Moodle has been used as an e-learning platform since 2013 in JAIST. These presentations show how it was used to facilitate course alignment and student management, and how it was used for a highly technical graduate level course. By giving examples of how to use Moodle in graduate education, it is hoped that other JAIST instructors will develop interest in using e-learning in their own courses.
Date: Thursday, February 25, 2016
Time: 3:30 p.m. - 4:30 p.m. (4:10 p.m. - 4:30 p.m. for Q&A)
Place: KS Lecture Hall (2F of the School of Knowledge Science Building)
Subject: e-learning using Moodle
Speakers:
HINCHEY, Dubhgan Kyle-Arleas Research Lecturer, Institute of General Education
KURKOSKI, Brian Michael Associate Professor, School of Information Science
Speaker: Brian Kurkoski, Associate Professor, School of Information Science
Abstract Moodle was used as an e-learning platform for the I232E Information Theory course at JAIST in 2013-2015. This presentation shows how it was used for a highly technical graduate level course. The most important aspects are (1) on-line homework assignments (2) discussion forum, (3) ease of implementing the flipped classroom and (4) a unified, web-based interface for presenting material to students. Students receive a large number of benefits from the online system, for example, rapid feedback on the results of homework assignments. The instructor also benefited in unexpected ways, such improved communication with students and ease of evaluating students' work. By giving examples of how to use Moodle in graduate education, it is hoped that other JAIST instructors will develop interest in using e-learning in their own courses.
Speaker: Dubhgan Hinchey, Research Lecturer, Institute of General Education
Abstract The Technical Communication Education Program in 2014 started hosting all course material on the e-learning platform, Moodle. This presentation will show how it was used to facilitate course alignment and student management. The most important aspects are (1) support for Learning Outcomes, (2) creation of multiple reports of student progress and access, (3) auto generation of unique quizzes, and (4) managing student papers submissions and meetings in a Writing Lab course. Students benefited from the transparency of the online courses with regards to graded assignments, their current grade, and future assignments to be completed. The instructors were aided by installing the most popular software modules to customize course layout and design with support via the Japan Moodle community and the subsequent larger, global Moodle community.