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## The importance of Leadership vs Management in FE when implementing #FELTAG

FELTAG (Further Education Learning Technology Action Group) has been around now for about three years, and in some areas there has been significant progress, in other areas the progress has been slower. One thing that has become apparent to me in my travels around the country and numerous organisations, is the ‘elephant in the room’ that is recognising the difference between leadership and management.

Leadership is about have vision, ideas and long term objectives; then inspiring people to follow those visions and ideas. A good leader will (usually) be an inspirational speaker/presenter, will be someone that is prepared to challenge the norm, and will seek new ways to achieve the goals they have set.

Management is about making sure that steps required to realise the vision and objectives are followed correctly. A good manager is someone that is organised, can break big problems down into more manageable steps, follows and applies protocols, and makes sure that things get done.

So the skills and personality requirements of the two are completely different to each other – and herein lies the problem. Further Education in the UK is not very good at separating the two out. Quite often the principal (or equivalent) in an organisation, will be a ‘leader’ – but they will be supported by a SLT (Senior Leader Team) made up of managers. We then get managers making leadership decisions or leaders trying to manage projects – neither of which working well, due to the wrong personality types doing the wrong things. In larger organisations such as universities, or in the private sector – it is much clearer that some people are employed as leaders and some are employed as managers – but that clarity is lacked in FE, where the terms leadership and management are often used interchangeably to describe the same people.

From my perspective, I am often brought into organisations to run staff development in the area of blended learning. I always try to identify the organisations position, and then deliver a bespoke session based on this. Quite often the SLT has identified some totally arbitrary objective for all teaching teams e.g. they have to make 20% of their provision online. There is often no consideration of what that actually means, or why they are doing it, or what is in it for the teachers (or students). Sometimes it is obvious, that there isn’t a clear understanding of what the SLT want, which is problematic. In other situations, the SLT are clear what they want (or they think they are clear), but they haven’t articulated this down to the team leaders and teaching staff who have to implement this.

One of the things that I try to ascertain when working with clients, is ‘which model(s) of blended learning are you working towards?’, the response often being ‘blah blah 20% online blah blah’. There are many different models in which blended learning can be applied, and to be successful, the starting point for any organisation has to be identifying which model(s) are to be used for which situations (and a one size fits all/none approach isn’t a good model) – each subject area, and different courses within that subject area will have different ‘best’ models that they could use, but sadly I am often running training sessions for teachers, where they don’t know what model they are working towards, which makes the chances of success very remote.

And so back to the title of this post. I cannot pretend that I have a magic answer to this situation, but if there is a recognition that there is a difference between leadership and management – and the leaders do the leading and managers do the managing, then this is certainly a step forwards. From a blended learning perspective – the key is that the leaders have a clear long term vision for the organisation that they articulate well, and the managers have the autonomy and confidence to identify and implement the different models of blended learning in the teams that they support.

On the 6th December 2016, I am running a session titled ‘Effective development and management of blended learning‘ at EMFEC in Nottingham. A large part of the session will be looking at some of the different models of blended learning, and how the development of these can be strategically managed by an organisation.

## Creating equations in online environments

I am currently working on a project, where I am creating web based resources (using Moodle) to teach maths. As part of this process, I need to create properly laid out formulas (or formulae if you prefer the alternate acceptable plural of formula). We are using what is becoming a widely accepted standard of MathJax which in turn supports the use of something called LaTex to create the desired formulas. So for example if I wanted to create something that looked like:

$y = 3x^{2}+5x+\frac{2}{3}$

I would enter this into the editor using the code:

$$y = 3x^{2}+5x+\frac{2}{3}$$

or

$y = 3x^{2}+5x+\frac{2}{3}$

At first I started to learn the exact syntax and would translate what I wanted into either of the codes above. This proved to be both time consuming and prone to mistakes. Then I discovered an excellent website that helps me do this:

https://www.codecogs.com/latex/eqneditor.php

This website gives me a box into which I construct the equation that I want – above the box is a huge suite of grey buttons which each represent a different mathematical function or options. These take a bit of time to learn, but quite quickly one gets the hang of this, and using the buttons and adding the numbers / letters that you require you can quite quickly create the desired formula that you want. Underneath the white box, your formula is displayed as it will appear, so it is possible to see what you are doing, and check that this is correct.

Once you are happy with what you have created, at the bottom of the screen (in a cream coloured box) is the option to choose the export style that you want – so if you need LaTex, you choose that, if embedding into WordPress, you choose WordPress etc. You then copy the code beneath this, and paste into the editor of whatever you are using.

One of the facilities within the editor, is to create correctly aligned equations:

Which in LaTex is created with the code:

\begin{align*} x+3 &= 7\\ x &= 7-3\\ x &= 4 \end{align*}

This is very hard to manually write out, but quite easy using the codecogs website. The button for this, is the bottom right button on toolbar (letters n and r in brackets) – then under that is a button that has “y=…” as the text, and when you hover over it, it tells you that it is the align tool.

For anyone who is using mathematical formulas regularly this is a really neat tool.

## Creating a YouTube based discussion activity in Moodle

I run a lot of training on effective uses of a VLE (usually Moodle) and one of the easiest activities that I show, is finding a video on YouTube, and then embedding this into a forum activity within the VLE.

