スケジュール

Learning analytics is usually interpreted as an endeavor to analyze learning data to discover students’ progress and the efficiency of instruction so that it reflects better instructional and curriculum designs. It has been exploited mainly by educators and administrators. However, what we call “formative learning analytics” is drawing the attention of educators these days. It means teachers collect the learning data and disclose it to each student so they can learn about their performance, reflect upon it, and make an improvement plan. We used the log data, frequency of activity trials, and accumulative quiz results to let the students “think” about them, hoping they would seek better learning strategies. We will show how students used progress charts to improve their performances. Learning journals and portfolios using Databases and Forums also assisted students’ reflection. Formative feedback was then given to students by analyzing their descriptions and counting the number of submissions. We do not have solid proof of these formative learning analytics having borne tangible fruits. However, we can share the potential of this approach to utilizing analytics tools in Moodle.

生物学実験のノートおよびレポートのルーブリックを用いた採点の取り組みと，RPA を用いた採点結果の一括取得，およびそれによるルーブリックの妥当性・信頼性の検証について報告する。実験ノートは学生が予習としてまとめたものと授業中の記録を，TA2 名が授業中に机間巡視して採点した。レポートはデータと紙媒体の両提出物に対し，担当教員が授業外で採点した。採点にはいずれも課題モジュール上のルーブリックを用い，ノートは提出物なし，レポートは提出物ありの設定とした。レポートのルーブリックは事前提示なしとし，予備採点後に改訂してから本採点した。採点結果は，スクリプトを用いて全評価対象・全学生の採点ページに逐次アクセスする RPA によって，評点合計だけでなく評価観点ごとの評点も含めて一括取得した。結果として，複数回のノート採点により実験ノートの質が向上した。また，用いたルーブリックは一定の妥当性が示されたが，評価観点によっては信頼性が低かった。したがって，本実践がテクニカルライティングの教育およびその評価として効果的であるとともに，RPA による採点結果の一括取得とそれによる詳細な検証が有効であることが実践的に明らかとなった。

This is a proposal for a Moot stream dedicated to the Moodle Reader. This plugin allows teachers to administer an extensive reading program through Moodle by providing quizzes for a wide selection of graded readers. While quizzes used to be held locally on the Moodle server in past versions of the plugin, quizzes are currently served through the MReader site maintained by the Extensive Reading Foundation. As such, the plugin contains a mix of both functional and non-functional legacy features, many of which are in need of upgrading, streamlining, or elimination. Furthermore, in the past few years MReader and Moodle Reader have followed separate development paths, such that a widening gap exists between features that are available in either. In order to maintain the capability for language teachers to integrate an extensive reading program with Moodle, it is essential that a clear path towards ongoing compatibility with both MReader and Moodle 4+ be elucidated. In this roundtable discussion with MReader leader Tom Robb, plugin maintainer Gordon Bateson, and some representative long-time Reader users, issues relevant to future development of the plugin will be considered and attendees will be invited to share their concerns and ideas as well.

本研究は，Moodleの利用者が学習者の学習状況・理解状況をより直感的に把握できることを目的として，問題タイプの一つであるSTACKを用いて，授業に関連した知識マップおよび解答データに基づく理解状況を可視化するプラグインの開発について報告する。教師側からは，ファイルのアップロード，もしくはサイト上の操作で，授業内容に対応する知識マップを作成することができる。また，STACKの解答処理機構であるポテンシャル・レスポンス・ツリーを用いて，正誤情報の解答結果をもとに，知識マップの中の当該問題に関連する理解状況を可視化することができる。学生側からも，その知識マップ内の自身の理解状況を自ら確認することが可能であり，自習に役立てることができる。このプラグインを用いて，学習内容とその理解状況を直感的に示すことが可能となり，オンライン授業の効果的な利用につながることが期待される。

Moodle is a great platform for formative assessments and with the H5P plugin now as part of the default installation, this makes it even more so. In this talk, the presenter will talk about his experiences in creating activities with the H5P plugin as well as using the LUMI app. The presenter will also explain why using the LUMI app might be beneficial for teachers over the standard plugin. H5P has various activities and that makes its useful but also confusing for inexperienced users, hopefully this talk will clarify this for inexperienced users. The talk will also include some successful attempts as well as failures. The presenter will cover only some of the activities that are best suited for language learning and which activities that were well received by his students, such as Text Drag & Drop, Image Drag & Drop, etc.

