Global Classroom: Teaching about Refugees in the Age of Trump

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I am teaching GER/GIS/GWS 262: “Refugees in Europe: Germany” for the second time this semester. Obviously the recent change of government in the United States has impacted this course in many ways. As we all know, on January 27th, President Trump signed the Executive Order 13769 “Protecting the Nation from Foreign Terrorist Entry into the United States,” limiting – among many other things – the number of refugees to be admitted into the United States in 2017 to 50,000 and suspending the U.S. Refugee Admissions Program for 120 days. As a consequence, the course has become much more comparative in nature, with students discussing the impact of the Executive Order and drawing parallels to Germany’s refugee policy. Right after the Executive Order was signed, students – as an online assignment on a snow day – wrote a letter to an (imaginary) friend or (imaginary) family member or local, state, or federal elected official, discussing the legal implications of the recent Executive Order in light of the 1951 Refugee Convention and its 1967 Protocol.

Another assignment in this class that has been heavily impacted by the above-mentioned Executive Order was the Twitter assignment. Throughout the semester, students are asked to tweet 4 times a week about our course readings and news sources regarding the situation of refugees in Germany and Europe. While students’ privacy is always a major concern, the recent changes in U.S. Customs and Border Protection that make social media accounts part of the screening process clearly affect the privacy and safety of non-US citizens more than ever:

If you travel, know that CBP will open all of your electronic devices (laptop, phone, tablet) and examine the contents. We know of instances where individuals have been turned away for being perceived as “anti-Trump.” If you delete the content on your phone, they will ask for your email username and password. They will do the same for all of your social media accounts. –  a newsletter from Global Immigration Partners, sent to me on January 31st.

Again, this is something most of us are probably aware of, but a threat that, in a global classroom with extensive online and social media components, poses itself with particular urgency.

At the same time, the Twitter assignment this semester has triggered even more engaged discussions about its use as a tool for political social media marketing and branding; the challenges to distinguish between facts and lies; and one’s own responsibility to respond (or not to respond) to unsettling responses to one’s own posts.

Video of student answering why he signed up for this course

Like last year, the second half of the semester has been dedicated to the videoconferences with our German interview partners (see my Engage blog post). This year, I have had a larger group or students, raising some of the technical issues that we had discussed during our Technology Workshops throughout the year, so I felt well prepared to address them (as always, thanks to Laura Little for her support!). This semester, we Skyped in a young female refugee from Syria, two volunteers from a private reception center for refugees in Lübeck, a teacher from Hamburg, the organization “Flow” from Lübeck that offers programs for young refugees; and a lawyer who volunteers his time to help refugees with their asylum applications. Our final interview with “KidzCare Lübeck“ is scheduled for May 3rd, focusing on the special situation of female refugees.

On Wednesday, May 10th, we are going to have the public “launch” of our collaborative WordPress site. You’re welcome to join us from 11:50-1:00 at the Visualization Wall in Shain!

Asynchronous Collaborations: Using Google Docs to Facilitate Working in Community

This semester Ariella Rotramel and I are engaging in community-based teaching and research. In order to work efficiently in our collaborations with community partners, we have both turned to Google Docs as an important tool. This post describes how each of us use use Google Docs in this work.

Joyce

IASC LogoMy course, ANT/LAS 431 Globalization, Transborderism, and Migration, is partnered with an organization I have a longstanding relationship with, the Immigration Advocacy and Support Center (IASC) in New London. Students are working on two projects: creating bilingual Know Your Rights materials for our local community and  interviewing immigrants that IASC has supported through the legal system. Students will write synopses with selected quotes for IASC’s newsletter to highlight success stories. The interviews also provide data that IASC can use in grant applications. Finally, these interviews will provide me with research materials for my long-term research project on the local migrant community and the non-profits they interact with.  

Google Docs has been essential to creating and editing the materials that are at the core of these projects. First, IASC members logged into Docs and commented on the course syllabus as it was being designed. IASC’s direct input into the syllabus follows best practice guidelines for community learning courses. Google Docs allowed IASC collaborators to comment and co-design at times that were convenient for them, enabling us to make progress without meeting in person. While in-person collaboration is key, many of the challenges our partnership faces is finding times to work together given that we exist in two rather distinct work-cultures: academia and nonprofit service sector. This kind of collaboration and co-designing never would have been possible without Google Docs technology.

