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Title題名 Review査読 Type種類 Language言語 Main presenter筆頭発表者 Abstract要約
314-P 2388 オープンソースIdPを用いた教授・学習環境の再検討
Presentation (40 mins) Japanese Mr. Yoshimasa OHNISHI
大西 淑雅
反転学習やグループ学習など、Moodleを活用した教授法も多様化が進んでいる。管理者は管理コストの削減を図りつつ、学習者の立場に即した教授環境の構築できることが重要である。最近では、教授・学習環境を一つのツールのみで提供することは難しく、複数のツールやサービスを組み合わせた教授・学習環境の構築が不可欠である。今後、LTIに対応したツールやAPIを用いたクラウドサービスのなどの活用が本格化すると、学習者と学習履歴を紐づける認証連携は不可欠となる。 そこで、オープンソースIdentity ProviderであるKeycloakとMoodleとの連携を題材に、学習管理と認証連携について議論する。Keycloakは学内のLDAPやADに登録された情報を使えると共に、有償で導入されることが多いSingle Sign-Onと同等な機能を提供できる。加えて、サービスごとにノルムやロールを定義できるため、多彩な認証連携を無料で構築することができる。本発表では、特に、様々なサービスを用いた学習履歴を、学習者が容易に参照できるアプローチを検討する。なお、時間が許せば、学習履歴の解析方法などについても議論する。
214-P 2389 看護師特定行為研修でのmoodleの活用-5年間を振り返って-
Presentation (40 mins) Japanese Ms. Machiko SAEKI YAGI
八木(佐伯) 街子

自治医科大学では看護師特定行為研修にmoodleを用い5年が経過した.研修を修了した学習者は約300名程度であり,すべての全国の医療機関・教育機関に所属する有職の看護職であり,教育に関わる教員は延べ500名以上になった.看護職に対しmoodleを用いた教育を実践する場合,各科目の学習内容を指導するだけでなく,moodleに加えてICTやPCの利用に対する学習支援も必要であった.また,看護職が学習意欲や意志を維持できるような支援も同時に行う必要があった.また,厚生労働省の指針の改訂や日々更新される医療に関するガイドラインや指針に準じ,コンテンツの入れ替えや再設計を実施してきた.教育を担当する教員である医師や看護師に対してもmoodleの利用方法や効果的な教育方法について都度支援を行うことが必要であり,効率よく効果的に情報を提供し利用してもらう工夫を続けてきた.2020年のCOVID-19の感染拡大を受け看護職の移動を伴う活動が大きく制限されたことから,moodleを介してBig Blue Buttonを用いたオンラインディスカッションやBig Blue Buttonで監視をしながら実施するオンライン試験も開始した.5年間,状況に合わせ都度moodleを探索的に活用してきた実践内容と今後の展望について論じる.

315-P 2390 コロナ禍前後における自治医科大学Moodle活用状況の変遷と今後の展望
Presentation (40 mins) Japanese Mr. Yoshikazu ASADA
淺田 義和

COVID-19の対策として、2020年度、特に前半は自治医科大学医学部において全面的にMoodleを活用した授業運営がなされた。

座学で行われる講義科目については動画講義をVimeoに掲載したうえで小テストや課題を用いた教育を実践した。臨床実習においては、可能な限り病院の環境を体験できるよう、手術動画の提示なども実施してきた。夏休み明けからは分散での対面教育が再開となったが、適宜BigBlueButtonを利用したオンラインでの授業・口頭試問などが行われている。前年度と比較して、logstore_standard_logで得られるログ件数も100倍程度となっている。このため、ログを用いた学習分析や教学IRも実施しやすい環境となった。

一方、学生に対するフィードバックをいかに入念に行うかは課題として残っている。実際、学生からのアンケートにおいてもフィードバックの充実を望む声が挙がってきている。2021年度もCOVID-19対策が必要になることを考え、Moodleを用いた授業実践に対するTips等を整理したFDも必要になっていると考える。

229-P 2391 Embracing HotPot version 7
Presentation (20 mins) English Prof. Gordon BATESON
ベイトソン ゴードン

The HotPot module has long been a popular and reliable module for administering Hot Potatoes exercises via Moodle. In late 2019, the Hot Potatoes software was updated to version 7 (HP7) to produce XHTML5 compliant code that was aware of "touch" and "tap" technologies of mobiles devices, and that inserts audio and video using native HTML5 players, where possible. However, as a result of these changes, the source file templates for the HP7 exercises became unrecognizable to the existing HotPot module. 

Thanks to the support of a MAJ grant, the HotPot module has now been updated to detect HP7 data files and deliver them with HP7 templates, thereby taking advantage of the "touch" and "tap" functionality of the latest mobile devices.

This presentation will first summarize the programatic changes that were made to the HotPot module to make it compatible with HP7, and then demonstrate how the HP7 exercises are created and then delivered via a current version of Moodle. 

