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## Template to quickly create a 2 Circle drag and drop activity in Moodle

On Monday I released a template that I have created allowing people to easily create a 3 circle Venn diagram activity in Moodle. Today I have created and released a similar template for a 2 circle Venn diagram activity.

The template is PowerPoint based, and allows the teacher, to quickly and easily create the Venn diagram with the correct dimensions, and then the required coordinates that Moodle uses to identify the different zones are provided for you, so it is possible to create such an activity in a matter of minutes rather than hours.

The following image shows how the activity looks in Moodle, in this case I have used a chemistry example – the beauty of this type of activity, is that it can be used in any subject area (not just maths).

http://www.a6training.co.uk/resources/2CircleVennDiagramActivityForMoodle.pptx

And a video explaining how to use this is:

I will be adding more similar templates to this collection in the coming days and weeks, and they will be available at:

http://www.a6training.co.uk/resources_Moodle.php

If you want to keep up to date with similar videos, then subscribe to my YouTube channel via:

## Easily create a Venn diagram drag and drop activity in Moodle

There is an excellent plugin for the Moodle VLE called ‘Drag and Drop Markers‘ which allows someone to create quiz questions, where the learners have to drag and drop markers onto an uploaded image. This can be used to name parts of an image (e.g. bones in the skeleton, or geological features of a glacier), or to create effective categorisation questions. One of my favourite question types, is where the learners take pieces of information, and categorise these by placing them in the correct position on a Venn diagram.

To create this from scratch, would be extremely time consuming, so to make my life easier, I have used PowerPoint to create templates for myself, meaning that I can now create these questions in a matter of minutes, rather than hours, and I will release these to the wider community over the coming days and weeks (as I get time to tidy them up etc.) The first such template for release, is for a 3 circle Venn diagram categorisation activity.

The basic principle is:

1. Name the 3 circles with the correct titles.
2. Save the slide as an image.
3. Upload this to the Moodle quiz question.
4. Identify what markers you want to use.
5. Identify which of the 8 possible drop zones is correct for each marker.
6. Copy and paste the coordinates for each dropzone into Moodle.

This takes a matter of minutes to do, and allows someone to create challenging and more effective questions, as part of the formative assessment process.

http://www.a6training.co.uk/resources/3CircleVennDiagramActivityForMoodle.pptx

And a video explaining how to use this is as follows:

I will be adding more similar templates to this collection in the coming days and weeks, and they will be available at:

http://www.a6training.co.uk/resources_Moodle.php

If you want to keep up to date with similar videos, then subscribe to my YouTube channel via:

## Strategic considerations if thinking of switching from Moodle to Canvas

Last week I attended a ‘Digital Innovation rOundtable’ meeting in London – this is an informal group of FE providers in the London area that meet regularly to discuss pertinent issues in the are of learning technology. Last week’s topic was around Canvas LMS – which caught my interest hence I decided to attend.

All of the providers at the meeting are either current or past users of Moodle, and 3 have made the change from Moodle to Canvas, and have been very pleased with the results.

The purpose of this post, is for me to reflect on the event and to provide some strategic considerations that need to be included in any decision making before switching VLE. I have met with various senior managers/leaders who have decided to make the switch, but the reasons they give are ‘we have heard it is better’, or ‘The college down the road is using it, so it must be good’, and these are not good reasons to make the switch.

At the meeting last week, many of the attendees were unhappy with their Moodles, but this isn’t the fault of the system, but faults in the way that it has been set up over the years, themed and supported. People were saying that they didn’t like Moodle because it doesn’t work well on mobile devices – when in fact if set up properly, Moodle works really well on mobile devices, and is one of its selling points. Other people complained that everything was too cluttered – but this again is down to the decisions made within the organisation. If a Moodle uses a 2 column theme like Adaptable, or the newer Boost them, then it isn’t cluttered at all.

During one of the presentations from an organisation that has switched, they kept highlighting things in Canvas that cannot be done in Moodle – but in fact most of these things, are things that can be done, and with the Moodles that I support are routinely done as standard, which highlights the problem isn’t with Moodle per se, but with the way that it had been used in that organisation. A lot of emphasis was made on the appearance and layout of Canvas, which for those that haven’t looked at it yet, is quite similar to the Boost theme in Moodle.

### Advantages of Canvas over Moodle

• The main selling point of Canvas is its simplicity – it is easier for staff and students to use, which is obviously a good thing, it has also been designed from the ground up based on the user experience, so is a lot less ‘clunky’ than Moodle (which having evolved over many years organically and by lots of different people , there are a few inconsistencies in the way things are done and the language that is used, which to an average tutor is confusing).

