Device to attach an iPad or tablet to a standard tripod

image of an iPad mounted on a tripod

As a former PE/Sport science lecturer, the iPad is a wonderful device, that I wish existed when I was teaching, as  it’s potential for me to video something, then play it back easily with options to slow motion, fast forward etc. is superb, and if I wanted to carry out some slightly more scientific analysis, then we now have an affordable device, that can be easily used by the teacher or students, and I am very impressed by the quality of photographs and footage from an iPad, as even when capturing at a fast frame rate as is often required in sports analysis situations, the quality is excellent, even in low lit indoor situations.

If I am doing some analysis, then I need to mount the device onto a tripod so that it doesn’t move, shake or vibrate. I spent ages trying to source an affordable attachment that would attach to a standard tripod – and surprisingly I struggled. There are many expensive alternatives that are too costly for education (in my opinion) or there are some very wobbly looking options, which I wouldn’t trust, or the options were unique to a a particular model of device which I didn’t want. Luckily a colleague of mine, Ron Mitchell – did locate what I was looking for, which is made by a company called iStabalizer and is called the Tab Mount. The only place that I could find that sells this in the UK is Amazon (which is a shame, because as a company I prefer to use companies that pay their taxes), and the direct link (at time of writing this post) is here – cost at time of writing is £22.95.

Basically the device is a spring loaded mechanism, where the top and bottom pull apart then spring close again and clamps tight around the tablet, and then has a standard tripod thread on its back which can be used to attach to the tripod. It will work with a range of tablet devices of different size , and in most cases you shouldn’t need to remove the device from any protective case that it is in, which I think makes it ideal for education.

Image of the iStabalizer tab mount

You do lose the use of the arm of the tripod with this arrangement, but for sport analysis where the tripod isn’t going to move, this won’t matter. As well as uses in sport, this could have obvious uses for other subjects such as music, media, art or simply for a teacher than wants to film their students and doesn’t want to have to hold their device.

If any PE/Sport Science teachers are interested in a training session on how to use iPads or other tablets in a PE/Sport setting then I run bespoke training sessions through The Tablet Academy, details of the iPad based session is available at http://www.tablet-academy.com/courses/using-ipads-in-pe-and-sport/65.html. These courses can be arranged for an individual organisation, or there are the £99 courses which are great for schools that maybe have only 1 or 2 PE teachers, and the Tablet Academy isn’t just UK based, there are centres setting up around the globe.


All images by Dave Foord – http://www.flickr.com/photos/davefoord/sets/72157640918612424/

Reversing the order of a Moodle Course

Many years ago, when I was teaching at a college, and at the same time responsible for the ILT/e-learning provision within that area, I used to hold regular course rep meetings with students (I would give them a free lunch as an incentive) so that I could find out things about what they liked or didn’t like about the things we were doing. These proved really useful meetings and many things were changed or implemented as a result.

Picture of someone doing a headstand in front of a frozen waterfall

Upside down

One thing that came up in a meeting, was a student suggested that it would be better if the content on the VLE was displayed in reverse chronological order – e.g. the most recent stuff appeared at the top and older stuff moved down accordingly. At the time I had never seen this done before and the other students thought it was a stupid idea, but I saw where he was coming from, and as services like blogs, Facebook, Twitter, News Feed etc have evolved the norm is for the most recent content to appear at the top of the list and everything else to move down – so it makes sense that the VLE could do the same – if a course is 30+ weeks long, why are we asking the learners to scroll down through content and resources that they covered 9 months ago?

I have tried this technique with a few courses that I have been involved in, and I think it is a better way of working – the only problem was that within Moodle there wasn’t an automatic way to do this, I either had to pre-create my weeks in reverse order and then set the restrict access settings for each week to make them appear at the right time, or I would create the weeks content as I went and would manually drag this topic to the top of the list when appropriate. Neither solution was ideal and not something that most teachers would have the time or inclination to do.

However – whilst searching for something else on the Moodle plugin site I came across something called ‘Weekly format reversed’ a plugin that will do exactly what I want – automatically reverse the course for me. I haven’t tried this yet as none of the moodles that I am working on at the moment want this approach, and looking at the comments it looks like there were a few bugs, but hopefully if enough people use and contribute to this plugin they will get sorted out. This way of working may not work for all people, but is certainly something that is worth trying, and things look very different when viewed the other way up.

If nothing else – this reduces the need for excessive scrolling, which is one of the main considerations when designing a VLE area.

Changing behaviour with Office 365 and Tablet Devices

Over the last week I have produced 4 posts around ideas of using Office 365 in education:

  1. Using Office 365 to create collaborative learning activities.
  2. Using PowerPoint and Office 365 to create a collaborative learning activity.
  3. Using Excel and Office 365 to create learning activities.
  4. Using Word and Office 365 to streamline assessment feedback.

The idea that I am trying to get across, is that Office 365 isn’t just a slightly newer version of the Office Suite, instead it works in a fundamentally different way, but to get the benefit from these improvements, requires people to behave differently, and with the arrival and (I predict) rapidly increasing number of Microsoft tablets within the education system – and the mobility that these devices offer – getting Office 365 to work properly is going to be key.

