Using Burst Mode on the iPad/iPhone to take photos in sports settings

As a former PE/Sport Science lecturer, I think the iPad is a wonderful tool.

One problem with the default camera app on the iPad or iPhone is there is a time lag between pressing the button to take a photograph and the photo actually being taken, which in the world of sport is annoying as the action you wanted is often missed.

One app that I am finding really useful which overcomes this problem is Burst Mode – https://itunes.apple.com/gb/app/burst-mode-high-speed-camera/id393131664?mt=8. What this does is take a set of photographs in rapid succession, you then go through the set of images to select the one or ones that you want to use.

Screenshot of the BurstMode appThe image quality is superb, even in the relative low light of sports hall settings, and you can choose various settings including:

  • Delay between pictures.
  • Self timer delay (if filming yourself).
  • The number of pictures taken.
  • Low light Boost.
  • And various others options.

If you use the delay between pictures you have a range of options between 0.5 seconds and 5 minutes, it is a shame there isn’t a smaller increment (e.g. 0.1 seconds) which would be more useful for carrying out scientific movement analysis, however If you have no delay, the frequency of capture will be very quick – but will vary depending on the situation (e.g. low light will take less photos). This is not as accurate as a specialist camera or software – but with it being cheap and easy to use, means that each student can use it – rather than just one at a time.

If you do want to use the system to work out speeds of movements, you would need to know the frequency that the photos are being taking. It doesn’t give us this information automatically – but one way round this is to either have another iPad in shot which itself has a stopwatch running – or immediately before capturing your action, you capture another device (I often use my phone for this) that has the stopwatch running – then you can estimate the time gaps between frames. This is always going to be an estimate – but for a teaching perspective is adequate.

There are various other similar apps out there – with a range of prices, and there may be one better than this, but of the ones that I have tried I have found this to be the easiest to use, with the best quality of image and well worth the cost. Some people will tell me that I could just use the video tool, and then use one of the apps that takes a still image from a video sequence, but I have found with these – the image quality isn’t as crisp – which for sport is essential.

If you want to use an app like Burst Mode – it works very well with the device being hand held – but if you want to use this for more scientifc analysis then I would recommend a bracket to attach it to a tripod – as I discussed previously – http://davefoord.wordpress.com/2014/02/13/device-to-attach-an-ipad-or-tablet-to-a-standard-tripod/

If you work for a school or college, and are interested in me coming in to run a training session on how to use iPads in the teaching of PE and Sport then please get in touch.

FELTAG – Natural selection within FE?

FELTAG is an acronym for the Further Education Learning Technology Action Group – a group that was formed at the request of Matthew Hancock, the minister responsible for Further Education. The group was formed to advise Government on what needs to happen in FE to ensure that FE is making effective use of learning technology, and properly equipping learners for the demands of the current digital World.

Many would argue that FE has been doing a great job with regards learning technology, but the sad reality of the situation is that FE has had millions of pounds invested in it for this area of work since 2000, and in 2011 when Becta carried out it’s last annual survey, they deemed that only about 30% of Colleges were using learning technology effectively, and I would argue that the 30% using learning technology effectively probably got there as a result of very keen individuals taking the initiative and driving things from the bottom up, rather than as a result of the millions of pounds of tax payer money spent top down.

Many FE providers think they are doing great things with technology, but many are just using technology to do the same things as before without radically changing the teaching and learning process (e.g. writing on an Interactive whiteboard isn’t significantly different to writing on a blackboard with chalk; Putting a series of word based questions on the VLE for students to access at home isn’t significantly different to printing the word document out and taking it home in a folder).

In the last 10 or so years many colleges were engaging in a huge re-building programme as Government invested in colleges for the future – part of the rebuild process was the total teaching floor space had to be 10% less than before to take into account the fact that in the future more learning would take place online so colleges of the future would need less classrooms.

