発表の一覧

Accessibility is key for all - teachers and students alike. This session will go through the key aspects of accessibility when creating web content. Traditional training works – however, for skills and awareness building learning by doing is important so this workshop will have attendees tackle key accessibility issues typically found in Moodle courses. The workshop will provide access to a course in Moodle for the attendees to improve both by using the core tools in Moodle and by using the Brickfield Education Labs Accessibility Toolkit. Attendees will learn more about accessibility and what the foundation stones are to a better Moodle course.

This session is a hands-on training workshop where participants will learn how to make the specific Video Assessment Module(VAM) settings for self/peer/teacher/class rubric based assessment of performances. Performances may be presentations, role-plays or demonstrations by students. The first time set up complete with rubrics needs about an hour of training, but after that, teachers can quickly copy their custom settings for other lessons. The VAM is a free custom plugin for Moodle funded by Sapporo Gakuin University.  The first part shows a short completed VAM demonstration, and then a hands-on introduction to enable participants to start using it (Brendon Muir). The second part shows how to set up the VAM for self, peer and teacher assessment using rubrics (Matthew Cotter). The third part of the workshop shows how to develop, save, and duplicate rubrics that are used again and again (Bricklin Zeff). The last part of the workshop shows how to download and install the Video Assessment module on your server and keep it up to date (Don Hinkelman).

Do you want your students to interact with students from other countries but don’t know how to organize that? Do you want your students to not only use English as an “academic” language but to use it in real-world communication? If the answer is “yes” then join this workshop! The phrase "Global community" is used a lot but experienced by few students studying EFL. The International Virtual Exchange Project (IVEProject) is changing that. Over the last 6 years more than 30,000 students from 25 countries interacted with each other online via this project. These students now have a better idea of what it means to communicate with people around the world. This experience puts them in good stead to feel more confident in future international interactions. Students have authentic communication with non-native speakers and thus develop intercultural communication skills. Students often have to negotiate meaning and acquiring this skill is essential to developing better communication. Employers appreciate students with a better understanding of non-native English writing and speaking as non-native speakers will be the majority of people they will be communicating in English with in the coming century. In this workshop, the project will be outlined and some results from research done on participating students presented. The research shows students with low levels of English ability increase their interactional confidence, intercultural sensitivity, knowledge of their own culture, gain motivation to learn English, and are more interested in other cultures after participating in simple virtual exchange. The IVEProject is sponsored by the Japanese government and is therefore free-of-charge to participate. Participants in this workshop will then have a hands on session to learn how they and their students can participate. This session will showcase the Moodle features and extra tools developed for the project that help teachers and students gain the intercultural understanding and communicative competence that comes with active participation in the IVEProject.

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 promote cultural understanding and the development of English language skills. In 2021, over 7000 tertiary-level students from more than twenty countries participated in multiple activities to promote communication. One of the core activities is focused-group discussions where, in groups ranging from 15-87, students interact with peers from either different countries or different parts of their own country. With so many students, 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 report system was first introduced at MoodleMoot Japan 2021. This presentation will introduce changes made to this Moodle reporting system and discuss how it is implemented in the management of the IVEProject.

このワークショップでは、参加者が自分のMoodleサイトでMoodle文字列をカスタマイズする方法と、Moodle翻訳サイトのAMOSを使用してコアおよびプラグインの言語文字列の翻訳に貢献する方法の２つを紹介します。Moodleの基本言語は英語ですが、現在、100以上の言語パックがダウンロードおよびインストール可能です。これらのパックには、Moodleのコア機能を構成するすべての言語文字列が含まれていますが、完成度は様々なものが存在します。AMOS翻訳サイトにアカウントを作成することで、誰でも言語パックの翻訳に貢献することができます。コアコードに加えて、Moodle プラグインディレクトリにリストされているほぼすべてのプラグインも、AMOSで翻訳する準備が整っています。日本語のMoodleコアはほぼ完成していますが、いくつかのプラグインは部分的または全体的に未翻訳のままです。そして、日本のMoodle管理者の中には、完全に翻訳されていないプラグインをインストールしない人もいるため、これらのプラグインの日本語化は急務となっています。Moodle管理者は、まず自分のサイトの言語設定をカスタマイズし、その結果をAMOSにアップロードすることができます。また、アカウントを持っている人なら誰でも、Moodle AMOS翻訳サイトに直接翻訳案をアップロードすることができます。このワークショップでは、これらのプロセスを実演した後、参加者を募って実際に未翻訳のプラグインを英語から日本語に翻訳する作業を共同で行います。このように、参加者はMoodleを「自分たちの望む言語で話す」ことを実際に体験することができます。

This presentation will demonstrate how three plugin blocks - Completion progress, Stash, and Level up! – were used to increase student motivation in a university EFL reading course. Completion Progress, used in conjunction with activity completion settings, allows students to see at a glance which course activities they have finished and which remain to be done. Stash allows students to collect colourful stamps and trade them for more advanced ones as they work through course activities. It can be used to award students a badge of achievement at the end of the course. Level up! assigns experience points to actions that students take as they access the course and then creates a customizable leaderboard that shows their achievement. The presenter will show how these three blocks were used in a Moodle reading course and share the results of a survey of student reactions to their use.

The Moodle database is powerful tool for collecting and sharing student data, but is often overlooked because of its unfriendly user interface. This presentation will provide an overview of a customized Moodle database that can be used for peer assessment of presentations or group work. The peer assessment database allows students to easily share peer feedback with either live in-class tasks or with online tasks. A sample database template will be shared to easily allow teachers to set up their own peer assessment database for class use. The database template contains a scoring rubric and comment fields that allow students to share individualized feedback with classmates and the teacher. The presenter will explain how to edit the sample peer evaluation database template, how to share peer data, and how to download the data from the database. Finally, sample usage scenarios and user data will be provided.

Due to the pandemic at the start of the 2020 academic year, one university in southwestern Japan began a project to transition traditional "listening and speaking" as well as "reading and writing" courses from the live-online format to fully on-demand classes. The tools and techniques used to design, create, organize, and deliver the content for the classes and how those techniques evolved over the course of the project will be discussed in an overview. Furthermore, curriculum integrations with Pearson's MyMobileWorld textbook companion website, Microsoft's FlipGrid video discussion forums, Lexxica's WordEngine vocabulary practice website, and Xlearning Systems' Xreading digital library of graded English readers will be explained. The evolution of the course curriculum design over each of the three semesters based on the experiences of the team members and the feedback from the students' interactions with the content will also be reviewed. Now that the project has finished its third consecutive semester of implementation, a review of the results of the program using both analytics and observations of both teacher and student experiences with the curriculum can be reported. The points of success and the points of failure will be discussed along with the potential for using the content and techniques developed during this project in future blended learning classes.