Teaching With Moodle

In the 21st century, education needs to be given serious thoughts and discussions needs to be given to the future of human society.  This means that the function of education on which human progress depends in Africa, to a large extent needs to be reviewed. This article explores John Dewey’s assertion of “education is not preparation for life but life itself” through a review of literature. The author’s interest in this article is to critic this assertion and show how this has implication to the education policy makers, the teachers and the students
The Article is based on empirical literature review to critic John Dewey’s Assertion and find out its implications on the teaching and learning in our schools
The findings imply that John Dewey’s assertion has implications on curriculum development, methods of teaching and learning. The teacher’s role of linking students’ personal experiences and characteristics to the material studied is very important.

Student Diary Pro (SDPro), an online portfolio tool, is used in all three faculties within Athlone Institute of Technology (Science, Business and Engineering) and at various levels of study. However, this case study is based on the use of the tool within the Department of Social Sciences and Design. The BA (Hons) in Social Care Practice is a well-established programme within the Institute and has a
placement component embedded across each year. The online portfolio tool was used to capture student learning while on placement, in the form of diary entries, and provide formative feedback on their learning. The use of the online portfolio tool is primarily within the context of assessment FOR learning. Students are given formative feedback while on placement and are encouraged to use this feedback to improve their work before the final submission date, where the focus is then on
assessment OF learning.

In most Australian correctional jurisdictions, prisoners are not allowed access to the internet precluding them from participating in higher education online. Making the Connection is an Australian government funded project which is taking digital technologies, that don't require internet access, into prisons to enable prisoners to enroll in a suite of pre-tertiary and undergraduate programs. A version of the University of Southern Queensland's learning management system has been installed onto the education server of participating prisons. The second stage of the project will see notebook computers preloaded with the learning management system and course materials, allocated to participating prisoners. At the time of writing, the project has been deployed at thirteen sites in Queensland and Western Australia, with a further three sites coming on board in time for semester I 2016 and negotiations underway for further rollout to Victoria, New South Wales, South Australia, Tasmania, the ACT and the Northern Territory.

В статье рассматриваются перспективы внедрения дисциплины «Профессионально ориентированное программирование» при обучении лингвистов-преподавателей; указывается на ее соответствие ФГОС ВО по направлениям подготовки «45.03.02 Лингвистика» и «45.04.02 Лингвистика»; в качестве предмета изучения выбираются языки программирования HTML (включая CSS и JavaScript) и Python (включая PyQt5 и web2py); дается краткий обзор двух учебных пособий по новой дисциплине.
Выходные данные: Горожанов А. И. Дисциплина «профессионально ориентированное программирование» для лингвистов – потенциальных авторов электронных учебников // Труды международного института языков государств – участников СНГ и института регионоведения консорциума гуманитарных университетов государств – членов ШОС. – М.: ФГБОУ ВО МГЛУ, 2015. – 190 с. (Сетевое электронное научное издание «Вестн. Моск. гос. лингвист. ун-та»; вып. 25 (736). Серия Языкознание и литературоведение). – С. 147–156. – ISSN 2309-9208. – СМИ Эл. № ФС 77-59634.

Целите на разработката са проучване на нивото на
използване на информационни и комуникационни технологии в
обучителния процес в колежа и готовността на преподавателите да
използват система за управление на електронно учебно съдържание,
както и анализ на обратната връзка от преподавателите за проведен
кратък курс за работа с Moodle. Представени са резултати от
проведената анкета. Направени са изводи за предпоставките,
пречките и приложимостта на електронното обучение в контекста
на медицинското образование в медицински колеж.