A "Flipped Class (FC)” is a pedagogical approach that enhances active learning in class. In FC, in contrast to a traditional pedagogical approach, students are introduced to learning tasks before taking a class so that they can practice, deepen and explore what they are to learn in a face-to-face class. FC also allows teachers to spend more time on interactions and discussions in class. While research on the application of the FC approach in language teaching has shown the benefits of the approach, some researchers and educators have pointed out challenges in incorporating the process into language lessons. One of the challenges is that it is difficult for students to confirm whether they have completed assigned learning tasks. Another challenge is that it is difficult for teachers to motivate their students to work on those learning tasks. In our study, we investigated the impact of the use of “digital badges” in our FC approach. Digital badges represent recognized achievements, skills, and knowledge. In our English reading comprehension class for 1st-year medical students, we developed three types of preview learning tasks on Moodle. The preview tasks included ‘pre-reading questions’, ‘vocabulary quizzes’, and 'comprehension check quizzes’. When these tasks were completed, a digital badge was issued and displayed on Moodle. We expected that the badges would help encourage students’ learner motivation. After the 14-week class was finished, we carried out an online survey to investigate our students’ perceptions about the use of digital badges, using a questionnaire module of Moodle and 93% of students completed the survey. The results of the survey showed that about two-thirds of students (69.0%) found that the badge system helped confirm that they had completed the preview tasks. The results also showed that 64.3% of the students found the badges positively influenced their learning motivation. For overall perceptions about the Flipped Classroom approach, a majority of students (66.7%) found they had improved their reading comprehension skills through the FC class. These findings indicate that the digital badge system can be a powerful tool not only as an indicator but as a motivator for students to work on their preview learning tasks.

Allama Iqbal Open University (AIOU) is one of the mega open university in Asia using Moodle at large scale. It has an annual enrollment of more than 1 million students and more then two hundred thousands registered tutors. This presentation will cover a brief and quick introduction to AIOU and its usage of Moodle at large scale. Large scale deployments requires specialized infrastructure and dedicated support channels for students and tutors. Different customizations and development has been made within the Moodle and parallel systems integrated with Moodle using Moodle APIs to manage the scale related issues. Learning Analytics is one of the emerging need of online learning and its importance is increased at scale usage. This presentation will highlight the problems faced by AIOU with reference to learning analytics and possible features related to learning analytics which can impact and improve the quality of education for AIOU and distance education in general.

Do you want to use multimedia content in your Moodle teaching materials but have a storage limit to worry about? This Show & Tell presentation will cover some ways that you can use links to other sites such as Google Drive, YouTube or Wikimedia Commons to keep your file upload storage under the limit. Moodle allows teachers to embed or link to multimedia services and files rather than uploading the files, themselves. By combining several types of media in a Google slide or slideshow we can create more complex multimedia instructional materials. These can be embedded in a Moodle Label, Page, Book or Quiz Question. Use Zoom to record a multimedia lesson presentation, upload the video to YouTube and link it to a Moodle activity. There are a number of sites that have services that can also be embedded in Moodle. I’ll be sharing some of the ways I’ve particularly used these kinds of free and paid services to add hundreds of multimedia instructional materials and quiz questions to my MoodleCloud site with a 256 MB storage limit.

Matt, the lead developer of the Moodle LMS platform will walk us through the standards and architecture preferred for this project.