Most recently, students have used Google Docs to create Know Your Rights materials for our local migrant community. Google Docs has allowed us as a group to share materials already created (such as materials from the ACLU). We were then able to adapt pre-existing materials to the needs of IASC. Collaborating on Google Docs allowed students to share the responsibilities of formatting issues, and it allowed IASC to comment on our work as we went along. That kind of valuable feedback saved us time, as IASC was able to guide our work effectively and quickly.  

Finally, students will be using Google Docs to share their interview transcripts and field notes. Students are completing interviews in pairs, which means using Google Docs facilitates their collaboration. More importantly is that using Google Docs is a convenient way for me to archive the data produced by this class from year to year. A word of caution: be sure to own all of the documents, because if students own the documents and graduate, one could lose access. Barring this particular issue, using Google Docs to archive the data has been convenient  because I cannot misplace it and, more importantly, IASC always has access to the Drive. This means they can access all the data our partnership has produced whenever they need it, which again, is in line with best-practices for community partnerships.

Ariella

Fresh LogoI have been engaged with FRESH New London over the past year as a volunteer and board member. As FRESH began to explore the possibility of a youth participatory research project (YPAR) to tell New London food stories (related to questions of access, inequality, and culture), it became clear that I could help develop this idea into a collaborative research project that would address FRESH’s goals and draw on my experience with community-based research. Over last fall, I worked with FRESH staff to develop an IRB for the initial stage of the project, mapping New London’s food resources using Google Maps. This semester we are working together with youth as co-researchers, meeting weekly to design, collect, analyze, and map information related to New London and food.

I used Google Docs to share initial academic articles on YPAR and food stories, and FRESH reciprocated by sharing existing grants and other materials. Together, we were able to mix in-person meetings with Google Doc work to develop the IRB proposal and all of the related documents. As we received feedback from each other and then the Connecticut College IRB committee, we used Google Doc to make changes, give comments, and  track this work easily through the “see revision history” function. After the project was initiated, we continue to use Google Docs to share materials including brainstorming notes, research links and PDFS, as well as using Google Spreadsheets to track  research findings.

Final Thoughts

Overall, using Google Docs for our community collaborations allows us to follow best practices for community engaged learning because it facilitates input from community partners and community partner’s access to the data we produce. If planned, using Google Docs can also cut down on the amount of coordinating and administrative work the instructor has to do in community learning courses, which can be a barrier to engaging in this important and fulfilling work.  

Using Selfies to Increase Student Engagement

Connecticut College hosts many events (panels, lectures, shows, concert, etc.) that help students engage more deeply in the curriculum and community. In the Music Department, we host dozens of concerts a year and require students to attend a certain number of them as we believe that being in the audience and listening to live music is an essential element of one’s music education.

In the recent past, we collected signed hard copies of the programs as evidence of attending, and those programs would end up in the recycle bin in my office. This process of reporting concert attendance is standard practice across the country. Using this system, I found that sometimes concert venues ran out of programs. At other times, students might forget to get a program or would lose them, or students would take a program without attending the concert. However, it dawned on me that one of the goals was for the students to have a keepsake/souvenir or to have a reference for future repertoire possibilities. So, to facilitate these goals, I started using the selfie system. (Thanks to Jessica McCullough for this idea!)

Last term, I piloted this new method of checking concert attendance. My students were given two options: 1) obtaining and signing a program or 2) taking a selfie of themselves in the hall and send it to me via email by midnight. I lightheartedly mentioned that they would get extra points for posing with an artist. I had an overwhelmingly positive response to the new option.  When I opened my email the next morning, I had the pleasure of seeing almost all of my students’ smiling faces in my email inbox. Only one student chose to turn in a hard copy of the program. (Note, while I asked the students to submit their photos through email, you could also have them submit them through Moodle. However, this means one more extra step for them in sending you the file.)