Creating test with numerous items in Moodle can be tedious and less intuitive compared to conventional method. This study aims to determine the Markdown to Moodle performance in easing the test construction process and explain the underlying factors of the behavioral intention to use the application. Markdown to Moodle is an application that allows users to type the bulk of test items directly to the browser and generates .doc, .md and .xml files stored in the local drive. The .xml can be imported to Moodle test bank. This lessens the time of creating test items one at a time in the Moodle. A training and a survey were conducted among teachers with Moodle usage experience. Results from this study allowed the researchers to determine the usability of the application and the users behavioral intention. This highlights the workflow continuity in test construction as a key factor in the usage and performance of the application.

Il contributo intende analizzare alcuni aspetti dell’educational technology, prestando particolare attenzione alle politiche promosse in Italia, alle competenze digitali possedute da studenti e docenti, alle metodologie innovative e agli strumenti digitali a costo zero.
Si descrive in seguito un nuovo modello progettuale per la programmazione e la realizzazione delle Unità di Apprendimento (UdA), mostrando un esempio applicativo per la letteratura latina avente quale oggetto la commedia plautina 'Miles gloriosus. Al termine dell’UdA, si propongono due compiti autentici e una nuova griglia per la loro definizione.

Slide dell'intervento "Creare Contenuti Interattivi per Moodle con H5P" tenuto il 27/11/2020 durante il MoodleMOOT 2020 organizzato da AIUM - Associazione Italiana Utenti Moodle.

Registrazione: https://www.youtube.com/watch?v=uC7RQq0pnXc&feature=youtu.be&t=5400

MOODLE накратко
Книгата дава полезни практически насоки за използването на виртуалната учебна среда (система за управление на съдържанието) Мудъл как да трансформираме традиционни присъствени курсове в електронни и електронни дистанционни курсове. Демонстрираме възможностите на средата и предлагаме методически решения за учители, които биха искали да направят обучението ефективно, лесно и интересно.
Тук ще намерите идеи и примери, които сме подбрали в резултат от дългогодишни обучения и практика. Освен описание на това какво може да правим с помощта на всеки модул на електронната среда, ще преминем през целия процес на анализиране, планиране, дизайн, прилагане и оценяване на електронното обучение. С помощта на практични таблици и указания, стъпка по стъпка ще създадем или трансформираме собствен курс, лесен за поддържане, адаптиране и осъвременяване.
Книгата е ориентирана към широка аудитория на преподаватели и учители от всички степени на образование. Предполага наличие на инсталиран Мудъл и администрирането му от техническо лице (описани в  MOODLE накратко (за администратори))

The book deals with crucial and interrelated matters in education as stated in the following: Postmodern educational philosophies and educational technologies in foreign language education- Assessment, evaluation, observation, quantitative and qualitative procedures and processes for lifelong learning, self-instructed, differentiated, and intrinsically motivated actions that trigger flow and improved outcomes.

This article presents an overview of some of the most relevant characteristic of forums in Moodle platform. It discusses its pedagogical framework, main features, situations that threat a positive, friendly environment. It reviews good practices for effective forums that have been identified, and the way Moodle supports a constructionist view of learning.

Slide presentate durante gli interventi "Una 'scaena' digitale per il 'Miles gloriosus'„ (Seminario di Didattica del Latino, UNIPI - 7 novembre 2017; prof.ssa Elena Rossi Linguanti) e "Dal PNSD alla Didattica per Competenze„ (Corso di Storia della Lingua Italiana A, UNIPI - 22 novembre 2017; prof.ssa Roberta Cella).

Este artículo aborda el tema de los estilos de aprendizaje que presentan los estudiantes de la Corporación Universitaria Minuto de Dios, con sede en Bogotá, Colombia, en la modalidad de educación virtual. Este estudio se sustenta en el modelo teórico de Kolb (1984) y sigue una metodología de investigación cuantitativa de tipo no experimental, transversal y descriptiva. El análisis se aborda a partir de la aplicación de los instrumentos a los estudiantes del curso de "Liderazgo en valores", impartido a través de la plataforma Moodle. Los instrumentos aplicados fueron: el inventario de Kolb (1984) a los estudiantes, la encuesta a tutores y la rejilla de análisis de contenido. Entre los resultados del inventario de Kolb, se encontró que el estilo de aprendizaje predominante de los estudiantes es el divergente, caracterizado por su interés hacia el prójimo y capacidad de ver las cosas desde diversas perspectivas (Kolb, 1984b); en contraposición, la rejilla de análisis de contenido cuantitativo utilizada en la plataforma virtual de Moodle demostró que el diseño del curso privilegia el estilo de aprendizaje convergente.

