MoodleMoot Japan 2023
Feb 15th
(Wed)
Feb 16th
(Thu)
Feb 17th
(Fri)
Feb 15th (Wed)
12: 00 - 13: 0060 mins
12: 00 - 13: 0060 mins
Room 8102
English
Day 1: Registration レジストレーション
1001-E
Registration
Collect your badge and other conference documents in the registration area, and meet other delegates in the coffee area.
Room 8102
English
Room 8103
English
Room 8201
Japanese
Room 7401
Japanese
13: 00 - 14: 3090 mins
13: 00 - 14: 3090 mins
Room 8102
English
Setting up a VPS to run Moodle
1002-WBill White
Individual presentationWorkshop (90 mins)Installation and Administration
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.
13: 00 - 14: 3090 mins
Room 8103
English
13: 00 - 14: 3090 mins
Room 8201
Japanese
無料でMoodleを試しましょう。今すぐテストドライブ
1003-WAdam Jenkins
Individual presentationWorkshop (90 mins)Using Moodle
このバイリンガルのワークショップでは、参加者は MAJ デモサーバにテストドライブの Moodle をセットアップします。このムードルにはメール機能はありませんので、パスワードは忘れないようにしてください。セットアップは簡単です。https: //SOMETHING. moot23. moodlejapan. org の URL にアクセスし、「 SOMETHING 」を好きな言葉に置き換えてください。次に、画面上の指示に従って、あなたのユーザーアカウントを作成し、新しい Moodle に名前を付けてください。これらの Moodle は、この後のワークショップで使用するものを試すのに最適です。注意: これらのテストドライブ用 Moodle は、2月15日から使用可能で 2 月末に削除されます。Get started with a Free Moodle: Test drive one today In this bilingual workshop, participants will be guided through setting up a test-drive Moodle on the MAJ Demo server. The Moodles here have no email capability so be sure to remember your password. Setup is simple: access the URL https: //SOMETHING. moot23. moodlejapan. org and replace “SOMETHING” with a word of your choice. Then follow the on-screen instructions to make your user account and give your new Moodle a name. These Moodles are perfect for trying out the stuff in the workshops that follow. Note: these test-drive Moodles will be open from February 15 and deleted at the end of February.
13: 00 - 14: 3090 mins
Room 7401
Japanese
14: 40 - 16: 1090 mins
14: 40 - 16: 1090 mins
Room 8102
English
Using Ansible to automate Moodle Administration
1004-WAdam Jenkins
Individual presentationWorkshop (90 mins)Installation and Administration
Ansible is a modular tool that can be used to automate a variety of tasks on Linux servers and more. What's more, the server being configured needs nothing more than an SSH connection for it to work (i. e. there is no need to install special software). This automation can greatly reduce the workload for Moodle administrators. Ansible works by executing tasks called "plays" that are described in a "playbook" on servers that are listed in an inventory file. In this workshop, we will make and run a playbook for installing Nginx, PostgreSQL, PHP (including configuring php. ini), and even installing Moodle, with a single command. The playbook will be made available to participants via Github.
14: 40 - 16: 1090 mins
Room 8103
English
14: 40 - 16: 1090 mins
Room 8201
Japanese
Make your Moodle courses more attractive
1005-WMartin Meadows
Individual presentationWorkshop (90 mins)Using Moodle
Out of the box, Moodle has a simple and clean-looking appearance based on a default theme called Boost. However, if you want your Moodle courses to look attractive and appealing to students, those plain, white defaults beg for some added pizzazz! This workshop will introduce you to a variety of customizable themes that can bring your course pages to life, and course formats that let you present your content in ways that grab the attention of students. The workshop will be conducted in both Japanese and English, so all are welcome. Moodleは、「Boost」と呼ばれるデフォルトテーマをベースに、シンプルでクリーンな印象を与えます。しかし、あなたのMoodleコースを魅力的に見せ、学生にアピールしたいのであれば、こ のプレーンで白いデフォルトは、もう少し華やかさが欲しいところです! このワークショップでは、コースページに命を吹き込むことができるカスタマイズ可能なさまざまなテーマと、学生の注目を集める方法でコンテンツを提示できるコースフォーマットを紹介します。日本語と英語で行われますので、どなたでもご参加いただけます。
14: 40 - 16: 1090 mins
Room 7401
Japanese
Moodleの基本①(初心者ワークショップ)
Takahiro Kagoya
Individual presentationPresentation (90 mins)Using Moodle
本ワークショップは、ご自身の授業や研修において、はじめてMoodleを利用する方を対象としています。簡単なMoodleの解説の後、基本機能である小テストやフォーラム、課題、フィードバック(アンケート)などにまずは学習者の立場で触れてみます。そして、それらの機能が授業でどのように活用できるか考えてみてもらいます。なお、教師としての実際の利用(コースへの学習活動の追加や学習履歴の把握など)については、続くワークショップにて体験していただくことができます。
16: 20 - 17: 5090 mins
16: 20 - 17: 5090 mins
Room 8102
English
Easy Performance Assessment: Video Assessing 4.0
1006-PDon Hinkelman et al.
Individual presentationWorkshop (90 mins)
Moodle 4.0 requires all plugins become easier and intuitive to use. This workshop shows a major new release of the Video Assessment Module, which captures student performances for assessment--by peers, by the teacher, and by the learners themselves. In this sixty-minute workshop, participants will create two performance assessments for their classes--one using a single-click setup and one using simple rubrics. These two assessments will be downloaded and added to your home course (after installation of the plugin) or to a free demonstration course on the Moodle Association Showcase. Then a teacher can assign students do their own performances (speeches, role-plays, dances/drama, teaching practice, nursing, cooking, equipment operation and more), record them on video, and upload into Youtube for storage and privacy control. Four in a group is the ideal configuration for self-managing interaction and taking turns for recordings. In addition, teachers will be introduced to advanced features such as the notifications, fairness checking and other features. To join this workshop, we recommend each participant have two devices (mobile phone and notebook computer). To download the free activity module plugin, go to github: https: //github. com/BM373/moodle-mod_videoassessment
16: 20 - 17: 5090 mins
Room 8103
English
Teaching with Moodle: the basics
Thom Rawson
Individual presentationWorkshop (90 mins)Using Moodle
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 Moodle demo site provided. 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.
