MoodleMoot Japan 2020
Feb 26th
(Wed)
Feb 27th
(Thu)
Feb 28th
(Fri)
Feb 26th (Wed)
Room 1: Spicy Lotus Root
Advanced (English)
Room 2: Ikinari Dango
Advanced (Japanese)
Room 3: Hitomoji Guruguru
Starters (English)
Room 4: Dango Soup
Starters (Japanese)
12: 30 - 13: 0030 mins
12: 30 - 13: 0030 mins
Room 1: Spicy Lotus Rootundefined
Advanced (English)
Day 1: Registration レジストレーション
101-E
Registration
Collect your badge and other conference documents in the registration area, and meet other delegates in the coffee area.
13: 00 - 14: 3090 mins
13: 00 - 14: 3090 mins
Room 1: Spicy Lotus Rootundefined
Advanced (English)
102-WThom Rawson
0Workshop (90 mins)
In this advanced Moodle workshop, beginning administrators can learn how to organize, plan, and implement the curriculum/course setup for their institution. Tips on category/course naming and organization, bulk course management, bulk user management, bulk enrollment, in-course group/grouping management, and other participant-requested administrative activities. If interest and time permits, advanced Moodle activities including Workshop, Database, and Moodle's new and improved forum activity will be explored. Participants should bring their own devices and be prepared to use Moodle as a site administrator -- preferably on their own instance of Moodle. Previous knowledge of Moodle administration is useful for contributing to the workshop but is not required for those willing to independently learn about administration.
13: 00 - 14: 3090 mins
Room 2: Ikinari Dangoundefined
Advanced (Japanese)
103-WMasumi Kameda
0Workshop (90 mins)
準備中
13: 00 - 14: 3090 mins
Room 3: Hitomoji Guruguruundefined
Starters (English)
104-WEric Hagley
Individual presentationWorkshop (90 mins)
This is a workshop for the first-time Moodler. Participants will be able to learn the basics of Moodle by working, hands-on with a real live online Moodle site. The basics of the site, course contexts and categories, giving online quizzes, handling announcements to students, providing handouts for download, chatrooms, forums, and information about the gradebook will be introduced. Teachers will make their own courses in the MoodleCloud created in the previous session. In particular, the most common features of Moodle: forums, quizzes and resources will be created. Further explanation of how these features can be used will be given in the following workshop.
13: 00 - 14: 3090 mins
Room 4: Dango Soupundefined
Starters (Japanese)
105-WHideto Harashima
0Workshop (90 mins)
Moodleの初心者のためのワークショップです。Moodleとは何かについて解説した後、まずは学習者の立場で資料の閲覧や課題の提出、フォーラムへの投稿、クイズの解答、アンケートへの回答を体験してみていただきます。またそれらが教師側からはどのように見えるかを解説します。その後、教師の立場で資料(リソース)のコースへの掲示を体験していただきます。
14: 40 - 16: 1090 mins
14: 40 - 16: 1090 mins
Room 1: Spicy Lotus Rootundefined
Advanced (English)
106-WJason Hollowell
Individual presentationWorkshop (90 mins)Using Moodle
In this workshop, intermediate to advanced Moodle users will be introduced to a heavily modified version of the Face to Face module. We will briefly walk through the modifications made from both the web browser perspective and at the php code level. This module allows meeting, lesson, etc. sessions to be setup with the following conditions and settings: 1. Allows for multiple reservations within one instance of face to face (multiplession version) 2. Allows for a maximum number of reservations per one month, or other predetermined, period (adjustable via in module setting) 3. Allows for reservation lock if students miss more than a set number of sessions (without canceling) 4. Removes the ability to cancel from one hour prior to the start of the session with a direct contact (via phone) message displayed. 5. Prevents users from making more than a set number of reservations per day (adjustable via in module setting) 6. Has customized attendance settings to enable #3 above to function An existing Moodle instance will be used for demonstration and some hands on experience purposes but participants are strongly encouraged to bring their own devices, ideally with a preinstalled local instance of Moodle if possible. Please visit the Moodle. org downloads page to obtain a MAMP or XAMPP version for MacOS or Windows. Please use a version between 3.5 and 3.8 for this workshop. A copy of the modified module will be provided and participants will be guided through the installation and setup process. By experimenting with this modified version of a contributed Moodle module, participants will gain experience that enables them to experiment with modifying or tweaking Moodle capabilities thus empowering them to customize the platform to their needs.
14: 40 - 16: 1090 mins
Room 2: Ikinari Dangoundefined
Advanced (Japanese)
107-WYoshikazu Asada
Individual presentationWorkshop (90 mins)
Abstract coming soon. . .
14: 40 - 16: 1090 mins
Room 3: Hitomoji Guruguruundefined
Starters (English)
108-WAdam Jenkins
0Workshop (90 mins)
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.
14: 40 - 16: 1090 mins
Room 4: Dango Soupundefined
Starters (Japanese)
109-WTakahiro Kagoya
0Workshop (90 mins)
主に教師の立場で、コースページの管理と学習活動(課題、小テスト、アンケート等)のコースへの追加、評点や学生の学習履歴の確認を体験していただきます。(初級ワークショップを引継ぎ行ないますので、全くの初心者の方は極力そちらのWSに参加後、こちらにご参加ください。)
16: 20 - 17: 5090 mins
16: 20 - 17: 5090 mins
Room 1: Spicy Lotus Rootundefined
Advanced (English)
110-WBranden Kirchmeyer et al.
Individual presentationWorkshop (90 mins)
H5P is a content collaboration framework (a plugin for Moodle) that enables teachers to create interactive content including slideshows, interactive videos, games, branching scenarios, quizzes, and much more. In this workshop, attendees will first be introduced to a range of H5P content as they were designed to facilitate a first-year university-level English course rooted in the communicative language teaching (CLT) approach. Applications and limitations of H5P to enhance existing classroom activities such as information-gaps and dictations will be demonstrated on PC and mobile versions, as will a handful of entirely new language learning tasks made possible through H5P. Following demonstrations of the end user experience for a variety of content types, attendees will have the chance to build their own content in a dedicated Moodle course, as workshop leaders demonstrate how anyone, regardless of tech-savviness, can develop and share content that is engaging, eye-catching, and grounded in research. It is recommended that attendees bring their favorite device to interact with and create H5P content, and though most content is compatible on all browsers, please note that content involving automated speech recognition (ASR) is currently usable only on Google Chrome.
16: 20 - 17: 5090 mins
Room 2: Ikinari Dangoundefined
Advanced (Japanese)
Cancelled. Will upload the presentation to the online course
111-WAtsushi Hata et al.
Individual presentationWorkshop (90 mins)
Moodleでは様々な形式の小テストを作成することができる。しかし,複雑な問題をGUI上で作成するには手間がかかる。我々は,小テスト問題をイメージでき,かつ,多くの人にとって普段使い慣れたWordを利用して問題を作成し,それをMoodleにインポート可能なXMLファイルに一括変換するツール開発を行い公開してきた。今回,小テスト問題の中で,多様な問題を作成することができる穴埋め問題を,Wordで作成し,作成した問題をMoodle XMLに変換するツールを体験いただくとともに,XMLファイルをMoodleにインポートした小テスト問題の確認及び,Moodle XMLを逆にWord形式に変換することについても体験いただく。穴埋め問題で数式記述問題を作成する場合,あらゆる正解を用意する必要があるため,穴埋め問題での問題作成には適さない。そこで,数式記述問題に対応した問題の作成(Word)及びMoodle XMLに変換するツールについても体験いただく。数式記述問題の作成については,穴埋め問題後,体験いただく。
16: 20 - 17: 5090 mins
Room 3: Hitomoji Guruguruundefined
Starters (English)
112-WMatt Cotter, Don Hinkelman
Individual presentationWorkshop (90 mins)
Rubrics, qualitative feedback done on paper or online, contribute more to student learning compared to numeric scores (100,80,60) or letter grades (A, B, C). Moodle since version 2.1, has had an attractive and intuitive rubric designer built into its Assignment Module as an "advanced grading" system. This rubric-maker was then added into the Video Assessment Module for self, peer, class, and teacher assessment. When designing rubrics for students to use themselves rather than for teachers or administrators to use, it is called "Assessment for Learning". When designing assessments for learning, the rubric becomes the teaching content as students begin to understand the words used in the rubrics. Assessment then becomes transparent and accomplishing the task and its content are more important than the actual score. Learning is then more intrinsic and less exam-driven. In this workshop, two rubric-designing teachers will show how to make a good rubric on paper, and then how to make a good rubric in Moodle for self, peer and teacher assessment. Participants should bring their own devices to learn directly how to use and design the rubrics. We will also show how rubrics were used in presentation classes, and how rubrics can be combined with video-recorded or live performances. In addition, the best rubric examples will be shared as a freely downloadable "Rubric Course" on the Moodle Association of Japan Showcase Site (formerly the 'Hub'). If requested by participants, this workshop will be presented bilingually.