麻布大学では 2021 年から一部の教育プログラムで Moodle を導入し，細部を調整しながら運用している．Moodle3.11 をベースに，教師業務や学生の学びの支援と可視化のためのツールとして Intelliboard の利用およびダッシュボードへの StepGPA 表示のカスタマイズを行い，オンクラウドで構築されている．Intelliboard は教師や Moodle マネージャーがコース利用状況を平常的に確認するのに用い，個別科目の教育効果測定のために Moodle 学習ログ分析系を現在開発中である．StepGPA は GPA を STEM の 4 領域，4 段階の学士力に分け，成績スコアとする本学独自指標で，Moodle ダッシュボードに GPA 平均値にあたる総合（平均）値，知・技・作・算（STEM ）の学領域別 GPA 値の半期毎推移が折れ線グラフで表示される．学習者が Moodle にログインした際に，入学後の学びの積み重ねを視覚的に捉えるためのツールである．コース利用の事例として，実習科目での Moodle 小テスト機能などを用いた実験結果・記述のライティングトレーニングツールの設計と利用についても紹介する．

Language revitalization refers to attempts to prevent or reverse the decline of a language. Revitalization efforts not only protect languages, but also the cultures associated with these languages. Because Moodle allows for not only the recording and cataloguing of language, but also as a platform for language learning, it is a most appropriate tool for language revitalization projects. In this presentation I will introduce two such projects. First, the Te Ahu O Te Reo Maori Moodle project In New Zealand which commenced in 2019 to revitalize the Maori language and has now spread to neighbouring areas. Second, the Ainu Online project to revitalize the Ainu language in Hokkaido. These two projects are related by a history of exchange and language teaching pedagogy using the Te Ataarangi method of language teaching that is based on the well-known Silent Method. Adapting this teaching style to online learning remains on ongoing challenge for members in these projects. Beyond language maintenance, these projects document and showcase the Maori and Ainu cultures through stories and multimedia, making it more accessible and preserving it for future generations.

第 1 筆者が SE 、第 2 筆者が教師として構成された小規模な教育集団が、Moodle を大学初年次教育において、授業に融合させながら使用し続けて 2022 年で 10 年になった。第 1 期（2013 ～ 2015 年）：Moodle の運用・利用初心者として、対面授業に融合させたネットワーク学習環境を一から構築し、Moodle スキル・知識を配信していた。第 2 期（2016 ～ 2019 年）：Moodle の中堅的な運用・利用者として STEM 教育（科学・技術・工学・数学の教育分野）に対する学習環境を深化的・複合的に構築・提供し、よりデジタル化された Moodle スキル・知識を配信していた。第 3 期（2020 ～ 2022 年）：2020 年当初に発生した COVID-19 による大学教育の変革に入った。すなわち、Web ミーティングシステムを用いた同時双方向型遠隔授業を基盤とする授業を主体とした、今までと異なった授業形態を Moodle の支援により実施した。本発表では、第 3 期まで提供してきた Moodle システムおよびサービスについての概要や得られた知見を報告し、未来期（2023 年～）での Moodle の今後の利活用について提言を行う。

The Moodle Cloze & GIFT Code Generator, originally developed and released in 2017, is a free Excel quiz builder tool that generates lines of Moodle code from quiz questions. These code lines can either be embedded into a Moodle embedded answer (cloze) question or imported via GIFT format to quickly and simply generate an entire quiz with customizable question types. Since its release, the generator has been downloaded over 10,000 times worldwide. The generator was improved upon in 2019 with v3.00, which saw the addition of question categories, partial credit, and automated feedback. This past summer saw the release of v4.00, an extensive new version which includes several new question types (including matching and multiple response), question tagging, new answer choice arrangement features, and other QOL enhancements. This presentation will demonstrate all facets of the generator, from the text input to Moodle readying process for newcomers to the generator, to a demonstration of v4.00's new features for experienced users.

The Open Vocabulary Level Test (OVLT) aims to be an accurate open source level test that accurately determines learners vocabulary level. It is designed to report the applicant's level by mapping it to an internationally recognized standard such as CEFR. The test is being designed by EnglishCentral. The Moodle implementation consists of between 150 and 210 test items and two question types: speaking recall and typing recall. The presentation will cover the design for the OVLT, a demonstration of a beta version of the plugin and question types, and a progress report.

Moodle has been the LMS of choice in both the University of the Philippines Open University and Sukhothai Thammathirat Open University -the prominent open universities in the Philippines and Thailand, respectively. Together with three other Open Universities in the Southeast Asian region, they collaborated in the development of the ASEAN Stuides Graduate Program. While Moodle has been used to deliver learning materials to students of the Program efficiently, it has also provided facilities for formative and summative assessment. However, there have been many issues encountered by the Program in this extremely essential academic activity. This talk will share faculty and student perspectives on issues of assessment in the Moodle implementations of the ASEAN Studies Graduate program.