16: 20 - 17: 5090 mins
Room 8201
Japanese
AnsibleによるMoodle管理の自動化
1007-WAdam Jenkins
Individual presentationWorkshop (90 mins)Installation and Administration
Ansible は、Linux サーバーなどの様々なタスクを自動化するために使用できるモジュール式のツールです。さらに、設定されるサーバは、その動作のためにSSH接続以外に何も必要としません (つまり、特別なソフトウェアをインストールする必要がありません)。この自動化により、Moodle管理者の作業負担を大幅に軽減することができます。Ansibleは、「inventory」ファイルに記載されたサーバに対して、「playbook」に記載された「play」と呼ばれるタスクを実行することで動作します。このワークショップでは、Nginx、PostgreSQL、PHP(php. iniの設定を含む)、さらにMoodleをインストールするためのplaybookを作成し、コマンド1つで、実行します。プレイブックはGithub経由で参加者に公開されます。
16: 20 - 17: 5090 mins
Room 7401
Japanese
Moodleの基本②(中級者ワークショップ)
Takahiro Kagoya
Individual presentationWorkshop (90 mins)Using Moodle
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。(初心者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。)
Feb 16th (Thu)
08: 30 - 09: 0030 mins
08: 30 - 09: 0030 mins
Day 2: Registration レジストレーション
2001-E
Registration
Conference presentations start today, so please come early to meet your fellow conference-goers and make the most of the exciting schedule.
09: 00 - 09: 1010 mins
09: 00 - 09: 1010 mins
Room 8101
Ceremonies
Day 2: Opening Ceremony 開会式 Room 8101
2002-E
00
Opening Ceremony 開会式
Room 8101
Ceremonies
Room 8102
Stream 0
Room 8103
Stream 1
Room 8201
Stream 2
Room 8202
Stream 3
09: 10 - 09: 4030 mins
09: 10 - 09: 4030 mins
Room 8101
Ceremonies
The Future Collaboration of Asian Open Universities and Moodle LMS Open Development
2003-KMelinda Bandalaria
Keynote speechKeynote speech (30 mins)
Dr. Bandalaria is the Chancellor of the University of Philippines, Open University (UPOU). She is representating a large delegation of faculty and staff attending the MoodleMoot Japan from UPOU. In this presentation, Dr. Bandalaria will introduce the Asian Association of Open Universities and how the Moodle Project is a critical collaboration for these mega-universities--with student bodies in the millions across the most populated nations in the world. She will summarize a recent survey of needs for the Moodle LMS of all the AAOU member universities. This survey will serve as a basis for developing a roadmap for the Moodle LMS, including the field of learning analytics.
09: 40 - 10: 2040 mins
09:40 - 12:00140 mins
Room 8101
Ceremonies
09: 40 - 10: 2040 mins
Room 8102
Stream 0
Exploring a Potential for Formative Learning Analytics
2004-PHideto Harashima et al.
Individual presentationPresentation (40 mins)
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.
09: 40 - 10: 2040 mins
Room 8103
Stream 1
課題モジュールのルーブリックを用いた生物学実験の成績評価と検証
2005-PIzumi Chuma et al.
Individual presentationPresentation (40 mins)
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。
09: 40 - 10: 2040 mins
Room 8201
Stream 2
The Moodle Reader: Past, Present & Future
2006-PMeadows, Robb, Bateson
Individual presentationPresentation (40 mins)Using Moodle
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.
09:40 - 12:00140 mins
Room 8202
Stream 3
10: 20 - 10: 3515 mins
10: 20 - 10: 3515 mins
Room 8102
Stream 0
AAOU-Korea
2007-LKwang Sik Chung
Individual presentationLightning talk (15 mins)
The functions of digital learning contents and learning management systems are becoming advanced, personalized learning environments that are provided to learners through learning analysis results of learners' learning activities and education organization operation information. For this end, Korea National Open University(KNOU) advances existing statistical information into a big data analysis environment to use data conveniently, and provide efficient learning support based on learning analytics. Our goal is to analyze learners’ learning activities and behaviors with artificial intelligence (AI) to predict learners’ dropout/participation rates, to enable KNOU to build a learning analytics system that can provide information to identify the characteristics of learners by subject. I will include several proposals for a Moodle learning analytics platform. Finally, KNOU plans to provide learning support data (text messages, mass mailings, counseling, tutors, mentors, etc. ) and a learner’s learning characteristic analysis service necessary for subject classes. Through this, information such as student admission information for subject students, learner composition status, academic achievement level, and questionnaires are provided so that it can be used and support for online class. By establishing a learning analytics data integration management system and learning analytics data hub portal, KNOU internal and external data can be integrated and analyzed, enabling accurate university administration and decision-making support. KNOU students, who have various age groups, will find out factors for academic continuation of adult learners through pattern analysis by propensity, and based on this, will contribute to establishing a lifelong learning model for the public.
10:20 - 10:4020 mins
Room 8103
Stream 1
数学オンラインテストの解答データを用いた知識構造の可視化
2008-PLilin Wang et al.