16: 20 - 17: 5090 mins
Room 4: Dango Soupundefined
Starters (Japanese)
113-WTakahiro Kagoya
0Workshop (90 mins)
主に教師の立場で、より応用的な学習活動(ワークショップ、データベース、評点の一括処理)の体験、利用制限、Moodle Cloud等について解説を行ないます。(基本ワークショップを引継ぎ行ないますので、極力そちらのWSにご参加後、こちらのWSにご参加ください。)
18: 00 - 20: 00120 mins
Feb 27th (Thu)
09: 00 - 09: 3030 mins
09: 00 - 09: 3030 mins
Room 1: Spicy Lotus Rootundefined
Day 2: Registration レジストレーション
201-E
Registration
Conference presentations start today, so please come early to meet your fellow conference-goers and make the most of the exciting schedule.
Room 1: Spicy Lotus Root
Room 2: Ikinari Dango
Room 3: Hitomoji Guruguru
Room 4: Dango Soup
Room 5: Taipiien
Room 6: Touhi Akazake
09: 30 - 09: 5020 mins
09: 30 - 09: 5020 mins
Room 1: Spicy Lotus Rootundefined
202-PDon Hinkelman
Individual presentationPresentation (20 mins)Other
The first global MoodleMoot was held in Barcelona, Spain on November 18-20,2019. Officers Yoshikazu Asada, Adam Jenkins and Don Hinkelman attended as volunteer delegates from the Moodle Association of Japan. This report in English will cover trends of change happening at Moodle headquarters, Moodle Users Association, and Moodle across the globe, as well as summarize important presentations, workshops and discussions held at this conference. For a full report in Japanese, join the report session presented by Yoshikazu Asada.
09: 30 - 09: 5020 mins
Room 2: Ikinari Dangoundefined
203-PDavid C Yoshiba
Individual presentationPresentation (40 mins)
Demands for improved individualized attention to students' education have inspired some universities to introduce student profiles or portfolios to actively track students’ progress. These profiles often include such items as time spent studying abroad, proficiency test results, student goals, along with special interests and needs. This presentation will introduce the Moodle database module and give example of how it can be used to create a confidential, self-reporting student profile system. It will describe how to ensure privacy for students. The two main purposes of this session are to introduce Moodle's database to beginning and intermediate users and to provide a demonstration of how to effectively use the database module for self-reporting projects where databases may be efficient. The discussion will cover database basics, including how to navigate the database, how to design and construct the profile system's database and its interfaces for the student profiles, as well as the elements of HTML used to format the interfaces for this project. An annotated template will be supplied and explained. Attendees may use this template freely in their own projects. The differences between profiles, such as the one presented in the presentation, and portfolio systems like Mahara will also be discussed.
09: 30 - 09: 5020 mins
Room 3: Hitomoji Guruguruundefined
Cancelled. Will upload the presentation to the online course
204-PGordon Bateson
Individual presentationPresentation (40 mins)
The presentation will introduce a project to implement an academic records system using the Moodle database module. The standard behavior of the database module was modified using several "datafield" plugins developed by the presenter, as well as some ingenious use of HTML, Javascript and CSS in the database display templates. The online database was built to replace a paper based "Global Passport" that consisted of a cardboard folder containing details of English goals, English test results, English courses taken, and intercultural experience. The most challenging aspect of the system was to allow a Moodle administrator to import new data about TOEIC and CASEC test scores as it became available and have this data added to existing records in the database. Since the standard behavior of the database module is to assign the administrator as the owner of each imported record, it was necessary to implement a new field type that could merge the incoming data with currently existing records. The presenter will demonstrate how data is added to, and retrieved from, the database and explain how it will be used to build up an online portfolio of academic and other achievements related to each student's experience of learning and using English.
09: 30 - 09: 5020 mins
Room 5: Taipiienundefined
Cancelled. Will upload the presentation to the online course
206-PAtsushi Hata et al.
Individual presentationPresentation (40 mins)
我々は,Word ファイルを利用し,Moodle 小テスト問題に一括変換するツール開発を行ってきた.数式記述問題は,数学オンラインテスト評価システム(STACK )を用いて作成するが,STACK での問題作成は容易ではない.そこで,Word を用いた数式記述問題を作成する変換ツールを開発した.今回,このツールでグラフや受験毎に問題の数値可変問題を作成できるよう改良を行った.また,STACK には,解答した内容を評価する機能(ポテンシャル・レスポンス・ツリー)があるが,STAC K での問題作成は容易ではないことから,我々は,高校程度の代数学問題を Excel で作成し,Moodle にインポート可能な XML に変換するツールを開発した.このツールは,数式及び変数,そして,求める解の変数を定型様式(Excel)に入力し作成する.正解については,問題に応じ STACK 機能で生成させるため,作成者が正解を作成する必要がない他,問題に応じた評価やフィードバックを表示することができる.このことから,高校程度の代数学問題作成に寄与することができる.本ツールは,Web で公開しており,当日はツールの技術的な紹介とデモを行う.
09: 30 - 09: 5020 mins
Room 6: Touhi Akazakeundefined
207-PTakahiro Kagoya et al.
Individual presentationPresentation (20 mins)
越前市では、外国人住民の割合が高い一方で、生活に必要となる日本語やマナーなどを十分に学べる機会が乏しい状況にある。そこで、動画やH5Pインタラクティブコンテンツを中心とした学習支援サイトをMoodleをプラットフォームとして制作することとした。提供する教材コンテンツについては、『やさしい日本語』を中心とし、それを外国人とのコミュニケーションでの利用を学ぶ市民向けのものと、外国人住民向けの生活マナーや防災などを学ぶものなどのコースで構成した。またコース内では動画やクイズの学習活動で理解を促すこととした。また特に、越前市での生活環境はもとより市の産業や文化・観光とも関連づけたコンテンツを含めることで、親しみをもって利用できることを目指した。なお今回は、4名の大学生がシナリオ構成・動画の撮影編集・コンテンツ掲載などを分担し、その全体の統括と技術的な支援を篭谷が担当した。今後サイトを公開し、市民が継続して利用できるような体制、さらには市民が制作するコンテンツの投稿などをどのように実現するかについても検討している。
09: 50 - 10: 1020 mins
09: 50 - 10: 1020 mins
Room 1: Spicy Lotus Rootundefined
208-PJason Hollowell
Individual presentationPresentation (20 mins)Integrating Moodle
This presentation will introduce an experimental use of Turnitin integrated with Moodle for the purpose of advising students as they compose graduation theses at a four year university in Tokyo. Setup of Turnitin to be used within Moodle will be explained and advantages for both students and instructors outlined. Turnitin provides a writing feedback solution that centers on plagiarism detection but also includes writing feedback features, such as Grammar Checker, backed by ETS, for non-native speakers writing in English. Turnitin is not limited to English writing, however, and provides detailed plagiarism centered feedback to students writing in Japanese as well. Using the Moodle integration allows students to submit and receive feedback on written work with little need for the instructor to intervene in the process. Instructors, however, retain the ability to monitor student progress and provide feedback based upon their own evaluation coupled with information they obtain from the Turnitin system. Downsides of the system, including cost, will also be presented and discussed.
