I'm stumbling about one sentence in your post:
"But the reaction was ... wow! it's really difficult to do that! How much time I should spend to create a good lesson for my students! I'll let you know the final decision when I know it."
I've given a lot of lessons for teachers in different environments and there is a common fault in awareness of effort:
They don't make a difference between preparing the content for a lesson, adding the material into Moodle and supporting the learners.
If the lesson is prepared, content (text, pics), order, paths, then its really simple to put it into a lesson activity. If the topic for the lesson and the learning process and progression aren't designed, if the stuff for the lesson is not researched or selected its a lot of work. But exactly the same workload is required for a classroom lesson.
You're running into the same discussion with creating quizzes. If the questions are prepared, if the answers are written, its not a problem to select the question type and put all of them into the form. If I'm starting to think about my question during editing it needs a lot of time to edit a question. But most of the time I'm thinking about question texts and answers.
I also found that lots of teachers think about grading strategies and feedback when they grade the paper based tests from students. In Moodle they have to do it before the quiz is published for learners. Here they often see the work before students take the quiz, but they dont add the time for corrections of paper based tests.
If we present Moodle to newcomers experienced with other tools, they tell me: Oh. Moodle is intutive and nearly self explaining. Moodle is much easier to use than other tools we are working with. Moodle is flexible if the learning process changes.
By the way: I see a lot of usability issues within Moodle and at tracker you'll find masses as suggestions to optimize Moodle written by me.
Sometimes my questions are: Did you ever try to organize a school with 500 students, 45 teachers, and more than hundredfifty classes in Facebook? How can you grade assignments in Facebook? How to create a lesson, a quiz in Facebook? What about copyright protected content in Facebook?
The resistance in Moodle train-the-teacher courses often has other reasons than the tool. Here are some of them:
- I'm experienced with classical lessons, I don't know how my students react about the new tools. I don't want to change any of my methods and strategies. Teachers are very conservative in teaching style.
- I've prepared materials and lessons for most of the teaching issues. I've to re-edit and transfer all of them into a new media. That needs a lot of time.
- Will I lose my job if we are teaching online. Or will they reduce the number of lessons I'm paid for.
- Its again one of these new ideas that are coming and going again after short time.
Learning and teaching systems are the systems that are changing strategies and behaviour of the key actors very slowly. Much slower than big companies and also slower than governmental organizations. Introducing Moodle as the first online tool is part of a change process. But often its implemented like a new schoolbook or a new version of MS Office.
Ralf Hilgenstock (trainer for team development, leadership, coach and organizational development) German moodle partner.