В статье рассматриваются перспективы проведения интернет-экзамена по иностранному языку на биологическом и биотехнологическом факультетах МГУ имени М.В. Ломоносова на базе электронной платформы «Университет без границ» (LMS MOODLE). Авторы обращаются к опыту проведения лицензированными центрами международных экзаменов по иностранному языку. На указанных факультетах был создан и пошагово введен собственный формат итогового экзамена по дисциплине «Иностранный язык» за курс бакалавриата на основе формата международных экзаменов. В условиях вынужденного перехода на дистанционное обучение в связи с распространением коронавирусной инфекции предлагается перевести экзамен в электронный формат. Платформа LMS MOODLE позволяет реализовать проверку всех типов заданий разделов Аудирование, Чтение, Лексико-грамматический тест в автоматизированном режиме, а заданий раздела Письмо-в ручном режиме. Авторы анализируют преимущества и недостатки экзамена в электронном формате. Среди основных преимуществ можно выделить одновременный охват большой аудитории экзаменуемых, высокую скорость, объективность оценивания и др. Выявленные недостатки включают различные технические сложности, а также психологические проблемы, возникающие в том числе из-за желания студентов нарушить правила экзаменационной этики. Предлагается использовать систему наблюдения (прокторинг) за процессом сдачи экзамена для предотвращения таких нарушений. Авторы приходят к выводу, что интернет-экзамен является достойной заменой традиционному, бумажному экзамену и позволяет успешно оценить полученные студентом знания.
Ключевые слова: экзамен; электронный формат; онлайн-экзамен; интернет-экзамен; тест; MOODLE; LMS.

Una serie di incontri, rivolti agli studenti della prima classe di un Liceo Linguistico di Viareggio, finalizzati a reinventare la didattica del latino grazie all’ausilio della gamification - spesso in BYOD -, del cooperative learning e della peer assessment. Dalla scoperta dell’augmented reality alla possibilità di esercitarsi in blended learning, dallo studio delle declinazioni in modalità flipped classroom ai modellini del Colosseo stampati in 3D, l’intento è stato quello di sviluppare nuovi processi cognitivi e nuove competenze capaci di coniugare cultura umanistica e cultura tecnologica. Nell’ottica di un sapere “multicanale e orizzontale”, questa sperimentazione ha consentito una progressiva riflessione sul metodo e un costante aggiustamento del percorso, dimostrando che la didattica di materie apparentemente “morte” come il latino può e deve reinventarsi per adeguarsi agli standard sociali e comunicativi del XXI secolo.

With the near ubiquity of online and hybrid instruction, learning management systems (LMSs) have been touted as a singular, often “one size fits all” mode of course delivery. Many departments and institutions, citing concerns over security and ease of student adaptation, have mandated specific LMSs for classes. Yet such directives often neglect the importance of pedagogy and, ultimately, academic freedom. Kimball (2005) and Palmquist (2006) both argue that technology is, in essence, pedagogy—the digital means of instruction is as much an expression of course (and instructor) values and goals as the course content and assignments. An LMS, therefore, constitutes a rhetoric. However, this relationship between LMSs and rhetoric has yet to be explored. For this purpose, I rhetorically analyze two popular LMSs used in the composition classroom, Blackboard Learn and Moodle, as a means for constructing each system’s vision of the instructor-student relationship and the “work” of the composition course. The goal of this analysis is to provide instructors and departments a basis for an informed, empowered, and productive dialogue about the adaptation of specific learning management systems.