One of the headline grabbing recommendations is that all centrally funded FE courses will have to have 10% online delivery in order for the course to receive any funding, and financial incentives for courses to be up to 50% delivered online. It hasn’t been clarified by Government exactly what they mean by 10% (e.g. time, learning outcomes, weighting of units?) nor how will this be measured or enforced – but the 10% online element is now part of the language of FE planning.

Is forcing providers to have 10% online delivery the right step forward? Ideologically I would prefer it if people engaged in ‘blended’ learning because they saw the quality benefits that it brings, rather than because there is a financial gun held to their heads, however we have spent the last 14 years trying to encourage people to move in this direction, with only very limited success, so it probably is time for the funders to be financially more persuasive. Over the last few years I have worked with various providers including colleges, Work Based Learning (WBL), HE and charities wanting to increase and improve their blended provision, and one thing that I have suggested to them is rather than try and change a whole organisation in one go is to work with one area first and get it right there, then work with a few more areas, then work with the rest. This gives the organisation time to learn, time for the support mechanisms to establish, and if you make mistakes (which you will) you can learn from them, rather than affecting the whole organisation negatively. One problem with the FELTAG recommendations is this model is not an option, as the changes need to happen more quickly, so organisations will have to tackle whole areas at the same time.

One of the underlying principles of the FELTAG recommendations, is this is not about saving money – instead it is about raising quality of provision. In reality it will cost providers more money (certainly initially) which is not an easy pill for some to swallow. I have worked with various providers where the management are seeing the 10% online element as a simple way of reducing costs, by asking teachers to make 10% of their teaching online, and then expecting them to do an extra 10% of teaching (and marking) in its place. I am trying to reinforce the fact that to make this work, we have to get out of that mindset. All that would happen with this model, is low quality provision, overworked teachers (causing the good ones to leave) and low student satisfaction, that would in turn reduce intake in future years. To make this work there needs to be strong and clear strategic leadership from senior management, proper and managed investment to make this work, and teachers need to be an active part of the process, not just the whipping boys (and girls) at the bottom of the pile being dumped on from above. If organisations can get this right, then the rewards could be very fruitful, If a provider can create a high quality product – this will attract higher numbers of students, which will then bring an efficiency in numbers which is where there will be a cost saving element in the future for those that do get this right.

My predictions for the future in Further Education, as a result of FELTAG are:

  • Charles DarwinLots of providers will get this wrong, and will either fold or get taken over/merged with another provider.
  • Providers will start to be more specialised in the areas that they deliver – and will drop their weaker areas.
  • There will be an increase in the number of learners (I think we will see more short courses, and part-time study, and less full time provision).

I therefore see this as a form of natural selection – the stronger courses at the stronger providers will thrive and pick up students previously covered by other providers, and weaker courses and weaker organisations will naturally fall away, which in general I think will be a good thing.

I think that WBL and Adult Community Education (ACL) are likely to be concerned by all this. Many don’t have the same infrastructures and investments that colleges and Sixth form colleges have, which is likely to be a disadvantage to them, however there are many WBL and ACL providers who are doing good things, and they could really thrive in this environment, especially if a large FE college for example were to fold. It will be interesting to see if there is an expectation of the prison service to provide an element of online learning, logistically they cannot as the internet is banned in prisons, but not doing this would even further disadvantage the young people being detained and reducing their chance of employment on release, thus increasing their chances of re-offending. And finally specialist colleges – online learning is totally inappropriate for many disabled students, but may be very appropriate for other disabled students. This could be very good for some disabled learners who have found mainstream education difficult (for whatever reason) – if there are courses with say 50% online, this may open doors for them, as they can study at their own pace, with their own adapted equipment, with the ability to take regular breaks etc.

From a personal perspective, this is an exciting time – the fact that I have been so heavily involved working on large successful blended learning programmes in FE, means that I should be in high demand in the coming months and years (I have already noticed a huge increase in bookings in the last few months as a result of this). I feel a little sorry for the teachers and the students at providers that don’t get this right, I just hope that the good teachers move to the good providers, and students vote with their feet where necessary.