Individual presentationPresentation (20 mins)
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。
10: 20 - 10: 3515 mins
Room 8201
Stream 2
An Alternate progress bar for MoodleReader
2009-LAdam Jenkins
Individual presentationLightning talk (15 mins)
One of the cool features of the MoodleReader plugin is the progress bar which gamifies extensive reading (ER) motivating students to read more and more. However, there is more than one way to gamify a progress bar. In this talk I will show an alternative version of the MoodleReader plugin that is freely available on GitHub and has a reimagined progress bar that aims to motivate students to read beyond their initial reading goals. This version has a progress bar that changes colour as students progress, splitting into a second progress bar upon the students reaching their target word-counts.
10: 35 - 10: 4005 mins
10:35 - 10:5015 mins
Room 8102
Stream 0
AAOU-Philippines
2010-LRein Pugoy
Individual presentationLightning talk (15 mins)
This is about the learning analytics problems and needs of the open university in the Philippines.
10: 35 - 10: 4005 mins
Room 8201
Stream 2
Word Count or Book Count? Which is best?
2011-LDavid Campbell
Individual presentationLightning talk (15 mins)Using Moodle
In the early years of MoodleReader, users could use word counts or book points to track a student’s reading progress. As Reader matured, teachers using word counts became the norm, and when mReader was created, the book point feature wasn’t included. In our extensive reading program, we found students became fixated on the book word count and would read any book as long as it had a large word count, regardless of their interest in the subject matter. Our solution was to move from word counts to book counts to assess student progress. This presentation will explain how we did this, the student response, and the settings we used to guide student behavior.
10: 40 - 10: 5010 mins
10: 40 - 10: 5010 mins
Room 8103
Stream 1
H5P Virtual Tourを用いた地域学習教材の制作
2012-LTakahiro Kagoya et al.
Individual presentationLightning talk (10 mins)
小学校での地域学習を想定し、デジタル教材の内製を試みた。仮想的な位置移動体験を実現するするために、Moodle のコンテンツとして機能する H5P の Virtual Tour(360) を利用した。福井県越前市内の「だるまちゃん広場」を対象として、コンテンツ内で用いる全天球パノラマ写真の撮影や解説動画・解説ページ、クイズの作成などを行い、また各コンテンツ間のリンク設定等を行い、最終的にひとつの Web サイトとして公開した。これらの制作過程の詳細や教材としての観点や工夫点を述べる。
10: 40 - 10: 5010 mins
Room 8201
Stream 2
Issues with Interim goals and assignments in Moodle Reader
2013-LMartin Meadows
Individual presentationLightning talk (10 mins)
The Moodle Reader plugin allows students to take short quizzes for books they have read as part of an extensive reading program. Passing a quiz, which is provided via a connection to the MReader quiz database, is considered proof that a student has read and understood the book in question. The plugin tracks students’ progress across a Moodle instance by creating a database of quizzes attempted, passed and failed, and prevents students from taking the same quiz more than once, or from taking a quiz for a book of the same title by a different publisher. It is easy for teachers to keep tabs on students’ progress and access their quiz-taking history when there is a single Reader activity that students use for as long as they remain users of the Moodle. Issues arise, however, when students are assigned to take quizzes in different instances of the Moodle Reader activity across multiple classes taught be different teachers, or when a teacher attempts to create separate assignments and assessment periods by creating separate Reader activities. This short talk will discuss these issues and the strategies undertaken by the presenter to circumvent them.
10: 50 - 11: 0010 mins
10:50 - 11:0515 mins
Room 8102
Stream 0
AAOU-Japan
2014-WMorimoto & Yamada et al.
Individual presentationLightning talk (15 mins)
The Open University of Japan (OUJ) was established in 1983 under the auspices of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) and the Ministry of Internal Affairs and Communications (MIC). It is the unique open university in the nation and promotes Open, Flexible and Distance Learning (OFDL) in Higher Education and Lifelong Learning. On April 2015, Online Courses were newly provided in addition to Broadcasting (TV or Radio) courses and Face-to-Face Courses (Schooling at the Study Centers). For the online course platform, the university selected Moodle LMS because it was one of the most popular Open-Source Software. We have developed it with a variety of custom setups and plugins. As of the first semester in 2022,38 undergraduate and 34 graduate courses were provided. We are interested to enhance the quality of teaching and learning by analyzing Moodle LMS data and are planning new services, such as Guidelines and Procedures for the faculty to use Moodle data and a student dashboard to check the progress by themselves. In this talk, we will list and explain our learning analytics issues regarding its implementation of Moodle and its implications for learning analytics needs and new feature development.
10: 50 - 11: 0010 mins
Room 8103
Stream 1
コロナ禍でのMoodleを用いた健康管理の記録とその入力時間傾向
2015-LYoshikazu Asada
Individual presentationLightning talk (10 mins)Moodle in traditional educational settings
コロナ禍での学生の健康管理の一環として、日々の体温や体調などの記録を求めているケースがある。筆者の所属大学では、Moodleのアンケート(Questionnaire)で毎日の入力を求めてきた。該当ログをlogstore_standard_logから抽出して集計したところ、平日は8〜9割の学生が朝の8〜9時台に入力を完了していた。一方、土日祝日は未入力者も増加しており、入力時間帯も1〜2時間ほど遅くなる傾向にあった。入力漏れの防止には、入力状況の周知やリマインド等の仕組み検討も必要と考えられる。
10: 50 - 11: 0010 mins
Room 8201
Stream 2
Integrating Reader in a University-wide Curriculum: Adjusting the Interface for Non-editing Teachers
2016-LAndrew Obermeier
Individual presentationLightning talk (10 mins)
This presentation is intended as part of a stream aimed at fostering the development of Moodle Reader to improve its interface for facilitating cohesion across numerous classes. The main aim of the presentation is to outline the needs of non-editing teachers who must use the plugin. Piloting Reader with two teachers, I found that the plugin’s interface was too simple and limited when set for non-editing teachers, but too complex if those same teachers granted editing permissions. This presentation will focus on which features non-editing teachers need, which features they do not, and how permissions are set accordingly.
