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.

 

CPD on Using Tablet Devices in FE and HE

iPads, Android devices and Microsoft Tablets have quickly established a place in society, and with that a place in education. Many schools are investing in such devices – some with 1:1 roll out and other with banks of devices. FE and HE has as always seen a hugely varied approach to this area of work. Some organisations have decided that if charging £9000 per year to study, to take a few hundred pounds out and buy each student a device as part of the course is feasible. Others have worked on the notion of allowing the students to bring their own devices (known as BYOD) and have actively created appropriate wireless infrastructures to make this happen. And of courses there are some who actively block the idea of these technologies being used in the classroom.

Image of a Windows TabletWhichever approach is taken (and those taking the last approach will soon have to change) – the underlying theme is giving the teaching staff the opportunity and time for staff development in this area. One of the problems with tablet devices is they are so easy to pick up and start using – this gets seen by some as removing the need for staff development. Yes the devices are generally easy to use – but to use them effectively in a teaching and learning situation does require different, possibly new, and at times outside-comfort-zone skills which do need to be learnt.

Many schools have realised (the hard and expensive way) that you cannot just buy devices, give them to staff and students and expect grades to rocket upwards – any benefits the devices bring will take time to materialise and usually only happen after well delivered and strategically planned staff development. The same is true for FE and HE, and especially if the BYOD model is being followed, as teachers have to think about the ways that tablet devices can be used in education, AND they will be presented with a myriad of different types, operating systems, apps, and screen sizes as well.

Most colleges and universities will have in-house support teams who support CPD activity for their staff, and many will have the ability the support and deliver the required CPD activities, but I am experiencing a significant number who don’t have the ability (yet) or worse still – they think can support this area of work but they don’t actually the breadth and/or depth of knowledge and experience to support this work effectively.

For the last few months I have been working with a company called The Tablet Academy, who specialise in providing pedagogic based training in the use of tablet devices (they cover Apple, Android and Microsoft). Most of the work to date has been within the school sectors, but (with my involvement) are now supporting FE and HE as well. We have put together a catalogue of specialist FE/HE courses, as a sample of possible training that can be offered – but we specialise in tailoring sessions to an organisations needs and requests.

I think The Tablet Academy’s position of being device agnostic (supporting Apple, Android and Microsoft) without having an preference or financial interest in any of them, puts us in a very strong position, especially within FE and HE where the BYOD model is likely to be a significant player.

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/

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 PowerPoint and Office 365 to create a collaborative learning activity

In my last blog post, I explained a simplification of how Office 365 and One Drive (formerly known as SkyDrive) work together to make collaborative learning activities possible. In this post I will give an example of how and why PowerPoint can be used for such an activity.

One of the programmes that I provide training for is the ITQ for Accessible IT practice as part of this programme I have adapted an activity where the attendees collaboratively discover accessibility features of Microsoft Windows that many don’t know about. To create the activity I have set up a simple PowerPoint presentation as follows:

Example of a PowerPoint Template for a collaborative activity

Example of a PowerPoint Template for a collaborative activity

Basically I have a list of different accessibility features that I want the attendees to research, and for each one they have to summarise what the feature is and how it could be useful from an accessibility perspective. All I have done is created a simple slide within PowerPoint with 2 text boxes – 1 for each question. I then duplicate the slide numerous time and all I have to do is change the title of the slide to each of the accessibility features.

Looking at the left side of the image you will see 3 such slides of this nature, and you will notice that on this occasion I completed the first one as an example. All I have to do now is make a copy of this file (so that I have a clean master for next year) and to share this activity with my students (which I will explain later), allocate a topic (e.g. slide number) to each student and away we go. An old pack of cards is a useful way of randomly allocating a topic to each person.

The advantage of this activity for me is it is very quick to set up – once I have thought about what questions I am asking and how much space on the screen I want to allocate them, it is very easy to create the actual mechanism. When using this in class – all the attendees are editing the same document at the same time, so I can view that document and see what is going on – this means that I can see what people are doing, helping them if necessary, without having to walk around and look over their shoulders, it also means that if I had a student at home for example they could also partake in this activity either in real time or later on. If a student is doing something really good, I can pause the activity and show their slide on the screen and point out the key points, without having to mess with screen sharing, transferring files etc.

After a period of time I may stop the activity and ask people to then look at a different slide and edit what the previous person has done or to look at the points and identify the most important etc. At the end of the session, each person can take their own local copy of the file which may be useful to them as part of an assignment.

The beauty of this technique especially if using it at the start of a topic, is students get to see other students points of view – which can help when constructing an assignment to use other peoples opinions and not just ones own.

