Teaching Do's

翻訳中：Tatsuro Ueda 2006年8月8日 (火) 15:30 (WST)

Moodleに基づいた経験を通して一緒に学ぶよう、生徒たちにはたらきかけよう

Moodleは、テキストや画像やリンクを扱うだけのものではありません。他の人に経験させるような何かを構築しているとき学習は特に効果的だということを仮定するMoodle 哲学が存在します。Moodleは頭の中の共同作業とともに生まれたのです。

Webに投稿された本としてではなく、ともに学ぶ仲間として、活動的な学習集団として、Moodleを一緒に経験するよう、あなたの生徒たちにはたらきかけてください。

これはあなたの「教師」としての仕事は、「知識の源」から、生徒たちが学習するのに必要としているものに当たる個人的な方法で生徒たちとつながって、あるいは生徒たちを正確に学習目標へと導く議論や活動を調整して、影響する者、クラス文化の役割の代表となることへと、変わりうるということを意味します。

Do encourage students to learn together through shared Moodle-based experiences

Moodle is not just about text, images and links. There is a Moodle philosophy that presumes that that learning is particularly effective when constructing something for others to experience. Moodle was born with collaboration in mind.

Encourage your students to experience Moodle together, not as a book that has been posted to the Web, but rather as members of an ongoing, active learning community.

This means that your job as a 'teacher' can change from being 'the source of knowledge' to being an influencer and role model of class culture, connecting with students in a personal way that addresses their own learning needs, and moderating discussions and activities in a way that collectively leads students towards the learning goals of the class.

セキュリティ意識を持つように生徒にはたらきかけよう

すべてのWebサイトに対して（たとえあなたのMoodleサイトに対してであっても）個人情報を投稿することについて生徒たちはとても慎重にならなければならない。この領域の常識を使うようはたらきかけてください。

Do encourage students to be security-conscious

Students should be very careful about posting personal information to any web site, even your Moodle site. Encourage them to use common sense in this area.

小さく始めよう、大きく考えよう

もしあなたがコース管理システムを触ったことのない、新しくMoodleを始める未経験者であれば、簡単で単純な何かから始めることを検討してください。例えば授業計画を投稿するためのWebページ資源と便利なネット上のリソースへのリンクをつくることなどです。十分慣れるまでこれを続けてください。それから、指示が必要なときに、他のモジュールに移ってください。たとえば、あなたの演習の中のそのときのイベントについて議論する小さなフォーラムかもしれません。

Moodleはとても頑健で初心者を押しつぶすかもしれません。この取り掛かり方は、押しつぶされることを避ける手助けになるでしょう。心配しないでください、ほんの数週であなたは狂ったようにMoodleしているでしょう！

Do start small but think big

If you are new to Moodle and have no experience with other course management systems, consider beginning with with something easy and strightforward, like creating a web page resource to post lesson plans and links to helpful online resources. Do that until you are really comfortable. Then, as your needs dictate, move on to other modules: maybe a little forum to discuss current events in your discipline, for example.

Moodle is very robust and can overwhelm a novice. This approach can help you avoid that. Don't worry, in a few weeks, you will be Moodling like crazy!

保存、保存、保存

5分ないし10分おきにあなたの仕事を保存してください。あなたのブラウザが何か大きなものの途中でかたまる「前に」この習慣を身につけてください。そうすれば、あなたは決してすばらしい刺激的なMoodle操作の数分以上の何も失わないでしょう。あなたの生徒たちにも同じことをするようにはたらきかけてください。もし30分か40分かそれ以上の作業を失ったら、彼らはとてもイライラするでしょう。早い時期に生徒たちに数分おきに保存するよう教えるのが一番良いです。生徒たちに作業を保存することを思い出させるために、あなたはキッチン・タイマーを使いたいと思うかもしれません。

Do save, save, save

Please save your work every five to ten minutes. Develop this habit BEFORE your browser locks up in the middle of something big and you will never lose more than a few minutes of your wonderful, inspired Moodling! Encourage your students to do the same. They become quite frustrated if they lose their work after thirty or forty minutes or more. It's best to teach them early on to save every few minutes. You might even want to use a kitchen timer to help remind them to save their work.