10: 20 - 10: 3010 mins
10: 20 - 10: 3010 mins
Room 1: Spicy Lotus Rootundefined
210-LMatthew Cotter et al.
Individual presentationLightning talk (10 mins)Installation and Administration
One of the things MAJ members love to do is help ‘non-Moodlers’ start their Moodling journey. This lightning talk will highlight how three MAJ members responded to a request to set up a Moodle server and courses for specific Maori tribes in New Zealand, who were wishing to add an online component to their Te Reo Maori (Maori language) classes. The project involved a small group of Maori language educators (n=10) and their students (n=130) who were themselves educators from the primary to secondary sectors in the Taranaki-Whanganui region. It was a blended setup where some learning took place using the Te Ataarangi method (the silent way) during monthly 2-3-day language camps in addition to weekly classes for 6 months. Moodle was used as the tool for assignment submission, information transfer, communication between teachers and students and also revision quizzes. Reasons for, set up of, course design, hurdles and results from the project will be outlined with qualitative feedback from both teachers and students discussed.
10: 20 - 10: 3010 mins
Room 2: Ikinari Dangoundefined
===CANCELLED===
211-PBrian Nielsen
Individual presentationPresentation (40 mins)
Although Google Classroom has been enthusiastically adopted by many American high schools, less than 4 percent of higher institutions in the U. S. use it as their primary Learning Management System (LMS), opting instead to maintain their 'closed' LMS such as Blackboard or Moodle. Why is this adoption rate among U. S. higher institutions so low? Using site screenshots, images, and slides, this presentation will outline 6 reasons why U. S higher institutes prefer using a 'closed' LMS such as Moodle over using Google Classroom. During this presentation each of these LMS platforms is analyzed in relation to their teaching effectiveness, course and data management, site administration, data privacy and security, interoperability with student information systems, and integration with other systems. There will be a question and answer time at the end of this presentation, where participants can discuss points raised, or ask for further clarification. The slide presentation will utilize a lot of images to help aid understanding of the points being discussed.
10: 20 - 10: 3010 mins
Room 3: Hitomoji Guruguruundefined
212-PBranden Kirchmeyer, Justin Hunt
Individual presentationPresentation (40 mins)
This presentation introduces a new activity plugin for Moodle called “P-CHAT” (Practice Conversations as Holistic Assessment Tools). The P-CHAT plugin is a formative assessment tool that provides students with 1) an opportunity to practice conversational English,2) immediate feedback based on hard data of their contribution, and 3) a timely opportunity to reflect on their performance with a view towards future improvement. Adapted from a formative assessment technique that has been developed over the past two years, teachers can use the plugin for student assessment and evaluation, and researchers can utilize a large quantity of data for investigating a variety of questions. In a P-CHAT activity, students first prepare to converse in English about a particular topic before making an audio recording of their contribution. Once the conversation has ended, students transcribe their contributions. When students are finished transcribing, they receive immediate feedback on their oral production including total words spoken, turns taken, average turn length, longest turn length, target vocabulary used, and a comparison of their transcript against one generated using automatic speech recognition (ASR). Students complete the activity by answering a series of reflective prompts. In addition to discovering the learning benefits of the P-CHAT plugin, attendees will have the opportunity to try the P-CHAT firsthand. This plugin is being developed with support by JSPS KAKENHI Grant Number 19K13309. I t is available for download and use at no charge.
10: 20 - 10: 3010 mins
Room 4: Dango Soupundefined
213-PJen Numadate
Individual presentationPresentation (40 mins)
Once set up and running smoothly, a Moodle course allows for great efficiency in teaching and provides learners autonomy and agency over their own education. However, for both teachers and students new to Moodle, setting up or using courses can involve a lot of trial-and-error processes. This presentation will delve into some of the issues that a teacher/administrator has encountered over the past five years in connection with enrollment methods such as self-enrollment, creating groups, and revealing the gradebook to students. Problems encountered in various Modules including Forums, Quizzes, and Assignments will also be introduced, along with some solutions without using plugins. Additionally, some issues that yet to be solved will be mentioned. The advantages and disadvantages of having both teacher and administrator roles will also be discussed. The presentation will also probe certain difficulties from a student perspective. Audience participation is encouraged to explore other issues and offer advice or solutions to fellow participants.
10: 20 - 10: 3010 mins
Room 6: Touhi Akazakeundefined
===CANCELLED===
215-PTetsuya Oishi et al.
Individual presentationPresentation (20 mins)
Moodleのワークショップは「学生」ロールのユーザ同士が提出物に対するピアレビューを行うことができる機能を有している。東京工業大学ではこのワークショップを利用してピアレビューを行う授業がある。この授業には教員と学生以外に学生アシスタントが存在している。学生アシスタントの役目はこの授業を履修している学生の提出物のレビューをすることである。つまり学生アシスタントには「ワークショップにおいて他者のレビューはするが自分はレビューされない」ような新しいロールを割り当てられる必要があるが、このようなロールはデフォルトでは存在しない。「学生」ロールのユーザはワークショップ内で課題を提出するとピアレビューの割り当ての対象になるが、この新しいロールのユーザは自身が課題を提出することなく「学生」ロールのユーザが提出した課題をレビューすることができる。このようなユーザロールの定義に至るまでの考え方と実際の定義方法について発表する。なお、この新しいロールはワークショップ内に複数の「教師」ロールを設定することを避けるため、「学生」ロールをコピーして定義した。
10: 30 - 10: 4010 mins
10: 30 - 10: 4010 mins
Room 1: Spicy Lotus Rootundefined
216-LGordon Bateson
Individual presentationLightning talk (10 mins)
The presentation will introduce a new tool for Moodle administrators and teachers that allows student information to be imported into Moodle directly from spreadsheet files containing class lists that are distributed by a school or university administration office. Hitherto, it would be necessary to manually open the spreadsheet file, change the title headings, perhaps reorder or remove some columns, then export the modified data to a CSV file, and finally upload the CSV file to Moodle using the "upload user" tool that is available in a standard Moodle installation. The new tool featured in this presentation reduces this long-winded and error-prone upload process to a single step, namely uploading the original spreadsheet to Moodle. The tool makes use of an XML file which defines the structure of the spreadsheet file. Thus, the tool can handle spreadsheet files whatever the internal structure of the sheets, columns and rows. The presentation will explain the design and implementation of the tool, and show real-life examples of spreadsheet files that the tool was developed to handle.
10: 40 - 10: 5010 mins
10: 40 - 10: 5010 mins
Room 1: Spicy Lotus Rootundefined
217-LAdam Jenkins
MAJ R&D grant reportLightning talk (10 mins)Installation and Administration
In Moodles where the administration is done by a sole sysadmin, there are many tasks that need to be completed in a speedy and efficient manner. For courses that are to be reused, a course reset can be necessary each semester or annually. For small sites, this is not difficult, but for sites with 100+ courses, the lone sysadmin can find doing reset after reset enormously tedious and time consuming, at a time of year when time is scarce. The Bulk Reset plugin, developed using an R& D grant from the Moodle Association of Japan, solves this problem by giving administrators the ability to schedule resets for multiple courses which are then carried out as a scheduled task. Courses can be chosen from a list or alternately, entire categories can be selected. Next, the administrator selects the options for what content and activities should be reset on a single page. The resets can be timed so that the server executes them at a time when server load is minimal. This plugin has the potential to save administrators hours if not days in the weeks before a new semester.