I hope that providers have the sense to seek outside help early in the process, rather than waiting until it is too late.

Going back to the title of this post – I do see this as a form of Darwinian natural selection (survival of the fittest) – in a way that we haven’t seen before – and the saying “..It is not the strongest, or fastest species that survive, but the ones that are most capable of adapting to changes in their environment that thrive…”

If you are serious about blended learning – give teachers a mobile phone

In 2002 when I was working as an FE/HE lecturer at a college, the team leader made a decision to provide all staff in the team with mobile phones. The team in question was a PE and Sport team, which due to the nature of the subject, we were often teaching on the field, in the sports hall or at non-college facilities. Health and Safety had insisted that when in these locations the teacher had to carry a mobile phone – so we had a bank of (I think) 4 such phones for this purpose – but logistically this was a nightmare. No-one took ownership of the phones, so they weren’t set up for individuals with useful numbers stored in memory – they were often not charged, and the mechanism of having to return phones after the session (when you didn’t always go straight back to the college after a session), was a nightmare, as well as someone having to co-ordinate a booking system to make sure staff took the right phone, to make the logistics work.

So to partly overcome this problem, and to try and improve communication within the team (which had expanded so much we now occupied 4 staff rooms rather than 1) – the team leader managed to argue the case to provide all staff with a mobile phone. At first it sounded very expensive, but the college managed to get a deal with their provider, so the handsets themselves were quite cheap, and the package was basically a pay as you go – but at a reduced rate due to the number of devices. Any private phone calls that staff made – they paid for themselves – and all in all this was a highly successful model of working.

What we realised very quickly after deploying this model, was because these were work mobile phones, we could pass the number onto students. This had numerous advantages:

  • If a student was running late due to traffic, bus broken down etc. They could text the tutor with an apology/explanation – which saved you disrupting the class to deal with their late arrival. They could now just sneak in, without the tutor having to stop.
  • If a student wasn’t understanding part of an assignment – they could either text or call – even out of hours. The beauty of a work mobile phone was I (as the tutor) had the choice as to whether I wanted to take that call, or to ignore it. If I was happy to take the call, and I could help the student, this would probably save me (as the tutor) time in the long run, as the assignment would be quicker and easier to mark, if it had been completed the way I had wanted it.
  • Logistically – if for example a venue changed at short notice – we had various mechanisms to get messages to students (email, VLE, SMS bulk messaging system, notice board) but we didn’t have a mechanism for the students to easily reply to these messages to enter a dialogue. Having the mobile phone in our possession meant we could pick up these queries even when not at our desks.
  • There are then the numerous teaching and learning things that we can do with mobiles (which I cannot cover here, but have discussed previously on this blog).

In 2002 I knew that our team was ahead of the game in this way of thinking, but I thought that within a few years this would be norm, it horrifies me that in 2014 with the cost of mobile telephony being as cheap as it is – hardly any institutions provide their teaching staff with mobile phones. We waste huge amounts of money setting up complex landline based systems with a phone on a desk, then ask teaching staff to spend 28+ hours a week teaching – not at their desk. They come back from a 5 or 6 hour stint in classrooms at various locations, to find not just a mountain of emails, but also half a dozen voicemail messages from parents, students, other colleges etc. all needing a response a few hours ago – and now they have to spend the next 45 minutes trying to chase things up. Had they been able to take the call in the 10 minute gap they had between lessons – the issue could have been resolved quickly and instantly which is better for them and better for the students.

As FE and HE institutions look to increase the amounts of online learning within the provision – one part of being an online tutor is we need to have as many methods of communication between student and tutor as possible – as different students will have different preferences as to how they communicate. Not all will like using email, and even less will want to use the inbuilt communication tools within the VLE. I recently worked with a college that conducted a survey asking learners what their preferred method of communication was, and as I expected – SMS (texting) still came out as the learners preferred method of communication. For them it is cheap (most contracts will offer at least 2000 text per month), it is quick, and they have a record of the conversation in their phone. When we offer online learning we need to provide students with the ability to communicate by phone (and a proper number not a 08 number to a switchboard that costs the learner), email, and SMS as a minimum.

