発表の一覧

Our main goal of this talk is to briefly analyze the fact that an increasing number of Kyoto Institute of Technology (KIT) Laboratory staff members have begun using Moodle since 2020, the beginning of the COVID-19 pandemic.

Our Moodle has primarily been used by faculty staff members for term/semester lectures. The cases of the Moodle use mentioned above have never happened until the COVID-19 pandemic. For this reason, we have conducted some interviews with laboratory staff members, as it should be meaningful to analyze and discuss the opinions and suggestions from them. We find their Moodle-use can be largely categorized as:

• Sending messages to participants through announcements activity.
• Exchanging opinions on their thesis, dissertations plans and presentations.
• Sharing files and reading materials such as thesis, and scientific journals.

I would like to introduce as many answers and responses as time allows.

When setting up a server for Moodle one is faced with many choices. If using either a Virtual Private Server (VPS) or even on-premise metal, many would have already heard of the famous "LAMP" stack of Linux, Apache, MySQL and PHP but this isn't the only possible setup. Where the need for an operating system (Linux usually but BSD possible) and PHP processor offer less choice, there are several options for both webserver frontend and SQL backend. Commonly used webservers include Apache, Nginx and Lighttpd (pronounced Lighty). Both Lighttpd and Nginx use PHP Fast Process Manager (FPM) to process the PHP code, but with Apache, one also has the choice of using Apache's built-in handler instead. Then in the backend, there is MySQL, MariaDB and PostgreSQL. In this presentation we report the results from benchmark tests of each combination of webserver and SQL backend both under load and at idle on a single-node VPS running Debian 11. We will conclude with some discussion and recommendations for small-scale Moodle deployment.

The Covid19 pandemic has seen a surge in the number of people experiencing educational technology (edtech) for the first time. In order to accommodate the increased demand for beginner training for Learning Management Systems and edtech in general, the SDCE model for edtech deployment was developed to scaffold edtech training and use for both educators and students. The model divides edtech adoption into four stages, with each stage increasing in either technical, pedagogical, or psychological difficulty. In the first stage, students are provided with Static content that students only view. The second stage adds Dynamic content where students can manipulate the system and receive automated feedback. In the third stage students Communicate with other people via the technology, and in the final stage they Explore the world creating their own learning experiences. In order to scaffold the adoption of edtech, this model advocates limiting the introduction of new modules/activities to two modules from the current stage or one module from a higher stage. This prevents mental overload and enables students (and teachers) to pace themselves for successful online learning experiences.

In recent years, it has been possible to use Google’s Workspace for Education tools to manage assignments from within Moodle through an application called Google Assignments.This is possible by using Learning Tools Interoperability (LTI) integration. Students can submit assignments in the form of Google Documents, Spreadsheets, or Slides. The teachers benefit from the power of Google document’s shared editing and feedback and give grades by way of rubrics made right in the Google Assignment. The presenters will discuss how Google Assignments in Moodle was used for English writing assignments at a Japanese university. The presentation begins with an overview of the rationale. Following this, they will demonstrate how to set-up a Google Assignment using LTI and how Google organizes the folder structures in Google Drive, as well as show basic features such as creating rubrics, how students complete assignments, and how to grade an assignment. Following this, they will discuss the perceived benefits and drawbacks. Prior to using Google Assignments in Moodle, the presenters had used Google Classroom. Based on this experience, the presenters will conclude by comparing Google Classroom to Google Assignments in Moodle.

脱出ゲーム（Escape Roon、以下 ER）を用いた教育は医療分野を含めて種々の実践がなされている。従来は対面での運用が基本であったが、COVID-19対策としてオンラインでのER運用事例も増加している。今回、筆者らはH5PのVirtual Tour等を用いてMoodle上でのER教材を開発・運用した。Moodle上での実践としたことで技能の学習・評価は困難であったが、コミュニケーションや知識の学習目標に対しては代替教材として利用可能であった。

The pandemic only brought it to the surface, that we live in the middle of a significant transformation in how we are living, working and learning. Digitalisation and economic shifts will continue to transform University learning in the next decades. Even though there are many unknowns, what we know for sure is that in 2040 the learning tools and physical learning environments will be very different from today's. Many emerging technologies like virtual reality, artificial intelligence and intelligent bots seem to be around the corner, new educational approaches like design thinking and inverted classroom are spreading over the campus right at that moment. In this presentation, I will have a (hypothetic) look at a future tertiary students and how their learning life will look like, and the possible future learning tools and physical learning environments they will experience. Then we will consider how these future needs will affect today's physical and digital learning environments like moodle to evolve into the needs of the future.

About five years ago, Martin Dougiamas founded the Moodle Users Association (MUA) as a worldwide non-for-profit organization that connect users (individuals and institutions) from around the world. As a core benefit, members can propose projects they want to see in the core, and if this project is selected in internal voting, it will be implemented in the Moodle core code. The association has evolved over the years, inspired by organizations like the Moodle Association of Japan. In this presentation, we will look back to past success stories but also give an insight, what the Moodle Users Association is at the moment and why it makes sense to become a member. We will also discuss how the Moodle Association of Japan can be a model for other associations across Asia and perhaps the world.

Over the last twenty years, the Moodle quiz module has become a powerful tool to formatively and summatively test students. Its wide range of question and feedback types is outstanding compared to many learning management systems. A group of interested users including universities and a Moodle Partner from different continents has been working over the last several months on laying a sound basis for the Moodle quiz engine of the future. This includes more flexibility to fit diverse needs even more appropriately. In this presentation, the creators of the Quiz Module will show you what has already changed in Moodle 4.0, and what will change in 4.1 as the question bank will become an independent Moodle activity, which makes sharing and maintaining questions much easier. This presentation includes a view beyond that milestone. We will present our ideas on how the future of Moodle quiz engine could or should look like and invite you to participate in this vivid process.

As the coronavirus pandemic evolves into a permanent, endemic condition for all schools, educators must decide the educational philosophy to guide choices of whether to do classes on-line, in-person, or some version of blended learning. To make that design decision, this short presentation investigates the role of the physical/virtual presence of the teacher, the physical/virtual actions of students, the use of realia, printed and digital materials, and spaces/locations used in education with the Moodle LMS. It is a theoretical introduction to the question of embodiment in education, the diverse modalities of interaction, as well as critiquing the material/human semiotics of the online classroom vs. the face-to-face classroom. I will give some examples of performance-based use of Moodle (i.e. presentations, teacher-training, internships) with classroom activities using face-to-face technologies and asynchronous activities using Moodle plugins for performance learning (Video Assessment Module). Also, I will demonstrate assessments that engage the body as well as the mind (rubrics focusing on non-verbal behavior). This short talk will also introduce practical implications for research in this area, as participants will be invited to be co-researchers on a permanent Moodle whiteboard.

GIGAスクール構想やコロナ禍の影響により、教育のICT化が急激に進展し、ラーニングアナリティクス（教育データ活用）の土台が整いつつあります。本発表では、ムードルを用いた、ラーニングアナリティクスの情報基盤システムであるLEAFシステムの概要をのべ、それを用いた初等中等教育、及び高等教育での研究事例について発表します。さらに、ウイズ・ポストコロナ時代の教育においては、どのような研究課題に取り組む必要があるかを議論します。