More than once I have explained that Moodle is an LMS (Learning Management System) with many options and very complete. However, the amount of parameters and options it has makes it a complicated environment to learn in. Yes, the latest versions have improved, but it still falls short of what is meant by ease of use. For this reason, in centres that have the G Suite for Education environment with all its services (Drive, Sites, Mail, etc.) and where teachers do not take advantage of Moodle, where they only use it as a file repository, I am more in favour of using Classroom because of the ease of integration with the rest of the G Suite services and because of the ease of use.
But what about schools where teachers do take advantage of Moodle? Schools where the teachers have been trained and use questionnaires, the grader, the workshop tool, etc. In these cases, I firmly believe that Moodle should continue to be used, but that integration with Drive should be worked on. How does a student deliver a Drive file with Moodle? They can do it through the link or, if it has been enabled, through the Google Drive repository for Moodle.
The problem is, however, that once it has been delivered, even if the task has been completed, the student can still modify the file in Drive. And, although teachers will be able to consult the version history, the facility that Classroom has to limit editing permission when the student submits a file, is missed.
Continue reading “How can we control tasks with Drive documents from a Moodle platform?”
CLASS-MON is a Google spreadsheet add-on that helps students reflect on the activities they have done or their attitude in the classroom sessions.
The idea is very simple. The add-on makes it easy to create a form for students to fill in.
Continue reading “CLASS-MON Updated”
A few weeks ago I published the article Qualifying at the end of a formative evaluation, which was the continuation of another article Assses without qualifying: my experience. I received quite a few comments and we had some very interesting discussions on twitter. And I think that, based on all that, it might be interesting to explain why I firmly believe that it is not convenient to take into account attitude aspects when grading a subject.
Continue reading “Should we take into account attitudinal aspects when grading?”
A few months ago I wrote an article explaining how I try to evaluate students throughout the term without grading.
Asses without grades: my experience
I received a lot of comments and some of them asked me for a second part. This is all very well, they said, but at some point or another you have to grade. This article will try to focus on this second part: after a whole term doing formative assessment, how do I grade?
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It’s been a couple of weeks since Google turned on Drive’s file shortcuts. Until then, Google had a little hidden the possibility of having the same file in two or more different folders. I say something hidden so that it wouldn’t appear in any menu, it could only be achieved with a combination of keys or dragging with the mouse and pressing a key at the same time.
Continue reading “Google Drive file shortcuts”