I mentioned earlier about sharing the file – there are different ways that I can do this, the easiest is to share a link as follows:

image showing how to share a link using Skydrive, Select Share, Get a Link, Shorten Link

Sharing a link using OneDrive

  1. On OneDrive, choose the ‘Share’ menu
  2. On the left you could invite people if you know who they are, or you can get a link
  3. There will be an option of whether they can ‘Edit’ or ‘View’ – choose ‘Edit’
  4. If using the get a link option, you can copy the link as is, and email it to students or add to the VLE. or you can shorten the link and put it onto the board for students to type in manually or convert to a QR code.
  5. At the end of the session I may revert the sharing settings back to view rather than edit, so students can view what has been completed but cannot continue editing it (in case they try to be funny and write rude things about me or other students in the document!).

In my next post I will give an example of how Excel can be used to create a collaborative activity.

Why the Microsoft Surface Tablet will be a major player in education

In my years as a teacher and then as a freelance consultant/trainer I have been very much at the forefront of the use of technology in education, and I have always been excited by the potential that effective use of technology can bring to education, but nothing has been as exciting as the potential that tablet devices brings to learning, and in particular Apple’s iPad – which has been designed beautifully, and is really easy to use, so when I run staff development in this area, I don’t spend most of the time talking about which buttons to press – instead I can focus most of my efforts into the pedagogic considerations of the training, and that is a very liberating feeling.

For the last few months I have been working with a company called ‘The Tablet Academy‘ (formerly The iPad Academy) and I have been going into schools and running iPad training – but now that the company has changed its name, they are also offering support and training for Android and Microsoft devices, and as such I have been experimenting with the basic Microsoft Surface RT device – and even though it has received some negative press, I think it (and its successors) are going to make a huge impact on education.

Microsoft Surface (black)

A Surface Tablet


If you compare an iPad alongside the Surface, then the iPad is going to win in almost all areas – it is built better, there are more apps, the battery seems to last longer, it is more intuitive etc. however  if we compared a new iPad to an iPad 1 (which is the best way of thinking of the Surface) then the gap between the 2 was huge, so we have to take that into consideration as well. The Surface has some key considerations which the iPad lacks and that is the purpose of this blog post:

  • Many schools and educational organisations, have IT support systems which have been built around the Microsoft model (rightly or wrongly), so for them adopting Apple’s iPad hasn’t been an option. The Surface will just slot into their existing mechanism – and that makes it a possibility for lots of organisations who have so far closed the door on tablet technology.
  • Where the iPad works really well is when there is a 1:1 deployment, and each learner has their own device, they then set it up with their email account, their cloud storage (e.g. dropbox or similar) and apps that work for them and their subjects. What some organisations have done is buy a bank of iPads to use in class, but these aren’t individually owned so you cannot set up these individual services – and it then becomes harder for learners to save and export work they have created. With the Surface, this is designed around the notion of having a Microsoft account (Skydrive) and everything is based on that – so if you pick up a device, you log into your Skydrive once – and this connects to all your services. At the end of the session you logout once and the device is ready for the next person.  This to me is one of the Surface’s main points regarding its strategic use within education, and if I was going to set up a bank of devices for a classroom, I would go Microsoft over iPad.
  • I let my kids use both my iPad and the Surface to see how they got on. I expected that they would hate the Surface (having used the iPad for much longer) but they didn’t – in some respects they preferred it. As my 9 year old quoted – “The Tablet is really clever, because you can use it with the keyboard and it is just like a computer, then when you take the keyboard off it turns into an iPad*”. As a device for my kids to do their homework, it is so much easier to use than the standard computer, as it fires up quickly, we can use it in any room in the house, it easily connects to our printers, and it has what the kids need for most of their work which is the internet, and access to office tools such as Word and PowerPoint.
  • Personally I hate flash, and always have done, and it is a technology that is well past its best before date – but there is a huge quantity of legacy material produced in flash especially within education. It is well known that the iPad doesn’t support flash, and Android doesn’t really (although there are work arounds for both). For the moment Microsoft does flash no problem. Many schools have entire maths and science departments based around the use of flash based resources, and if these schools have gone down an iPad route – they are finding this tough.
  • The cost of the Surface is significantly less than the iPad or Android equivalents. Over the summer of 2013, the surface could be bought for £133 + VAT, which is a much easier number to work with when buying potentially tens, hundreds or thousands of these devices.
  • Although the Surface may not have the wonderfully creative apps that the iPad has, it does have Microsoft Office – which gives us Word, Excel, PowerPoint, (and OneNote) – which are still the main tools used by many educators and students. Although I love my iPad, and I use a mac as well as a PC, and a mixture of Office, Open Office and iWork – when I want to do serious office based work, I still revert back to the PC as I find the Office suite works better for me than the others.
  • The surface is only going to get better. If we look at how the iPad has evolved in a few generations, then in a few years time the Microsoft devices should be much closer in performance. The iPad seems to have reached its own plateau – whereas Microsoft is only just starting.

I think the arrival of the Surface tablet is a very positive thing for education – there are now 3 viable options for education (iPad, Android and Microsoft) and choice has to be good – people can choose what is best for their situation, and the competition should keep all 3 providers on their toes, and prices competitive.


*Obviously the Surface doesn’t actually turn into an iPad – but these were the exact words of a 9 year old, and their perception on technology.