広島大学では2022年度に大学LMSをBlackboard（以下Bb）からMoodleに移行した。これまでBbとSIS（学生情報システム）の間のデータ連携は、内製システムで実現しており、Bbとは別サーバに連携用データを蓄積してBbのCLIを叩く実装をしていた。今回、そこで実現していた機能を整理し、連携システムをMoodleのプラグインとして委託開発した。多くの大学で実装されているように、基本的にはSIS上の授業に対応するMoodleコースを自動作成し、担当教員や履修学生をコース参加者と同期する。これに加えて、教職員が手動でコースを作成できるようにした。さらに、自動作成されたものでも手動で作成されたものでも、SIS上の授業との対応を担当教員が自由に変更できるようにしている。この変更では多対多の対応も設定でき、オムニバス授業やコードを相乗り（例えば、改組の時など多く発生する）させた授業などにも柔軟に対応できるものとした。また、今年度はBbとMoodleを並行運用したため、これらに同時にデータ連携するような形となっている。本発表では、これらのシステムの詳細と、実際の利用状況について報告する。

本研究では、Moodleサーバのみで動作可能なC言語の自動テストプラグインを提案する。近年、STEAM教育の一環として、プログラミング教育の需要が増加している。プログラミングの授業を行う際に、学生のプログラムの妥当性を自動でテストするシステムを利用する場合がある。Moodleには提出されたプログラムを自動でテストするプラグインが存在するが、既存のものはMoodleサーバと別にプログラム実行用サーバを用意することが推奨されており、導入のハードルが高いという課題がある。我々が調査した限りではMoodleプラグインの導入のみで完結するものは存在しなかった。本研究ではこの課題を解決するために、Moodleサーバに導入するだけでプログラムのテストを可能にするプラグインを提案する。具体的には、ウェブブラウザ上で動作するC言語の処理系をJavaScriptで実装し、それをMoodleのページ上で呼び出し可能なプラグインを実現した（本プラグインはC言語に特化しているが、手法は他の言語にも適用可能である）。我々は提案プラグインをMoodleに導入し、C言語のプログラムをテストできることを確認した。

Immersive technology, such as virtual and augmented reality, has the potential to revolutionize education by providing learners with interactive, engaging experiences that promote deep learning. At the same time, learning analytics can help educators understand how students are interacting with immersive technology, allowing them to tailor instruction and support to individual learners. In this presentation, we will explore the intersection of immersive technology and learning analytics, highlighting the benefits and challenges of using these tools in the classroom. I will also discuss some of the key considerations for implementing immersive technology in education, pointing to a series of case uses in different learning contexts.

The education delivery and teaching pedagogy of Higher Education Institutions (HEIs) has dramatically changed after the COVID-19 outbreak. These institutions have transformed the way teaching and learning are delivered. There were a lot of challenges and opportunities in these rapid changes. Open and Distance Learning (ODL) institutes played an important role during this period as they were comparatively more ready in providing online education to the masses. One of the UN sustainable development goals is Quality Education, “ensuring equitable education and promoting lifelong learning opportunities for all”. This feat cannot be achieved solely by traditional means of education. Open universities are instrumental in widening the access of education and promoting lifelong learning. Policy level decisions to improve the quality of education require consolidated spatial data on a large scale covering different education variables. Open universities have plenty of spatial educational data that can be examined on a large scale for better decision making. In this study, scoring patterns of distance learning students of Punjab province regions have been mapped using ArcGIS and GeoDa software. Their spatial correlation with region-wise educational indicators have been studied and analysed. Educational indicators cover the student retention rate, learning among students, and gender parity scores. The Spatial Statistics toolbox of ArcGIS is also used for analysing spatial distributions, patterns, processes, and relationships. Ordinary Least Squares (OLS) linear regression is applied to model the scoring value in relation with educational indicators and to measure the spatial autocorrelation based on location and scoring value, Global Moran's I statistic is used. Result shows that there is a pattern in students score and its negatively correlated with literacy rate and retention score. Inflated scoring exists in regions where literacy rate is low and/or retention score is low. There is a need to further investigate reasons behind the inflated scoring to improve the quality of marking/scores given in low literacy rate regions.