生徒たちにログがどのように働くかを見せましょう

クラスのWebサイトの中で生徒たちがどこへ行き何をしたかあなたは監視することができるということを生徒たちにしっかり理解させてください。生徒たちに、生徒たちがそのサイトでクリックしたときに生成されたログの例を見せてください。

Do show students how the logs work

Make sure that students understand that you can monitor where they go and what they do on the class web site. Show them an example of the logs that are generated as they click around the site.

短くて助けになる概要をあなたのリソースに入れましょう

生徒たちがリソースリンクをクリックしたとき、リソースのタイトルだけを見るよりも、そのリソースについての何かの説明が付いていたほうが、助けになります。多くの教師は概要をとばそうとしますが、これは立った数分で加えることができ、そうすることはあなたの線とたちや同僚たちに対する親切な行為なのです。

Do enter brief, helpful summaries for your resources

When students click on the resources link, it is helpful for them to see not only the title of the resource, but also some descriptive information about that resource. Many teachers prefer to skip the summary, but it takes only a few moments to add one and doing so is an act of kindness toward your students and colleagues.

ファイル:resources.png

Summaries tell your students about the resources in a course.

Do set an enrollment key

Unless you want the whole world to join your course (possible, but usually not the case), do not leave the enrollment key field blank in the course settings. This one-time password will keep out everyone except your students.

If necessary, change the key after all of your students have enrolled. That way, the students won't be able to share the key with others, because they won't know it.

You set your enrollment key when specifying the settings of your course. It is part of the course setup.

Do encourage students to think before they post

Many students have a very casual approach to posting to forums. This presumably comes from their many online interactions with their friends. This may be what you are looking for, but you will often want more thinking than that to occur when students are communicating in your class. Encourage students to consider the advice built into Moodle about being a little more critical in one's approach to forum interactions.

Just click for helpful advice. Encourage students to make use of the built-in suggestions about reading carefully, writing carfefully, and asking good questions.

Do use labels to appropriately divide/annotate your course sections/weeks

If you use labels INSTEAD of the default topic/week editing section, you'll have less trouble when you migrate portions of your course over to another (when you append and don't overwrite, section notes are lost, but labels are not).

Do set up your new course (weeks/topics, number of sections, etc...) prior to importing/overwriting with another course

Moodle doesn't know how to put 20 modules or weeks into 10, and won't automatically change the destination course. It does migrate all the content, but the location of the content will be more what you expect if you make the course layout match the source course. (note, this is 1.5.3 - and may be changed in the future)

Do encourage student feedback about course structure, usability, content etc.

Your students will be the experts who will be able to tell you if you have set up your course well, if they found it to be user friendly, and so on. Be sure to ask them for constructive feedback about what works and doesn't work. Their responses may sting a little, but can be very helpful. The choice, questionnaire and feedback modules are good for this purpose. Moodle also makes it very easy for you to act on that feedback and modify your course as necessary on the fly.

Do hide menu options on internal resources pop-up windows

When you create a resource that is a text page, webpage, or internal file that opens in the browser, use the "Show settings" button to make the window pop-up options available. By setting these resources to open up as a secondary window, you can leave your main moodle course page as a "launch platform" for your course. Using the additional options, you can create a nice streamlined window without all the normal browser menus. You can even size the window. It's a good idea to leave the allow scrolling and resizing windows available, as you may not always be able to predict how much screen space you need. Once the participant has viewed the window, they simply close it, taking them smoothly back to the course page.

Do create custom grading scales

You can create your own scales of grades, comments, etc. to use in forums, glossaries and assignments. This can be very useful and it can even be fun. In fact, you might consider having your students help you create a custom grading scale. (K-12 Teachers: Why not vote for the coolest scales using the choice module?)

Do share with colleagues

Communicate often with colleagues here at moodle.org, at your own school, and anywhere else you discover moodlers. Each person you meet will have different ideas to enhance your own creativity in your use of moodle resources. When you find that something works well, always share it with others!

Do teach students to modify subjects in forums

It is an act of kindness to helpfully modify subject lines in forums. This helps participants follow the flow of the online conversation. It is a little hard to know what is going on when the subject About Bobo appears fifty times in a row. It is easier to follow when you have Bobo was a victim, I like Bobo, but..., and What this country needs is a ten thousand men like Bobo!

See also

• Teaching Good Practices (K-12)
• Teaching Don'ts