember, when we clicked settings in the course navigation, that's where you saw basic French and French 101. And if you wanted to change the course name, that's where you would go to change it from settings. In some organizations, they don't let teachers change the course name. But if you're in charge of your course and you can, that's where you would change it. So not on the main page, but backstage round the back in the settings. Okay. Don is asking, can you change role names as a default setting for all course trainers and delegates. You can from the site administration. So that's a site admin thing. However, if you've got Moodle cloud, I don't think you can do that. But the site admin can change the language for all of them if that's what you want and if they have that possibility. That's more of an admin question really. So I don't ask is there an option to add an image to a category. I think yes. However, it's not, we're not actually dealing with categories we're dealing with individual courses. Could I just point out one of the resources I'm going to give you at the end is Moodle.org forums and questions like that are great for the Moodle.org forums where I live there basically so I'll be more than happy to answer that kind of extra questions over there. So that is that in topic format. What would be a good way to announce events with date and time content and speaker, etc. Is it through format or is there another activity that would treat better to say not format but forum okay in. Okay. The forum is great. The announcements forum is probably the best. However, I have a new feature of Moodle for that I want to show you that will enable you to very easily announce new activities and resources and so on, certainly. Also, Julia says, is there a way to make the course category yourself. I'm not saying that it doesn't pull up a lot of options. I'm just guiding Salinas. So if you have a brand new Moodle site, then you will get a free category ready made, depending on whether you are Moodle cloud or a different Moodle site, it will either say miscellaneous or it will say category one. If you want to make more categories, then you need to be the admin and and you need to check our administrator webinar, I think, as a course teacher, you can't create a category, possibly for the other categories are there you can change a category, but that's an admin thing again. It seems that we have quite a lot of questions and Williams asking how can how can you change the layout of the course so that is like boxes that students can click on it instead of the default list view. As well as the weekly and topics course format that that we showed, there are other formats that's what Moodle calls them displays of the course that your administrator can add for you. And you might be thinking there is one that's called grid. That's a series of boxes, but that doesn't come with standard Moodle. So if your administrator is able to add additional course formats what we call plugins, then they can do that for you. It's not a standard format. And Robert says that I noticed that the report option moves depending on the course type sometimes you see it on the menu bar, and for other types of source it is under the course option in the menu bar. Yeah, possibly. I don't know as a course teacher. I would I would access it from from reports there in the course administration course navigation sorry. Should we more option. Yes, we move on. Yes, we are good. Okay. And remember we have a forum in this course and introduction to Moodle we also have the Moodle.org forums. Please go to the teaching with Moodle forum on Moodle.org to ask other teaching related questions. I think we're going to start now looking at adding our teaching materials. And in terms of adding our teaching materials if you remember, we'd already got our course with edit mode turned on. And so the simplest way and the first way that many people want to add materials is simply by finding them on their computer I got one on my desktop at PDF clicking on them and simply dragging them into the course page. So here is a PDF. That's the living just out of view on my desktop and I'm clicking it and dragging it into the welcome section. You can drag it to anywhere. If you make a mistake you can move it. Once you let go of it you can see it says drop files here to add them to the bottom of this section. And when I let go of the PDF. This is file class rules. And if you didn't want it there after all, if you click on it you'll see this cross hairs icon, you can move things up or down into a different place. So dragging and dropping is a really quick and easy way of bringing in PowerPoint presentations were documents files, and so on. Actually, in terms of dragging and dropping, you can drag and drop not only in the central area, but you can also drag and drop from the course index here because remember it repeats or replicates what's in the central area. And if you have a long main course page, you can drag something from a course section open to where you want it in the course index, which is a bit compact, and it might be easier to manage. It's not only documents and resources that you can drag and drop, you can also drag and drop sections. So Alex here has renamed the sections to reading and speaking, and then decides that they want to move reading up above listening. I don't necessarily agree, but it's not my course. And so Alex simply needs to click reading, you see the cross hairs icon and drag it and let go up above listening. And there it is. So as you can see, there are various ways of dragging and dropping activities and sections, not to mention the one we saw from the three dots earlier on. Now, it's all very well and dragging and dropping files, but that's only one tiny aspect of teaching in a Moodle course. And perhaps you can't or don't want to drag and drop files. If we click add an activity or resource in any section and remember if we click the wrong section, we can always drag and drop things to move them. We get what Moodle calls the activity chooser. And here we see all of the options that you can use to teach with Moodle. Most of these come with all Moodle sites as standard, depending on who is hosting your Moodle, you might have some extra ones. For example, attendance is an extra feature that