We don’t have to provide top of the range phones. A basic mobile that does calls and texts would actually suffice, and cost hardly anything – although for a little extra you could get a basic Smartphone which would then cover the email, VLE and Skype communication options as well.

If teams are unsure how to fund such an initiative – here is an idea: Most teams that I talk to have weekly meetings, that last at least an hour. If we assume that the staff time at that meeting is worth (estimating low here) £10 per person per hour – why not agree that in the first week of each month, there is no meeting. We could then get a contract on a basic Smartphone for £7.50 per month, leaving £2.50 per month spare to cover any out of contract calls, or data usage. If there is any really important information that staff needed to get at the missed meeting – why not write this up as a summary and send to the team to read on their new mobile phones.

As colleges start to seriously look at elements of online learning – the provision to staff of mobile phones is the easiest, and cheapest thing we can do – the efficiency benefits it brings, easily outweighs the costs, and should be a no-brainer for management to see and action. I hope that in the coming months and years there is a wake up in the sector that paying lots of money to tie a phone to a desk that a tutor is hardly ever at – is absurd, whereas spending money to provide a communication mechanism that follows the tutor around, is what students and tutors want, will increase efficiency and staff morale, improves health and safety and is an essential thing that needs to happen.

If anyone would like to discuss further then please comment below, or via my work mobile phone 07922115678.

Using discussion forums to create ‘Stretch and Challenge’ activities

I am currently working with various different clients, helping them to develop their use of the VLE system Moodle.

Discussion icon One of the techniques that I show people is how a discussion forum can be used to create an effective ‘stretch and challenge’ activity. Stretch and challenge, is a term that is used by Ofsted, and relates to ‘does the tutor provide an opportunity for the more able learners to be sufficiently challenged – beyond the core learning objectives that they expect everyone in the class to meet?’ A few years ago – this area of work seemed to be one of the key questions being asked by inspectors, and something that caused many tutors problems. Other factors in the Ofsted inspection regime are currently more important, but stretch and challenge is still observed and commented on.

When I was teaching, I used the VLE extensively to support my delivery. I would organise each course by topic, which was often (but not always) structured with 1 topic per week. Within each topic, I would provide certain common items – e.g. some notes related to the topic, relevant links, some form of activity and as the last item within each topic, I would pose a challenging question related to that topic. For this I used the discussion forum mechanism to pose the question. This was for me a convenient mechanism as easy to set up, and I was providing an opportunity for the learners to engage in discussion during or after the session. In reality – in most cases no actual discussion took place within the forum itself, however this didn’t matter – as I knew from observing the students behaviour and from verbal conversations that took place during the session or at the start of the following session that they had read the question, and some had thought about an answer to it. On some occasions discussion within the forum did take place – which was great as it gave the ‘quieter’ learners a chance to air their opinion, as well as giving learners access to other learners opinions (which then helped with their assignment writing where they had to present a balanced viewpoint on a topic – not just their own viewpoint).

Examples of some of the questions that I used in my teaching were:

  • There were discussions in the media about sexual inequality within sport, and it was highlighted that women tennis players at Wimbledon got paid significantly less than the men. Tim Henman then contributed to this debate, by stating that it was right that men get paid more as they play best of 5 sets, compared to women playing best of 3. I was able to use Tim Henman’s opinion as an opener for the discussion – which did evoke a huge response from both the males and females in the group – without me having to offer my opinion on the topic.
  • In biomechanics (science of sports movement) I carried out an experiment to estimate the force that the bicep has to exert to move the forearm. The reality is that the muscle itself has to exert a much greater force than the end movement (as this is a type 3 lever which gives mechanical disadvantage) – so the challenging question was ‘Why has the human biceps muscle evolved as it has which gives such huge mechanical disadvantage – which hasn’t evolution moved the muscles attachment to the forum further from elbow, which would allow greater forces to exerted by the forearm? (Please comment on this blog post if you want to offer an answer).