11: 00 - 11: 0505 mins
11:00 - 11:1010 mins
Room 8103
Stream 1
moodleをゼロから勉強するためにやったこと
2017-LYoshinori Tanaka
Individual presentationLightning talk (10 mins)
昨年のMoodleMoot2022で具体的にmoodleを知り、中小企業の社内研修サイト、一般向けのオンライン教育サイトを自分で作りたいと、主にmoodleのシステム構築について1年間学習をしてきました。Moodle Docs日本語版やmoodleに関する日本語のkindle書籍ではmoodleシステムの全体像を把握することができずにしばらく苦戦した経験から、主に管理者としてどのようにmoodleを学習するのが良いか、学習につまづいた所、参考になった資料や文献を紹介できたらと思います。
11:00 - 11:4040 mins
Room 8201
Stream 2
H5P for Formative Assessments
2018-PBill White
Individual presentationPresentation (40 mins)
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.
11: 05 - 11: 1005 mins
11:05 - 11:2015 mins
Room 8102
Stream 0
AAOU-Thailand
2019-CKunchon Jeotee
Individual presentationLightning talk (15 mins)
Sukhothai Thammathirat University is the only open university in Thailand. The government created it 44 years ago to provide quality open-distance learning to Thai citizens who do not have the means to attend traditional universities through distance learning. To provide these educational services to Thai citizens, the university continued to explore various technological means of delivering learning materials through the evolution of technology. It started with correspondence education utilizing printed materials and the country's post system and adapted its delivery system according to the availability of new technology. After testing various learning management systems, the management eventually chose Moodle approximately ten years ago as their main platform for delivering teaching materials and hosting interactive activities. However, there were still some needs that had to be addressed, especially regarding assessment, which is a crucial component of learning analytics. This talk focuses on the assessment needs of STOU regarding its implementation of Moodle and its implications on learning analytics needs.
11: 10 - 11: 2010 mins
11: 10 - 11: 2010 mins
Room 8103
Stream 1
動的幾何システムとMoodle小テストを組み合わせた教材作成
2020-LChieko Komoda
Individual presentationLightning talk (10 mins)Using Moodle
Moodleの小テストに,動的幾何システムで作成したHTML教材を組み込むことによって,学生自身が図形やグラフを動かしながら,問題に解答していく探求型の学習スタイルを紹介する。Moodle多肢選択問題と動的幾何システムを組み合わせたり,数式による記述が可能なMoodleプラグインSTACK(数式解答評価システム)と動的幾何システムを組み合わせることにより,探求型の数学問題の作成が可能となるなど問題に多様性が生まれ学生の学習スタイルの幅が拡がると考えられる。
11: 20 - 11: 3010 mins
11: 20 - 11: 3010 mins
Room 8102
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AAOU-Indonesia
2021-LDimas et al
Individual presentationLightning talk (10 mins)
This is about the learning analytics problems and needs of the open university in Indonesia.
11:20 - 11:4020 mins
Room 8103
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The Use of Digital Badges for a Flipped Class
2022-PJun Iwata et al.
Individual presentationPresentation (20 mins)
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.
11: 30 - 11: 4010 mins
11:30 - 11:4515 mins
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AAOU-Pakistan
2023-PNasir Mahmood et al.
Individual presentationLightning talk (15 mins)
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.
11: 40 - 11: 4505 mins
11:40 - 12:0020 mins
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Improve the Group Creation Function and Other Group functionality for forums
2024-PEric Hagley
MAJ R&D grant reportPresentation (20 mins)Using Moodle
This is a MAJ R & D grant report. Here I will outline the problem of moving students between groups and why the present system needs to be changed. Specifically, within the present interface it would be very useful to be able to move multiple students from one group to another within the same screen which presently is extremely time-consuming to do. I will then outline how the grant has been used to try and improve the situation.
11:40 - 12:0020 mins
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11: 45 - 12: 0015 mins
12: 00 - 13: 0060 mins
12: 00 - 13: 0060 mins
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Day 2: Lunch break 昼食休憩
2027-E
00
Take a break, refuel and discuss the days events with your fellow delegates.
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13: 00 - 13: 5050 mins
13: 00 - 13: 5050 mins
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Moodle and the Future of Education
2028-KMartin Dougiamas
Keynote speechKeynote speech (50 mins)
Founder and CEO of Moodle, Martin Dougiamas is best known as leading the team of software developers at the heart of the Moodle project. Martin has an academic background in Computer Science and Education, and his major goal for the future is to improve the quality of education by encouraging social constructionist and collaborative practices within online learning communities. Martin will give an online presentation about Moodle's overall roadmap, changes happening at Moodle. org, and collaborative projects for 2023, such as with the Asian Association of Open Universities, as well as news about OpenEdtech. Global. Moodleの創設者兼CEOであるMartin Dougiamasは、Moodleプロジェクトの中心であるソフトウェア開発者チームを率いていることで、よく知られています。Martinは、コンピュータサイエンスと教育学の学問的背景を持ち、オンライン学習コミュニティにおいて、社会構築主義と協調的実践を奨励することにより、教育の質を向上させることを将来の大きな目標としています。Martinは、Moodleの全体的なロードマップ、Moodle. orgで起こっている変化、アジアオープン大学協会とのような2023年の共同プロジェクト、およびOpenEdtech. Globalのニュースについてオンラインプレゼンテーションを行う予定です。
13: 50 - 14: 0010 mins
13: 50 - 14: 0010 mins
Day 2: Best Open Courseware Awards Ceremony
2029-EMartin Meadows - Room 8101
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Awards will be given to the best Moodle courseware created by MAJ member.
14: 00 - 14: 3030 mins
14: 00 - 14: 3030 mins
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Summary of Learning Analytics Problems and Needs
2030-WDon Hinkelman et al.