Universitas Terbuka Indonesia (UT) is one of the largest open universities in the world that implements distance education mode to its students. Currently, UT has more than four hundred thousand students active each semester (412.697 per November 2022) and more than 250 hundred thousand of them are using our e-learning service. UT has been using Moodle since 2003. Since then, Moodle has been used as the main platform providing online learning services for UT Students. The number of UT E-Learning users grew from about one thousand users (when Moodle was initially used) to more than 281000 active users at the end of 2022. Currently, eLearning UT has around 570000 users (students and tutors) with the number of online classes managed each semester reaching 39400 online classes and 280000 active students. In peak situations, the number of daily active users in the LMS reaches forty thousand users/minute (Google Analytics Real Time Report) or 150000 to 200000 individual users logged in each day and 5000-10000 users/minute in normal situations. This condition makes UT Moodle, the LMS that is probably the largest and busiest in Indonesia and somewhat give a bad nightmare for the administrators, especially during peak time. The situation after the pandemic and the current economic situation gave us both opportunities and challenges. The number of UT new students is increasing rapidly each semester because more people are aware of the benefits of distance education and UT has a lower tuition rate than the other universities in Indonesia. But on the other hand, we are still struggling with how to handle our Moodle LMS. The limited resources, lack of knowledge, and experiences still haunt us, especially during peak time in Moodle operations. Each day, each semester we solved problems and faced the latest problems also, we need to prepare for tuning and optimization to make the dynamic of users and new demand won't disturb Moodle LMS performance. This article reveals our best practices and experiences in developing, optimizing, and managing the Moodle system into a reliable LMS system that can serve hundreds of thousands of users who actively carry out learning activities every semester. Best practices in using Azure cloud services will also be explained including some of the problems and optimization potentials proposed in the next version of Moodle to continue to be able to serve institutions that have many users and system utilization. Some existing problems are also to be shared just in case we can get more insight from the audiences for problem-solving solutions.

Academic conferences have been conducted in an online or hybrid setup ever since the onset of the pandemic. Various virtual platforms have arised to address this need but most of them are costly and offer varying features. The use of Moodle as a virtual conference platform is now being explored worldwide. The University of the Philippines Open University has used Moodle together with user tour function and plugins such as contact support and accessibility for its semi-annual National Conference on Open and Distance eLearning this 2022. The purpose of integrating these features is to enhance a Moodle-based virtual conference experience. A survey was conducted at the end of the conference to measure the effectiveness of using these features. Results showed that using user tour, contact form and accessibility plugins significantly enhanced the Moodle-based virtual conference experience of the participants. The use of these Moodle features can also still be improved in the future as suggested by the participants.

Formative assessment, often referred to as “assessment for learning, ” is not merely for measuring performance. It is also instructional. Effective formative assessment ideally presents learners with feedback during or immediately following the task, when the brain is still attuned to the problem and is seeking resolution in the form of a further hint, an answer reveal, clarification, or other feedback. In a traditional teacher-fronted classroom, this sort of feedback, though not impossible, is much more difficult and certainly challenging to provide on an individual level. With online learning, however, personalized formative assessment with feedback in the moment is much more attainable. The Moodle platform is uniquely equipped to provide such instruction through the use of quizzes with functions such as multiple attempts, each attempt builds on the last, multiple feedback options, hints, and completion tracking. This presentation will display examples of how each of the above quiz functions has been used in actual Moodle courses to implement formative assessment. The rationale for using these functions and results will be discussed. Student perspectives from a 2022 course will also be shared. Audience input and questions are most welcome.