Resumo: O e-learning surge como um potencializador da capacidade de comunicação e colaboração dentro das organizações, servindo de elemento chave para transformar o processo de gestão do conhecimento em algo dinâmico. Como objetivo de analisar o uso da plataforma Moodle como ferramenta de apoio à organizações que buscam desenvolver e ampliar a aplicação do e-learning em seu processo de gestão do conhecimento, este estudo, por meio de uma pesquisa bibliográfica e apresentação de um case de aplicação do e-learning utilizando a plataforma Moodle, concluiu que esta ferramenta é uma grande aliado destas instituições, por suas características de facilidade de customização e utilização da criatividade para gerar identidade como usuário e engajamento, elementos fundamentais para que se atinjam os objetivos frente aos desafios atuais.

يقدم هذا البحث نماذج إجراءات الخطوات التصميمية والتجريبية والتقويمية في تطوير الوسائط المتعددة المتمثلة في تعليم مفردات اللغة العربية للطلاب غير المتخصصين في اللغة العربية في المستوى المبتدئ؛ وذلك باستخدام برنامج موودل (Moodle). استخدم الباحث برنامج موودل بوصفه منصة لتطوير الوسائط المتعددة التي تسمح له لوضع أنواع مختلفة من الوسائط المتعددة مثل: الصور، والأصوات، والفيديو، والرسوم المتحركة. وقد اعتمد هذا البحث على ضوابط المنهج التحليلي التجريبي التقويمي في القيام بإجراءات البحث، وكان البحث يؤسس على فكرة النظرية البنائية الاجتماعية التي اقترحها فيقوتسكي Vygotsky (1978م)، ونظرية اكتساب اللغة الثانية التي اقترحها كراشن Krashen (1984م)، والمبادئ في بناء الوسائط المتعددة التي اقترحها ماير Mayer (2001م)، ونماذج ADDIE من ديك وكيري Dick & Carey (1990م). وقد شارك في هذا البحث 8 خبراء، ومحاضرا اللغة العربية، و140 طالبٍ وطالبةٍ في المستوى الأول في مركز الدراسات الأساسية بالجامعة الإسلامية العالمية بماليزيا وذلك في فترة الفصل الدراسي الأول والثاني، عام 2012/2013م. ناقش الباحث خطوات تحليل الاحتياجات، وإجراءات الدراسة، وأدوات تقويمها. وتمّ تحليل رغبات الطلاب والتي أفادت أن برنامج الوسائط المتعددة برنامج مناسب بوصفه أداةً لتعزيز مفردات اللغة العربية. وكان الطلاب يمتلكون بدرجة عالية من الدافعية. وأما نتائج من اختبارات المفردات، فقد بيّنت على أن برنامج الوسائط المتعددة برنامج ناجح في عملية تعليم مفردات اللغة العربية وتعلمها، وذلك بالنظر إلى أن معظم الطلاب حصلوا على نتيحة جيدة فيها. أظهرت النتائج إلى أن الوسائط المتعددة صالحة لأن يستعملها جميع الطلاب غير المتخصصين باللغة العربية بغضّ النظر عن خلفياتهم الدراسية سواء أكانوا طلابًا جددًا أو طلابًا معيدين.

Trovare strumenti digitali efficaci per una didattica del latino che coinvolga le nuove tecnologie non è un’impresa semplice. In assenza di un sistema funzionante di valutazione qualitativa delle risorse, questo contributo offre un’analisi basata su quattro criteri: il rapporto con il modello teorico SAMR (Puentedura, 2016), i progressi nell’apprendimento, il feedback degli studenti e la facilità di costruire sinergie funzionali con altri strumenti.
L’analisi fa riferimento ai risultati ottenuti in seguito alla sperimentazione di un percorso pensato per ridefinire la didattica del latino nel liceo linguistico e strutturato per unità di apprendimento progettate per lo sviluppo di competenze anche trasversali.