‘Flipping eL’ – ‘The Flipped Classroom’ – part 5 – Making it happen

This is the 5th and final post in my series on the notion of the flipped classroom. So far the previous posts have been:-

So if  an organisation wants to start using the flipped classroom, what are the considerations?

To me the most important point, is to think this through strategically. This is not something that can be taken on lightly or whimsically and without proper planning. We have to think about which courses this would be suitable for. As I mentioned in the second post in this series – not all learners will want this mode of delivery and especially if students are paying to study (at HE) if a course is going to be taught this way, I think it should be upfront and advertised so they can consciously choose (or not choose) to study there. In the past Universities in particular have had the freedom and mindset to change the way that they deliver without consulting with the students, and without any real comeback. Now that the fees are so high, we have to treat the student more as a customer, so cannot do this.

If a course decides to use this model of learning, we have to think, do we do this for all units or modules, or just some. Or do we experiment with one term or half term first and see how it goes. The key here is that students have to be clear what is going on – we cannot keep chopping and changing as we go along, and for the idea of the flipped classroom to work, it has to become embedded within the students experience – so we cannot just do an odd session here or there – we do need to give this a significant amount of time for the students to settle into it. This area is where the process needs to be closely managed, and is where I think the biggest risk of failure lies. If for example students are studying say 6 units at one point in time, and 1 of the 6 wants to use the flipped classroom ideology. The process will need to be managed to ensure that the students have the time to be able to do the preparatory work required. The problem lies in (typically) week 7 of the semester when 3 of the remaining 5 units have submission deadlines – and the students spend their ‘free-time’ working on this rather than the other units, they then turn up to the ‘flipped’ seminar not fully prepared and the seminar makes no sense.

Another issue is how do we create (or locate) the content that the students will be accessing. One option is for the tutor to create these as they go along – which as long as they stay 1 or 2 weeks ahead of the learners is OK. Many don’t like this idea as they see it as risky, but from my experience it was no different to how many face to face lecturers work, so is an option – as long as the tutor recognises the time required and can factor this into their weekly schedule. The other option is to create everything up front – which requires a bigger amount of initial investment, and is seen by many as less risky but if you choose a style of content packaging, that when you use it with the learners doesn’t work very well, your initial investment will have been wasted, as the packaging will need to be retrospectively changed.

Another issue to consider is the quality issue. When we watch video we tend to judge the quality of the video against the quality that we see on TV, which is professionally produced (at huge cost), and delivered in HD onto your expensive 40″ flat screen – as a result most videos that an educational organisation produces to support teaching and learning will be inferior quality, but this is OK, and we are lucky that videos that apear on the Khan Academy has set a benchmark for us. For years we have talked about elearning or ILT as a method of getting away from ‘chalk and talk’ – and yet ironically the Khan Academy videos are basically just that (they even have a black background – like a chalk board), and although not everyone likes them – we cannot deny that they have had a huge impact on many people.

So if a tutor is creating video clips as part of the flipped classroom process – we can use screen casting software – some of the free ones being perfectly adequate. It doesn’t matter if we occasionally cough in the audio, or things aren’t really slick, as the Khan Academy has shown. If we want to use handwritten notes, then I would be inclined to invest in a digital tablet that allows you to write with a pen rather than the mouse, or if we know exactly what we are going to write then we can prepare these as typed boxes that we just drag into view during the process e.g. like in this video, where I have created a revision activity.

When I created this, my kids (and 2 others) were in the house making noise – I didn’t realise how much noise as I had my headset on – but you can hear them in the video. My initial instinct when I played it back was to re-record it, but I didn’t because I wanted to show that for teaching and learning purposes, this would be OK – we need to concentrate on the quality of the content and the way that it is presented – rather than spending hours and hours making the very little tweaks that although improve the quality doesn’t justify the time.

I have worked with a few organisations recently which seem to want to go for a wholesale blanket change of delivery to this new ideology – which worries me somewhat, especially as they seem to be doing this because there are problems with the quality of teaching and learning and they see this as a way out of trouble – however I am concerned that the current problems with teaching and learning will only be exaggerated by this process not solved.

Another problem is the support needed. Most organisations will have some form of central team that can help with the production of elearning content or videos, but it is highly unlikely that any could fully support an entire organisation switching in one go. If the flipped classroom is ever going to be a long running success, it will require tutors to be given the tools, time and support for them to create the bulk of the content themselves, with the central teams working in a support capacity, rather than a doing capacity.

And as I end many of these blog posts – the need for good quality CPD (and strategically delivered) is paramount. This isn’t just a 2 hour session in July to introduce them to the ideas – we need to learn about the differences between online delivery and face to face delivery, where and how to find appropriate images, how to capture effective videos, and probably even little bits of html so that we can put this together within the VLE.

If we get it right it could be great. If we get it wrong, it will be a disaster. The flipped classroom is definitely not a short term cost saving practice. If we are serious then we need to think it through strategically and carefully, and not just jump on the bandwagon because it is passing….then next one is probably just round the corner.