オンラインテキスト
作成中です - Mitsuhiro Yoshida 2010年4月12日 (月) 16:03 (UTC)
この課題タイプでは、学生に標準的なMoodle編集ツールを使用したテキストの提出を求めます。
教師は、提出されたテキストをオンライン上で評定することができます。また、コメントを追加したり、変更することも可能です。オンラインテキストおよびブログは、非標準モジュールの日誌モジュールと置換されました。
設定
課題を追加/編集するにて課題の概要を設定するのに加えて、以下の設定があります。
課題の再提出を許可する
デフォルトでは、教師が評定を終わった場合、学生は課題を再提出することができません。あなたがこのオプションを有効にした場合、提出課題の評定後であっても、学生による課題の再提出が (あなたにとっては再評定が) 許可されます。これは、教師が学生に対して、繰り返し作業により、より良い仕事をできるよう励ますことに関して有用です。
教師にメール通知する
有効にした場合、学生が課題を追加または更新するたび、教師がメール通知されます。例えば、コースが分離グループを使用している場合、他のグループに所属する教師は、特定のグループの学生の課題投稿に関して、メール通知が制限されます。
インラインコメント
If this option is selected, then the original submission will be copied into the feedback comment field during grading, making it easier to comment inline (using a different colour, perhaps) or to edit the original text. Of course even if the teacher makes inline comments and changes, the student's original submission is kept intact.
If inline comments are not permitted, then the teacher will see the student’s submission and a separate area for making comments.
解答テンプレート
allows the teachers to present a template for students to fill in their answer, instead of a blank (empty) page. (it is a patch to version 1.9.x : http://tracker.moodle.org/browse/MDL-19299 )
教育的効果
As reflective learning and formative assessment have a greater presence in education today, the online text assignment proves a useful way for students to record their thoughts and feelings about a particular topic or theme within the Moodle environment itself. Tutors can set up online text activities that ask students to reflect on both rhetorical or assigned questions depending on the learning outcome or goal.
Online text assignments can also be free spaces set up by the course tutor for students to reflect at moments of their own choosing within a course. It is perfectly acceptable to make use of the online text assignment as a private space for personal learning and reflection in some instances (ie. no tutor feedback) and as a collaborative space between tutor and student in others (ie. tutor feedback, comments and/or short discussions). Pedagogically, both methods of using the activity are good learning models for the former allows students a reflective space of their own to develop their ideas, whilst the latter gives them a space of private support with you that provides them with reliable feedback.
How you decide to monitor online text activities is, of course, up to you. The most significant element of monitoring is to provide students with clear guidance of when and how this will take place. For instance, if you do not plan to monitor the activity at all, be sure to inform the students that this is a private space for their own personal use (although tutors will be able to read entries) and be clear that no feedback will be provided. Alternatively, if you wish to make contributions in the form of feedback, be sure to inform the student that, for example, they can expect feedback and comments from you once a week or every two weeks. In terms of feedback and expectation levels, keeping communications between you and students very clear will ensure a level of trust necessary to build and maintain a community in your e-learning environment.