Moodle cloud users benefit from where they can have students recording their attendance, but most of these everyone has. Now, you can see that they are this is all of them, but they then divide them into activities and resources. And if we click resources, a resource in Moodle is something static that a student listens to reads or watches, they don't actually engage with it or interact with it. You can see we have URL, that's a link to a website. So that's an easy one for you to make a web link so they don't have to get lost in Google. You can upload your files from here instead of drag and drop, and you can organize them neatly into a folder with the folder resource. If there is a resource or activity that you don't understand, maybe you don't know what label is, you can click the I and it takes you to Moodle's documentation, which will explain it and even have a little video to help you use it. And if there's one that you think you're going to be using a lot. If you click the star, that's your favorite or bookmark it and Moodle will create another tab here for your starred favorited bookmarked resources and activities. If you're planning on adding a lot of files were documents simply with information, I would suggest you look at Moodle's page instead. And as an example resource, let's just click page. Let's see how it works. So Alex is going to make a page called about your teacher, where they're going to add some information about Alex the teacher. You can if you want to add a description, which if you tick that box will display on the course page so students know what it's about. And again, note I've mentioned these little question mark icons in Moodle for bottom right of all of the pages where you're a teacher, you'll see another question mark icon, which takes you to help and documentation that will go straight to Moodle documentation for that page. In context, in context specific help for wherever you are in Moodle. And if you're using an older version of Moodle or another version of Moodle, you might see it in the footer saying Moodle docs for this page, but do be aware of that. Obviously the content now that Alex is going to add goes where it says page contents of typing some information about Alex's qualifications and enthusiasm for the course, and you'll see that in this toolbar this text editor. It's called atto that's Moodle's default text editors name, but you can, if your administrator allows you can use something called tiny mce, which is a very popular text editor used in many other sites around the the internet. And see the benefit of doing this on Moodle is that you can add links which people can click on, you can add images, and you can even there's a microphone and a webcam there video camera, you can even record your voice, or record your video introducing yourself as a teacher in the course, which you can't do if you simply upload a word document or a PDF. So do consider using a page. It's better for your students as well and particularly if they're on their smartphones. Something else that I would like to point out towards the bottom here is oops is whenever you add something new in Moodle Moodle for, or if you update something, then there is a box you can tick to notify your students, and they will get alerted either as an email, or maybe on their smartphones or on the website, that something is new, or something has changed. And this is, to me, a great feature of Moodle that allows you to very easily let them know when you've added something new. Okay, now, if you think you're going to have a lot of pages that are connected, then why would suggest you look at a book. A book is exactly that. It's a series of connected pages. Some people like to teach in Moodle using a book where you have different information on each page. And of course, you can also embed videos or links and images in those books. I won't show you how to make one because the process is quite similar. But in the course where this webinar is introduction to Moodle, there is a book called about this course. You should already have clicked on it if you haven't go and you will see it have the table of content, ton content, and each section or page has different but connected information. So that's a book which is several connected pages together. However, although resources are very useful and in some cases essential, many people think that to get your students really motivated and engaged. You need to get them typing into Moodle, interacting with each other, collaborating with each other, and so on. And so we would look at activities. Activities are aspects, content in Moodle where students have to do something. Quite often they're also graded. So we have forums, for example, that's where you can start discussions. We have choice. That's Moodle's quick poll. I think how useful a quick poll would be. There is a quiz, quiz activity, and Moodle has many different types of quiz questions, although you need to think carefully when you create them. We are running a webinar and we are starting a course, creating quality quiz questions in November. So if you're new to quiz and you think you might use it a lot, sign up for that webinar, creating quality quiz questions on the front page of Academy. And I'm going to actually, as our example, I'm going to use assignments, partly because it's the first one alphabetically in the English version of Moodle, but partly because it's a good way of me showing you the settings in common for all of these activities. So if we click assignments, again, you'll see that whatever we type in name is going to form the link that the students will click on to get to that assignment and assignment is where they have to submit something to you, the teacher, and you grade it manually. So if you want automatic grading, think about quiz, for instance, you can give it a description if you want and tick that box if you want. But what is important, and this is new in Moodle 4, is that you need to type the activity instructions. So when the student clicks to begin the assignment, they know what they are doing. I'm going to give these out to you because it's important as part of the assignment settings. You may type directly into Moodle or upload a word process document. In other words, you can do whatever you want that they can submit, whatever you request, any type of file, if you can read it yourself. One or more files links to somewhere online, or if it's an essay and just information, they can type it into Moodle as an online assignment. You may not write more than 500 words. If it's an online text they're typing, you can actually set a word limit. In other words, in a word sentence, you will be required to accept the agreement that it's your own work. In other words, this is an option that you can set. So before they can submit their work, whatever it is, they have to promise that it's their own. And those are just three of the many assignment settings that you can see when you set one up. You can see here that all of these are different settings and you can click to expand them to find out more.  