#FELTAG – Considerations if not buying off the shelf resources

This is the 3rd post in a series on “FELTAG – To buy or not to buy resources“. In my last post, I looked at the advantages and disadvantages of buying off the shelf resources. In this post we will look at the advantages and disadvantages of not buying.

From a simplistic perspective, not buying resources is an easy option, as management can just ask teachers to do the extra work in their own time, at no extra cost to the organisation. Although this may seem a simple and convenient solution in this financially difficult time – the result will be low quality teaching and learning, teachers being off work ill, and many good teachers leaving the profession – none of which are good for the organisation long term.

Image of teachers creating resources

Teachers creating resources

If teachers are being expected to create new content, then some time or financial reward for them will need to be found for this to be truly successful – so we shouldn’t look at the ‘Not buying resources’ option as a cheaper solution (as it probably won’t be) – we should make the decision based on the quality aspects and strategic benefits.

Strategically – working with teachers to develop resources, is a very important element of upskilling them to being competent digitally capable practitioners. So any cost invested in the development of resources with or by teachers – isn’t just creating resources but is forming part of the CPD requirement for those staff – if we think about this issue from this perspective alone, financially this becomes much more attractive.

Other benefits are:

  1. Resources will be developed in line with your existing systems, infrastructure, house styles etc. so will ultimately become more embedded than buying off the shelf resources.
  2. Resources will be easier to adapt in line with changes to curricula, subject knowledge, or changes to the devices being used to consume the content.
  3. Resources won’t be as locked down, so will be easier to make more accessible, and adapt easier if required.
  4. Resources can be tailored to the specific location of the organisation – e.g. an organisation teaching catering, can make reference to their own training kitchen. Organisations teaching travel and tourism that are based near the sea, can use resources based on local resorts – this can make a huge difference to learners as they make the transition from fully face to face learning, to blended learning.
  5. With the right amount of support from learning technologists, and high quality staff development – it is possible for a good teacher with average levels of IT ability and a bit of time to generate adequate quality resources that would be comparable or even better than the commercial options (Many of the resources that I have developed with or for organisations are significantly better than the purchasable options).
  6. There are loads of free learning resources or assets out there in terms of OER (Open Education Resources), Creative Commons images, YouTube videos, iTunes courses etc. so creating resources, is not about building everything from scratch – it is about locating, and evaluating existing content – then bringing this together in a sensible way that supports the learner through the journey. If a teacher is creating their own content, I would argue that they should only be creating a maximum of 25% – the other 75% should be free external resources, or adaptations of existing resources used in classroom sessions.
  7. FELTAG is about a whole organisation approach to this area of work. By going down this route, the organisation as a whole will learn and develop and adapt as part of the journey.

Some of the disadvantages are:

  1. For this to be successful this needs to be effectively managed and resourced, which may mean organisations taking a long and hard look at themselves and deciding if they have the management ability to do this – and if they don’t, how do they change the personnel so they can.
  2. Developing resources takes time. When organisations were looking down the barrel of the gun trying to get things done by September 2015, time wasn’t a luxury at their disposal – the dropping of the 10% online being mandatory has given organisations more time (which I think is good) – but they still need to plan carefully, how and when and what order to develop courses. One option is for teachers to be given up front time to develop online resources/activities etc. before the course starts – another option is for the teacher to be given time as the course is running, and as long as they stay ahead of the students will be OK. Either way, you don’t often get things completely right the first time – you need to create something, use it with the learners, evaluate how it went, adapt accordingly etc. I believe that it takes about 3 iterations of this cycle before online elements of courses get to a really good standard.
  3. Some teachers don’t have the skills required, and never will – this then creates a problem for management – do they allow those staff to go to pastures new? or do they carry on putting a greater workload on the teachers that can?
  4. Creating resources in house requires an effective support team. Many organisations at the moment don’t have this (or enough staff in these teams) – and especially for smaller organisations, bringing in staff with the right range of skills can be challenging.

If organisations choose to create resources in house, they can help themselves by thinking of the procedure up front. e.g. who will do the work? If support teams are required, how are they managed and their time charged to the individual teams? What quality assurance procedures or processes will be in place, and most importantly who will manage the process for each different team or course?

Whereas I welcome comments on my blog posts, please don’t use this blog post as a way to either promote or criticise any particular companies or products. Any such comments I will delete.

The next and final blog post in this series, will be summarising the considerations covered in the previous 3 posts.

Image Source: http://www.morguefile.com/archive/display/875771

If you want to get FELTAG right – forget the 10%

This may seem like an odd title to a post, and I expect that some readers will find this post uneasy – but I feel that there is a need for a reality check here, and urge people to read the entire post before judging.