In the future, I will augment this assignment by having students send their selfies to a closed Facebook group and ask them to post comments about their concert experience as it relates to the material we are covering in class. I will also have them comment on other people’s comments to create discussion. I hope this additional element will help further bridge the experience between the event attended and the concepts being discussed in class.

Deconstructing out-of-class discussions

This post will be an expansion on my earlier thoughts on developing a platform for out-of-class, discussion-based assignments. To quickly review, my goal is to “snow-day-proof” my classes and also create a framework for online discussion that I can use for planned or impromptu out-of-class assignments. I envision a three-step process for these assignments: (1) initial reading, (2) on-line reflection through GChat, and (3) collaborative responses to questions on a Google Doc. My goal with this post is to deconstruct the assignment’s various components (listed below), and raise questions to force myself to confront the scope of what it will take to prepare this assignment for actual use.

  1. Content
    While my goal is to develop this assignment in a content-free way, I still have to consider the types of content that I can use. Since I plan to use this activity both for discussions of assigned readings (which will tend to be more challenging and complex, and require advanced reading on students’ own time) and for impromptu snow days that arise unexpectedly (for which readings must be short and easily digestible), I must structure the activity with both of these readings in mind. But will any of the questions that I consider here have different answers depending on which of these two types of readings will be discussed? I must keep this question in mind as I proceed through the rest of the list.
  1. Group formation
    I have recently begun to think more and more about how to optimally put together groups for discussions in class, so I am wondering whether similar (or different) questions have to be asked when it comes to forming groups for online discussion out of class. Should I use the same degree of caution when attempting to achieve gender balance or aptitude balance? Should I use stable groups across multiple meetings or reconfigure groups each time? Specifically, if I want to get the most out of online discussion, would it be problematic, or helpful, to put people together who have never worked together? What are the advantages and disadvantages associated with the tradeoff between familiarity and novelty?
  1. Length of time for the assignment
    To facilitate communication across students in groups, the assignment must have a finite time to be completed. For snow-day-replacement classes, the length of time would naturally be one class period. For discussions of external readings, longer periods of time (but probably not much longer given coordination challenges) might be desirable. But how long is too long? And how will the construction of specific assignments change depending on how long I set aside for the discussion?
  1. Instructions
    The instructions will play a critical role in setting expectations, motivating students and setting the ground rules. What needs to be included in them in order to make the assignment meaningful and facilitate learning? What ground rules need to be established? How can I model successful GChat transcripts and answers to discussion questions?What do students need to be told in order to get them to take the assignment seriously and interact thoughtfully and respectfully with their group members? What do I need to tell them about what I expect the final product to look like, and how should I convey information with respect to how I will be grading it?
  1. Grading
    Speaking of grading, how can I assess the quality of the group’s overall work? What criteria can I use to judge both the final product (the ultimate answers to discussion questions) and the intermediate inputs that lead up to it (the chat dialogue that preceded the ultimate answers)? How can I assess the quality of relative contributions, both in terms of making my own judgment of the work and having students rate their own and their group members’ contributions? I envision a rubric that makes my approach to grading explicit, which will be provided to students along with the assignment’s instructions.
  1. Providing feedback to students
    After collecting the assignments, what feedback should I provide, both with respect to the work produced and the quality of the discussion? Should I spend class time debriefing? Should I provide written feedback and, if so, should it be specific to each group or general? Should I share specific responses to the entire class? Will the answers to these questions depend on specific readings?
  1. Learning and adjusting
    Once the work is collected and graded, how can I assess the quality of the assignment? How will I know whether learning goals were achieved? How will I know whether changes need to be made? Given successful and unsuccessful experiences, what should I be looking for in terms of readings that I can use for this assignment in the future? Reflecting on all of the questions, from all of the topics in this list, how will I know if there are things I can do to improve across all of these areas?


In future posts, I will turn my attention toward answering these questions. But this preliminary exercise has made me realize that I have my work cut out for me, and that I could benefit immensely from other tech fellows’ perspectives on these questions. So any help would be much appreciated!