Despite all the studies conducted on second/foreign language (L2) vocabulary, most L2 learners suffer from deficiency in their vocabulary development and retention. One of the probable reasons behind this specifically in Iranian EFL context is that less implementation of new technologies such as CALL and Virtual Learning Environments (VLEs). Because the use of new language learning technologies is likely related to learner variables and personality differences, the present study attempted to examine the use of Moodle as an effective type of VLE on 90 introverted vs. extroverted EFL learners' vocabulary development and retention. Myers Briggs Type Indicator (MBTI), researcher-made and validated vocabulary tests used as pretest, posttest, and delayed posttest were employed for data collection. The application of two-way ANOVA indicated that Moodle had a significant positive effect on L2 vocabulary development and retention. However, introversion/extroversion personality factor could not moderate the effect of Moodle on vocabulary learning and retention. The interaction effect of the two independent variables on vocabulary development and retention was not significant as well. Study findings suggest that EFL practitioners and learners can employ Moodle as an effective VLE for L2 vocabulary achievement and retention.

The paper presents the history of distance learning, how it emerged, what the main idea of distance learning is and how it has transformed over the years taking into consideration the needs of people in different periods. Paper concentrates on the most modern type of distance learning, online learning in particular.
The paper states why online learning is an important and integral part of modern education and introduces the possibilities and opportunities it gives.
The paper studies the approaches of modern pedagogy to online courses and what specialists of the sphere suggest to achieve a better education. It also studies how Armenian universities use online courses.
As a part of the research, paper shows the results of the study among the students of Yerevan State University to find out how well informed about distance learning students in Armenia are and how effective they find the courses. Talking about online learning the paper introduces the electronic learning environment and Moodle as one of the best-in-class platforms for teaching and learning. It thoroughly presents what the platform offers and how it can help to make effective and easy to use courses.

Debido al impacto que han tenido las Tecnologías de la Información y la
Comunicación (TIC), el sector educativo ha incorporado desde temprano
estas herramientas para aprovechar sus beneficios. No obstante, la
mejora en el aprendizaje no se correlaciona con la fuerte inversión en
infraestructura tecnológica, puesto que no se alcanzan los resultados
esperados. Ante este panorama, una de las estrategias para superar estos
retos ha sido la creación de programas que brinden habilidades digitales
para el uso de los recursos tecnológicos, y que además sienten las bases
para desarrollar nuevas prácticas y modelos para la mejora educativa.
Estas habilidades digitales se han convertido en una pieza clave para
que la incorporación de las TIC a las aulas de clase se produzca de
manera efectiva, natural y genere nuevos esquemas pedagógicos.
Entonces nos cuestionamos ¿Qué factores están obstaculizando el
empleo de los nuevos recursos tecnológicos para que se conviertan en
herramientas que favorezcan un aprendizaje activo y significativo?

In today’s time of economic constraints, class hours are being cut in many MET institutions  and  academic  staff  is  required  to  bring  students  to  at  least  the  same  results  as they used to, but in fewer hours of class. Despite these facts, we have chosen to spend some class time in individual oral examination of officers of the watch, because we felt that  if  the  students’  capacity  to  actually  “do  the job”  was  never  assessed  in  simulated communications,  their  certification  would  have  no  value.  The  solution  we  proposed relies  on  the  principles  of  MOOCs  (Massive  Online  Open  Courses)  to  “flip”  the  classroom, moving lessons and the transmissive part of the training out of the classroom, so that  more  practice time was  made  available in class. This  article  will  first describe the organization  of  the  course,  and  then  explain how  (and  with  which  digital  tools)  it  was implemented. A final part will try to assess the efficiency of the new course in comparison with its previous form.