The hard part of this process was thinking of a good challenging question, here are a few tips:

  • When starting a discussion, making a statement and then ending it with the word “discuss” – often doesn’t open a discussion. Instead ask a more specific question to open the discussions.
  • If applicable – asking topical questions (e.g. relating to something currently in the news) will more likely evoke a discussion.
  • It is possible to ask a question from a viewpoint that isn’t your own – which allows you to ask more ‘risky’ questions (see the Tim Henman example above).
  • Asking a question from someone else’s viewpoint also allows you to ask a question that is more likely to create an emotional response – which in turn is more likely to attract an answer.
  • If students do post – you can contribute to the discussion to further develop it, explore other avenues/opinion, reference articles or webpages that are relevant.
  • If you do respond to posts – be careful not to ‘kill’ a discussion by giving the students the ‘correct answer’ straight away, instead try to lead them through further questions.
  • Questions don’t have to have a right and wrong answer (again, think about the Tim Henman question.
  • Think of a series of questions in one go – rather than one at a time. This is much quicker, and it is often possible to relate questions together. Most VLE systems will have the option to time release the dicsussions, or you can manually hide them, and make them visible as required.

If  you can think of other tips, then please add to the comments below.

Using headphones to take photos with iPad or iPhone

I recently learnt a little known iPad/iPhone trick – that is really useful, especially for people using an iPad in a teaching and learning situation.
Using headphones to take a photo with iPad
If you have a newish headphone set that has a volume control on the headphones – then this can be used to take a photo or video on the iPad. Pressing the volume down button on the headphones – will have the same effect as pressing the button on the screen when in the default camera app.

There are a few uses of using this technique as follows:

  • If I am creating a video of myself (e.g. introducing a topic to learners) – I can start and stop the video with my headphones, which are out of site of the camera – without having to lean forward and (visibly) touch the screen.
  • If I am carrying out movement analysis in a sports setting, and I have set my iPad up on a tripod (see previous blog post on this topic) – if I touch the screen to start the recording – I risk wobbling the set-up, which reduces the quality of the video. By using the headphones there is no wobble in the system.
  • Again if the iPad is on a tripod and I am operating the taking of the photos/videos – by using the headphones, I can do this without having to look at the device – which means I can keep my full attention on the class. If I am pressing the button on the screen, I have to momentarily take my attention away from the class, potentially missing something important.
  • If working outdoors in the cold, it is possible to operate the camera with gloves on.
  • If working in certain environments such as a workshop, kitchen, farmyard – it is possible to operate the camera even without fully clean hands. At the end of the session you can wipe the controls of the headphones clean.
  • If working with disabled learners, the processing of holding the device, and looking at the screen, and pointing in the right direction, and then taking the photo can be tricky for some, often resulting in movement of the device as the on-screen button is pressed. By using the headphones (and possibly a tripod) we can reduce this effect. This won’t work for all – some will find the on-screen button easier to manage, but others will find the headphones option easy to control.

There will be many other uses that I haven’t listed here (maybe people will comment if they can think of any).

Reflections on Using tablets in FE and HE assessment event

This blog post is an example of how a blog can be used for reflective practice. I am going to reflect on a training session that I recently ran, and use this reflective practice to help me improve the session for the future and help with my planning of other similar sessions.

Image of Dave Foord

Self Reflection

On Friday 28th March 2014 I ran the first FE/HE session for The Tablet Academy at Lougborough University. The session was designed to look at the use of tablet devices in assessment, and attracted 8 people from across the country.