“Clear Vision” flickr photo by C.P.Storm https://flickr.com/photos/cpstorm/167418602 shared under a Creative Commons (BY) license

Filling in the Gaps Together: International Women’s Day Wikipedia Edit-A-Thon

Rose Olivera introducing the edit-a-thon

By Lyndsay Bratton, Rose Oliveira, Becky Parmer, and Ariella Rotramel

On Wednesday, March 8, we hosted the first annual International Women’s Day Wiki-Edit-A-Thon in Shain Library’s Advanced Technology Lab (ATL). International Women’s Day is observed throughout the world on March 8 and in some countries it is a public holiday. While celebrations in some countries include bringing women flowers or celebrating with a women’s night out, the day has a political history that resulted in this year’s call for a women’s strike in the United States.  International Women’s Day provides an important opportunity to reflect on ongoing gender inequality and the ability of women and allies to act to make change. Editing Wikipedia collectively provides one platform for responding to issues of gender inequality.

According to the 2011 Editor Survey, 91% of Wikipedians are men. Not only does such a homogenous editor force yield a body of work that reflects a limited scope of perspectives, but the survey also found that the relatively few women editors each make far fewer edits than men editors. Wikipedia Edit-a-Thons are staged periodically around the world, and often focus on reversing such trends by bringing women editors on board to fill in gaps in content related to women’s issues and women in history. A great example of one such initiative is the Art + Feminism Edit-a-Thon.

To address these issues of gender bias, we held an International Women’s Day Wikipedia-Edit-A-Thon. Edit-a-thons are events where newcomers and experienced Wikipedians alike come together to learn and participate in editing. Everyone was welcome and no prior editing experience was needed to participate. We had 13 people attend the evening’s event to create or improve articles on women and related topics.

Faculty, staff, students, and community members at the edit-a-thon

Rose Oliveira, Becky Parmer, and Ariella Rotramel started the event by talking about the the gender issues that face Wikipedia and how Ariella has used Wikipedia in her feminist theory class. Becky and Rose then reviewed the Five Pillars of Wikipedia to ensure that editors understood how to carry out their work effectively. Rose demonstrated how to create content on Wikipedia and the basics of editing. Andrew Lopez and Ashley Hanson shared a set of library resources they curated to help participants get started in their work. We also linked many resources on our Wikipedia libguide to assist editors in moving into editing.

Articles edited or created during the edit-a-thon

For the remainder of the time, we dove into the work. People chose to either collaborate in teams or work by themselves to research, create or improve a variety of articles. They contributed citations; rephrased poorly written sections; added new content to existing entries; and began work on developing new entries. All of these actions help improve Wikipedia by creating or strengthening content that relates to women and other underrepresented groups. In the last 10 minutes, everyone added their entries that they worked on a whiteboard: Lois Gibbs; Mary Foulke Morrisson; 16 Days of Activism against Gender-based Violence; Trans Day of Action; Caroline Black; Avtar Brah; Beatrice Cuming; and Marie Hoppe-Teinitzerová. We concluded the evening by taking turns sharing the woman, organization, or event that they worked on. It was rewarding to see what we were collectively able to do in a short amount of time.

As a result, on the third Wednesday of every month, we have decided to hold an informal Wiki Meetup or “Wiki Wednesday” at The Social at 5:15pm. We welcome new and experienced editors! To check in about the meetup, please contact Rose Oliveira (roliveir@conncoll.edu). For more information about working with Wikipedia in the classroom, please contact your instructional technologist or library liaison.

Digital Portfolios: Showcasing Both Process and Product

On the last day of class during the final exam period, students enrolled in my Costume Design and Construction course are allotted thirty minutes to get into costume, hair and makeup before formally presenting their looks to the class and posing for a photoshoot. Each student’s best photo is posted, with permission, in an album on the CC Theater Department’s Facebook page, which typically garners between 800 to 1300 views, making it one of the department’s most popular annual postings. These photos, however, only convey a fraction of each students’ journey through the design and construction process, and fail to adequately shed light on the weeks each student spends researching, designing, and constructing their fabulous, conceptually-driven looks.