Etude analytique d'un cours de FLE à distance (FOAD, dispositif d'enseignement-apprentissage hybryde) supporté par la Plateforme Moodle: les effets des différents types d'intervention tutorales sur la motivation des apprenants (assiduité, contributions...).
Quelles difficultés rencontrent les apprenants pour s’approprier une plateforme d'enseignement-apprentissage et tirer profit d’un cours à distance? Qu’est-ce qui change au niveau des pratiques d’apprentissage et d’enseignement ? Comment les apprenants perçoivent-ils les tuteurs et la « distance » ? Quelles modifications apparaissent dans les interactions humaines? Quelles sont les attentes des étudiants envers les tuteurs et leurs rôles ? Quelles sont les spécificités de leurs fonctions en présentiel / distanciel ? Quels sont les prérequis pour développer des pratiques efficaces ? Relèvent-ils plutôt des connaissances linguistiques, de l’informatique ou de la psychologie ? Quelles stratégies compensent davantage le sentiment d’isolement des apprenants et lesquelles favorisent le plus les interactions et la participation de ces apprenants ? Puisque les interactions en français constituent un objectif en soi, quelles interventions (réponses) ou évaluations le tuteur doit-il faire? Comment le tutorat peut-il assurer l’efficacité d’un cours hébergé sur une plateforme ? Quels rôles et quelles stratégies les tuteurs doivent-ils mettre en place pour gérer les interactions?
Après trois ans d’évolution d’un cours de FLE à distance, nous nous heurtons aux mêmes difficultés : malgré les nombreuses demandes d’inscriptions au cours, le taux d’abandon élevé est aussi démoralisant pour les tuteurs que pour l’institution, les interactions ne sont pas abondantes et le nombre de contributions sur la plateforme est très réduit. Il m’a donc paru intéressant d’analyser les stratégies des tuteurs, leur influence sur les interactions, et l’incidence de celles-ci sur la motivation des apprenants.

Racconto di un percorso formativo che ha visto l’applicazione delle tecnologie educative in un ambito generalmente lontano dall’innovazione, "Idee per una nuova didattica del latino nel liceo linguistico" è suddivisa in due parti.
La prima, teorica, descrive la pedagogia di riferimento, il perché della scelta di una didattica blended e per competenze, le metodologie e gli strumenti impiegati. La seconda, più pratica, propone un curriculum di lingua e letteratura latina strutturato in venti Unità di Apprendimento (Uda) basate sull'impiego del digitale e supportate da un ambiente di e-learning realizzato con Moodle. Il percorso ha coinvolto una classe del biennio del liceo linguistico "G. Carducci" di Viareggio.

The training field is undergoing an evolution from a craft based on fads and folk wisdom to a profession that integrates evidence into the design and development of its products. Part of the training revolution has been driven by the use of digital technology to manage and deliver instructional solution.
This project provides an evidence-based guideline and write-up for both self-study (asynchronous) and virtual classroom (synchronous) form of e-learning.

Diante do crescente número de cursos a distância fazem-se necessários profissionais
capacitados para atuarem nesta nova modalidade de ensino. Assim, este trabalho de conclusão
apresenta proposta de curso que visa capacitar profissionais para atuarem no Ambiente
Virtual de Aprendizagem Moodle, versão 2.2, de forma colaborativa. Para tanto, o curso de
extensão “Moodle 2.2: Desenvolvendo um espaço de aprendizagem colaborativacolaborativa”
fará parte das ações do Centro de Educação a Distância da Universidade de Brasília (CEADUnB),
com carga horária de 120 horas a serem ofertadas em 12 semanas na modalidade a
distância. Durante as sete unidades temáticas (Ambientação em EaD; O que é a
Aprendizagem Colaborativa?; Ambientes Virtuais de Aprendizagem; Moodle - Modular
Object Oriented Dynamic Learning; Pensando o Meu Curso Colaborativo: Arquivo, Página,
Pasta, Rótulo e URL; Pensando o Meu Curso Colaborativo: Fórum, Tarefa, Wiki,
Questionário e Glossário; e Construindo o Meu Curso Colaborativo), os alunos poderão
aprender a teoria sobre a Aprendizagem Colaborativa e o Ambiente Virtual Moodle, além de
utilizar no ambiente de prática as ferramentas disponíveis nessa Plataforma. No decorrer do
curso, as atividades avaliativas terão como objetivo desenvolver o pensamento crítico a
respeito da construção de cursos a distância, bem como sua concepção pedagógica. Como
atividade de conclusão os discentes deverão conceber e construir um curso ofertado na
modalidade de ensino a distância.