There are lots of different people, companies and organisations offering tablet training at the moment, of varying quality and varying price (and no direct correlation between the two), so I was keen that I offered something different, something more than the very easy “look at me and how clever I am with an iPad” type session, that yes can be inspiring, but often doesn’t give people a chance to unpick bigger issues.

Therefore the main focus of the day, was to try to get the attendees to think openly about the use of tablet devices in assessment, including the issues that may arise, and not just the positives that can be brought. We also made the decision to focus on BYOD (Bring Your Own Device) rather than specifying a particular platform (e.g. iPads).

The structure of the day was:

  1. Introduction presentation.
  2. Exploring options of how tablets can be used in education.
  3. Designing, completing, then assessing an assessed activity with tablets.
  4. Bringing it all together.

Here is my reflection on each part:

Introduction presentation

I created a short presentation that was designed to set the scene, and to try to create the mindset of not using tablets to replace laptops, but to look at what tablets do that laptops cannot, and how this can be used beneficially in assessment. On reflection, I should have spent less time on this point and more time demonstrating options of what is possible with tablets. I didn’t want to spoil the next activity by giving the attendees the answers to the tasks I was about to set them, but some of the the attendees would have benefited from such examples to help make the rest of the day less abstract.

Exploring options of how tablets can be used in education

We had allocated a significant amount of time (over 2 hours) to this part of the day, which was an opportunity for attendees to explore different options of how tablet devices can be used in assessment. Because each person would have different organisational needs, roles and devices, I created 7 separate tasks (challenges) for them to look at. Each task had some background information, then a set of questions/activities for them to work through which would hopefully guide them through an exploration of that topic, with me facilitating them to unpick some of the issues. I estimated each topic to take about 30 minutes so hoped that people could explore 4 or 5 of the options in the allotted time. As it turned out the tasks took longer than I anticipated, so they only managed to cover 2 of the tasks, which was a shame. For future events, there are various options:

  1. I could shorten each topic, but then have a section for each topic which is titled “further exploration” or similar – so they could continue exploring at a later day.
  2. I could have sent attendees some pre course information so they could look at the options and possibly start some of the tasks (even if they only downloaded any required apps, and created accounts where required on them – which would have saved time).
  3. I could have been more draconian with the time keeping, forcing them to change topics if they spent more than say 40 minutes on any topic. I am not a big fan of this idea, as I need attendees to be comfortable with their explorations, and it is more beneficial for them to unpick a smaller number of options well, rather than more options badly.
  4. If I increased the time of the introduction, to include a quick demo of each idea, this would then have saved attendees time when exploring these options.

Having jotted down these possible options, I think points 1,2 and 4 above could be used together to improve this part of the session, and is what I will do next time.

Designing, completing, then assessing an assessed activity with tablets

This part of the day worked really well. Working in pairs, each pair had 30 minutes to design a tablet enabled assessable activity. They would then share this with a different pair. Each pair then had 30 minutes to complete the task set by someone else, after which they returned the work to the original pair, who had a further 30 minutes to assess and give feedback.
For this activity I was very strict with the timings, using a countdown timer on an iPad to keep me and the group focused. By setting a very specific and challenging time helped to keep people on task, and stopped the afternoon from ‘drifting’. Attendees very much got into the spirit of this activity, they had a lot of fun (which is good), they were imaginative (which was the intention) and they uncovered a few problems with the logistics of actually getting the task to the other people. The main reflection (which was also echoed by the participants feedback) was they didn’t need 30 minutes to assess the work, so could shorten this easily to 15 or even 10 minutes, apart from that I would keep this part of her he day the same.

Bringing it all together

As with any good training session, it is important that there is a chance to reflect and regroup at the end, and some form of identified action for people to do next. For this I set the task of asking people to identify the 5 Ws – Why, What, When, How, and Who for them to identify a small step that they were going to take to move their organisation forward in using tablet devices in the process of assessment. After the slightly pressurised previous 90 minutes as they raced against the clock, this made for a useful reflecting and refocusing activity. We then had some general discussions and used Socrative as a tool to reflect on the day in general.