Enter digital portfolio applications.

My goal this semester is to find an affordable and user-friendly digital portfolio application that will allow students to showcase their visual research, sketches, process shots, and final photos in a visually sleek way. After investigating several options, I plan on sharing my top three choices with students so they can weigh in on which portfolio application(s) they think will work best for them. To keep the class on track, it will be crucial for me to regularly set aside class time for students to photograph and upload images onto their DELI iPads, walk them through the portfolio curating process, and help them with general troubleshooting issues as needed. I’m looking forward to this challenge and am currently investigating the following applications:

Before the break, I revealed to my students that I wanted to add a portfolio component to the final project and they responded very favorably. Many even expressed an interest in including their previously completed costume renderings for Sarah Ruhl’s, Eurydice in their portfolios as well. I am very open to this idea, but will not include it as a requirement. Instead, I will heed the advice given to me by the leaders of the Technology Fellows program and take it slow, especially during the introductory phase of this experiment – wish me luck!

Rubrics for efficiency and structure

*This post was written by Joyce Bennett and Rachel Black

Why use rubrics

We have been using rubrics for the new ConnCourse that we co-designed “Power and Inequality in a Globalized Word.” Joyce first taught the course in the fall of 2016, when she used rubrics for each of the writing assignments and the in-class presentations. She found the rubrics helpful in creating an even set of standards by which to evaluate each work, and it helped her tackle the daunting task of grading more than 50 assignments by streamlining the work, making my time grading more reasonable and focused. Additionally, using rubrics on Moodle allows the instructor to leave specific feedback next to each criteria, which we have found effective for getting students to understand how to improve their work. While it takes time to develop a rubric, the amount of time it saves during grading is well worth it.

How to use rubrics in Moodle

Here are step-by-step instructions on how to create a rubric on a Moodle assignment. Note that Moodle presumes students are submitting the assignment via Moodle. If you prefer paper copies of papers but want to provide digital feedback so that you and the student have access to the feedback, you can still create the rubric but simply ask students to hand in a hard copy of their paper.

  1. In your Moodle course site, but sure you have editing turned on. From there, add an assignment as you would any other assignment.  
  2. When creating the assignment, under “Grade,” look for “Grading Method.” In the drop-down menu, select “rubric.” Once you have arranged everything else you want for the assignment (if it is included in gradebook, feedback types, etc.), click “Save and display.”
  3. On the left hand side of the screen, scroll down to a toolbox called “Assignment administration.” From here, click on “Advanced grading.” A link called “Define Rubric” will appear just below it. Click on that link.
  4. On this page, you can either import a previous rubric by searching for the name of the previously used rubric, or you can create a new one by selecting “Define a new form.”
  5. If defining a new rubric, you will be able to “add criterion” and also “add levels.” Typically, we have found that having more levels of points available to students is better. We recommend having 5 levels for each criteria.

Once you have created your rubric, you can come back and edit it at any time. Be aware that students can see the rubric before they turn the assignment in, so you want to have given this some thought before students begin working on the assignment. Otherwise, you may want to hide the assignment until you are ready for students to consult the rubric.

A few pointers for creating and using rubrics

  • Suggest that students consult the rubric before handing in the assignment. This will help make expectations clear. In addition Rachel has suggested that student download the rubric and have a peer review their assignment using the criteria on the rubric.
  • Be sure that the rubric speaks to all elements of the assignment. The more you can break down your assessment, the more likely this will be helpful to students in understanding their strengths and weakness.
  • Be sure you have enough evaluations points. This is important because you can end up with very low or high grades if you do not add enough variation in points in each category. Keep the final tallies in mind when designing your rubric.
  • Remember that Moodle allows you to add additional comments at the end of the rubric. This is a good opportunity to further personalize feedback.