10: 40 - 10: 5010 mins
Room 6: Touhi Akazakeundefined
218-PMasaharu Terada
Individual presentationPresentation (20 mins)
鹿児島純心女子短期大学(以下、本学)では学修成果を高めるための改革改善の第一歩として今まで一部開講科目を対象に行っていた授業アンケートを今年度より moodle にて全授業科目で実施することとした。実施する上で、全開講科目の登録作業から、回答者の記名・匿名の検討や、科目担当者へ結果公表のタイミング、アンケート結果の回収方法など、実施担当である教務担当者との綿密な連携が必要とされた。また、実施上での要望として、教員権限者への回答結果の表示は「個別回答」と「全体結果」それぞれタイミングをずらしたいとの意見もあり、フィードバックモジュールの一部カスタマイズの検討を行った。本稿では、2019年度前期に実施した授業アンケートの運用方法や改善点、またそこから浮き彫りとなった問題点と今後の展望について述べる。
10: 50 - 11: 0010 mins
10: 50 - 11: 0010 mins
Room 1: Spicy Lotus Rootundefined
219-LEric Hagley et al.
MAJ R&D grant reportLightning talk (10 mins)Moodle development
With support from the MAJ R& D fund, we have made a number of upgrades to the forum. These will be showcased in this lightning talk. Firstly, the interface has taken on a streamlined look where students can't click out of the forum to other parts of Moodle (students' profiles for example). This has ensured students remain focused on the forum. Another change was adding a "subscribe" button that was far easier for students to follow. In addition to these changes, we created the forum report. This allows teachers to easily access the amount of input their students have made to forums. These changes were so well thought of by Moodle HQ that some are being incorporated into the core code.
11: 10 - 12: 0050 mins
11: 10 - 12: 0050 mins
300 Hall
Cancelled. Will upload the presentation to the online course
220-KYasuhiko Morimoto
Keynote speechKeynote speech (50 mins)
As a professor at Tokyo Gakugei University, Yasuhiko Morimoto has conducted research in the areas of active learning, student reflection and their intersection with information and communications technology. Professor Morimoto has presented and published extensively on the topic of e-portfolios in higher education, and his talk will focus on the role Moodle can play in documenting learning for reflection and assessment. 東京学芸大学の教員として、森本教授は、教育分野におけるeポートフォリオ、ICT活用教育、学生の振り返り・学習評価、などICT技術との接点を研究しています.彼は、大学や小・中・高等学校におけるICTと教育データ活用について講演したり、研究論文を発表してきました.今回の講演では、学びの振り返りや学習成果物などのeポートフォリオを学習者が蓄積・活用するにあたって、Moodleが果たす役割について話す予定です.
12: 00 - 13: 0060 mins
12: 00 - 13: 0060 mins
Room 1: Spicy Lotus Rootundefined
Day 2: Lunch break 昼食休憩
Refreshment
Take a break, refuel and discuss the days events with your fellow delegates.
12: 00 - 13: 0060 mins
Room 3: Hitomoji Guruguruundefined
Room 1: Spicy Lotus Root
Room 2: Ikinari Dango
Room 3: Hitomoji Guruguru
Room 4: Dango Soup
Room 5: Taipiien
Room 6: Touhi Akazake
13: 00 - 13: 5050 mins
13: 00 - 13: 5050 mins
300 Hall
この発表は特別な”部屋”があります。下のリンクを使って下さい。Use the link below to enter this room. What is the Future Moodle? : Moodle 3.9, MoodleNet and the Roadmap Ahead ムードルの将来構想:ムードル3.9、MoodleNet そして 今後のロードマップ https://moodlejapan.org/mod/bigbluebuttonbn/view.php?id=1735
223-KMartin Dougiamas
Keynote speechKeynote speech (50 mins)
Abstract Coming Soon. . . 概要は準備中
13: 50 - 14: 0010 mins
13: 50 - 14: 0010 mins
300 Hall
Day 2: Best Open Courseware Awards Ceremony
224-E
Ceremonial event
Awards will be given to the best Moodle courseware created by MAJ member.
14: 10 - 15: 0050 mins
15: 10 - 15: 2010 mins
15: 10 - 15: 2010 mins
Room 1: Spicy Lotus Rootundefined
226-PBachriah Fatwa Dhini
Individual presentationPresentation (20 mins)
Universitas Terbuka (UT) is a higher education institution offering open and distance education (ODE) for in-service teachers, including English teachers. Listening is a compulsory course for the students of English Education Study Program at UT. As students of UT who have to do learning activities while they are working, those teachers should be highly motivated to learn independently through the online tutorial that is offered as student’s learning support services. By adopting Moodle software, it is possible for the tutor to provide effective learning activities for students to do listening practice. This system enables the students to download the materials provided by the tutors as well as linked to the open sources. Therefore, the development of features or applications integrated with Moodle has motivated the design and teaching team to identify technologically enhanced learning tools that could meet these essential requirements. H5P has provided an innovative way to solve this technological and educational space. It also allows teaching staff to create interactive learning opportunities by providing free open source. It means that students can share their knowledge and experiences through some interactive and mobile-friendly learning tools that teaching staff create, share and reuse. This study aims at describing the online learning activities for Listening I Course at UT using H5P and analyze learners’ perceptions of their learning experiences in listening with H5P. A descriptive analysis was conducted in this study by observation and an online survey. The results show that the use of H5P could enhance learners’ listening skills and gave them meaningful learning activities.
15: 10 - 15: 2010 mins
Room 2: Ikinari Dangoundefined
227-CDon Hinkelman et al.
MAJ R&D grant reportCase study (20 mins)Using Moodle
Internships, study abroad trips, domestic work/study programs, teaching practice, and other experiential programs often require a reflective journal be written as evidence of learning. This journal is usually on paper, which means it is difficult to send back to university teachers and staff to review, especially during initial days when feedback is most needed. In addition, for summative evaluation, the journal data needs to combined, analyzed and synthesized into end-of-term reports to the hosting company/school and the sending institution. Inspection by external accrediting institutions may be required when formal credit is being given. Therefore, a secure, online database system could solve this problem, and provide more timely supervision by teachers. In this case study, the Database activity module of Moodle was modified so that the journal data can be checked and approved by both an on-site supervisor and a remote instructor. To prevent incomplete or incorrect data, notifications and digests of student entries are sent to instructors to alert them of strong or weak performance. With timely information, the instructor can requests revision or give warnings. To achieve this workflow, two new data fields were programmed and added to the current core Database module. Also, reports were coded so that students and teachers can get summary information automatically.
15: 10 - 15: 2010 mins
Room 3: Hitomoji Guruguruundefined
Cancelled. Will upload the presentation to the online course
228-PKeisuke Tamai
Individual presentationPresentation (20 mins)
An increasing number of Kyoto Institute of Technology (KIT) administrative staff have begun using Moodle since 2015. We find their Moodle-use can be largely categorized as: a) Providing a way for faculty/staff members who are absent from on-campus training to view training videos. b) Collecting honest feedback on "Center of Community (COC), " and other KIT projects. c) Providing a way for faculty and staff to submit monthly reports and other documents. Although Moodle has increased the ease and accessibility of tasks in these three categories, we have received complaints and suggestions from administrative staff. For instance, what they are interested the most in is "how to contact those who have NOT completed activities, such as feedback module, quiz module, and assignment module. " However, the contacting methods are different among these modules, which sometimes makes them annoyed. For this reason, it should be meaningful to analyze and discuss the complaints and suggestions from administrator staff, rather than faculty or students. I would like to introduce as many cases as time allows.
15: 10 - 15: 2010 mins
Room 4: Dango Soupundefined
Cancelled. Will upload the presentation to the online course
306-PTomoya Saito et al.
Individual presentationPresentation (40 mins)
前半では、山口大学におけるMoodle用データベース・システムの構築、及びJMeterを用いた負荷テストについて報告する。山口大学ではこれまで、Moodle用データベース・システムとして同期型レプリケーションの一種であるMariaDB Galera Clusterを採用していた。同期型レプリケーションは耐障害性に優れている反面、書き込み性能が低いという欠点がある。そのため、100名以上の学生が一斉に小テストを受験する時、データベースの書き込みエラーが発生し、一部の学生の回答が保存されない不具合が生じていた。そこで我々は、非同期型レプリケーションを採用した新たなデータベース・システムを構築した。実際の授業で使用されている小テストを対象として、多人数による一斉受験の動作を模擬するJMeterテストプランを作成し、回答送信時の応答時間等を計測した。後半では、小テストを含むテストプランの作成手順、並びにMoodle 3向けのテストプランを作成する際の注意点について述べる。また、我々は小テストの一斉受験の動作を模擬するためのより汎用的なテストプランを公開している。その使用方法についても紹介する。
15: 10 - 15: 2010 mins
Room 5: Taipiienundefined
240-PYoshikazu Asada et al.