In feedback types, you can decide how you want to give them feedback. Do you want to type directly over their work as if it was paper? Do you want to record your feedback, audio or video? Or would you prefer to type it offline in Word and upload it? You have all these possibilities. What I want to do, again, for lack of time, is I want to show you two settings which are common to all activities and resources that may interest you. And the first one is called restrict access. Now restrict access means that you can hide either this assignment or any of your other content until such a time that you decide. So for example, our teacher Alex could hide this end of unit essay until the last day of the course or the week before the end of the course, a specific date. Or, and this is a very popular way of using restrict access, you could hide it until they've completed one or more of the other activities in the course. When I say hide, you can either hide it completely so they don't even know it exists, or you can hide it with a little teaser saying this activity is available when you have done this, this, this and this. Okay. And that's activity completion. But if you want to do that, you need to define what those completion conditions are. So if we look at activity completion, remember this is also called completion tracking in the course settings. And for each of your activities, either turn it off if you don't want them to, if you don't need it, or you can set it to be manually marked. So they would have to click a button to say, done this. Sometimes that's useful. Sometimes not because they don't actually have to do it to press the button. But if you select students can manually mark the activity as completed, as soon as you select that Moodle then presents you with conditions or criteria, dependent on the activity that you are doing. So for instance, a graded activity like an assignment or a quiz student must receive a grade to complete this activity, or student must submit to this activity.  And each activity and resource has its own personal customized settings. So for example, I'm going to hide all of the other settings and just expand the activity completion conditions in another Moodle activity, you can see here. So what might this be? Well, you can grade it, but that's not the most important feature here, because if you look some of the criteria are focusing on students must post discussions, students must reply to discussions. So these are the criteria for activity completion of a forum, for example, okay. So those are two settings common to all the activities that you might like to explore. I'm going to stop there simply because we're short on time. And I think it's a good time to start looking at the questions in the chat, Anna. Yeah, and again, we had several of them as a man asked, is it possible students work in assignment to be assessed with rubric by more than one teacher. Yes, that this is a bit more advanced than basic Moodle. But yes, you can set up something called marking allocation and workflow where teachers can can look at each other's work and so on. So the short answer is yes. It's a bit more advanced than this webinar. Yep. I have actually redirect him to the assessment exploring assignments where this is something that he can find there. And Julia, so how did you get to the add an activity or resource view? Well, we turned on edits we enabled edit mode top right, or turn on editing depending on your version of Moodle. And then you will have the link in each of the sections add an activity or resource. If you have an older version of moodle it might be a little link in the latest version it's that big link in the central area. Okay, someone from West College Scotland asks, is the folder resource accessible for screen readers. I don't know is the is the answer, but you've made me want to go and try as soon as we finish this webinar. Do you know I haven't tried either I think that the environment is accessible, but of course the content needs to be downloaded and open it as a fine. We have a question from Malik. The question is in French, I have managed to translate this about the translation if it's he actually asked if it's possible to translate in French this webinar so he can understand things better. And of course I found the chance to mention that we are translating the courses in moodle academy, but we are inviting volunteers from the community and you are very welcome to participate in this process. So, hopefully, at some time it will have everything translated with several languages but we cannot really tell when. Yeah, this course introduction to moodle I think is already translated into French but the webinar would need someone to translate the transcript, and or even to give us a transcript for YouTube when it appears on YouTube. Okay, I'm not French manager continue on Monday. Any other questions. Teresa is asking can you add a narrated PowerPoint slideshow in moodle. If so, what is the best way to put it in the course. Personally, I wouldn't simply because I mean you can add a narrated PowerPoint slide you can add anything in moodle. But your student you would just upload it as a file, but your students would then have to download it in order to get it working you can't easily embed them. There are ways, but to be honest, you can't easily embed a PowerPoint, you can do something in Google Docs and slide share. I don't think that's one way that you could put it in slide share that's an external site and embed the slide share I've seen that done