The reasons for doing this are:

1. By embedding the video (rather than simply linking to it) – we remove all the distractions, adverts, etc. that appear on YouTube around the edges.
2. By adding this as a discussion activity, we ask the students a question – this will focus their attention whilst watching the video, rather than just passively  ‘absorbing’ it.

It doesn’t matter if students don’t actually post their answers to the forum (although useful if they do), as they will still benefit from watching the video with the question in their mind.

The following video goes through the steps of how to embed the video, and the basic settings within a Moodle forum activity.

And if you want to only show a portion of the video you can always identify the exact start and end points that you want to play, by following these instructions:

## Trimming and Embedding a YouTube Video into PowerPoint

I have blogged many times in the past about things to do with PowerPoint, including how to embed a YouTube video, or how to use TubeChop to embed a YouTube video.

In more recent versions of PowerPoint (2013 and 2016), the ability to embed a YouTube video has been made easier, and the following video will take you through the steps:

Although easier to do than in the past, this technique has been unreliable for some people in some organisations, so I always recommend to people to paste the video’s URL onto the slide somewhere as a live link, so if this doesn’t work, you have the fall back of simply accessing the video via the YouTube website.

This technique is showing how to embed the video – this means you still need access to the Internet when viewing the presentation, and it won’t work if the organisation blocks YouTube.

This technique replaces the older method of using the shockwave flash object, or using TubeChop to trim the video.

## Ask staff what they want their VLE to be able to do

Yesterday I was running a series of training sessions for a college starting to use Moodle as their VLE. At the end of the day I set up a very simple activity (using the Database activity) where I asked the staff to identify “Wouldn’t it be great if Moodle could….?”. I asked them to try and think outside of the box – e.g. what would make a huge difference to their teaching, but you don’t think Moodle can do.

I then quickly went through all the suggestions (8 in total) and explained which were or were not possible. Of the 8 suggestions, 6 of them were possible – this had a wow factor with the staff, most of whom had suggested things they didn’t think could be done. I then tried to reinforce the idea that you start with identifying what you want to do, rather than what you know how to do.

Of the suggestions, one of the ‘not possible’ ones, was taking the dogs for a walk. From the 6 possibles – ideas were things like:

• Ability to set up a blog for them to carry out reflective practice (achievable with the OU blog plugin).
• Ability for students to store files on the system (achievable with the Private files function).
• Include an online video meeting space (achievable in various ways with a web conferencing tool).

This is the first time I had tried this activity. I set it up expecting some of the suggestions to be possible – I wasn’t expecting 75% of them to be possible. I will certainly be repeating this activity in the future.

Phote source: https://flic.kr/p/8ouCLT

The Moodle Glossary is one of the simplest activities to use within Moodle. It’s primary purpose is to set up a glossary that the students populate or at least add to, rather than the tutor populating it – however there are occasions when it is useful for the tutor to populate the glossary. This could be if the tutor wants to provide the students with a ‘correct’ list of technical terms and their definitions, or if the tutor wants to create a crossword using the Moodle Game Activity plugin – which pulls the data out of a glossary activity.

If the tutor is populating the glossary, they could enter the data manually item by item, but this is very time consuming, especially if they already have the data to hand in a spreadsheet or similar. Luckily there is a way to bulk upload these items. It is a little complex, but once you have done a few not too bad, and certainly a lot easier than manually typing in lots of items.

Firstly – we need to create the glossary, the following video from Moodle, goes through this step:

Then the clever part is importing the list of terms from an external source. This is covered in this video:

The XML converter that is used, can be located here:

https://moodle.org/mod/forum/discuss.php?d=91224#p489666 with the direct link to the actual file itself being:

https://moodle.org/pluginfile.php/159/mod_forum/attachment/489666/glossaryXMLconverter_html4.zip

You only need to download and unzip this once – as long as you can remember where you have saved it to. Although it may seem a little convoluted at first, this technique will save serious amounts of time compared to manually entering lots of data.

The only other thing to note, is the default settings of the glossary may allow the students to add their own items to this glossary, if you don’t want this to happen, you can stop this by using either of the following options:

1. In the glossary settings – make it so the ‘Approved by default’ option is set to ‘no’.
2. Go into the permissions for that glossary and next to where is says ‘Create new entries’ delete students from the list of roles that can do this.

## Correcting problem with Outlook 2013 not always sending messages

I have recently upgraded my windows computer from Windows 8 to Windows 10, which in general is great, but it did cause a problem with outlook 2013, in that some messages wouldn’t send. The problem wasn’t consistent, which was confusing, I tried searching the internet for help, but the solutions offered all seem very complicated, so I contacted my web host, who talked me through the solution, which worked, so I thought that I would share this here.

Please note – I am not technically orientated, I am just repeating the steps for my benefit in case I need it in the future – if you follow these steps, you do so at your own risk, and if it doesn’t solve your problem, please don’t ask me – I won’t know the answer.

So to solve the problem:

1. I right clicked on Windows icon.
2. I selected command prompt (admin)
3. I typed “sfc/scannow” then enter.
4. I let this run the scan (took about 15 minutes).
5. Once scan had finished I closed down Outlook and then restarted it.

As mentioned earlier, I am not technically minded, so I have no idea what is happening with the above apart from it appeared to fix my problem.