EdPuzzle is a site that teachers can use with video sites such as You Tube, Khan Academy, and many others.
With it, you select a video and customize it by editing, cropping, recording audio, and adding questions to make an engaging presentation or lesson. With a few clicks you can assign the video to specific classes, decide if you want to allow students to skip questions, and set a due date. Students join with a class code to complete their assignment. Student progression of work can be checked through the site.
You can see whether or not students have watched the video, their grade, and whether you have open response questions to mark as correct or incorrect. Pingback: 10 Ways to "Googlfy" Your Classroom. Jessica Sanders. Sorry to hear the formatting is strange for you! Lynn Erickson. Hi Andra, I apologize for not seeing your response. I never received a notification that I had a response.
In Google Docs, go to Tools-Preferences. In the replace box, type in the text you want to replace such as WC and then in the With box type in the text you want to appear such as poor word choice. I hope that helps. Your email address will not be published. Save my name, email, and website in this browser for the next time I comment. Leave this field empty. Notify me of follow-up comments by email. Notify me of new posts by email. Lynn Erickson January 5, Related Items save time grading. View Comments 9. Andra Rubin March 7, at am.
I am really interested in the shortcuts for comments, how do you set these?
- the effect of global warming essay;
- Automatic Rubrics.
- titles for a research paper.
Tanya December 11, at pm. Jessica Sanders December 29, at am. Lynn Erickson January 8, at pm. Leave a Reply Cancel reply Your email address will not be published. January 5, More in Featured. Read More. At the same time, the "track changes" method of paper grading had problems.
Teaching roadmaps, ideas for new adventures, and fun things
For one thing, it was clunky. If I am going to grade electronically, I need the tool I'm using to get out of my way; I need the program, like the red pen, to "disappear" so that all I have to think about is my grading. That was not happening with Word, in which I spent a lot of time opening and closing files and functions. Happily, my experience agreed with recent studies showing that differences in digital literacy are not strongly tied to socioeconomics.
All were familiar with the basic uses of Word, but a much smaller number were comfortable with the extended functions of Review. While surprising to me, this discovery matches recent investigations into how tech-savvy college students really are.
Google Docs Integration and Grading – Schoology Support
Because the feedback was several steps away, I fear that some students most in need of it never got it. Some of the same concerns applied to my use of Blackboard. It did not take me long to begin searching for an alternative that would provide the advantages of an e-grading system without so many problems. Because I was doing this on my own, I knew that whatever I came up with needed to be inexpensive.
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As in free. Founded in , Google is a collision point for information and technology.
By , its data centers were running over 34, searches per second, making it arguably the nexus of this extraordinary historical moment in which we find ourselves. GMail , for instance, is the best e-mail service I have ever used: searchable, flexible, and accessible from almost anywhere. In addition, it works digit-in-digit with Google Docs , an online suite of applications, and Google Calendar , now my sole time organizer. All of these services are available via any Internet connection. While I began my experiments somewhat wary of a "cloud" system, my experience has been that the downtime — periods when I could not access the Internet and do my work — is minimal.
In fact, I've never been unable to access my materials. During my experimenting, meanwhile, our campus Blackboard servers were inaccessible several times for maintenance of one kind or another. I first fell in love with GMail for its message threading, which allows a simple, sensible view of my electronic communications with students, and for the speed and thoroughness of its search functions.
Faster, Better Feedback on Student work
These features, however, are quickly becoming ubiquitous in e-mail programs. What now sets GMail apart are the ways in which it has allowed me to treat e-mail not as a simple message exchange system but as an integral part of my classroom experience, especially when it comes to the exchange of assignments. Students who recognize the untapped pedagogical resource that e-mail represents welcome this approach. A survey of college students, for instance, found that 67 percent thought e-mail could positively impact student learning, compared with a mere 50 percent of their associated faculty.
Even better, they want to use it as part of their education.
In making my digital grading system, I knew I wanted to make e-mail an integral part of the process, and GMail gave me the tools. I use the example of an essay here, only because this is the predominant item I tend to grade. Any writing assignment can be exchanged and assessed in the same way. Before class begins on the due date for an assignment, students are expected to e-mail me their work as a. DOCX, or.
RTF file. When I walk into the classroom and pull out my smartphone, within seconds I can read down the list of e-mails in my inbox to see who has or has not turned in the assignment. By glancing at the "paperclip" icon associated with each e-mail, I do not even need to open them to see whether the students properly attached a file see Figure 1 , and the time stamps tell me the time each message was sent.
Thus those "Did you get it? Figure 1. After class comes the grading, which I can do anywhere. The papers are all safely on Google's servers, accessible from just about anywhere I can access the Internet. What I give my students is not traditional line-editing grading, though long before I moved to my digital systems I was abandoning that time-honored method in favor of a more "sparse" grading style in which I pointed out representative errors but otherwise forced the students to find the problems in their work themselves.
I also use a five-part rubric of my own design to help provide students with pertinent information about the positives and negatives of their work. So I sit down and open the first e-mail from a student. Call him Bob.
First, I click on the link to his attached paper see Figure 2, Step 1. This will automatically use Google Docs more on this shortly to open the document in a new browser tab or window, enabling me to see quickly whether I do, in fact, have a paper to grade or if I have been sent Biology homework instead Figure 2, Step 2. Figure 2. Steps in Grading an essay in GMail. Next, I click "Reply" to the e-mail. If Bob sent me his Biology homework, I send a gentle or not e-mail pointing out the problem.
If I have a paper to grade, however, I use GMail's "Canned Responses" system to insert, with one click of the mouse, a standard text into my reply e-mail Figure 2, Step 3. This standard text contains my grading rubric not yet filled out , an explanation of that rubric, hotlinks to some Internet sites that I tend to refer to quite a bit like the Online Writing Lab at Purdue , and a space to begin entering my written feedback Figure 2, Step 4.
Switching back and forth between my browser tabs or windows, I now read through the paper, filling out my grading rubric and then writing what amounts to a "letter" explaining the issues. In a bonus for me and the student, I convey this information through a medium in which they do not need to read my handwriting. I can also manage quite a few feedback tricks because both texts I am working on are digital.