The main behaviour change, is reducing the number of different versions of the same file that exist in different.

For example: If I create a Word Document, and save it to ‘My Documents’ on my computer. There is one version of the file. I then email this to a colleague. There is now the version in My Documents, a copy in my sent items, and one in my colleagues inbox – so thats 3 versions. My colleague downloads the file (4 versions) and then makes some edits, saving the file to their network drive (5 versions) they email this back to me (Their sent items and my inbox gives 7 in total) – I Download this (8 versions), and save a copy (with a new name) back to my Documents (9 versions).

So – the very simple example above with me asking 1 colleague to proof read and edit a document has created 9 files without me thinking about it. If I had collaborated with more people this number could quickly run into the hundreds – which makes no sense, there is a risk of ‘old’ versions re-appearing a later date, and the total memory used up on the system (especially if a large file) costs money and slows everything else down.

If I use Office 365 and OneDrive (the new name for SkyDrive) the behaviour would be as follows:

I create a file, and save it to my OneDrive. There is now a version on my computer and a synchronised version ‘in the cloud’, I email a link to this file to my colleague, they edit this via the web interface in the cloud, and let me know when complete. I can check their edits, and if unhappy with them I can use the history option to roll back to an earlier version or discard the changes. Ultimately though – we still have the same file on my Computer and a synchronised version ‘in the cloud’. There are no extra versions loitering in mail systems or download folders.

One of the reasons why this becomes so important with tablet devices, is they rely on files being transferred via wireless – so we need to make the whole process of file management more streamlined. If I am working with a class and I want them all to access an image rich  PowerPoint file for example – for me to ‘push’ that file over the slightly ropey wifi in that classroom to 30 different devices could take 10 minutes or more, which isn’t realistic. For me to use the file sharing mechanism within OneDrive and  the students to access this via the web interface will effectively stream the content, as the students view it, rather than pushing the whole file out up front.

In the previous posts I talked about the collaborative teaching and learning opportunities this brings, and with the extra mobility and battery potential of tablets over laptops or desktops, means we can use these devices in any environment including the sports hall, kitchen, on field trips etc.

As with many of my blog posts – the key to changing these behaviours is an investment in staff development. Because Office has been around for so long, Office training is far less common – there is an assumption (which is an incorrect one) that people don’t need to be taught basic office skills. With Office 365 – there is a huge need to reinvest in training in this area, otherwise its potential will not be unlocked.

At the moment I am working with a company called The Tablet Academy who provide training and consultancy around the use of tablet devices (Apple, Android and Microsoft) in education. If any Schools or Colleges in the UK (including Scotland) purchase 20 or more Microsoft tablets (including ones made by other companies) they are entitled to free training, provided by someone from the Tablet Academy (only downside is the current offer is only for training that is delivered before the 31st March 2014). If you work for a school or college in the UK and have purchased such device recently and your reseller hasn’t mentioned the free training offer then contact the Tablet Academy who will chase this up for you.

Using Word and Office 365 to streamline assessment feedback

In my last few posts I have been explaining some uses of Office 365 to create collaborative activities using PowerPoint or Excel. In this post, I am going to look at Microsoft Word. Word could be used to create a collaborative learning activity in a similar way to the PowerPoint example, but it is set so that only one person can edit one paragraph at a time – therefore careful consideration is required when designing such an activity. In this example I am going to look at the mechanism of student feedback following assessment and h the collaborative nature can be very useful.

If I look at what might happen in colleges, universities and some schools at the present:

  1. Teacher produces an assignment brief and gives this to the learner.
  2. Learner completes assignment and hands it in.
  3. Teacher marks the work and fills in a feedback sheet, hands work and feedback sheet back to learner.
  4. Learner fills in the box on feedback sheet where they reflect on the assignment and their action plan to solve any updates required.
  5. At end of term, teacher realises learner hasn’t updated their assignment – contacts learner.
  6. Learner has lost feedback sheet so has forgotten what needs doing.
  7. Teacher re-issues feedback sheet (luckily they have a copy).
  8. Student does updates, hands work back in.
  9. Teacher remarks work, fills in anew feedback sheet with the additional feedback and final grade.

Although the above may sound like a tedious drawn out exaggeration, I am sure that many will see similarities with current practices  – and whatever ones system, whether paper and pen or electronic there is almost always a significant amount of files moving from place to another and there is seldom an efficient loop where the students use the tutors feedback to help them with their updates or future assignments.

So here is one suggestion. We create a single Word document that is going to contain all of the information relating to that assignment – and this will be used by both tutor and student. This will contain the brief for the assessment, the list of criteria being covered/assessed, and area for the student to reflect on the assignment, areas for the teacher to give feedback, and space for them to add additional information if the work is referred and needs to be upgraded.

