Spreadsheets: How to Sort Data Onto Sub Sheets based on values in a given column

One of the most popular posts on this blog, is one I published back in 2011, titled How to automatically pull data between different google spreadsheets  I am often asked by people, is it possible to filter the data based on the value in a column, before pulling the data across?

I have created a video which shows a technique whereby data is filtered internally within a workbook, so data is pulled onto subsequent sheets, based on values in a certain column. In this example I am using a class of students, and all the grade A students are copied onto a sheet called “A”, all the grade B students are copied onto a sheet called “B” etc. This principle could easily be used to organise a list of sales by sales rep, or by region.

The video is about 13 minutes long, but well worth watching, if you are interested in this technique.

For this example I have used Excel, but this would also work with other spreadsheet systems such as OpenOffice or Google Sheets.

The file used in the video example can be downloaded here, if you want to see or copy the formulas used.

Spreadsheet – sort data onto new sheets Shared

The mechanism also uses a technique to display the sheet name in a cell in the spreadsheet. More details on this can be found at https://davefoord.wordpress.com/2015/04/16/how-to-display-the-sheet-name-in-a-cell-in-an-excel-spreadsheet/

I hope that this helps people to make better use of Spreadsheets, whether it is in education, work, or for personal use.

Do we need a term for ‘Learning Technology’?

Over the years, there have been many terms used to describe the use of technology within education. If I go back to my early teaching days in the late 1990s – schools referred to it as ‘ICT’, Colleges called it ‘ILT’ and Universities called it ‘eLearning’. Since then we have also used (amongst others) the terms ‘Learning Technology’ and ‘Technology Enhanced Learning’.

The terms ICT, ILT, eLearning and Learning Technology make no quality judgements about the use of technology (e.g. the use could be good, bad or indifferent), whereas the term Technology Enhanced Learning does make a judgment (e.g. it only refers to the uses that actually enhance the learning) – and this was discussed in my last blog post – Does Technology Enhanced Learning (TEL) actually enhance learning?

So if using the term TEL, has in essence filtered out the bad and indifferent uses if technology – could we go one step further and remove the term altogether, and simply refer to this as teaching and learning? This is an ideological and philosophical question that is often asked – and the short answer is that yes, at some point in the future, hopefully the use of learning technology will be so well embedded that it won’t need its own name or definition, it will be just part and parcel of teaching and learning. However we are not there yet, and the rest of this post will explore why.

When I first became the ILT coordinator at a college, one of the first decisions that I made, was to scrap the College’s ILT strategy (the very document that had actually created my post) – my argument being that for ILT to be successful it has to be embedded fully and not seen as a ‘bolt-on’, so I scrapped the strategy and subsumed the useful bits of it into other college strategies – mainly the teaching, learning and assessment strategy, but also the IT strategy and a few others. This proved to be very useful, and I think was a key factor in the college’s successful progression in this area of work. We did have problems at the time, in that we were often bidding for pots of money for projects from the myriad of external agencies, who often required that we submitted a copy of our ILT strategy as part of the bid. I would send in the teaching and learning strategy, which was often rejected, so we did have to recreate a sort of ILT strategy, just so we had something to submit as part of this bid process. This annoyed me somewhat, that the external agencies were forcing us to take a step backwards.

Square root of 2 triangleA few years later I was attending a conference, where the night before there was a pre-conference dinner with guest speakers and an ‘ask the experts’ panel, and the question about whether we need a term to describe this area of work was raised there. Most of the panel members, (who clearly struggled with the question) waffled on a bit about something and nothing, and then concluded that we could get rid of the term, until the last person to answer spoke, and his background was actually the history of mathematics, and he used the analogy of irrational numbers (e.g. the square root of 2, pi, and various others) – which although first identified in ancient Greek times, it wasn’t given a name until much later. People that understand mathematics to a high level* understand the concept of irrational numbers, and therefore don’t need a name to conceptualise or use it – but most people don’t understand it, and partly because it is an abstract concept, they have difficulty conceptualising something that doesn’t have a name and therefore (in their eyes) ‘doesn’t exist’. The introduction of the term irrational numbers wasn’t for the benefit of mathematicians, but for the benefit of the average user.

He argued that the main purpose of terms to describe ‘learning technology’ is to make the concept of it more real and less abstract, which is essential for the understanding of the average person, and is essential for its adoption of propagation within education.

This answer from the mathematician, resonated with me – as I had often ideologically been trying to drop the term, but realised that we aren’t ready yet for such a move.

So – my argument is that there is a need for a term – and I don’t really care what the term is, along as it is universally understood within the organisation or situation, it could be ILT, Learning Technology, eLearning, TEL, or Geoffrey – it doesn’t matter as long as its use is consistent. What is important is that there are active steps taken to make sure that over time this area of work is truly embedded into practice, and doesn’t become further detached from the core business of teaching and learning (and assessment). Something that I am slightly concerned about at the moment, is this area of work has expanded rapidly in recent years, with many organisations now having dedicated ‘Learning technology’ teams, and there is now a recognised career path for someone to become a learning technologist – and there is a risk that this could actually move further away from the core practice, rather than closer to.

*Please note that I am not a mathematician by background, so apologies in advance to any mathematicians if my analogy hasn’t been articulated 100% accurately.

Does Technology Enhanced Learning (TEL) actually enhance learning?

A few weeks ago, someone posted the following request to the ALT Mailing list that I am on:

‘…who on the list could point me to evidence of TEL enhancing learning/teaching.’

Women using a laptop, with chalkboard behindThe request kick started a very good debate and discussion about the weaknesses of research in this area, the merits of learning technology, and various other asides, and without taking this blog post down the same direction as the discussion, I want to focus purely on the wording used, and its strategic significance.

The term TEL (Technology Enhanced Learning) has a clue in it’s name – in that it is where the use of technology has enhanced learning – and therefore the simple answer to the title of this blog post is ‘Yes – TEL, enhances learning’. The problem is that people use the term TEL, to describe any use of technology within education – not just the uses that enhance the learning. People that are anti progress in this area, often cite examples of negative impacts of using technology: ‘I used the interactive whiteboard, but it wasn’t calibrated, so nothing worked, I would have been better off with a whiteboard and pens’, ‘I uploaded my PowerPoints to the VLE, but no students accessed them’ etc. But these are not examples of Technology Enhanced Learning, these are simply examples of bad learning (or bad teaching if being technically correct).

Some may accuse me of getting hung up on simple semantics, or even being flippant here, but I can assure you that this post is written in up-most sincerity, and is an issue that I feel very strongly about. If we are going to use the term TEL – then we have to be prepared to differentiate the difference between good use and bad use. Yes there is a retort that ‘how can one make the judgement without empirical evidence based on academic research’ – but at the simplest level, if a tutor has used technology, and they know that it hasn’t improved the learning experience, then it wasn’t TEL – it doesn’t require research to determine that. Yes there is another possible scenario, where they think the use of technology has enhanced the learning, but in fact it hasn’t, and this is where research does come in – but the research has to avoid getting itself warped by only looking at TEL – instead it has to look at all uses of technology.

There are two main morals to this story:

  1. If organisations are going to use the term TEL as part of their strategies, objectives, etc. are they somehow able to differentiate the genuine TEL from just bad practice?
  2. If people are going to research what evidence there is that technology enhances learning/teaching – then they have to look at the wider use of technology, not just the ‘Enhancing’ use.

As usual, I expect my blog post to upset or unease a few people, but I think there is value in posts like this, which if nothing else, will make people think a little bit about the language used, and its significance.

Image source: https://pixabay.com/en/learn-school-student-mathematics-1996845/