### Advantages of Moodle over Canvas

• Moodle has the potential to do a lot more than Canvas, with the huge number of plugins available, and its constant improvement, it is a far more powerful tool (in the right hands).
• It is also a lot cheaper than Canvas. A typical sized college in the UK should be able to have Moodle externally hosted in the region of £5,000 – £10,000 depending in the specs, and levels of support etc. Speaking to people at similar sized institutions that are using or looking to use Canvas, they are being quoted in the region of £25,000 – £30,000, so there is a significant difference in cost here. If an organisation spent half of the difference between the 2 on training, external support etc. then they could make their Moodles work really well.

### Breaking the decision making process down

One thing that became apparent at last week’s meeting, was the difference between people’s Moodles. Some are good, some bad, and some down right ugly. If you have a Moodle that is so ugly that people hate using it, it has a huge negative perception, then the decision to switch is going to be a very different one to if you have a bad or good Moodle, where investing a little time and money into what you already have is probably a better option moving forwards.

The first steps when considering whether to switch or not, is to consult as many stakeholders as possible – and for this I mean students, teachers, and whatever learning tech teams you have – find out what they like, don’t like, how they are using it, which features are widely used etc.

Then identify what you as an organisation need both now and in the foreseeable future. Many people are choosing options based on current behaviour – e.g. most teachers are sadly still using Moodle as a file repository for their learners, but as we move forward with the notions of blended learning, we need more than file repositories, and we have to be careful that switching to a ‘simpler’ system, may be a good thing for the current behaviour, but what about the expected and required behaviours in a few years time?

As mentioned earlier, if done properly then Moodle should be the cheaper route to go down, which for FE providers at the moment, has to be a serious factor in the decision making process. When Canvas first appeared in the UK, it was seen by many as a cheaper option than Moodle. That is no longer the case, and what we don’t know is what the pricing will be in the future. I firmly believe that Canvas are not planning on following the Blackboard model, of hiking prices once people are committed to using them, but if in the future the company is bought out by a bigger company that does have different morals/pricing ideology then we cannot rule out this eventuality, and this has to be factored in as a potential risk (even if a small one). With Moodle being totally open source and free, there is no risk of a price hike – it will always be free, and if the hosting companies put up their prices, you simply move to someone else. From a risk management perspective, this is a significant advantage of Moodle.

[Edited on 17/01/2018 – Since initially releasing this post, Dave Perry commented that Canvas is owned by a venture capital company – as per this press release: https://www.instructure.com/news/press-releases/instructure-secures-pre-ipo-series-e-round so the risk of a price hike is slightly higher than I realised, as the venture capital firm is going to expect and demand a return on its investment]

Going back to earlier in the post, most people that are unhappy with their current Moodles, are due to poor decisions being made at various points in the set up and deployment, and probably associated with this, is insufficient money and support to get it right. I foresee that many organisations that got Moodle wrong, will see Canvas as a magic pill, that will solve all their ills, and will make the same mistakes with Canvas’ deployment as they did with Moodle’s deployment – the result will be, in 3 or 4 years time, we will be back again having conversations about the problems with Canvas and thinking about switching to whatever is next around the block.

Whether an organisations stays with Moodle or switches, then there has to be an additional internal investment to get the best out of either tool.

### Strategic impact on switching

Something that is often missed during the decision making process, is the impact on the teaching staff. If all the teachers hate Moodle, then you don’t have a problem. However if you have some (even if only a few) who like it, and have used it effectively and over the years have invested significant amounts of time and love and energy into improving their courses, then they are not going to be happy to have to redo all that work again in a new system, and this has to be effectively managed. Thinking about myself as a former teacher and how I would react if this happened to me – I would be furious, and any future work that I do, I would make sure is more portable in case we change ship again, but in doing this I would be creating a weaker experience for my learners. If an organisation does have a few such teachers and decides that they are going to switch, my recommendation would be to set up a ‘super-user’ system. Any teacher can apply for this, you then select a handful of super users (based on their previous uses of Moodle). These are then given a single down payment to work an extra week in the summer holidays to transfer their Moodle courses into Canvas, and to use these as exemplar courses for others in the future.

### Conclusion

Canvas and Moodle are both excellent tools, and I hope both will be around for many years to come. If an organisation doesn’t have a VLE or their Moodle is so horrendous then the choice of Canvas is easier. If an organisation has Moodle and is either Bad, OK or Good then the decision to switch needs a lot more thought. My instinct would be to first investigate what can be done with what you already have. I support various clients with their Moodles, and the ones where I have a high level of control, then the Moodle is clean, mobile optimised, has high levels of accessibility, a good user interface, and is a pleasure to use – so it is possible to create what you want with Moodle.

