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患者・生活者本位の視点を持つことは薬学教育の重要な学習目標として扱われている。
本学では、患者全体を理解しようとする経験を通じて薬剤師業務や職能を異なる視点から見つめることを目的に、学生自身が模擬患者を演じる実習を4年次（1学年210名定員）に行っている。今回、コロナ禍に伴いZoomを用いて遠隔で学内臨床実習を実施するにあたり、Moodleで学生毎に異なる症例の配布を試みたのでその実践を報告する。
学生への患者設定の提示はブログフォーマットで表示される標準フォーラムを利用した。1)実習日と2)対応する症例毎に分離グループを設定し、PDFに変換した患者設定の共有リンクをこのフォーラムに投稿した。これにより、当日、自分が担当する患者設定のみが学生に表示されるようにした。当日までフォーラムを非表示とし、実習の進行に合わせて表示させた。
学生は表示された患者設定を用いて、自分が演じる患者の詳細（生活や心理・社会的背景）の設定を行い、薬剤師役学生とZoomの画面上でリアルタイムでのロールプレイを実施した。
これにより、Moodle上で異なる患者設定を同時に学生配布することが可能となり、遠隔での学内実習を円滑に進めることが可能となった。

This presentation will outline a currently planned use of Moodle for managing the prefecture-wide newborn hearing screening program in Shizuoka prefecture. The system, currently under development, will be used for recording newborn hearing screening results, followup testing for children receiving a referral on their screening, and as a system for providing therapeutic advice and overall support to the families of children with hearing impairment. A QR code system designed to streamline the entry of anonymized data and allow for realtime tracking of epidemiological trends will be introduced. Additionally, the planned incorporation of a tracking tool for infants and children with hearing impairment, the Functional Listening Index - Pediatric, will be introduced and discussed.  Currently identified challenges with the system under development, such as data entry and its secure maintenance, will also be discussed. The presentation will end with a short question and answer session during which feedback from attendees will be requested. Attendee feedback will be welcomed and will be utilized to make improvements to the system being developed.

コロナの拡大により、いままでeラーニング活用に手を付けいなかった教育機関も、取り組まざるを得なくなってきています。Web会議システム使用によるライブ授業の提供が行われましたが、提供のしっぱなしになったり、統一した管理の必要があったりして、Moodle利用が注目されています。また、授業を収録してオンデマンドで配信するという動きがあります。Moodleの利用経験者は1億人以上といわれ、主に教育機関での利用が多いと考えられがちですが、実はビジネスでの利用のほうが多いとのことです。多くの公共の機関は集合研修を提供してきましたが、コロナのために対面の研修ができなくなり、Moodleでの研修の提供が検討されています。Moodleパートナーである弊社は、コロナの拡大以降、Moodleについての多くの問い合わせを受けています。実状やMoodleがどのように利用されるようになってきているのかをご紹介します。

Project Bluesky began as an effort to build a group of shareable BigBlueButton servers that could be used by many universities in Japan with the effects of the Covid19 pandemic moving many institutions online suddenly in April 2020. Researching the costs of deploying a BigBlueButton cluster using "Scalelite" with the capacity to handle all the classes at one university is prohibitive. Based on the efforts made at MoodleMoot Japan 2020 (conference moved 100% online in just a few days), the presenters researched and implemented a Scalelite load-balanced BigBlueButton cluster. By building the Scalelite infrastructure and making it available to any university willing to participate, our project was able to cluster up to 10 BigBlueButton servers donated by various universities and one corporate sponsor. This presentation will explain at a basic level the process of researching, implementing, and troubleshooting the cluster, the ways in which universities participated in using the cluster, and the various problem-solving experiences learned throughout the process that will hopefully inspire those wanting to implement similar open-source collaborative projects in the future. 

Gestures are a critical part of communication, yet few students in Japan use them in their learning performances. Also, communication researchers report that the majority of meaning is communicated non-verbally  in face-to-face communication (Birdwhistell, 1970). Unfortunately, teachers often omit practice on simple gestures and body language which give impact and meaning to an oral communication performance. In this presentation, I will explain why teaching gestures (as well as eye contact, facial expression, posture, and prosody) are not only important for professional performances, but also for normal, day-to-day conversation and classroom presentations. I will also demonstrate five Moodle activities where I teach gestures for beginner level communication students in Japanese universities. These five activities are used in a blended learning ecology of both face-to-face classroom activities and online activities. The Moodle tools include video quizzes, assignments, questionnaires, forums and the video assessment module with rubrics for gestures. This presentation draws on over fifteen years of teaching gestures to first and second year English university students, with Moodle fully integrated into the process. Many of the insights and process have been contributed by my colleagues, Matt Cotter, David Harrington and Charles LeBeau, which will be outlined in this presentation.

• Wordcards for vocabulary learning
• Readaloud for reading practice and assessment
• MiniLesson for speaking and listening practice
• Solo for free speaking practice and assessment

All of the plugins are automatically graded. In the presentation the plugins will be demonstrated and explained.
Poodll languages requires a paid subscription. 

In blended learning environments, Moodle and Google offer several approaches to peer and self assessment of student performances.  The presenters, from the far northern and southern ends of Japan, will compare the video assessment module and forum module of Moodle with Google tools as used in classrooms during the past two years—before and during the coronavirus-affected teaching situation. The value of peer and self assessment, when managed properly, is that students understand the goals of the learning, and apply those goals to their own and other performances. This is called “assessment for learning”.  For example, we will compare: 1) ease of use, 2) immediacy of feedback, 3) quality of feedback, 4) ease of teacher setup, 5) administrative installation and costs, 6) storage of data, and 7) integration with grade book. This session will use live examples from classroom websites, so the presentation cannot be recorded for later use.

If your institution doesn’t offer a Moodle for you, then this might be for you. Many think they need special skills to use a VPS (Virtual Private Server), but this is not true. Can you copy and paste? If so then you can set up a VPS and install Moodle and not worry about any limits. The presenter will talk about the pros and cons of maintaining your own VPS and Moodle site. The presenter will show how simple it is. The presenter will go through the steps needed and explain the requirements needed to have a Moodle site for 100 concurrent users up and running in less than 2 hours. The topics will also include setting up a firewall and a free SSL certificate, to help keep all data private and secure. Also, there will be some information about customization and its benefits as well as the pitfalls. The presentation will also show you some simple commands to help you update and maintain your VPS and Moodle site.

In this workshop we will develop the skills you attained in the first one and add to them. Introduction of multimedia into Moodle, more detailed student and course management, and how to add resources and other activities will be covered here. For those that didn’t attend the first workshop but have a basic understanding of Moodle, you are welcome to join this too.

所属の教育機関がMoodleを提供していない場合、このワークショップがおすすめです。多くの人はVPS (仮想プライベートサーバ)を使用するには特別なスキルが必要だと考えていますが、これは真実ではありません。コピー・ペーストができますか? もしそうであれば、VPSをセットアップしてMoodleをインストールすることができます。すると人数・ファイルサイズなどの制限を気にする必要はありません。VPSとMoodleサイトを維持することの長所と短所について話します。必要な手順を説明し、2時間以内に100人の同時接続ユーザのためのMoodleサイトを立ち上げるために必要な要件を説明します。また、すべてのデータをプライベートかつ安全に保つためのファイアウォールと無料のSSL証明書の設定についても説明します。また、カスタマイズとその利点と落とし穴についても説明します。VPSとMoodleサイトの更新とメンテナンスに役立つ簡単なコマンドも紹介します。