Individual presentationWorkshop (30 mins)
In this workshop, the morning talks by seven open universities will be summarized using small group discussions of the kanban board notes.
14:00 - 14:4040 mins
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Moodle based Instructional Design Program at TalTech
2043-PSille Paas et al.
0Presentation (40 mins)
In 2017, Tallinn University of Technology formulated its own e-learning standard and started to implement it through an e-support evaluation project. The project's objective was to go through all of the compulsory subjects to see if all their Moodle courses met the minimum criteria of the standard. This top-down approach caused a lot of frustration among teaching staff, so in 2020 a new bottom-up approach was developed called the “Instructional Design Program”. The overall aim of the Instructional Design Program is to improve the quality of e-courses in Moodle, bringing them in line with the national e-course quality label standards, ensuring greater flexibility of study activities, and developing the Moodle skills of teaching staff. Each semester teachers can voluntarily apply to participate and if accepted, each of them gets an individual instructional designer to help them improve their Moodle course. Halfway through the program we already see the positive outcomes of the reversed strategy - lecturers with advanced Moodle competencies; learning communities being established among teachers; higher positive feedback from students. In our presentation, we will be sharing best practices from our Moodle.
14:00 - 14:4040 mins
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Keep Moodle multimedia file storage low with Google and more
2032-PBob Gettings
Individual presentationPresentation (40 mins)
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.
14:00 - 16:30150 mins
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14: 30 - 14: 4010 mins
14:30 - 14:5020 mins
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Standards and Architecture of Learning Analytics in Moodle
2033-PMatt Perritt
Individual presentationPresentation (20 mins)
Matt, the lead developer of the Moodle LMS platform will walk us through the standards and architecture preferred for this project.
14: 40 - 14: 5010 mins
14:40 - 15:0020 mins
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麻布大学におけるMoodleの導入と実験レポートライティング教育への活用の事例
2034-PKumi Matsui et al.
Individual presentationPresentation (20 mins)
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.
14:40 - 15:0020 mins
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Moodle for Language Revitalization and Culture Preservation
2035-PAdam Jenkins, Matthew Cotter
Individual presentationPresentation (20 mins)
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.
14: 50 - 15: 0010 mins
14:50 - 16:30100 mins
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Ceremonies
14:50 - 15:5060 mins
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Roundtable of Learning Analytics Experts
2036-WRob Figueroa, Moderator
0Roundtable (60 mins)
In this roundtable of Learning Analytics experts, we will hear from various viewpoints on large scale Moodle LMS and project development managers.
15: 00 - 15: 2020 mins
15:00 - 15:4040 mins
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小規模利用の Moodle における10年間の振り返り、そして今後へ
2037-PMitsuru Udagawa, Masumi Kameda
Individual presentationPresentation (40 mins)
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。
15: 00 - 15: 2020 mins
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Moodle Gamification using Level-Up! Plug-in
2038-SCecille Moldez
Individual presentationPresentation (20 mins)
One of the main techniques used in learning platforms to not only enhance motivation and student engagement, but also to reduce dropout rates is gamification [1]. Gamification is applying game mechanisms or elements to motivate and engage users [2]. With the goal of increasing the completion rates of a Massive Open Online Courses (MOOCs) on Artificial Intelligence for Quality Assurance in Education, gamification is proposed in the course’s instructional design. This study aims to deploy game elements in the said MOOC on the Moodle platform. Specifically, this study will include the utilization of Moodle elements such as course completion, activity completion, badges, together with the gamification elements from the Level-Up! Plug-in such as experience points (XP), leaderboard, and game levels. The completion rate is “an important indicator of learner success” [3]. It is also considered one of the aspects of MOOCs' success [4]. From the 76 MOOCs offered by University of the Philippines Open University (UPOU) from 2015 to 2018, the completion rate reported was 10.18% [5]. Will gamification on the UPOU’s MOOCs could characterize the success rate of the course along with the completion rate. REFERENCES [1] Khalil, M. , Wong, J. , de Koning, B. , Ebner, M. , & Paas, F. (2018, April). Gamification in MOOCs: A Review of the State of the Art. In 2018 IEEE global engineering education conference (educon) (pp. 1629-1638). IEEE. [2] Werbach, K. and Hunter, D. (2012), For the Win: How Game Thinking Can Revolutionize Your Business, Wharton Digital Press, PA. [3] Pursel, B. K. , Zhang, L. , Jablokow, K. W. , Choi, G. W. , & Velegol, D. (2016). Understanding MOOC students: motivations and behaviours indicative of MOOC completion. Journal of Computer Assisted Learning,32(3),202-217. [4] Rai, Laxmisha & Chunrao, Deng. (2016). Influencing Factors of Success and Failure in MOOC and General Analysis of Learner Behavior. International Journal of Information and Education Technology. 6. 262-268. 10.7763/IJIET.2016. V6.697. [5] Almodiel, M. C. , Mampusti, K. G. A. , & Tanay, S. (2020). Social Media as Communication and Learner Support Tool in Massive Open Online Courses (MOOCs). In International Journal on Open and Distance e-Learning (IJODEL),6(1).
15: 20 - 15: 4020 mins
15:20 - 16:0040 mins
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Further Improvements to the Moodle Cloze & GIFT Code Generator
2039-PJordan Svien
Individual presentationPresentation (40 mins)
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.
15: 40 - 15: 5010 mins
15: 40 - 15: 5010 mins
Room 8103
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コースのインポート/リストアにおける外部ツールの注意点
2040-CMasaaki Niimura et al.
Individual presentationCase study (20 mins)
我々は,信州大学において Moodle を運用し,動画配信サービスとの連携に「外部ツール」を用いている.授業で Moodle を利用する場合,昨年度のコースなどからコンテンツを取り込むことが多い.「外部ツール」には外部サービスにコースや利用者の情報を伝達する機能があるため,単純なインポート/リストアではコピーに失敗する場合がある.本発表では,信州大学における動画配信サービスとの連携を例に,外部サービス連携の概要や,コースのインポート/リストアにおける注意点について発表する.