sometimes don't know if you have any other ideas on it. Well, what I did in the past was to export the narrated PowerPoint into a video and upload the video into the course, but depending the way you pick your file is I'm not sure that that would be the best idea either for every case. Kaki is asking is it possible to send students notifications in form of text message or similar, like a reminder or something. Yes. Well, you can message them from the messaging within your course. If you go into the course. Interesting if you if you go in and set up groups in your course, then from participants groups, you can then create group messaging, where you can then go to the messaging in your course, and you can message all of the students together in your course if you put them into a group groups is something that we look at in some of our Academy courses which I'll be pointing out later on. So that kind of thing is something that's covered in our moodle teaching skills program. Okay, well, I'm happy to see that Julia found the turn editing on a button and found the how to add an activity. I think that Gert says that is there a text reader building the moodle. Is there a what's sorry text reader, text reader, text reader. No, I don't think there's a text reader built into moodle there is a plug in I think called read aloud, but I don't think there's anything standard in moodle. I think you can use things from your browser, for example or there are the open source options that you can use to read what is in your moodle course, I think. And he also asked, is it possible to buy more space for files to host in moodle. In moodle cloud, I don't think it's possible to buy more file hosting space in moodle cloud. That's why you are suggested to try and you and your students to try and use external sites such as Google, Google Drive or Microsoft One Drive dropbox and so on. Depending on what your hosts are if it's not moodle clouds certainly you should be able to negotiate with them. Yep. And I think we are ready to move on. Okay then. So, assuming we've added lots of exciting engaging teaching materials. We're now going to look at how to give your learners access to the course. And it's important to understand here as beginner moodle teachers that getting into your course is a two step process. First you need to get on the site, and then you need to get into the course. If you imagine this blue and orange house is your moodle site, learners must first have accounts on the site before they can access your course. And as a teacher, you can't get them into the site, you can only get them into the course. It's the admin who creates the accounts or allows learners to create their own accounts. And then you the teacher can decide how to allow them into your course. So we're looking at two things here. And the first is called authentication. It's useful to know these key terms for if you have any problems and you need to contact a support help desk. Authentication means getting people onto your site, giving them accounts, letting them create their own accounts. That's what the admin does. Here's the teacher and Alex as our example teacher here needs enrollment. Enrollment means getting people into your courses, either by adding them yourself, or letting them sign up themselves to your courses. Enrollment with one L if you are British or Australian enrollment with two Ls if you are American both are correct. Neither is a spelling mistake. And if we're going to look at enrollment, we need to go into the course. Here is Alex's course, and we need to click participants. When we click participants, we'll see a big blue button here, Enroll users. And that is where we can click to manually individually enroll people into our course. Click that button there. In the first box you would search for and select people from throughout the moodle site, as long as they already have accounts to add to your course. And then you would give them a role. Now, most times as a teacher, you will assign them the role as student. It's possible as a teacher, you want to give your colleague the non editing teacher role if you remember the classroom A regular course teacher cannot add other editing teachers to their course. You'll need to ask your admin for that. But most of the times you would add them as a student. Now, this is fine if you only have a few students. But many of you might prefer it if your students could actually just see your course, read the description, look at that attractive Eiffel Tower and sign up or enroll themselves. So let's cancel that. And instead, if we click the drop down enrolled users here, and notice whoever was asking about groups and group messaging, this is where you'd set up a group, then you could enable group messaging. We need to click enrollment methods. That's the different ways that people can get into the course. And you'll see grayed out self enrollment. If we simply go to the right where it says edit column and click the icon to open the eye, make it visible, that will then enable or turn on the feature for students to enroll themselves into the course. And that's all you need to do. You might like however to explore a few options by clicking the cog icon. So if we click that optionally, you can add an enrollment key that's a password to the course. So only the people you've already told the enrollment key or password, only they can get into the course. If you're running a course over a period of time and you only want say 25 people or 50 people, you can limit the numbers you can enroll. And a nice touch, you can personalize the welcome message they get when they receive the email to say they're enrolled in your course. So those are three things which you can optionally do. But as long as you open the icon to make it visible. Students can then see your course on the front page, the home page available courses you see there's a little arrow there. Click it and you'll see it says self enrollment student and they just need to click that button and they are in your course. Now that's two ways that you the teacher can get students into your course. Other ways more useful particularly if you're going to have a lot of students and they are in the control of the admin. So I can't show you those, but I will point them out so that you're aware of them. For