To each their own

As with any kind of grading, the use of rubrics is relatively personalized. Between the two of us, we each have preferences that work better for us. For example, Rachel likes to include rubric categories that focus on student development of specific skills related to writing and argumentation. She also likes to focus parts of the rubric on the integration of specific concepts related to course materials and discussion. Rachel finds that this helps students focus their work and develop skills that they will use beyond the one course. Joyce likes to take the assignment instructions and break them up into different components of the rubric. She prefers to leave rubrics a little bit flexible so that students can bring innovation and their own interests to the assignments, where appropriate. Joyce finds this approach helps students think about the components their work should include while also keeping them interested because they get to have their own input. It is important to consider your course and assignment objectives when creating your rubric. If you work your objectives into the rubric evaluation, you will be providing your students with a clear framework for what is expected of them.

Image credit: By Cleonard1973 (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)%5D, via Wikimedia Commons

Building an Italian Virtual City

One of the main challenges that I face in my second semester of elementary Italian is to strike a balance between meeting the needs of the students who want to continue studying the language and the needs of those who are not interested in continuing any further. How do I keep the former motivated and challenged and the latter engaged? Can I use technology to  break up the tediousness of language learning with something that is fun and engaging, that ties all language skills together, and that teaches the students about Italian society and lifestyle?

In the past five years I have fully embraced the concept of blended learning and used a number of different digital tools to accomplish my pedagogical goals. However, every semester, I keep searching for new and fun ways to enrich my courses. This semester, I am experimenting with conversations with native speakers through TalkAbroad. Next spring semester  I want my students to build a virtual Italian city.  I was intrigued by prof. Kronenberg’s similar project at Rhodes College. I want my students to create, explore, and possibly interact in a virtual Italian city by completing a number of tasks that will include writing texts, recording audio and videos, creating cartoons and more, all embedded into an interactive website. For example, some students will be responsible for creating a virtual restaurant, in doing so, they will be responsible for a number of tasks where they can see their language in action. Here is just an example of what these tasks might involve:


Some of these tasks will use familiar technologies, whereas some others will be new to the students and to me, like for example using Powtoon to create animated videos and presentations, or Voki to create speaking characters. Ideas are still floating and open to new possibilities as I explore new tools and technologies. I look forward to sharing my progress in this blog.

Building a New Approach to Online Discussions

working-in-snow-620x826Earlier this semester, I experimented with a “virtual class” on a day when snow closed down the college. Had there been class, students would have discussed a reading in small groups. Typically during these sessions, students spend roughly 2/3 of the class period working through discussion questions. The final 1/3 is spent debriefing with the entire class, hearing from the groups directly and collectively filling in the blanks. On the snow day, I figured that students could use GChat and Google Docs to collaboratively answer these same discussion questions, allowing me to use this time productively and not have to push my course schedule back. Students connected with their groups over GChat and typed answers on a Google document that was shared with me.

Jumping ahead in time, I am currently putting together the first midterm in this course. As I debate the set of questions to put on the exam, I am reflecting on what was actually accomplished during this virtual class. It was a way to get something out of this brief period of time when I knew that students could get together, and it enabled me to keep the course on schedule. But what did the activity accomplish aside from these basic goals? Could I be confident that students understood the key components of the reading? Could I know who was driving the discussion, who contributed to the final answers, and who simply was passively along for the ride?

Upon reflection, I cannot answer any of these questions. While the activity was not a total waste, it did not successfully mimic the learning that would have occurred in a regular class; it did not allow me to assess the degree to which students understood and appreciated the reading. As a result, I do not feel comfortable including questions about this reading on the exam.

I know that I, with the help of technology, can do much better. I am seeking to substantially enhance my approach to online discussions, with the dual goals of “snow-day-proofing” my courses and creating modular discussion-based assignments that can take place in, or out of, class. In the initial stages, I am taking a content-free approach, thinking about general best practices, methods of instruction and tools of assessment that help me think through the various challenges and strategies for dealing with them. How can I assess relative contributions? How can I develop ground rules, and provide instructions to encourage full participation and successful collaboration? How can I use chat transcripts to help me answer these questions without being overly intrusive? What would a successful transcript look like, and how can I model successful collaboration for students at the start of a semester? What kind of rubric can I use to set expectations?

The sheer number of these important questions (all of which have to be answered if this approach is to reach its potential) tells me that this journey will not be an easy one. But the payoffs are potentially high enough to make an initial time commitment well worth it.