九州工業大学では、教務情報を用いてユーザ登録やコース登録を行っているが、コースへの参加登録はユーザ自身による自己登録を基本としている。一方、成績確定までは、学習エビデンスを残す必要があるため、不必要な自己登録の解除を抑制しなければならない。我々は、Moodleの標準API機能の組み合わせによって、自己登録情報の複写を実現することで、これらの課題を解決している。これにより、自己登録の利便性を維持できている。なお、ユーザ登録やコース登録も標準API機能を使うことで実現している。その事例もあわせて紹介する。また、本学では、過去のコース上の資料や自身の提出物の再参照、などの機会を学生に提供することを目指し、授業用サーバとは異なる復習用サーバを用意している。本環境の構築には、サーバ間のコースのバックアップおよびリストアが必要である。そこで、コースのバックアップ・リストア、コース上の課題のリセットなどを行う３つのAPIを提案・開発した。本APIとコースリソース系APIのMoodle4.1系での検証と使用例についても報告する。なお、オリジナルプラグインは本学Webページにて公開する。

Each year when onboarding new students to our Moodle site, the same challenges and difficulties surface. Moodle has a somewhat less-intuitive interface than other modern learning tools. As a result, this can lead to confusion for the users which produces a less than satisfactory experience using the platform. To help smooth the onboarding process, our research team applied for and received a grant from the university's research funds to develop a multi-lingual user guide for our Moodle site. In this presentation, we explain the project's goals, how the funds will be allocated, the process for making the contents of the user guide, the format for publishing the guide, and the plans for making it available to all the users on the Moodle site. NOTE: This will be a HYBRID presentation since two of the presenters will only be available remotely.

This presentation will demonstrate the functionality of DripRelease, a plugin that allows the user to set rolling deadlines for activities. These rolling deadlines can be incremented for various time periods, e. g. daily or weekly. The number of available activities per time period can be chosen, and their accessibility can be set via restrict access settings. The presenters will explain the rationale and functionality of the DripRelease currently under development. The plugin is being designed as a solution to issues highlighted in our 2022 Moodle Moot presentation where we described a homework course with bi-weekly rolling deadlines and partially randomized quiz assignments. Rolling deadlines were successful in fostering incremental completion (as opposed to cramming at semester’s end). Randomization of homework quizzes may have been successful in deterring cheating; the data, unfortunately, was inconclusive. The 2022 project was successful in attaining kaken funding to build apps that automatize the process of randomization and assigning rolling deadlines. The next hurdle is tackling the issue of randomization. This presentation will briefly discuss the next steps moving forward with the DripRelease plugin and possible future developments. We very much desire input from the Moodle community as we design these plugins.

This presentation will introduce a Moodle test plugin that was developed for the purpose of administering psychometric tests. Such tests are used to measure cognitive and linguistic development in children and are typically designed to be administered by healthcare professionals. This Moodle plugin includes functionality which enables test administration by both habilitation professionals and the families of the children being assessed. As such it empowers families to obtain an objective measure of their child's developmental trajectory. The plugin was developed specifically to administer the Functional Listening Index - Pediatric (FLI-P) test but with minimal modification it can easily deliver other similar measurement instruments. The plugin includes graphing functionality which plots developmental trajectory from age 0 to 6. Independent plot lines are used to display and compare evaluations conducted by healthcare professionals against those conducted by family members. The presentation will include an explanation of the environment in which this plugin is being implemented, an introduction to the plugin, and demonstration of its features. While the main language will be English, 必要に応じて、日本語の説明も可能です。このプラクインは日本の医療現場で使用されています。機能詳細や使用環境についても説明は可能です。

大学教育における Moodle の活用方法は、COVID-19 により 2020 年度に激変した。対面授業だけに融合させた活用環境から、（同時双方向型）遠隔授業にも融合させた活用環境へ深化した。すなわち① Web ミーティングシステム、②コミュニケーションシステムが③ Moodle に三身一体的な連携活用として構築させた。例えば①では「 Zoom 」を利用し、非接触型学習環境を実現させた。②では多様な連携ツールを活用した。第一にライブ型コミュニケーションツール「 CommentScreen 」を用いて Zoom 画面共有を通したデジタル文字対話（質疑応答）を実現した。第二にデジタル化ツール「 Office Lens 」を用いて紙面レポートを Moodle への課題提出を実現させた。さらにストリーミングツール「 Kaltura 」を用いて遠隔授業の録画録音ファイルの再生 2 次利用を実現した。他にもホワイトボードツール「 Miro 」、文字起こしツール「 UD トーク」などを活用した。本発表では大学初学年教育における教育デジタルトランスフォーメーション（DX ）が Moodle を基軸に実践した事例を報告する。