example, your administrator can upload a CSV file a spreadsheet with all your students and your course and put them straight into the course for you. You can also do something called cohorts which are groups of students which he or she can put into your course for you as a unit. These are the kinds of things that admins do. So feel free to look at our introduction to Moodle for administrators webinar, if that interests you or if you are an admin as well as a teacher. That was very short because in terms of adding teachers and students and there's not much that teachers can do, but I hope I've explained a few of the things. So I'm going to quickly go on to if there are any other questions and comments, then we'll finish with the links to get help more and just a little bit of other information. Great. We do have a couple of questions. Alina is asking how can we enroll a list of students like input from Excel and Alex has set the link from Moodle documentation cohorts. Okay, so those questions have already been answered in my last slide. Your admin will upload a list of students in Excel say there's a CSV file or the admin can add cohorts. Okay. And Julia says that is there a max on how many people can self enroll in a course based on your plan with Moodle. Well, if you are only allowed 200 users and making up a figure, you can only enroll 200 users into the course, really. If you've got a huge site that's got thousands of users, you could enroll thousands of users into your course. It's the limit of the number of people allowed on your Moodle site. Okay. Also, I get comes back in a question that he made at the beginning about the option to move the topics to the site. But I'm not sure exactly what he means. He asked at the beginning, how can we move links and files to the site and you perceive that as the indent option that used to be there. Was that not the same question? Yes, he's saying that I can. I had a reply that perhaps I have perceived differently. So I thought that in a social course format all the links and of the activities and resources are set aside into the blog. A good format to use. Yeah, if you just social format is basically a big message board of lots of different forum discussions and then any other activities you want in your course will appear to one side in an activities block. Yeah. But he says that I cannot find the social, the social course format to move the topics to the side. So I'm not sure what he's right exactly what's the problem. I think you'd like to either post in the introduction to moodle forum, or in the teaching with moodle forum. And I can explain to you step by step what to do there. Okay. Yep. Okay. I think we can move on. Okay, then right. Okay. Last two last actually Hillary said that before the last moodle page I had the student blog for comments and notes in a block at the site. Is this still possible? I'm not sure which block you mean student block for comments and the blog blog blog. Okay. Yes, if it should be you should be able to add the blog block with moodle for some some blocks that are not considered useful have been have been hidden from various areas in moodle so it might be worth checking with your admin there. And the West College Scotland asks your admin might not allow you to use the social topics format. That's an answer. Yeah. Okay, okay then. So I'm just going to give you a few tips as to where you can find out more and then how you can help us to build and grow moodle Academy. So you'll notice I said several times about the question marks, not only next to each setting, but also at the bottom of the page as a course teacher, do check them if you get a bit lost. Help and documentation, which takes you to the moodle documentation docs.moodle.org is the direct link if you want to go there directly. If you have documentation in other languages, some better than others it's it's very comprehensive in German and Spanish. It's quite good in French as well other languages less so. But I do want to point out finally that if you're new to teaching with moodle or if you know a little bit, please explore our educator pathway. A program of courses design both the beginner teachers that's teaching basics, and the teachers who've done a little bit on this site on moodle Academy, moodle teaching basics program and certificate, everything you need to begin with moodle. And then if you've been using it for a while as I feel some of you have here, moodle teaching skills program and certificate entirely free, you get a free badge, you can purchase a certificate by all means, but please explore those as an educator in moodle. And continually continuing with the moodle Academy theme. Please go to our get involved you'll see a light bulb click get involved and suggest topics that we can cover in future webinars and courses. You can also, if you're an experienced moodler, or you know someone who is present a webinar co present with us or present a webinar on moodle Academy, or even co create or create courses, such as the ones that you'll see on moodle Academy. And for both of those you can get a Academy badge. And then finally, we want more people coming to our webinars and and doing our courses so we can spread the word. So please tell your friends and colleagues about moodle Academy. So earn a badge. And also, when you become an experienced moodler or any experienced moodle educators, please explore our moodle educator certification. This is a very high quality program of courses for experienced moodlers which is run through our certified service providers paid for purchase. And but it's a very high quality certificate for experienced moodlers. So all of those options are available to you. I'll just quickly go through a couple notes in the chat. Matt is asking about the future plans for further development in the in moodle future versions. And I have redirect him into the roadmap and moodle documentation. West College of Scotland says that thank you very much I think this recording will be very useful to our tutors and we have been highlighting promoting the moodle Academy to them. And this might be a good thing. Yeah, thank you. And lots of thanks from pretty much everyone would say. That's nice. So, thank you all very much for being here. It was really a pleasure. Thank you. Thank you very much.