Image Credit: Susan Dickerson-Lange

Don’t Yuck Anyone’s Yum*: Using Google Drive and Moodle for Courses

venceslao_gennaio_castello_buonconsiglio_trento_c1400_detailIn 2017, many faculty use an online platform to provide their students with course content and engage with them in or outside of the classroom.  At Conn, we have two major ways to organize such work – Moodle and Google Drive.  As I started to use Google Drive to organize my work from job applications and budgets to collaborating on conference proposals with colleagues across the country, I was drawn to it as a potential course platform.  Its limits could serve my need for simplicity, and while there have been  updates to Google Docs or Forms, I was able to get my approach to using these tools locked down quickly.  For this post, I have been in conversation with colleagues to identify and share some key elements of Google Drive and Moodle, sharing what draws us to one option over another when considering 1) student communication, 2) organizing content, and 3) grading.

Student Communication
Online professor-student contact has become a regular part of class-related work, from updating students about an assignment or snowday plans to fielding questions about a reading.  Sending out messages efficiently is easily handled by Moodle’s quickmail function that sends a message to the entire class.  Working with Google requires more set-up initially, but provides further flexibility.  At the start of the semester, I set up a student e-mail list through Groups.  One cheat is to use the mail students function on Camelweb to grab the set of e-mails.  Once set up, I can have the ability to use Boomerang to send a message to students later or have a repeat message sent their way.  Other functions to explore on Moodle and Google Drive include chat functions, including chatting on a Google Document as students work through an assignment or collaborate on in-class research.

Organizing Content
With the advent of LMSs and websites, faculty now have the opportunity to organize course content in much more complex manner than a syllabus, texts or reader.  With Moodle’s sections, it is simple to create a readings section so students can easily find upcoming readings and download or print them easily.  With Google Drive, it is possible to move or copy a folder’s worth of readings for students to similarly access.  I appreciate the ability to link readings in my syllabus (a shared Google Doc) either to a reading in a Google Folder or to the library’s site to support the tracking of usage of our online journals.  tudents or I set up folders and documents for collaboration or individual work throughout the course.  

Grading
Moodle and Google offer distinctly different opportunities for grading-related work. Moodle’s Assignment activity includes the ability to create rubrics for grading and the gradebook has a wide array of grade calculation functions, it also has a marking guide that you can use to set categories and provide comments. I prefer using a paper rubric that I either upload from my desktop or edit online for paper assessment.  For exams, I create a spreadsheet rubric that I similarly edit and upload to my students’ folders.  These methods are more or less the same ones that I have used for ten years, allowing me to document and back up my grading process in case there are any points of contention.  Moreover, if I find that I am spending too much time staring at my computer screen, I can print out rubrics and/or papers and grade by hand easily.  For the semester’s-worth of grading, I keep a spreadsheet with an attendance page and a total grade page that simply calculates the percentages I have given to different assignments. The limitation of this approach is that students are not able to keep tabs on what grades and attendance have been recorded for them over the course of the semester through the platform. The Moodle gradebook and Attendance modules offer functionality for those faculty who prefer for their grade records to be more transparent to students, including attendance, rather than asking students to track and calculate the value of their own assignments. Through Google, a professor could also use a shared grading spreadsheet with students that is updated throughout the semester if they wanted to provide similar transparency.

Overall, both platforms have something to offer faculty seeking to streamline their online engagement with students. A final factor that has drawn me to Google Drive is that it has value for students embarking on internships or post-graduation jobs, as they will have at least navigated for a semester this platform and learned how to use some of its key components. Meanwhile, as Moodle is our College-wide Learning Management System (LMS), utilizing this platform ensures that students have more ease accessing all materials from the first day of classes.  

*I think it’s a beautiful edict, on par at least with the Golden Rule, and it simply means that no one in that safe space should attack or tear down what brings joy to someone else and which also doesn’t hurt anyone else.

Thank you for input from Diane Creede, Jessica McCullough, Anthony Graesch, and Lyndsay Bratton!