Individual presentationPresentation (40 mins)Moodle in traditional educational settings
医学教育では卒前・卒後でのコンピテンシーが統一化され、学部教育と初期臨床研修とのシームレス化が求められている。一方、コンピテンシー基盤型の学習についての支援方策は不十分である。自治医科大学では、Moodleを用いてJPAL(Jichi Personal Assessment system for Learners)と名付けた仕組みの運用を開始した。これにより、学生の総括的評価に加え、知識・技能・態度に関する形成的評価を行い、医師としてのコンピテンシー達成を自己および他者評価するための仕組みの整備を進めている。また、卒後も同一のシステムで学習履歴を管理できるようにし、卒前・卒後の連携を目指している。2018年度ではこれを支援するためのプラグイン開発や利用支援教材の作成に着手し、2019年度はその運用と合わせ、初期臨床研修の評価表や学部教育要項の電子化、Moodleのコンピテンシー機能への登録なども進めている。本発表ではこれらの紹介と次年度以降の計画を述べる。なお、本研究は平成30年度厚生労働科学研究費補助金 政策科学総合研究事業の助成を受けている。
15: 20 - 15: 3010 mins
15: 30 - 15: 4010 mins
15: 30 - 15: 4010 mins
Room 1: Spicy Lotus Rootundefined
232-PLidwina Sri Ardiasih
Individual presentationPresentation (20 mins)
Online collaborative writing (OCW) in small groups has great potential to help learners enhance their writing skills in significant ways. Moreover, t hey can be more productive from working as part s of a collaborative process than working alone. Moodle as a learning management system (LMS) has provided many online applications that can be used to facilitate students in improving their writing skills, including discussion forum, quiz, and wiki. This study aims at discussing the difference between using the discussion forum and wiki-Moodle, the benefits of Wiki-Moodle for the OCW activities, and describing the process of distance learners’ OCW at Writing III Course of Universitas Terbuka (UT) Indonesia. This study conducted a qualitative approach through a literature study and an observation, involving twenty-nine learners of English Education Program of UT. The results of this study show that Wiki-based learning activities integrated in Moodle are very effective in improving learners ' writing skills. The OCW activities have also given them experience s to interact with other learners and the instructor through the online platform. Another benefit of the OCW activities is increasing learners’ critical thinking while they are working on the OCW. Furthermore, the survey results show that the learners are satisfied with the feedback received from their peers.
15: 30 - 15: 4010 mins
Room 2: Ikinari Dangoundefined
===CANCELLED===
233-LJohn C. Herbert, Mark Pileggi
Individual presentationLightning talk (10 mins)
Moodle is an excellent platform for recycling language practice that helps students master the areas of language learning where they would otherwise make repeated mistakes. Furthermore, the TaskChain module provides a unique tool for facilitating such practice in a variety of creative ways through multiple output formats. The presenters will share an example of this through their supplementary Moodle course that was used to promote the repeated practice of finding and correcting common errors that Japanese students make in English. The course is downloadable from the MAJ Showcase.
15: 40 - 15: 5010 mins
15: 40 - 15: 5010 mins
Room 2: Ikinari Dangoundefined
235-LEric Hagley
Individual presentationLightning talk (10 mins)Using Moodle
The International Virtual Exchange project has been presented on at MoodleMoots in the past. The project allows students studying English and/or intercultural studies to link with others around the world and practice the language they are studying in real-world communicative events. This lightning talk will give a brief update on some of the recent changes to the project and the role that Moodle has played in them. It will focus on the forum and the questionnaire modules in addition to the database module as these have been instrumental in ensuring the ongoing development of the project. This past year over 6000 students from 12 countries have participated in the exchange. More will be joining in the coming years.
16: 00 - 16: 4040 mins
16: 00 - 16: 4040 mins
Room 1: Spicy Lotus Rootundefined
236-PSiti Hadianti et al.
Individual presentationPresentation (40 mins)
Universitas Terbuka (UT) or Open University of Indonesia is a leading university in open and distance education in Indonesia. To support its teaching and learning activity, UT used Moodle to develop the E-learning system. E-learning UT is an online platform that is functioned as a learning service for the students with the assistance of tutors. There are 2 kinds of tutor in UT, the UT lecturers and the recruitted tutors. UT lecturers, who act as the main tutors, need to be able to administer an interactive online teaching and learning. For the new UT lecturers who also acts as an administrator, operating this open source Learning Management System (LMS) can be a challenge. The shifting perspective from a common and conventional way of teaching is still an issue that most of the new tutors have to deal with. This paper explores the perspective of the new tutor in using Moodle. There were 7 tutors who participated in this research. The research was conducted using descriptive qualitative research with case study model. The researcher reveals findings in 3 main areas: user-friendliness, simple modification features, and convenient assessment tools. Those findings are the most important concern for the tutors because they are the main aspect that can support their teaching learning activity when using Moodle.
16: 00 - 16: 4040 mins
Room 4: Dango Soupundefined
239-PHideto Harashima et al.
Individual presentationPresentation (40 mins)Using Moodle
In the last MoodleMoot Japan we presented on the basic ideas of implementing learning analytics and its tools to Moodle. We introduced some built-in analytics tools, plugins to install, and other external tools including an original plugin being developed by one of us. We also showed ways to conduct student-initiated analytics reporting activities. In this presentation, we will introduce some current development in Moodle learning analytics studies including activities of Moodle LA Working Group at Moodle. org. Then we will invite the audience into roundtable discussion on what we expect in regard to learning analytics with Moodle. The discussion agenda will include questions such as “What kind of data do we want? ”, “How do we want them to be represented graphically? ”, “What kind of LA plugins do we want developed? ”, and “How can we apply the analytics to improving our lessons? ”. Our team will answer questions, absorb participants’ opinions and requests, and adopt them to our research agenda or/and convey them to Moodle LA Working Group. We will mostly use English in the discussion, but opinions in Japanese are more than welcome.
16: 00 - 16: 4040 mins
Room 5: Taipiienundefined
230-PMasumi Kameda
Individual presentationPresentation (40 mins)Using Moodle
大学入学者選抜試験のマーク式に対して知識の深い理解と思考力・判断力・表現力を重視した記述式問題が加えられ令和3年度に大学共通テストの数学教科で記述式問題が提供開始される。実施に向けて平成29・30年度にプレテストが実施され本番に向けた準備活動が実施されている。本発表では記述式問題提供において規模・手法・環境ともに大きく異とするが、大学初年次の数学科目(線形代数)の定期試験をMoodleのQuiz機能を活用したシステムを使った実践について報告する。Moodle3.6サーバで運用し、数式表示には数式組版システムAMS-LaTeXとJavaScript数式ライブラリMathJaxで、数学オンラインテストには数式オンラインテスト評価システムSTACKと数式処理システムMaximaで構築している。受験者は教員監督下の教室で各自のスマートデバイスで専用サイトに無線LANによるインターネット常時接続させて受験する。問題はランダム正答で出題、入力はコマンドラインで数理的数式を記入、試験時間と採点は自動的に管理、試験時間(2時間)内において反復受験を可能に設定した。実施前後の学修環境と合わせて報告する。
16: 00 - 16: 4040 mins
Room 6: Touhi Akazakeundefined
241-PShin'nosuke Yamaguchi et al.