Anyone working in FE in the UK should be aware of the term FELTAG (Further Education Learning Technology Action Group) – who submitted a series of recommendations to Government to improve the quality of FE. There were many recommendations submitted, most were accepted (some with ammends) in the Government response but the one that has got everyone’s attention is the idea that all funded FE courses have to have 10% online to get any funding, and here lies the problem.

Speed Limit 10
Over the years I have run many training sessions or presentations on the notion of blended learning – and always start with an activity to define what we mean by blended learning. My definition is “The optimum mix of online and face to face delivery” for a particular situation. The key word there is the word ‘optimum’ – for some situations it may be 5% online, another maybe 25%, another 50% etc. There is no magic percentage that is the optimum value as every situation is different, so in only a very small number of scenarios is 10% going to be the optimum. What most FE providers are doing at the moment is scrabbling around desperately trying to get all of their courses to this magical 10% number, and as resources are so tight, there is no incentive or reason to go beyond the 10% – and this is what worries me. The purpose of FELTAG was to raise standards of education, and the report included many recommendations and actions covering the whole gambit of use of technology in teaching and learning – the 10% element was only one small part of it – however the term FELTAG has accidentally become synonymous with 10% and rather than being a quality improvement exercise it appears to have turned into a tick box activity driven by the funding mechanism that itself doesn’t appear to understand what online learning is or isn’t.

Following discussions on Twitter and other blogs, working with FE providers and talking to key individuals in this area it is clear to me that this has become the reality. Looking at the titles of various webinars and training courses being offered by different bodies, they all seem to focus on the 10% issue, rather than the potential quality issues, or potential financial gains issues.

I appreciate that most providers have small learning tech teams and many have never had, and still don’t have full SMT support – so this is a huge and real problem. My prediction for September 2015 is we will have lots of courses that do have the mandatory 10% online provision – but most of these will be of poor quality, with over stressed teachers, stability issues with the systems, and the 10% being an expensive tokenistic gesture that isn’t integrated into the whole teaching and learning process and culture. The other problem is that we don’t even know what 10% means – so some will create something that they think is 10% only to find out it isn’t, or others will go over the top investing too much time and effort artificially doing things, when in fact they may have already been meeting the 10% criteria.

So – what do I propose?

This brings me back to the title of the post. The best way to get this right (in my opinion) is to stop thinking about and talking about 10% – but instead to focus on identifying what the best mix of online and face to face each course would benefit from (and don’t try putting percentages against this). If we focus on this we will in almost all cases easily cover and surpass the 10% requirement, without it being an issue in itself. This approach also negates the problem of not knowing how big or where the financial goalposts are (and that will also keep moving) – if we provide something that is genuinely good, it doesn’t matter where the goalposts move to the provision will either be on target or easy to adapt slightly to get on target. If we aim for the magic 10% there is a risk we could miss altogether, and having to re-engineer something later on could be very expensive, and time consuming.

Firslty we need to make sure the snior managers are clear about what they are doing and why – there are various different models that can be employed when developing blended learning courses – and we need to get the right ones for the right purposes. We also need to ensure that we get staff buy in. Senior managers simply asking teaching staff to put 10% online (without any financial gain)  isn’t going to get staff buy in. A model where staff see reward for their efforts and benefits to them and the learners need to be found. Then we need to invest heavily in the staff work force – that has been identified on numerous occassions. There are plenty of opportunities available from the various support organisations involved, as well as many people like myself that has extensive experience of creating blended learning provision in FE and HE.

Some FE providers are shouting out that it isn’t possible to achieve any of this with the resources that they have – yes it may be difficult, but anything is possible if there is a desire and a will from the teaching staff to make it happen, and clear strategic leadership from above.

I have written this post as a ‘food for thought’ article. I hope that people don’t perceive this as a negative post – I am genuinely passionate about this area of work, and believe that great things can come from it, but I fear that at the moment, too many people are heading in the wrong direction – and a bit of feather ruffling will be benefical.

If any providers are interested in how I could help them with this area of work, then please get in touch via http://www.a6training.co.uk/contact.php


Image source: https://flic.kr/p/aXLEc

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.

PowerPoint doesn’t have to be passive

I recently had a heated discussion where someone was demonising PowerPoint because of the negative impact he thought it was having on education due to the often passive nature of its use, and it is true the vast majority of PowerPoint use within education would probably fall into the category of poor, with some being good, and a small percentage being excellent. In fact one of the things that persuaded me back in 2006 to go freelance, was in the space of a few weeks, I sat through 3 awful passive PowerPoint presentations about the importance of and how to do active learning.