15: 50 - 16: 0010 mins
15:50 - 16:3040 mins
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AAOU Next Steps in Moodle Development
2044-WPugoy, Yamada, Dimas, Mir, Dougiamas
Individual presentationPresentation (40 mins)
AAOU Next Steps in Moodle Development
15:50 - 16:3040 mins
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Hosting Online Journal Club Events on a Global Scale using Moodle: A Report from the ResearchIC Project
2042-PJingjing Lin
MAJ R&D grant reportPresentation (40 mins)
Funded by JSPS Grant for early-stage scientists (2022-2025) and MAJ R& D Grant 2022, the project of ResearchIC ( https: //researchic. com, developed using Moodle) has two goals. First, it aims to develop a new model of measurement for educational research literacy (research aspect). Second, it will create an online platform solution that can allow educational researchers and students to h ost and attend Online Journal Club Events, and to share the academic literature reading experience not only within the community but also with the global audience on the internet (practice aspect). This presentation will (1) introduce the preliminary findings from a literature review on educational research literacy's measurement and evaluation, (2) report the platform developmental progress in the project's first year between April 2022 and March 2023, and (3) describe the development of an educational research literacy training intervention based on the book of Shank and Brown (2013) titled "Exploring educational research literacy". The ResearchIC project has the potential to create and lead a new branch of research and practice crossing the domains of eLearning, researcher development, and pedagogy.
16: 00 - 16: 1010 mins
16: 00 - 16: 1010 mins
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16: 10 - 16: 3020 mins
16: 10 - 16: 3020 mins
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Process of Community-led Development
2041-PAurelie Soulie
Individual presentationPresentation (20 mins)
Process of Community-led Development
16: 30 - 17: 3060 mins
16: 30 - 17: 3060 mins
Day 2: MAJ Annual General Meeting 年次総会
2045-E
00
The president will chair the meeting in which we will here reports from officers, and discuss plans for the coming year.
18: 00 - 20: 00120 mins
Feb 17th (Fri)
08: 45 - 09: 1025 mins
08: 45 - 09: 1025 mins
Day 3: Registration レジストレーション
3001-E
Refreshment
Here we go for the 3rd and final day of the conference.
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Ceremonies
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09: 10 - 09: 5040 mins
09:10 - 10:50100 mins
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Ceremonies
09: 10 - 09: 5040 mins
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09: 10 - 09: 5040 mins
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09: 30 - 09: 5020 mins
09: 30 - 09: 5020 mins
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Who is speaking? Who is Listening? Analyzing Learner’s Interaction Patterns in Online Discussion Forums
3004-LMyra Almodiel
Individual presentationLightning talk (10 mins)
In an online learning environment where students do not have physical interactions with instructors, observing their interaction patterns is quite a challenge. As more schools all around the world move from traditional to virtual classrooms, it is important to have a deeper understanding of student participation in an online learning setting, especially in the Philippine setting where it is relatively very scarce or not investigated at all. For the past decades, interest in research studies focusing on how interaction and learning take place in a student-centered online learning setting has elevated among online learning advocates and practitioners. The type of interaction in online discussion forums when a participant communicates with other online participants through contributing posts and replying to others’ posts is referred to as the speaking interaction pattern. These are the interactions that are more visible to the participants in the online classroom. On the other hand, the listening interaction pattern is the type of interaction between online participants when a participant accesses, reads, or views forum posts they contributed by other participants. These interactions among participants are not easily visible or not visible at all to the students since these activities can only be seen by extracting records from the log records in the learning management system (LMS) and they are only accessible to the teachers or LMS administrators. It is crucial, that In order to have a deeper understanding of student participation in an online learning setting, one must be able to look both at instances when students speak and also when they listen. To analyze the interaction patterns of students, data from an open-source learning management system (LMS) called Moodle, including forum posts, views, and log-ins were extracted and analyzed. This study adapted Wise’s listening patterns taxonomy using the listening breadth, revisitation, and temporal contiguity dimensions and seven variables based on the availability of data in the learning management system to describe and classify the characteristics of the listening patterns of the students. This study is an attempt to analyze the interaction patterns (speaking and listening) of online learners by looking into the log records of students’ activities including forum posts, views, and session log-ins extracted from nine asynchronous discussion forums in an online graduate course.
09: 30 - 09: 5020 mins
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Developing an open source vocabulary level test
3005-PJustin Hunt
Individual presentationPresentation (20 mins)
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.
09: 50 - 10: 1020 mins
09: 50 - 10: 1020 mins
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Assessment Issues in Moodle: The Case of the ASEAN Studies Graduate Program
3006-PJean Saludadez et al.
Individual presentationPresentation (20 mins)Using Moodle
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.
09: 50 - 10: 1020 mins
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09: 50 - 10: 1020 mins
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ユーザカスタマイズ可能な、MoodleとSISの連携
3007-PTakahiro Sumiya et al.
Individual presentationPresentation (20 mins)Moodle in traditional educational settings
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。
09:50 - 10:5060 mins
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クラウドサービス上でMoodleを稼働させるための注意点
3008-STakayuki Fuwa
Individual presentation
近年、教育機関においてもAmazon Web ServicesやMicrosoft Azure、さくらのクラウド等パブリッククラウドを導入し、校務システムやイーラーニングシステムを構築するケースは増加している。パブリッククラウドは非常に便利な反面、柔軟性による思わぬセキュリティホールの発生など、注意する点がいくつか存在する。本発表ではケーススタディとして、実際のパブリッククラウド構成例を幾つか提示して、アンチパターン(やってはいけない例)及びベストプラクティス(推奨されるべき例)を、公平な立場で紹介する。(特定のクラウド業者が有利にならないよう紹介を行う)
10: 10 - 10: 3020 mins
10: 10 - 10: 3020 mins
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Stream 0
Innovative Pedagogical Needs of Undergraduate University Students in Southeast Asian Open Universities
3009-LRob Figueroa et al.