En este trabajo de investigación se plantea la problemática de incorporar en el módulo tutor de un STI, un agente capaz de seleccionar la estrategia de enseñanza más adecuada al estilo de aprendizaje del alumno, para mostrarle los materiales didácticos de forma personalizada. También se abordó la problemática de integrar un proceso que diagnostique si un alumno posee las competencias específicas de una asignatura, para determinar si es necesario cambiar la estrategia de enseñanza, con el fin de apoyar el aprendizaje del alumno. Estos dos procesos fueron implementados en la plataforma Moodle, un sistema para crear cursos en línea.

The paper reports the findings of a research project that seeks to explore and understand adult educators’ and learners’  xperiences and perceptions of distance learning courses in the Open University of Cyprus and the Hellenic Open University. The ultimate aim of the paper is to unveil and illuminate some of the adult distance teaching and learning processes at work in these courses. The research harnesses a case study approach within a qualitative paradigm. It draws upon the experiences of 16 learners (open university students) and 8 educators (open university tutors) who embarked on an undergraduate programme in Greek civilization and a postgraduate programme in education studies in the two case study universities. Semi-structured interviews were carried out with the above participants. For the analysis of the data, a heuristic was used that brings together a set of key stages
on adult programme development. These are: needs identification, planning, design, climate, and evaluation. The findings highlighted a number of issues/factors that relate to the above stages of programme development and proved as influencing adult distance teaching and learning processes in the contexts under exploration."

ICT (Information and Communication Technology) has become a significant domain of learning in the field of teaching and learning. Recently, educators have shown overwhelming interest in incorporating computers and Internet to improve the effectiveness of education at informal and formal levels of Education. ICT with its numerous tools has immense potential in the field of English Language Teaching (ELT) in terms of facilitating the teaching and learning of listening, speaking, reading and writing skills.The article summarizes some of the merits and the demerits of the use of ICT tools, and the concept of using ICT in ELT based on the researcher‟s review of recent studies. It also highlights the findings from the researcher‟s own study on the effectiveness of the application of ICT tools on the EFL (English as Foreign Language) writing performance of Omani EFL learners. The study focuses on effectiveness of Moodle Forum treatment on the quantity of EFL written output in terms of number of words, Language Units and Clauses. The study is considered to be significant in the context of Omani learners being exposed to increased ICT intervention in their social and academic life. A quazi-experimental study was conducted among diploma level students (N=28) at Al Musanna College of Technology under Ministry of Manpower, Oman. The findings and analysis of both quantitative and qualitative data revealed that Moodle Forum intervention can have significant impact on the participants‟ EFL written output. The study recommends that students and teachers should integrate ICT tools in ELT appropriately.