The decision making process about whether to switch or not, needs to be a properly run project in its own right, firstly to identify if to switch or not, and then what next steps to carry out to ensure that the development and deployment of whichever tool is properly managed.

### Shameless plug

If an organisation wants an independent external person (who is a teacher by background, not a technical person) to come in and review what you currently have, what you could improve, and help you to make the sorts of decisions detailed above, then please get in touch. I have provided such a service for many providers, who have found the process extremely useful, and for many has resulted in significant cost savings, as well as the obvious quality improvements.

## Stop blaming the tools, and invest in CPD

There seems to be a recurring theme in education, where tools are blamed for poor practices. PowerPoint, Interactive Whiteboards, Tablet devices and various VLEs have all fallen foul of this phenomenon, and yes the tools themselves may contribute, but in most cases it is the way that they are used that is the problem.

If I use a sporting analogy – if I play cricket and I get out cheaply bowled (which is sadly too common an occurrence) it is not due to the fact that I have a cheap bat that is over 20 years old – it is due to the fact that I swung the bat and missed the ball. I would never blame my bat for my inability, nor would I head to the local cricket store and spend £200 and expect to suddenly start scoring 100s – I would still get bowled cheaply, just with a more expensive bat for decoration.

Going back to PowerPoint – the staple presentation giving technology that is used and abused by many, and yes sadly there are many low quality presentations out there – but then you look at some of the things that I (any many others) have done with PowerPoint, and realise that it can be an excellent tool. So what is the difference? Well usually having the time, desire and opportunity to learn how to use it effectively. When I first started working freelance just over 10 years ago, I was regularly running training sessions on the effective use of PowerPoint – but nowadays, I run very few, as people think it is ‘old-hat’, everyone knows how to use it (which is clearly not the case) and it isn’t seen as fashionable to run this sort of training. People have tried using or encouraging others to use different tools such as Prezi, Keynote, Google slides, Sway etc. but without investment in CPD in these, the same problems will occur. Rather than people creating bad PowerPoints, they just create bad Prezis (which is like a bad PowerPoint, but additional sea sickness thrown in), and so these tools will get blamed for the poor use, and we will switch to the next ‘new’ miracle tool, and around we go again.

We currently have a similar situation appearing within the VLE market. For many years – the two heavy weights were Blackboard and Moodle, but Canvas has arrived on the scene with a bang, and many institutions are switching to it. It’s main selling point is its simplicity of use, which is obviously attractive, but talking to decision makers in organisations that are switching, I am again sensing that people are switching because they are blaming the previous tools, rather than the lack of CPD opportunities about effectively using the tools. My prediction for the future, is there won’t be enough CPD for the use of the new tools, they therefore won’t be used as effectively as they could be, and in 4 or 5 years time, they will switch again.

The decision to change VLE tool, is a huge decision for an organisation to make – there is the cost involved, the disruption, the transferring of existing courses etc. so not a decision that should be made lightly – but my current fear is that people are making the decision for the wrong reason. A more sensible approach would be to invest more in the CPD of your existing tools from the start, so that they can be used effectively, rather than blaming the technology.

So please, can we stop blaming the tools, and focus on the CPD?

## The 4 stage model for use of a VLE

A major part of my work at the moment, is working with and around VLEs, either by creating content and activities, or providing training to teachers or learning technologists in the effective use of the VLE. As part of my work in this area, I have identified that there are different steps to go through for the effective use of a VLE, which I have simplified into the following diagram, and which (I think) has huge significance strategically for organisations that are trying to get teachers in particular to make better (or at least more) use of the VLE.
The 4 steps are:

### 1: Managing

Many of the clients that I work for, hire me to design and create the various activities that form the backbone of a course on a VLE. The teachers then become skilled at managing these activities – e.g. pointing the students to quizzes at the appropriate times, moderating and encouraging forum based activities, providing constructive feedback for formative assessment activities etc. These teachers in the main are not involved in the design process, and certainly not the building/creating process.

### 2: Designing

Once a teacher has worked with and managed activities that has been created by someone else, they start to understand how such activities work, what the important ingredients are, and why and when the activities are used. They can then start to design new activities – this may be sketching out the ideas or concepts on paper, it may be creating source information in Word, PowerPoint or Excel – the information then goes to a learning technologist who turns their ideas and content into the actual activity.