Individual presentationLightning talk (10 mins)Students' perspectives
This lightning talk will present the research design and preliminary results of a survey study conducted among undergraduate students in five open universities in Southeast Asia. The survey study aims to identify the current needs of students that could be addressed by emerging technologies that could be integrated into their learning management system (LMS). Since the majority of the respondents are using Moodle as their LMS, results from this study may contribute to the future direction of feature development of Moodle.
10:10 - 10:5040 mins
Room 8201
Stream 2
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の提案と試作
3011-PShota Yokoi, Tomokazu Hayakawa
Individual presentationPresentation (40 mins)
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。
10: 30 - 10: 5020 mins
10: 30 - 10: 5020 mins
Room 8102
Stream 0
Learning Analytics and Immersive Technology: Issues and Trends
3012-PEric Hawkinson
Individual presentationPresentation (20 mins)
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.
11: 00 - 11: 5050 mins
11: 00 - 11: 5050 mins
Room 8101
Ceremonies
The Dawn of La Métaversité - Connecting Moodle to the Metaverse
3013-KThierry Koscielniak
Keynote speechKeynote speech (50 mins)
The Conservatoire National des Arts et Métiers in Paris (Le Cnam) was founded by a revolutionary abbot during the French Revolution with the motto ‘teach everyone, everywhere’. This is very appropriate for a distance learning institution, and, in fact, distance-based courses were first introduced there in the 1960s. It teaches mainly vocational courses, with 180 associated learning centres located all over the world and about 52,000 students on its books in 2021. They have always been at the forefront of educational technology. Le Cnam aims to make XR more accessible as one of six founder members of the France Immersive Learning Federation. This supports XR projects in a range of disciplines and owns and runs the Immersive Learning Lab for consultancy and training.
12: 00 - 13: 0060 mins
12: 00 - 13: 0060 mins
Room 8102
Stream 0
Day 3: Lunch break 昼食休憩
3015-E
Refreshment
Take a break, refuel and discuss the days events with your fellow delegates.
Room 8101
Ceremonies
Room 8102
Stream 0
Room 8103
Stream 1
Room 8201
Stream 2
Room 8202
Stream 3
13: 00 - 13: 5050 mins
13: 00 - 13: 5050 mins
Room 8101
Ceremonies
教育・学習データの利活用におけるポリシーの必要性と今後の展望
3016-KHiroshi Ueda
Keynote speechKeynote speech (50 mins)
MoodleをはじめとするLMSの活用の進展に伴い、LMSに蓄積されたものを含む教育・学習データの利活用に基づく教育支援が期待されています。本講演では、そのために、(1)教育・学習データ利活用プロセスの設計 (2)学習者・教職員をはじめとするステークホルダーが納得し、お互いを守るための文書化されたポリシーが必要であることを主張します。これらを実装する具体的取り組みとして、大学ICT推進協議会(AXIES)で策定・公開した「教育・学習データ利活用ポリシーのひな型」を紹介します。2020年に公開した同ひな型は、個人情報保護法の抜本的改正、また各機関からのフィードバックを受け、2022年に改訂を行いました。講演を通じ、「LMSと人の学びの関係」「教育・学習データは誰のものか」に関する議論を提起します。Necessity and Future Prospects of Policies for Utilization of Educational and Learning Data As the use of LMSs such as Moodle continues to advance, educational support based on the utilization of educational and learning data, including that stored in LMSs, is expected. In this presentation, I will argue that this requires (1) the design of a process for utilization of educational and learning data and (2) a documented policy that learners, faculty members, and other stakeholders agree on and protect each other. As a concrete effort to implement these policies, I will introduce the "Model for Educational and Learning Data Utilization Policy" developed and published by the Academic eXchange for Information Environment and Strategy (AXIES). The model was revised in 2022 based on the revision of Act on the Protection of Personal Information and the feedback from various organizations. Through this presentation, I will raise discussions on "relationship between LMS and human learning" and "to whom educational and learning data belong to. ” (presented in Japanese with some English slides)
13: 50 - 14: 0010 mins
13: 50 - 14: 0010 mins
Room 8101
Ceremonies
Day 3: Best Moodle Innovation Awards Ceremony
3017-EMain Hall - Room 8101 - Elton LaClare
00
Come and hear about some of the innovations that MAJ members have created in the last year.
14: 00 - 14: 1010 mins
14:00 - 16:00120 mins
Room 8101
Ceremonies
14:00 - 14:2020 mins
Room 8102
Stream 0
Design and Implementation of Spatial Learning Analytics in Distance Education
3018-PKamran Mir
Individual presentationPresentation (20 mins)
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.
14:00 - 14:4040 mins
Room 8201
Stream 2
詳細な学習履歴を蓄積するためのxAPIログストア・プラグインの改善
3020-STomoya Saito et al.
Individual presentationPresentation (40 mins)
Learning Lockerはオープンソースの学習レコードストアであり、学習管理システム等で発生した学習履歴をxAPI規格に準拠した形式で蓄積する。開発元のLearning Pool社が公開・提供するxAPIログストア・プラグインを用いることにより、Moodleの学習履歴をLearning Lockerに蓄積することが可能であるが、従来のプラグインはいくつかの問題点を抱えている。第1に、サポートされている活動プラグインが少ないため、学習履歴が記録されない活動・リソースが多い。第2に、サポートされている小テストの問題タイプやフィードバック等の設問タイプが少ない。そのため、個々の問題文(設問文)や解答(回答)、正誤が記録されないケースが多い。第3に、小テストやフィードバック等において未解答(未回答)の問題(設問)があるとプラグインの処理過程においてエラーが発生し、学習履歴が記録されない。我々はxAPIログストア・プラグインを独自に修正することにより、これらの問題点を改善した。本発表では、これらの対応事例、並びにLearning Lockerの運用を通じて得られた留意事項について報告する。
14:00 - 14:2020 mins
Room 8202
Stream 3
Want more engagement in forums? Here comes the ReactForum Extension Plugin!