Cilj našeg istraživanja je analiza doprinosa platforme Moodle kao dopunskog nastavnog sredstva u procesu učenja francuskog jezika po izboru na Filozofskom fakultetu Univerziteta u Novom Sadu. Analiza je sprovedena u okviru nastave organizovane na nivou A1.2 u toku letnjeg semestra školske 2013/14. godine. Pre uvođenja platforme Moodle istraživanju je prethodio anonimni upitnik kojim smo nastojale da utvrdimo koje jezičke kompetencije bi bilo poželjno dodatno razvijati. Dobijeni rezultati poslužili su nam za sastavljanje dodatnog nastavnog materijala zasnovanog u velikoj meri na autentičnim dokumentima, koji smo ponudile studentima u elektronskoj formi nastojeći na taj način da obogatimo klasičan vid učenja jezika. Na kraju našeg istraživanja studentima smo ponudile anonimni upitnik putem kojeg su oni izneli svoja iskustva i zapažanja proistekla iz primene ovog eksperimentalnog pristupa učenju stranog jezika, a na osnovu kojih smo izvele zaključke o njegovim prednostima i nedostacima, kao i o njegovom uticaju na motivaciju studenata.

El uso de las Tecnologías de la Información y Comunicación (TIC) han propiciado a la Educación Virtual, y al desarrollo de entornos o plataformas de enseñanza virtual de diversos tipos, como: plataformas de libre uso, plataformas comerciales y plataformas de desarrollo propio. Estas plataformas tienen sus ventajas y desventajas, con características propias, pero con un fin en común, facilitar el desarrollo de cursos a través de Internet, bajo la modalidad virtual (e-learning) o semivirtual (b-learning). El objetivo de la investigación es describir el uso de la Plataforma Virtual USAT, en los profesores de la Facultad de Humanidades de la Universidad Católica Santo Toribio de Mogrovejo de la ciudad de Chiclayo-Perú.

Information and Communication Technology (ICT) has become integral part of every aspect of modern life. ICT has penetrated into the field of Science, Politics, Economics, Humanities, Education and so on. One cannot do away with ICT and its tools in his/her field of choice. So also is its relevance to EFL (English as a Foreign Language) teaching and learning. Moodle elearning is one of the ICT driven interactive Learning Management Systems (LMS) that is being used widely across Colleges and Universities in creating academic courses and delivering them to learners in general. Moodle e-learning specifically is installed and used in all colleges of
Technology in Oman. It’s applicability to EFL lesson delivery along with the traditional face-toface lesson is being tried these days. The researcher therefore attempts to shed some light on the concept and possibilities of Moodle eLearning in terms of ICT based EFL/ESL teaching and learning practices in Oman as the selected field of his study. Relevant literature review and the researcher’s own exposure to the Moodle eLearning system in Oman have contributed to the content of this paper.

Kebutuhan akan suatu pembelajaran online atau disebut eLearning pada era 4.0 menjadi tidak terelakkan lagi. Moodle adalah salah satu aplikasi pendukung pembelajaran online Selain Moodle ada juga video conference, yang cara penyampainnya bersifat realtime (langsung). Dalam Penelitian ini, Akan diintegrasikan Moodle dan video conference dalam satu aplikasi elearning, sehingga fungsi e -learning sebagai media pembelajaran berbasis web dapat juga melakukan video conference sesama peserta dan pengajar dalam satu kelas e-learning.

Perangkat yang digunakan adalah Personal Computer (PC) sebagai server, dan beberapa buah Personal Computer (PC) yang digunakan sebagai client. Dimana implementasianya berupa aplikasi Moodle ditambah fitur baru, untuk dapat melakukan video conference. Salah satu media server yang dipakai dalam melakukan video conference adalah Open meetings. Dalam tahap analisis, dilakukan analisa berdasarkan pengujian, parameter performansi seperti throughput, packet loss, delay, dan time sangat dipengaruhi oleh besar bandwidth, ukuran file, dan jumlah user . dalam melakukan video conference, sehingga mendapatkan hasil yang dapat dijadikan acuan dalam penerapannya.

Dari hasil penelitian terlihat bahwa moodle dapat diintegrasikan dengan video conference, dan hasil dari analisi video conference yang dilakukan dikatakan baik, sesuai dengan standar dari parameter sehingga dapat diterapkan.

Kata kunci : aplikasi moodle, pembelajaran eLearning, Video Conference