発表

This presentation will introduce an experimental use of Turnitin integrated with Moodle for the purpose of advising students as they compose graduation theses at a four year university in Tokyo. Setup of Turnitin to be used within Moodle will be explained and advantages for both students and instructors outlined. Turnitin provides a writing feedback solution that centers on plagiarism detection but also includes writing feedback features, such as Grammar Checker, backed by ETS, for non-native speakers writing in English. Turnitin is not limited to English writing, however, and provides detailed plagiarism centered feedback to students writing in Japanese as well. Using the Moodle integration allows students to submit and receive feedback on written work with little need for the instructor to intervene in the process. Instructors, however, retain the ability to monitor student progress and provide feedback based upon their own evaluation coupled with information they obtain from the Turnitin system. Downsides of the system, including cost, will also be presented and discussed.

Internships, study abroad trips, domestic work/study programs, teaching practice, and other experiential programs often require a reflective journal be written as evidence of learning. This journal is usually on paper, which means it is difficult to send back to university teachers and staff to review, especially during initial days when feedback is most needed. In addition, for summative evaluation, the journal data needs to combined, analyzed and synthesized into end-of-term reports to the hosting company/school and the sending institution. Inspection by external accrediting institutions may be required when formal credit is being given. Therefore, a secure, online database system could solve this problem, and provide more timely supervision by teachers. In this case study, the Database activity module of Moodle was modified so that the journal data can be checked and approved by both an on-site supervisor and a remote instructor. To prevent incomplete or incorrect data, notifications and digests of student entries are sent to instructors to alert them of strong or weak performance. With timely information, the instructor can requests revision or give warnings. To achieve this workflow, two new data fields were programmed and added to the current core Database module. Also, reports were coded so that students and teachers can get summary information automatically.

One of the United Nation’s sustainable development goals is Quality Education, which means “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all (UNDP, 2015)”. This feat cannot be achieved solely by traditional means of education. Open universities are instrumental in widening the access of people to education and promoting lifelong learning. At least in Asia, member universities of the Asian Association of Open Universities (AAOU) are known to be implementers and promoters of Open Educational Resources (OER) and free online courses, which allow people from all walks of life to be able to access the vast wealth of knowledge that these institutions, together with their partners, possess. One of the key factors that enable and maintain the success of open universities, which mostly offer courses in various modalities, including eLearning is the use of Free Open Source Software (FOSS). One of which is MOODLE. Since it has been adopted and implemented by many learning institutions, the interest in utilizing it as a virtual learning environment or a learning management system for eLearning is increasing. Despite success stories published and shared by various open universities using MOODLE, it is important for early adopters, onlookers, and prospective users to examine its success as an information system systematically. In this regard, researchers from the Allama Iqbal Open University (AIOU) in Pakistan, the University of the Philippines Open University (UPOU) and Universitas Terbuka, Indonesia proposes a comparative study on the use of MOODLE in their regular course offerings and in their Open Online Courses (OOCs). This comparative study will primarily subscribe to the Delone and Mclean Information Systems Success Model, which looks into the system quality, information quality, service quality, user satisfaction, intention to use, and net benefits. The model was recently proven to be valid and reliable (Sirsat & Sirsat, 2016).

Although Google Classroom has been enthusiastically adopted by many American high schools, less than 4 percent of higher institutions in the U.S. use it as their primary Learning Management System (LMS), opting instead to maintain their 'closed' LMS such as Blackboard or Moodle. Why is this adoption rate among U.S. higher institutions so low? 

Using site screenshots, images, and slides, this presentation will outline 6 reasons why U.S higher institutes prefer using a 'closed' LMS such as Moodle over using Google Classroom. During this presentation each of these LMS platforms is analyzed in relation to their teaching effectiveness, course and data management, site administration, data privacy and security, interoperability with student information systems, and integration with other systems.

There will be a question and answer time at the end of this presentation, where participants can discuss points raised, or ask for further clarification. The slide presentation will utilize a lot of images to help aid understanding of the points being discussed. 

Rubrics, qualitative feedback done on paper or online, contribute more to student learning compared to numeric scores (100, 80, 60) or letter grades (A, B, C). Moodle since version 2.1, has had an attractive and intuitive rubric designer built into its Assignment Module as an "advanced grading" system. This rubric-maker was then added into the Video Assessment Module for self, peer, class, and teacher assessment. When designing rubrics for students to use themselves rather than for teachers or administrators to use, it is called "Assessment for Learning".  When designing assessments for learning, the rubric becomes the teaching content as students begin to understand the words used in the rubrics. Assessment then becomes transparent and accomplishing the task and its content are more important than the actual score. Learning is then more intrinsic and less exam-driven. In this workshop, two rubric-designing teachers will show how to make a good rubric on paper, and then how to make a good rubric in Moodle for self, peer and teacher assessment. Participants should bring their own devices to learn directly how to use and design the rubrics. We will also show how rubrics were used in presentation classes, and how rubrics can be combined with video-recorded or live performances. In addition, the best rubric examples will be shared as a freely downloadable "Rubric Course" on the Moodle Association of Japan Showcase Site (formerly the 'Hub'). If requested by participants, this workshop will be presented bilingually.

越前市では、外国人住民の割合が高い一方で、生活に必要となる日本語やマナーなどを十分に学べる機会が乏しい状況にある。そこで、動画やH5Pインタラクティブコンテンツを中心とした学習支援サイトをMoodleをプラットフォームとして制作することとした。

提供する教材コンテンツについては、『やさしい日本語』を中心とし、それを外国人とのコミュニケーションでの利用を学ぶ市民向けのものと、外国人住民向けの生活マナーや防災などを学ぶものなどのコースで構成した。またコース内では動画やクイズの学習活動で理解を促すこととした。また特に、越前市での生活環境はもとより市の産業や文化・観光とも関連づけたコンテンツを含めることで、親しみをもって利用できることを目指した。

なお今回は、4名の大学生がシナリオ構成・動画の撮影編集・コンテンツ掲載などを分担し、その全体の統括と技術的な支援を篭谷が担当した。

今後サイトを公開し、市民が継続して利用できるような体制、さらには市民が制作するコンテンツの投稿などをどのように実現するかについても検討している。

Summarizing a story is an important skill for students to understand and remember. Using ordering-type question quizzes in Moodle helps the teacher track whether students are reading their books. To help students improve their skills of reading and summarizing, the presenter will show how he created and incorporated GIFT-formatted ordering question quizzes for each book in his graded reader library. Although there are more sophisticated Moodle-based Graded Reader applications such as XRead and MReader, the presenter wanted the students to create the ordering-type question quizzes to help students improve their summarizing skills. However, this approach presents several challenges. One such challenge is the time it takes to check and manage all the summaries. A second challenge is creating and uploading all the GIFT-formatted quizzes to Moodle. By using Google Docs and FileMaker Pro, the presenter will show how these issues were solved. At the end of the presentation, participants will be given a link to all the student handouts and the FileMaker Pro IOS app that automatically creates the GIFT-formatted ordering type question quizzes.