3021-PMatthew Cotter
MAJ R&D grant reportPresentation (20 mins)
ReactForum extension plugin was developed with the support of a MAJ R& D grant and allows users to react to Forum posts and replies by quickly clicking buttons set by the teacher, similar in functionality to social media ‘like’ buttons. Buttons can be created using text, or by inputting images and any number of buttons can be added. Results and tallies of ‘reactions’ are shown in both the metric data and user reports on the International Virtual Exchange (IVE) dashboard. This short online presentation will show some examples of how the ReactForum could be used in the IVE or other educational situations and also show where the plugin can be obtained.
14: 10 - 14: 2010 mins
14: 20 - 14: 4020 mins
14: 20 - 14: 4020 mins
Room 8102
Stream 0
Best Practices Managing and Optimizing Moodle for High-Load and High-Performance LMS System ( An Universitas Terbuka Case Study)
3022-PDimas Prasetyo et al.
Individual presentationPresentation (40 mins)
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.
14: 20 - 14: 4020 mins
Room 8202
Stream 3
Use of user tour, contact form, and accessibility plugins in enhancing a Moodle-based virtual conference experience
3023-PVerna Banasihan et al.
Individual presentationPresentation (20 mins)
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.
14: 40 - 15: 0020 mins
14:40 - 15:2040 mins
Room 8102
Stream 0
Formative Assessment in Moodle
3024-PRob Hirschel
Individual presentationPresentation (40 mins)
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.
14:40 - 15:2040 mins
Room 8103
Stream 1
Moodle APIを活用した複数サーバの運用の実践例とオリジナルAPIの紹介
3025-PYoshimasa Ohnishi et al.
Individual presentationPresentation (40 mins)
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。
14:40 - 15:2040 mins
Room 8202
Stream 3
Creating a Multi-Lingual User Guide in Moodle
3027-PThom Rawson et al.
Individual presentationPresentation (40 mins)
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.
15: 00 - 15: 2020 mins
15: 20 - 15: 4020 mins
15:20 - 16:0040 mins
Room 8102
Stream 0
From Showcase to MoodleNet: Problems and Progress
3028-PMartin Meadows
MAJ R&D grant reportPresentation (20 mins)
This presentation will report on the progress of developing a MAJ MoodleNet instance and transitioning the platform for open courseware sharing from the currently used MAJ Showcase to a localized MAJ MoodleNet installation. For many years now, the MAJ Showcase has allowed members to share courseware and other educational resources with fellow Moodle users. It is a Moodle instance with some customized plugins that allow contributors to easily upload their courseware, add relevant metadata, and update previously shared material to newer versions. Users can easily download the shared courseware and post reviews and ratings. MoodleNet is the officially Moodle-sanctioned system for sharing and curating Open Education Resources, and has been undergoing rapid development and increasing integration with Moodle itself. MAJ is currently developing its own MoodleNet instance with the long-term goal of eventually transitioning from the Showcase to a customized MAJ MoodleNet site that will be federated with a worldwide network of locally curated sites. MoodleNet 3, released late in 2022, has made such federation possible. This presentation will discuss differences between the Showcase and MoodleNet, what has been learned so far in the process of developing a MAJ MoodleNet instance, and issues that remain to be resolved.
15:20 - 16:0040 mins
Room 8103
Stream 1
DripRelease: A plugin for incremental delivery of quizzes, assignments and other activities
3029-PChristopher Tempest et al.
Individual presentationPresentation (40 mins)
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.
15: 20 - 15: 4020 mins
Room 8201
Stream 2
Moodle標準モジュールにおけるJavaScriptの活用
3030-SJun Saito
Individual presentationPresentation (20 mins)
Moodle は標準モジュールをデフォルトの設定で使用してもさまざまな用途に対応可能だが,より強力で先進的な機能を導入するためには,サイト全体の設定変更やプラグインの追加等が必要となる。しかし,そのようなサイト管理は一般の教師ロールのユーザでは実行できず,また,必ずしもユーザが望む機能が既存の設定オプションやプラグイン等で実現できるとは限らない。そこで本研究では,JavaScript を用いることで管理者権限なしに Moodle の標準機能を拡張・強化する可能性を検討し,いくつかの簡易的な実装を試みた。現時点で,授業等の実践における教育効果等の具体的評価は未実施である。報告では,コース UI やデザインの制御,H5P コンテンツの表示制御,クイズや課題の動作制御,ページの動的生成,クラウドストレージとの連携等について紹介するとともに,学習分析への展開可能性,および JavaScript を使用する上での留意点についても議論したい。
15:20 - 16:0040 mins
Room 8202
Stream 3
Moodle Psychometric Test plugin
3031-PJason Hollowell
Individual presentationPresentation (40 mins)
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。
15: 40 - 16: 0020 mins
15: 40 - 16: 0020 mins
Room 8201
Stream 2
Moodle を連携活用した直近3年間の大学初年次教育
3032-PMasumi Kameda, Mitsuru Udagawa
Individual presentationPresentation (20 mins)Moodle in traditional educational settings
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。
16: 00 - 16: 3030 mins
16: 00 - 16: 3030 mins
Day 3: Closing Ceremony 閉会式
3033-E
Ceremonial event
Some final words to bring the conference to a close.