Individual presentationPresentation (40 mins)Moodle in traditional educational settings
九州工業大学は、学習教育センターICT支援部門(旧e-ラーニング事業推進室)により、2005年度からMoodleを導入した。定期的に行うMoodleの講習会や、教員への教材作成支援、また教務システムとの連携によるコース作成支援により 、近年では2学部全学科に利用が広がっている。今回の発表では、本学のMoodleの利用事例として、以下の項目について報告する。・本学で提供するMoodleサーバの概要(システム概要、追加モジュール、ユーザ認証、コース作成、ユーザ登録など)・本学で立ち上げているMoodleサーバの、近年の利用状況(ユーザ数、アクセスの状況、利用しているモジュール数の比較など)・初年次向けの情報リテラシー講義における、資料配布、課題、小テストの利用事例 ・プログラム演習・課題におけるVPLモジュールの利用事例 ・プログラム課題の実行・提出支援(他システムとの連携)・その他Moodleを利用したサービスの提供事例(社会人向け、推薦合格者向け、学内健診予約など)
16: 50 - 17: 5060 mins
16: 50 - 17: 5060 mins
Room 1: Spicy Lotus Rootundefined
Day 2: MAJ Annual General Meeting 年次総会
242-E
Ceremonial event
The president will chair the meeting in which we will here reports from officers, and discuss plans for the coming year.
19: 00 - 21: 00120 mins
19: 00 - 21: 00120 mins
Room 1: Spicy Lotus Rootundefined
Day 2: Networking Reception 晩餐会
243-E
Refreshment
7pm - 9pm at Jan-jan Go! in downtown Kumamoto Enjoy local delicacies and make new contacts and friends.
Feb 28th (Fri)
09: 00 - 09: 2020 mins
09: 00 - 09: 2020 mins
Room 1: Spicy Lotus Rootundefined
Day 3: Registration
301-E
Refreshment
Here we go for the 3rd and final day of the conference.
Room 1: Spicy Lotus Root
Room 2: Ikinari Dango
Room 3: Hitomoji Guruguru
Room 4: Dango Soup
Room 5: Taipiien
Room 6: Touhi Akazake
09: 20 - 10: 0040 mins
09: 20 - 10: 0040 mins
Room 1: Spicy Lotus Rootundefined
09: 20 - 10: 0040 mins
Room 2: Ikinari Dangoundefined
Cancelled. Will upload the presentation to the online course
313-PKenichi Miura, 松木 孝幸
MAJ R&D grant reportPresentation (40 mins)
Moodleに新しい機能を追加する方法として、Plugin技術が用意されているが、これまでは通常のMoodleでのみ動作すれば良かった。しかし、現在リリースされているMoodle MobileApp(スマホアプリ)でも動作するPluginの開発には、非常に難しい技術が必要である。Moodle3.4までは、Angular JS、Ionic、Remote add-on用Zip等の難易度の高い技術を使用する必要があった。しかし、Moodle3.5からは、JavaScript、PHP、Mustache Template等を使った新方式が提供され、従来よりは難易度が下がっている。現状、Moodle. orgでもMobileAppに対応したPluginはまだ少ない状況であり、この開発手法を含めて、まだまだ普及しているとは言えない。我々は、実際にこの新手法を使ってMobileApp対応の「出欠モジュールPlugin」を作成することにより、MobileApp対応の開発手法を広めると共にスマホアプリによるMoodleの活用を広げることができると考える。
09: 20 - 10: 0040 mins
Room 3: Hitomoji Guruguruundefined
===CANCELLED===
316-PShinya Ozawa et al.
Individual presentationPresentation (20 mins)
発表者らの勤務校では「Can-Doリストを軸としたカリキュラムの開発に関する研究」というテーマのもと、心理学科および英語英文学科それぞれでCan-Doリストを用いた縦断調査を行なっている。Can-Doリストとは学習の到達目標を「~することができる」という項目に落とし込み、具体的に何ができるようになったのかを評価するためのものである。心理学科では心理学Can-Doリストを作成した上で、Can-Do項目に対応する心理学客観試験を作成し、その妥当性を検証している。英語英文学科ではコアカリキュラムを利用した教職課程Can-Do、通訳訓練に特化した通訳Can-Do、異文化理解対処能力に関する異文化Can-Doリストを利用して縦断調査を行い、それぞれのエビデンスに基づくカリキュラム開発に向けた研究を進めている。本発表ではCan-Do調査の結果を視覚化して学生に提示するために開発を行ったMoodleプラグインを紹介する。本プラグイン「あの人みたいになりたいサー(仮称)」は、学生がCan-Do項目を自己評価することによって、他の学生との比較および将来目指している職業に就いた学生との比較をレーダーチャートの形態で視覚化し、回答時点で未習得のスキルは何かを知ることができる。学生はMoodleのフィードバックモジュールと同様の形態で回答でき、データのエクスポート、インポート機能も備えている。その他の具体的な機能については発表当日に報告する。
09: 20 - 10: 0040 mins
Room 4: Dango Soupundefined
309-PLiisi Järve, Sille Paas, Reit Blum
Individual presentationPresentation (40 mins)
Since 2006, the Estonian IT Foundation for Education (HITSA) has been providing a centrally managed Moodle platform for most Estonian educational institutions. Currently, our HITSA Moodle is used by 297 different institutions - kindergartens, primary and vocational schools, and higher education institutions. HITSA Moodle has 25,000 courses and almost 270,000 users (note: population of Estonia is 1,3M so over 20% of the country’s population is using Moodle). In January 2019 TalTech University moved to its own Moodle platform. In our discussion, we will compare the pros and cons of using a centralized system and managing your own Moodle from a University’s perspective.
09: 20 - 10: 0040 mins
Room 5: Taipiienundefined
304-PJennifer Claro
Individual presentationPresentation (40 mins)
An efficient academic workflow increases productivity and makes the best use of our research time. I use a user-friendly Scholar-BibDesk-Skim-Moodle Wiki academic workflow for MacOS which solved my problem of too many articles to manage. BibDesk is open-source reference management software which organizes a collection of articles, chapters and books (all PDF files) into an efficient, easy-to-use system. Google Scholar provides the BibTeX data that can be quickly copied into BibDesk. PDF files saved in Skim can be easily linked to the BibDesk entry. From there, marking up and annotating Skim PDF files is easy. Annotations from important articles can be imported into a Moodle wiki using the (free, created by Justin Hunt) Skim Import tool. The Moodle wiki serves as the final destination of the collection and streamlining of data from PDF research articles. This academic workflow is recommended for early career researchers who do not yet have their own workflow and who need to organize a lot of information from a growing collection of PDF files.
09: 20 - 10: 0040 mins
Room 6: Touhi Akazakeundefined
10: 10 - 10: 2010 mins
10: 10 - 10: 2010 mins
Room 1: Spicy Lotus Rootundefined
238-PLaura Kudo, Ming Qu
Individual presentationPresentation (20 mins)
In this presentation the two speakers, a teacher of Chinese and an English teacher, will talk about their experiences with using Moodle from a beginner's point of view. Laura Kudo will talk about her experience with transitioning from textbook-based classes to Moodle. She will speak about what motivated her, who had basically no knowledge of Moodle, to change. She will give a brief tour of one of her classes, explain the activities and the quizzes in the course, how she created them, what was challenging for a beginner and the rewards of her work. Ming Qu will talk about a Moodle-delivered Chinese language speaking test that was developed as a term-end achievement test to evaluate the progress and what had been attained by students during the course. First, she will explain the process of the test’s development, issues regarding the testing of speaking in general, and administration of the speaking test. Following that, the speaker will talk about the test-takers’ attitudes and perceptions of the Moodle-delivered speaking test. This presentation is expected to provide information to help teachers to conduct speaking tests in large-scale language classes. The speakers hope that with their presentation they can motivate teachers who albeit having interest in Moodle feel reluctant and/or insecure to try doing it.
10: 10 - 10: 2010 mins
Room 2: Ikinari Dangoundefined
305-PPaul Daniels
Individual presentationPresentation (40 mins)
This presentation will guide participants on how to create speaking tasks using a Moodle quiz activity that can grade speech input using automated speech recognition (ASR) technology. The presenter will first explain how to download and install the updated Moodle quiz speaking question type that was developed by the presenter. Participants will then be given access to a sample Moodle course where they can create their own speaking task in order to demo the sample speech engine and scoring algorithm. This new Moodle quiz question type for speaking tasks uses Google’s ASR engine to transcribe students’ speech, which is 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. The presenter will show examples of both extensive and intensive speaking tasks that can be created within a Moodle course and explain how the speaking tasks can be used to augment traditional speaking activities. This new speaking assessment question type is open source and can be downloaded from Github. com.