219-P 2392 A reconsideration of content sharing in the MAJ community and beyond
Presentation (20 mins) English Mr. Martin MEADOWS
メドウズ マーティン
Moodle was built on principles of collectivism and collaboration, and the idea that learning environments or platforms are constructed through interaction and collaboration of its users remains central to it vision. Users can create and share plugins though the plugins directory on moodle.org and other means as well. Sharing hubs such as the MAJ Open Courseware Showcase and, now, Moodlenet and the content bank introduced in Moodle 3.9 allow teachers and other content creators to share their work with others. Both Moodlenet and the Content Bank are works-in-progress currently under development. The Content Bank, for example, is only capable of holding H5P files at the moment of writing. Moodle users in Japan, however, have, for a long time, been able to share course content with the MAJ Hub, now known as the Open Courseware Showcase. And yet, this resource remains under-used. This presentation reports on a survey of Moodle users in Japan undertaken with the goal of casting light on their awareness and use of the MAJ Showcase and their views on and desires for content sharing in general.
303-P 2393 Using pre-task peer assessment to improve task performance
Presentation (20 mins) English Marcos BENEVIDES
ベネビデス マルコス
The speaker will present a method using pre-task peer assessment that is modeled on rater-reliability training techniques. Students review, grade, and give feedback to a number of peer tasks from a previous instance of the course, using a task outcome rubric similar to the one that the teacher will use. These model tasks have been pre-graded by the teacher, and present a range of achievement. After each one, the student is invited to consider how their grade and feedback compares to that given by the teacher. Upon rating a number of such peer tasks using Moodle's standard Feedback activity, each student can then submit their own task via the Assignment activity. This method shows promise as an effective way to prepare students to consider task outcome, functional adequacy, and the overall quality of their communicative performance when they subsequently perform their own tasks. This method employs the Feedback and Assignment activities in conjunction with the Activity Completion feature available in Moodle 3.9 and later.
217-P 2394 Computer-scored speaking activities in Moodle
Presentation (20 mins) English Mr. Paul DANIELS
ダニエルズ ポール
This presentation will summarize an ongoing research project on computerized-scoring of speech from L2 learners of English using a new Moodle quiz question-type. The question-type employs Google’s ASR engine to transcribe students’ speech, so that it can be compared to a target phrase and awarded a score based on how closely the phonemes in the student’s transcribed speech match the phonemes from the target phrase. Examples of both extensive and intensive computer-scored speaking tasks used in the study will be provided along with a correlation analysis that focuses on relationships between students’ standardized language test scores, speaking scores derived from a series of computer-scored speech tasks, and speaking scores from human-rated presentations. Participants will be given access to a demo Moodle course where they can create their own sample speaking tasks. The speaking assessment question type is open source and can be downloaded from Github.com.
225-P 2395 How do the VAM and Workshop Modules Compare?
Presentation (20 mins) English Prof. Thomas GOETZ
ゲッツ トーマス

One of the newer modules available is the Video Assessment Module or VAM. As its name states, it is set up to assess videos made by class participants. However, is it new? When one looks at the Workshop module, a core Moodle module, one can apply it to video assessment without much additional effort. This presentation will compare the two in a side-by-side manner showing the advantages and disadvantages of both. One advantage is they deliver video content in a variety of video formats. Another concern may relate to how a teacher can assist a student with uploading issues. What options are available are there? Aspects for comparison to be considered will be the time needed to learn each before use among students, the variability of scheduling options, distribution of material to assessors, and grading options. This presentation aims to enable teachers to find their best fit for themselves and their students when assessing video-based assignments. 

221-P 2396 The IVEProject: A New Moodle Report for Intercultural Forum Interaction
Presentation (40 mins) English Mr. Andy JOHNSON
ジョンソン アンディ

Virtual Exchanges afford EFL (English as a Foreign Language) students an opportunity to experience authentic communication with peers in other countries. Using Moodle as its platform, the International Virtual Exchange Project (IVEProject) is one such exchange that, through two eight-week exchanges annually, aims to promotes cultural understanding and the development of English language skills. In 2020, over 7000 tertiary-level students from twelve countries participated in multiple activities to promote communication. One of the core activities is focused-group discussions where students interact with 10-20 students from either different countries or different parts of their own country. However, with hundreds of such groups, manually monitoring the forum communication can be challenging. To aid the IVE Project administrators, a Moodle reporting tool was created to provide more in-depth quantitative forum metrics than given by the standard Moodle forum report. Examples of data provided include conversation depth, the number of inactive group members, the number of discussion starters that have received a reply, and the amount of multimedia used. This data is useful for assessing the level of engagement by the participants, and can be used to quickly discover underperforming groups and redistribute the participants to active groups. This presentation will introduce this new Moodle reporting system and discuss its expected future role in the management of the IVEProject as well as future development plans. The presentation will conclude with information on how teachers, at no cost, can enroll their students in the IVEProject and have their students participate in a constructive cross-cultural dialogue.

207-C 2397 Sharing Cart: New Interface and Upgrades toward 4.0
Case study (20 mins) English Mr. Don HINKELMAN
ヒンクルマン ダン

The Sharing Cart, an award-winning plugin from the Moodle Association of Japan community, has been upgraded with a new interface and section-copying features. This case study presentation shows the upgraded features and how to install and operate the Sharing Cart. This easy-to-install tool has been one of the top-ten most downloaded blocks internationally for the past ten years, now used by almost 3000 sites. The Sharing Cart allows teachers to move content (both activities and resources) from course to course, and create a library of commonly used content. In the Sharing Cart 3.9, the section copy has been improved, which allows a full Moodle section to copied as a whole in just a few clicks. In addition, Praxis, a Moodle Partner in Copenhagen, Denmark, has begun co-maintaining the block as a free, open-source contribution. The Praxis programmers have built a new interface, which uses a "shopping basket" icon that is designed with an intuitive Moodle 4.0 interface in mind. With the Sharing Cart, both individuals and teams of teachers can move and share valuable content and save important time.