Group items tagged

Mark Hawksey describes how to make a great event booking form by customising Google Forms.

The form emailer works - automatically send an email to someone from your s/sheet eg feedback to a form they have completed. Didn't install Form+ since there was too much negative feedback in the chrome store.

Not just "A form was submitted" but the data submitted too.

Handy if we are setting up forms e.g. conferences form to then export into the Calendar.

Interesting description of using Google Docs in a writing class and then using Forms to support a peer review process.

Manage form selections by applying limits to number of times an option can be selected.

This Guide comprises three sections. The first - a summary of the key issues - is presented in the form of a set of 'Frequently Asked Questions'. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively. The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper. For those who have a deeper interest in OER, this section will assist with making the case for OER more substantively. The third section is a set of appendices, containing more detailed information about specific areas of relevance to OER. These are aimed at people who are looking for substantive information regarding a specific area of interest.

Some new features in Forms including data validation and videos.

Description of using Forms and Flubaroo for online quizzes

A study of the formative use of Turnitin in a writing class.

Adding a Google form to Moodle

A logical fallacy that students plagiarise because of a desire to cheat and deceive and therefore why we should use plagiarism detection tools such as Turnitin in formative ways.

"At the end of the twentieth century, intellectual property rights collided with everyday life. Expansive copyright laws and digital rights management technologies sought to shut down new forms of copying and remixing made possible by the Internet. International laws expanding patent rights threatened the lives of millions of people around the world living with HIV/AIDS by limiting their access to cheap generic medicines. For decades, governments have tightened the grip of intellectual property law at the bidding of information industries; but recently, groups have emerged around the world to challenge this wave of enclosure with a new counter-politics of "access to knowledge" or "A2K." They include software programmers who took to the streets to defeat software patents in Europe, AIDS activists who forced multinational pharmaceutical companies to permit copies of their medicines to be sold in poor countries, subsistence farmers defending their rights to food security or access to agricultural biotechnology, and college students who created a new "free culture" movement to defend the digital commons. Access to Knowledge in the Age of Intellectual Property maps this emerging field of activism as a series of historical moments, strategies, and concepts. It gathers some of the most important thinkers and advocates in the field to make the stakes and strategies at play in this new domain visible and the terms of intellectual property law intelligible in their political implications around the world. A Creative Commons edition of this work will be freely available online."

A general description rather than code or examples but worth a try.

How to transpose spreadsheet data so stuff entered in forms can be easier to read.

From Pontydysgu - Bridge to Learning a short interview on continuous evaluation, open to evaluators and evaluatees. Splitting the formative / summative divide.

"Rather than using clickers, students learned how to use Google Forms in class to answer questions alone or in small working groups."

"Higher education institutions face a number of opportunities and challenges as the result of the digital revolution. The institutions perform a number of scholarship functions which can be affected by new technologies, and the desire is to retain these functions where appropriate, whilst the form they take may change. Much of the reaction to technological change comes from those with a vested interest in either wholesale change or maintaining the status quo. Taking the resilience metaphor from ecology, the authors propose a framework for analysing an institution's ability to adapt to digital challenges. This framework is examined at two institutions (the UK Open University and Canada's Athabasca University) using two current digital challenges, namely Massive Open Online Courses (MOOCs) and Open Access publishing."