10: 10 - 10: 2010 mins
Room 3: Hitomoji Guruguruundefined
310-PNadav Kavalerchik
Individual presentationPresentation (40 mins)
PeTeL is Israel’s new all-in-one platform for the country’s high-school science teachers and students, featuring an integration between a LMS, an OER (Open educational resources) catalog and a Social network for teachers. Although a LMS course, empty of content, is available for every high-school science class in Israel, the vast majority of teachers have consistently refrain from using it, mainly due to lack of time and motivation needed to self learn Moodle’s wide range of content creating possibilities. PeTeL is challenging this basic assumption by providing teachers with a (1) simple to use platform with a designated set of science teaching tools, (2) an ability to initiate a course from a high quality OER catalog of interactive content and (3) to seek inspiration from the community of teachers and academic professionals through a social network for professional development. We believe that PeTeL can be an example for a nationwide implementation and development model for other countries. A nationwide implementation program has started 3 years ago, with the assembly of a group of leading teachers, technological experts and scientists from the Department of Science Teaching at the Weizmann Institute. The following year, the leading team initiated a professional learning community of early adopting teachers, in order to design and enact the implementation of the digital environment while collecting data from teachers and students. This year, PeTeL has been disseminated in more than 100 school across Israel thanks to the early adopting teachers who mentor joining teachers in effectively using the platform. PeTeL’s vision is to scale nationwide to all high-school science classes in Israel as a day-to-day tool used by Israel’s teachers for personalizing their students’ learning.
10: 10 - 10: 2010 mins
Room 5: Taipiienundefined
312-LYoshikazu Asada
Individual presentationLightning talk (10 mins)
2019年11月に、MoodleHQが主体となりスペインにてMoodleMoot Globalが開催された。初日はワークショップ、2日目・3日目は基調講演と一般演題という構成であった。ワークショップはプラグイン作成等の開発者向けとゲーミフィケーション等の教育者向けのものが存在していた。また、学生による「次世代のMoodle」に関するセッションなど、学習者の立場からの意見も共有される場となっていた。この他、今後のMoodleMoot Japanを検討するにあたり、有益な情報を整理・発表する。
10: 10 - 10: 2010 mins
Room 6: Touhi Akazakeundefined
303-PBill White
Individual presentationPresentation (40 mins)Using Moodle
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.
10: 20 - 10: 3010 mins
10: 20 - 10: 3010 mins
Room 5: Taipiienundefined
Cancelled. Will upload the presentation to the online course
314-LYosuke Morimoto et al.
Individual presentationLightning talk (10 mins)
cmi5のコンテンツ(コース)に対応する活動モジュールを開発した。cmi5は次のような特徴を持つeラーニングの標準規格である。(1)xAPIを用いて、LMSとは独立したLRSに学習履歴データを記録する。(2)教材がWebページのフレーム内で動作することを前提としない。(3)インターネット上に分散配置された教材をコースとして統合できる。SCORMの欠点を解決できることから、cmi5はSCORMに代わる規格として注目を集めている。本プラグインは、cmi5のほか、SCORM 1.2/2004にも対応しており、オープンソースソフトウェアとして公開している。本発表では、MoodleとLRSとの連携方法や、教材間遷移の方法等、本プラグインの設計と実装を紹介する。また、上記の特徴に対応して、(1)LRSへの学習履歴データの記録、(2)スマートフォンのアプリとして実装した教材の起動、(3)Moodleの外部に設置した教材の起動、等の動作例を紹介する。
10: 30 - 10: 4010 mins
10: 30 - 10: 4010 mins
Room 1: Spicy Lotus Rootundefined
315-PAlmonzer Salah, Abdullah Doj
Individual presentationPresentation (20 mins)
Today with the development of technology and the new educational policies of the Sudan government, Sudanese Universities are converting to e-learning. The International University of Africa (IUA) is one of the universities that has started to convert the offline educational resources to online educational materials and activities. IUA has converted all its exams from paper tests to online tests within Moodle. However, there are more challenges when implementing the online exams in some faculties, specifically the Faculty of Engineering and the Faculty of Science. In addition, some teachers cannot design a perfect exam to evaluate the skills of students. Furthermore, there are some technical problems because the numbers of students that start exam at the same time is more than 1400 student.
10: 30 - 10: 4010 mins
Room 5: Taipiienundefined
234-PAdam Jenkins
Individual presentationPresentation (20 mins)Moodle Pedagogy
In university English education, textbooks and coursebooks often form the framework around which the syllabus is designed. However with the advent of e-learning systems such as Moodle, questions regarding the role of textbooks versus the role of content provided online have emerged. Although anticipated by some, language textbooks have failed to become obsolete. To the contrary, language textbooks have evolved relatively slowly, starting with the addition of a CD-ROM or DVD to add multimedia content to the book and progressing towards the online content that has just recently become more common. Still, the content and types of activities within the books and accompanying online activities tend to remain unchanged. In this presentation I will explore the role of the textbook in an environment that includes Moodle, and the implications for syllabus and textbook design. This will include discussion of what kinds of activities are appropriate for each medium and consideration of what the ideal textbook might be for a teacher with a Moodle.
10: 40 - 10: 5010 mins
11: 00 - 11: 5050 mins
11: 00 - 11: 5050 mins
300 Hall
リンクはこの横にあります。The link to this is to the right. H5P and the Future of Moodle H5Pとムードルの将来 https://moodlejapan.org/mod/bigbluebuttonbn/view.php?id=1735
317-KSander Bangma
Keynote speechKeynote speech (50 mins)
Forthcoming 未定
11: 50 - 12: 0010 mins
11: 50 - 12: 0010 mins
300 Hall
Day 3: Best Moodle Innovation Awards Ceremony
318-E
Ceremonial event
Come and hear about some of the innovations that MAJ members have created in the last year.
12: 00 - 13: 0060 mins
12: 00 - 13: 0060 mins
Room 1: Spicy Lotus Rootundefined
Day 3: Lunch break 昼食休憩
Refreshment
Take a break, refuel and discuss the days events with your fellow delegates.
12: 00 - 13: 0060 mins
Room 4: Dango Soupundefined
Room 1: Spicy Lotus Root
Room 2: Ikinari Dango
Room 3: Hitomoji Guruguru
Room 4: Dango Soup
Room 5: Taipiien
Room 6: Touhi Akazake
13: 00 - 13: 2020 mins
13: 00 - 13: 2020 mins
Room 1: Spicy Lotus Rootundefined
229-PThom Rawson et al.
Individual presentationPresentation (40 mins)
What does it take to conceive of, design, develop, implement, market, release, and analyze a Massive Open Online Course? The authors received a JSPS grant for the purpose of creating a MOOC titled "English for Hospitality Services. " The main goal of the project is to release a wide-use, freely available course designed to help staff from the hospitality and tourism industry in Japan gain greater confidence in their ability to communicate with international guests. The secondary goal of this research project is to document this process of creating a MOOC beginning from the course concepts, curriculum designs, content development, course marketing, plans for the eventual live rollout, and the ongoing analysis of the impact of the course on the community. The hope is that this resulting document will help other institutions wishing to develop their own MOOC by providing a template or a guidebook for that specific purpose. In this presentation, a detailed review of the currently-in-progress processes for implementing a MOOC will be given by members of the research team. A status report will reveal the current state of affairs, the successes, the challenges and difficulties, and the future plans and directions to where the project is moving. The report will cover the steps including choosing the team, applying for the JSPS grant, purchasing the equipment, designing the curriculum, developing the content, overcoming challenges and hurdles, planning and organizing the project among other things. Audience input is welcomed to help inspire the team to continue working toward the goal.
