- Presentation abstract発表の要約
During the pandemic-ridden academic year 2020, the way the three presenters taught classes has changed dramatically. One of us had taught in “HyFlex” (synchronization of online and F2F) format until fall and switched to a completely online format in winter. Another one has taught with totally on-demand style in spring and hybrid style in fall. The third one has taught 100% live online classes in spring and a mixture of live online and on-demand classes in fall. Through these drastic changes in teaching formats over the year, we have investigated how our students have managed to follow the lessons. Moodle has various learning analytics plugins. We have presented about these tools and other plugins such as IntelliBoard in the previous Moots. In this presentation, we will focus on the access data and will report how students reached the Moodle courses during the Emergency Remote Teaching period. We will show comparative log data from both before and after the impact of the global pandemic. We will also introduce a new web analytics tool called “Matomo (formerly Piwik)” that was recently integrated with our Moodle sites. Various data (device and location, for example) reveal many facts about the reality of students’ learning that are hidden to the naked eyes of educators.
- Original submission元の原稿
Presentation title: Learning Analytics and Emergency Remote Teaching presentation_title
発表の種類: Presentation (40 mins) プレゼンテーション（４０分）
発表の言語: English 英語
発表のキーワード: learning analytics, Matomo, data, access
Presentation abstract: presentation_abstract During the pandemic-ridden academic year 2020, the way the three presenters taught classes has changed dramatically. One of us had taught in “HyFlex” format until fall and switched to a completely online format in winter. Another one has taught with totally on-demand style in spring and hybrid style in fall. The third one has taught 100% live online classes in spring and a mixture of live online and on-demand classes in fall. Through these drastic changes in teaching formats over the year, we have investigated how our students have managed to follow the lessons. Moodle has various learning analytics plugins. We have presented about these tools and other plugins such as IntelliBoard in the previous Moots. This time we focused on the access data and will report how students reached the Moodle courses during the Emergency Remote Teaching period. We will show comparative log data from both before and after the impact of the global pandemic. We will also introduce a new web analytics tool called “Matomo (formerly Piwik)” that was recently integrated with our Moodle sites. Various data reveal many facts about the reality of students’ learning that are hidden to the naked eyes of educators. Format HTML format
- Peer review details査読詳細
Peer Review 1
| Criteria | Assessment |
|---|
| Clarity of Submission | 7 / 10 |
| Presentation Length | 9 / 10 |
| Originality of Submission | 7 / 10 |
| Appropriateness & Relevance to the Moot | 10 / 10 |
| Quality of Content & Writing | 7 / 10 |
| Overall evaluation | 40 / 50 |
| | 80 / 100 |
Feedback Excellent abstract of an important new analysis of Moodle to education in the coronvirus era. Rewrite a little to explain terms such as "Hyflex". Remember to post the slides that will be distributed to the participants. Although this is not required, I would encourage the authors to share their Moodle examples by uploading their sample course to the MAJ Showcase (https: //showcase. moodlejapan. org).
Peer Review 2
| Criteria | Assessment |
|---|
| Clarity of Submission | 8 / 10 |
| Presentation Length | 9 / 10 |
| Originality of Submission | 9 / 10 |
| Appropriateness & Relevance to the Moot | 9 / 10 |
| Quality of Content & Writing | 7 / 10 |
| Overall evaluation | 35 / 50 |
| | 77 / 100 |
Feedback How students access Moodle is something many teachers are interested in at the moment. If the abstract included some examples of the new data users can receive from using the Matomo tool (and how it is different from access data), it might help entice people to attend. "This time we focus ed. . . " -> Because of the context, I found this confusing.
- Peer review notes査読メモ
Thanks for your submission!
Your proposal has been conditionally accepted.
- For this submission to be fully accepted, please make the requested changes to your abstract/presentation before 2021 Feb 1 (Mon) 23:55.
- When the changes have been made, they will be reviewed and you will be notified of the new acceptance status.