### 3: Building

The third step is the actual building or creating of the activities, i.e. using the VLE tools to actually create the books, quizzes, assignments, forums etc. from this content.

### 4: Repurposing

Once someone has become proficient at building activities, they can then start to repurpose existing content, and hand in hand with this, build content in a way that makes it easy to repurpose in the future (either by them or someone else).

Some organisations have a centralised learning technology team, which is great, as they can help teachers gradually work their way up through the steps. When a teacher is new to this area of work, the learning technology team can do the building for them, allowing the teacher to concentrate on managing and designing. Then as the teacher becomes more proficient, they may start to do some or all of the building, and later repurposing.

However, there are many organisations out there that don’t have such a support mechanism, or the team is too small to be able to effectively meet all the building and repurposing needs of the organisation, and this then forces steps 3 and 4 onto the teaching staff, often without them having worked through steps 1 and 2.

I don’t have a magical answer to this problem, as money is tight, and organisations cannot just create large support teams out of nowhere, but if we think about this 4 step model, and identify the necessity for teaching staff to work their way up it, it is possible to rethink a little about how we do things. I have worked with some organisations recently where I have been asked to come in and run training, where I have had a few hours to try and get teachers jumping straight into step 3, and without any central support for the staff once I leave at the end of the day. This is always going to be tough for those staff. What would be really good is, if there is a mechanism where staff can manage some existing content first, then design some basic activities which someone else creates for them, and then they receive the training in how to build/create content etc.

Within FE and HE at the moment, there are huge pushes to get people using learning technology more (and in many cases the VLE)  – and what is very noticeable is the very different approaches that organisations offer in the way of support, and more significantly the different levels of understanding from the decision makers in these organisations.

## Creating equations in online environments

I am currently working on a project, where I am creating web based resources (using Moodle) to teach maths. As part of this process, I need to create properly laid out formulas (or formulae if you prefer the alternate acceptable plural of formula). We are using what is becoming a widely accepted standard of MathJax which in turn supports the use of something called LaTex to create the desired formulas. So for example if I wanted to create something that looked like:

$y = 3x^{2}+5x+\frac{2}{3}$

I would enter this into the editor using the code:

$$y = 3x^{2}+5x+\frac{2}{3}$$

or

$y = 3x^{2}+5x+\frac{2}{3}$

At first I started to learn the exact syntax and would translate what I wanted into either of the codes above. This proved to be both time consuming and prone to mistakes. Then I discovered an excellent website that helps me do this:

https://www.codecogs.com/latex/eqneditor.php

This website gives me a box into which I construct the equation that I want – above the box is a huge suite of grey buttons which each represent a different mathematical function or options. These take a bit of time to learn, but quite quickly one gets the hang of this, and using the buttons and adding the numbers / letters that you require you can quite quickly create the desired formula that you want. Underneath the white box, your formula is displayed as it will appear, so it is possible to see what you are doing, and check that this is correct.

Once you are happy with what you have created, at the bottom of the screen (in a cream coloured box) is the option to choose the export style that you want – so if you need LaTex, you choose that, if embedding into WordPress, you choose WordPress etc. You then copy the code beneath this, and paste into the editor of whatever you are using.

One of the facilities within the editor, is to create correctly aligned equations:

Which in LaTex is created with the code:

\begin{align*} x+3 &= 7\\ x &= 7-3\\ x &= 4 \end{align*}

This is very hard to manually write out, but quite easy using the codecogs website. The button for this, is the bottom right button on toolbar (letters n and r in brackets) – then under that is a button that has “y=…” as the text, and when you hover over it, it tells you that it is the align tool.

For anyone who is using mathematical formulas regularly this is a really neat tool.

## Creating a YouTube based discussion activity in Moodle

I run a lot of training on effective uses of a VLE (usually Moodle) and one of the easiest activities that I show, is finding a video on YouTube, and then embedding this into a forum activity within the VLE.

The reasons for doing this are:

1. By embedding the video (rather than simply linking to it) – we remove all the distractions, adverts, etc. that appear on YouTube around the edges.
2. By adding this as a discussion activity, we ask the students a question – this will focus their attention whilst watching the video, rather than just passively  ‘absorbing’ it.

It doesn’t matter if students don’t actually post their answers to the forum (although useful if they do), as they will still benefit from watching the video with the question in their mind.

The following video goes through the steps of how to embed the video, and the basic settings within a Moodle forum activity.

And if you want to only show a portion of the video you can always identify the exact start and end points that you want to play, by following these instructions: