Speaker
Description
This presentation introduces a learner-directed, self-paced English course designed for re-takers, built around a textbook that is no longer in print. Rather than treating the lack of availability as a limitation, the course redesign uses Moodle’s activity and access controls to transform static textbook content into an adaptive learning pathway that supports individual pacing, motivation, and sustained engagement.
The course is structured so that learners progress at their own pace, with some units becoming available based on calendar dates, while others are unlocked through demonstrated achievement in previous units. This design allows students who need additional time to work deliberately, while enabling more confident learners to advance without unnecessary delay. Conditional access is used not only as a gatekeeping mechanism, but as a motivational scaffold that makes progress visible and meaningful.
To support this structure, the course makes use of the following Moodle modules and functionality:
• Quiz activities are used not only for assessment, but also to present reading material through embedded fill-in-the-blank, multiple-choice, and short-answer items, allowing learners to actively engage with the text rather than passively consume it.
• Read Aloud (Poodll) is integrated to support pronunciation practice and listening-speaking connections, particularly important in a self-paced environment where live classroom interaction is limited.
• Record in HTML editor (Forum) is used to create private, asynchronous audio exchanges between instructor and student, preserving an interactive, dialogic element within an otherwise individualized course structure.
• Completion conditions and restricted access are employed to manage learner progression, ensuring that key skills are demonstrated before students move on to subsequent units.
• Activity open and close dates provide temporal structure and gentle pacing guidance, helping learners maintain momentum without enforcing a one-size-fits-all schedule.
The session will focus on how these Moodle tools were combined to repurpose an out-of-print textbook into a motivating, learner-centered course that retains meaningful interaction while adapting to the proficiency level and learning speed of each individual student. Practical design decisions, challenges, and lessons learned will be shared, making the session especially relevant for educators working with re-takers, mixed-ability classes, or constrained teaching resources.
| 発表日の希望 / Preferred Day | 2月28日（土）/ February 28 Saturday |
|---|---|
| MAJ R&D Grant | いいえ |