Looking at the feedback provided by the attendees all bar one were very satisfied with the day, with some highlighting a few of the points I have made above. A few said they would have preferred the day to be platform specific (e.g. Just iPad, or just Microsoft) rather than BYOD, and a few wanted to see more examples of good practice.

From my perspective, I wanted the day to be a chance for people to unpick the real issues around using tablets for assessment, and as such I knew that people would encounter certain problems during the day, which was good, as better for them to encounter them here rather than with real assessments, however these few problems may have been perceived as outweighing the benefits of using tablet devices, which wasn’t my intention. The biggest problem that people encountered was the BYOD issue – of working with ideas that work across all platforms. Many thought Google Docs would be a good option, but discovered that these didn’t work well on iPads and sharing them was more complicated than expected. I tried to reinforce the point that in reality you use the tablet devices when they are most appropriate and use something else when not appropriate, e.g. It is perfectly acceptable for a member of staff to use a computer to create the assessment, the student to use and tablet to complete it and the tutor to use a computer to mark it.

My thanks go to the staff at Loughborough University for their support, in particular Charles Shields and Farzana Khandia.

 

Using my phone to record audio for Moodle

This blog post is about how a mobile phone and a free internet service called iPadio, helped me to recover an awkward situation by recording audio from my phone – then adding this to a Moodle course.

I was running Moodle training for a client in Worcester. The day that was arranged I had access to my car so planned to drive – however due to the floods we had to postpone the training to a different day when I didn’t have my car, so had to rely on the train network. I was a little nervous as had to catch 3 separate trains, with not much time for changes – so if any of the 3 trains were delayed I risked turning up late. The client accepted this risk – so we went ahead.

As it happened my nervousness was justified as my first train was significantly late, meaning that I knew I would be late for the training. Many people in this situation (including me a few years ago) would at best find this distressing and at worst enter a mild panic – but I was able to execute a plan:

Robin Hood (1922) - Allan Dwan

Because the first part of the Moodle training involved attendees accessing an ice breaker activity – this could be started without me – all I needed to do was introduce myself and session to the delegates, and luckily I own a phone that gave me all the tools that I needed.

I used a service called iPadio (I have blogged about this in the past on numerous occasions) – this is a free service which I had previously subscribed to – and it allowed me to record an audio file simply by dialling a London phone number (therefore free to me as part of my minutes allocation) and talk to an answerphone to record my welcome message.

As soon as I had finished recording, I went to the iPadio website (via my phone) located the recording, and copied the URL for that recording. I then went into the Moodle course that I was using during the training and added this at the top of the course as a link. Ideally I would have downloaded the audio file, and then uploaded it as an MP3 file to the Moodle course,  but I couldn’t quite do this from my iPhone – so had to settle for linking to it instead

Then the final part of the plan was for me to phone my contact at the centre – explain the situation, and ask them if they could start the session for me – by simply finding the Moodle course, and playing the audio message I had left for them.

All of this I completed in less than 10 minutes from my phone whilst stood on a cold and windy platform at Leicester Railway Station, and I hadn’t even had breakfast or a cup of coffee at this point (and those that know me well, know that I don’t function until after my second cup of coffee)

Although not an ideal way to start a days training – it did show the attendees one of the powers of Moodle – to be used in situations where the teacher isn’t present (either planned or not planned) but where the teacher is still able to influence the class.

Usually when I do audio recordings, I am sat in my quiet office, with a headset on and using either Audacity (PC) or Garageband (Apple) – which gives me good quality audio recordings, however there are often situations when I want to record an audio recording when I don’t have this set up, and for this using iPadio is great – as all I need is my phone, the final file will be an MP3 which is the best for most purposes (if I used the built in sound recorder in my phone, it saves it in a proprietary format that can only be accessed by people with the same make of phone), and I can do various things including downloading, linking to, or embedding which covers all possible bases.

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