13: 00 - 13: 2020 mins
Room 2: Ikinari Dangoundefined
323-PDavid Campbell
Individual presentationPresentation (40 mins)
In an ideal world, our students would see the importance of reading English graded-readers as a way to improve their English and our extensive reading programs would all easily incorporate the ten principles set by Day and Bramford (1998). However, in reality, many of us teach reluctant readers who don’t want to read books; English or otherwise. This presentation will look at how the settings in MoodleReader (word count or points, restrict reading level, quizzes at the previous level, quizzes at the current level, quizzes at the next level, and reading rate) affect student motivation and behavior. The author will share what he has learned from 5 years of adjusting these settings in a 3-semester series of required courses. These setting adjustments were based on data generated from MoodleReader (word counts, book genre, passed and failed quiz count), but also from student feedback and observing student behavior when selecting books. Finally, the author will share some ideas for possible changes to the MoodleReader settings to give instructors more flexibility in motivating their reluctant readers.
13: 00 - 13: 2020 mins
Room 3: Hitomoji Guruguruundefined
324-PForrest Nelson
Individual presentationPresentation (40 mins)
Summarizing a story is an important skill for students to understand and remember. Using ordering-type question quizzes in Moodle helps the teacher track whether students are reading their books. To help students improve their skills of reading and summarizing, the presenter will show how he created and incorporated GIFT-formatted ordering question quizzes for each book in his graded reader library. Although there are more sophisticated Moodle-based Graded Reader applications such as XRead and MReader, the presenter wanted the students to create the ordering-type question quizzes to help students improve their summarizing skills. However, this approach presents several challenges. One such challenge is the time it takes to check and manage all the summaries. A second challenge is creating and uploading all the GIFT-formatted quizzes to Moodle. By using Google Docs and FileMaker Pro, the presenter will show how these issues were solved. At the end of the presentation, participants will be given a link to all the student handouts and the FileMaker Pro IOS app that automatically creates the GIFT-formatted ordering type question quizzes.
13: 00 - 13: 2020 mins
Room 4: Dango Soupundefined
325-PJun Saito
Individual presentationPresentation (40 mins)
大学物理学の講義科目において,定期試験を Moodle のみで実施した試みとその課題について報告する。Moodle 等の LMS は,形成的評価により学習を支援するシステムとして,大学教育においても導入が進む。しかし,定期試験等の総括的評価における使用はまだ一般化していない。特に,数式や論述形式による解答が重視される大学 STEM 教育科目においては,LMS での試験実施には解答入力や採点上の課題がある。本実践では,STACK と Essay (auto-grade) を用い,こうした課題を克服することを目指した。結果は次のとおりである。学生アンケートでは,キーボード操作や数式入力への不慣れに対する配慮を求める声もあったが,一部にとどまった。また,論述の自動採点は,手動修正を要したものの,高自由度な日本語文構造に対応するために正規表現を利用することで,解答を概ね適切に弁別できた。したがって,入力に関しては学生の習熟を促し,また,自動採点については実践データを蓄積してより適切な解答例を用意するなどにより,大学 STEM 教育科目においても LMS による省力的な試験の実施が可能であると期待できる。
13: 00 - 13: 2020 mins
Room 5: Taipiienundefined
326-PYasuhiko Higaki et al.
Individual presentationPresentation (40 mins)Using Moodle
Moodle を e ラーニングで利用する場合,動画の利用が重要なポイントとなるが,Moodle に備わっている機能だけでは十分ではない。それを補うための動画配信方式を設計・実装した。このような e ラーニング向け動画配信では,受講者だけに配信を限定する機能,ダウンロードを禁止する機能,動画を見たことを確認したり,先飛ばしして視聴をごまかすのを防いだりするための視聴管理機能,スマートフォン・タブレットも含む多様なデバイスやモバイル環境への対応,登録した動画の管理機能等が必要となる。これらの要件を満たすべく,AES 共通鍵暗号化によるマルチビット HLS(HTTP Live Streaming) 配信方式を採用し,FFmpeg でトランスコードした動画セグメントファイルとプレイリストをもとに Videos. js で再生する構成をとった。Moodle 本体とは別に,動画セグメントを配信するための HTTP サーバのみからなるシンプルな配信サーバと,アップロードされた動画を FFmpeg により HLS トランスコードして SCORM パッケージを生成する動画登録用サイトを設けた。ユーザは動画をこのサイトに登録することで,配信に必要な共通鍵の所在とセグメントファイルの所在情報を含む SCORM パッケージをダウンロードすることができ,これを Moodle の活動として追加することで動画配信を利用する。またクッキーを用いて共通鍵を隠蔽する仕組みをとることで信頼性の高い限定配信機能を実現し,動画のダウンロードも困難とした。Moodle と連携しつつも Moodle 本体との独立性が高く,Moodle のバージョンアップの影響を受けにくい構成を実現できた。
13: 00 - 13: 2020 mins
Room 6: Touhi Akazakeundefined
327-PNoriko Asamoto et al.
Individual presentationPresentation (20 mins)Moodle in traditional educational settings
お茶の水女子大学情報基盤センターでは、過去十年程学内サービスとして学生教育用のMoodleを自前サーバーで設置運用している。2012年度にMoodle2系に移行してからは、年度単位でサーバーを毎年新規に追加で構築し、大学統合認証と連動した全学生アカウント(学部生/院生/附属高校の生徒)と非常勤を含む全役職員(役員及び職員(教育職員/研究職員/事務職員/技術職員))をユーザーとして登録し、全授業を4月に一括登録している。このため手続き不要で構成員だれでも使えるLMSとして学内認知度は年々増加しており、ここ数年は、大学役職員の大学運営用グループウェアの補助としてまた業務の電子化の新しい媒体としての利用相談や要望が増えてきている。この状況を踏まえ、昨年度(2018)から学生教育用とは別サーバーで大学役職員限定のMoodleサイトの運営を始めた。現時点でユーザー数3723、コース数28である。本発表では、本学におけるMoodle導入の歴史や運営方法を紹介し、Moodleを大学運営に利用している事例を紹介する。また、中規模大学で自前のMoodleサイトを導入運用している部署の苦労話等も共有したい。なお、役職員という用語は役職者と混乱する可能性のため発表の題名では教職員とした。
13: 20 - 13: 4020 mins
13: 20 - 13: 4020 mins
Room 6: Touhi Akazakeundefined
322-PKamran Mir, Bobby Figueroa
Individual presentationPresentation (20 mins)Students' perspectives
One of the United Nation’s sustainable development goals is Quality Education, which means “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all (UNDP,2015)”. This feat cannot be achieved solely by traditional means of education. Open universities are instrumental in widening the access of people to education and promoting lifelong learning. At least in Asia, member universities of the Asian Association of Open Universities (AAOU) are known to be implementers and promoters of Open Educational Resources (OER) and free online courses, which allow people from all walks of life to be able to access the vast wealth of knowledge that these institutions, together with their partners, possess. One of the key factors that enable and maintain the success of open universities, which mostly offer courses in various modalities, including eLearning is the use of Free Open Source Software (FOSS). One of which is MOODLE. Since it has been adopted and implemented by many learning institutions, the interest in utilizing it as a virtual learning environment or a learning management system for eLearning is increasing. Despite success stories published and shared by various open universities using MOODLE, it is important for early adopters, onlookers, and prospective users to examine its success as an information system systematically. In this regard, researchers from the Allama Iqbal Open University (AIOU) in Pakistan, the University of the Philippines Open University (UPOU) and Universitas Terbuka, Indonesia proposes a comparative study on the use of MOODLE in their regular course offerings and in their Open Online Courses (OOCs). This comparative study will primarily subscribe to the Delone and Mclean Information Systems Success Model, which looks into the system quality, information quality, service quality, user satisfaction, intention to use, and net benefits. The model was recently proven to be valid and reliable (Sirsat & Sirsat,2016).
13: 45 - 14: 0015 mins
13: 45 - 14: 0015 mins
Room 1: Spicy Lotus Rootundefined
328-E
00
Some final words to bring the conference to a close.