Once this document has been created – all the tutor has to do is to share this with the learner through OneDrive (the new name for SkyDrive). The learner and the tutor are now accessing the same document. If the tutor wants to have a situation where all of the students marked work is returned at the same time, rather than piecemeal – they can quickly remove the students sharing rights, mark all of the work and then re-share it.

Image showing the history settings within OneDrive

Image showing the history settings within OneDrive

One of the key reasons why this technique hasn’t worked in the past, is the verification process needs to see the different versions of the work and the feedback given – which in turn lead to the notion of creating lots of different documents. The beauty of using Office 365 and OneDrive is there is a built in history and version mechanism.

With this you can see any previous versions including who made the changes and you can restore or download any of the versions at a later date if required by an IV or EV.

Image showing the history options for a file including the ability to restore, download and who made the changes and when

Image showing the option to restore or download a previous version of the same file.

Having one file to deal with rather than lots of files is easier for the tutor and the student to manage. There are less chances of error due to people using the wrong version of those files, and from a teaching and learning perspective having all of the information in one place for the student is far more likely for them to reflect on the feedback and change their behaviour as a result.

I hope that as organisations start to use Office 365 more and more, there is a real effort for people to think about what they are doing and why – and how these technical advancements can make a huge difference to our overall efficiency and effectiveness.

Using Excel and Office 365 to create learning activities

In my previous posts I have:

  1. Introduced the idea of Office 365 and how it can be used to create collaborative activities.
  2. Given an example of how PowerPoint can be used to create a collaborative activity.

In this post I am going to look at using Excel to create a collaborative learning activity.

Many people struggle (some are scared of it) with Excel which is a shame as it can be a superbly powerful learning tool – and it can be used in any teaching area not just maths, accountancy etc. There are many possible uses that I could list here, but I will stick with a couple of simple examples.

If I was teaching research methods or statistics, and wanted to investigate the idea of 2 sets of data and what the correlation is between them, then a simple way to do this is for each student to work out their height (m) and their shoe size (European) record these in a table, then everyone plots a scatter graph of everyones results – and we look at the line of best fit, standard deviation etc. Yes the constructing of a graph on paper with a ruler is an important skill to learn, but on this occasion I want to focus on the way that the correlation changes as more points are recorded, and for that I want to speed up the plotting process, so I am going to use Excel to help me.

Image of an excel sheet with a data entry table on the left, and the resultant grpah on the right

Example of an excel sheet teaching the principle of data correlation

So I have created  a simple spreadsheet which has a data entry table – I have identified each student with the letters A-K, and I have colour coded the area they need to enter their data into with a green shading. I have unlocked these cells and then protected the whole sheet, so when the learners add their data, they cannot accidentally alter or delete any of the workings. On the right you will notice that I have pre-created a graph that will plot the data as it is added, and then underneath the table I have created some simple statistical functions to identify mean, mode, median etc of the data as it is entered.

So having created the above sheet, all I need to do is save it to my OneDrive (new name for SkyDrive) – share it with my learners (see previous post), and then allocate each learner a letter between A-K. They edit the sheet in the web browser, entering the 2 pieces of information against their letter. All of the students will be editing the same resource at the same time, so they will see the graph and the numbers change in real time as the amount of data added grows. The beauty of this is that by speeding up the capturing and plotting process, I can spend more time helping the students to understand the significance of what the graph and the numbers mean, and I could reuse the same template to add my own dummy data to show the effect of anomalies, different types of correlation etc.

Any form of class experiment which involves the capturing and sharing of class data can be achieved with this method. If the data entry is more complex than my example, then you could create a sheet within the workbook for one student, then duplicate this lots of times so each student has their own sheet.

Another useful feature is that it is possible to embed sections of the file (e.g. the results table, or the final chart) back into a piece of web space (e.g. the VLE, or a blog) – so below is an example of the final chart – as the file is used and data is entered this will automatically update.


With the above example all students could see (and potentially alter) all other student’s entries into the resource. This may not be desirable – e.g. if you are capturing sensitive data (e.g. if working out Body Mass Index and asking students for their Weight and Height) or you could ask students to feedback what they have learnt, what they have found difficult, what they would like to recover in a revision session etc.

What you could do is create a single Excel file asking for the data that you want. Once happy with this, you duplicate that file however many times you have students. You then share each file with the individual student. This may sound complex but is a lot easier and quicker than you would imagine. You now have a mechanism for students to give individual feedback to you – you as the teacher can see all of the files, so easy for you to see the information – and if you are really keen, then you could create an ‘overview file’ which uses simple excel formula to pull the data from each students file into a single dashboard type file. This last suggestion doesn’t update the data live as it is entered, but everytime that the file is opened it will pull through the latest data at that point.

If we are using Excel to create learning objects then it is beneficial to make the appearance of the file as tidy and uncluttered as possible – which I have discussed in a previous blog post – https://davefoord.wordpress.com/2010/05/19/simple-formatting-tips-in-excel-to-improve-quality-of-learning-materials/

In my next post in this series I will give an example of using Word to create a collaborative activity.