But it is not the technologies fault – the technology is designed to do a job, and it does the job it is designed to do well. What is at fault is the people using it badly, and for that we need to go back to identify why, and it usually comes down to poor CPD for staff, and low expectations of what PowerPoint can do, which isn’t helped by many senior people in education standing up at conferences and the like and delivering appalling presentations.

In my early years of teaching, as I migrated from the then staple diet of death by OHT (Over Head Transparency) to using PowerPoint, my first attempts at PowerPoint were I am afraid what I would classify now as Death by PowerPoint, but I very quickly had one of those light bulb moments – I made a decision to never do death by PowerPoint again. Once I had made that decision everything else followed easily. I (like many other teachers) know what death by powerpoint looks like – so if I know what it looks like, if I am doing something that is heading that way, I don’t do it – I do something else. The key to me was bringing back the active elements of learning – getting the learners to do something, rather than just look at a load of pre-prepared bullet points on the screen that I talk about and expect learning to take place.

I worked on a principle of breaking my sessions down into smaller chunks of time, usually about 10-15 minutes. So I would talk for a bit, they would do for a bit, I would talk again, they would do something different, we would have a class discussion etc. It was this idea that lead me to creating countdown timers for PowerPoint which helped me manage the time for the different elements of active learning. I then discovered a really wonderful tool of the editable text box, allowing me to capture notes during a session, as part of a discussion activity or carrying out a ‘for’ and ‘against’ analysis. This saved me huge amounts of preparation time and hugely improved the activeness of the session.

I then used hyperlinking to create non-linear presentations, which has an array of uses and can be used to create some very effective learner directed resources, and there are many other things that I have done, and still do, all of which is designed to make the learning process active.

Going back to my opening statement of this post, the person I was discussing with, was all for promoting Prezi, which I don’t have a problem with as such (it doesn’t do anything for me, but I am a high level PowerPoint user) – but the issue is the same, unless staff have proper CPD and support we just get death by Prezi rather than Death by PowerPoint (only with Prezi you can get a bit of sea sickness thrown in for good measure).

When I first started working as a freelance trainer, a lot of the training that I ran was PowerPoint related. Over the years the amount of PowerPoint training I run has dwindled – I think many see it is ‘old hat’ and not needing training, which I wish was the case, but whilst I keep seeing lots of really bad PowerPoint presentations, I am very aware that there is still a need for teaching staff at all levels of education to have good quality PowerPoint training.

I am redeveloping some of my PowerPoint training sessions, one of which is titled ‘Making PowerPoint Active not Passive’ – which is introduced in the following video.

For further information visit http://www.a6training.co.uk/PowerPointActive.php

If you are interested in high quality PowerPoint training, that can be (and has been) delivered to all levels from Nursery through to HE , then visit http://www.a6training.co.uk/ for details.

Adding subtitles to YouTube videos using CaptionTube

YouTube is a wonderful resource, it works on just about all internet enabled devices, it hardly ever goes wrong, it is easy to use and although there is a lot of low quality rubbish on there (in my opinion), there is also huge amounts of really useful high quality videos that we can use in education to enhance our teaching and learning practices.

A feature of YouTube that many don’t know about, is the auto-captioning option – in other words YouTube creates a transcript of the video without you having to do anything. If you are watching a video on the YouTube page and you want to see the captions, then there is a button below the video (currently to the right of the where it says ‘add to’) which is the transcript button – this brings up the transcript as a timeline below the videos and automatically advances with the video. This can be great for learners that have a disability (e.g. are deaf), but can also be really useful to find a key point within a video.

For example I often use short sections of the excellent TED talk video of Ken Robinson talking about schools killing creativity. If I want to locate a certain section within that video, I use the automatic captions that appear below it to locate the section that I want.

Because the transcripts are computer generated, they do contain errors – and depending on the clarity of the voice and the background noise of the video will determine the accuracy of the transcript. For some reason my voice never does well with automated speech to text systems, including YouTube.

However if you do want to override the automatic captions that YouTube creates with your own ones, then this is very easy to do – and for this I use a service called CaptionTube This is a simple system where you sign in (using a Google Account) you locate the video you want to caption (which could be your own or someone elses) and then you play the video pausing it at intervals to add your captions. If the video is your own, then you can add the captions to it there and then, if it isn’t your video then you can send the transcript to them to see if they want to upload it.

The following video (by John Skidgel) introduces the basics of CaptionTube.

Here is a video of mine that I captioned using this method. This took me 12 minutes in total from opening the page to my captions appearing on the video on YouTube.

Adding Captions to a video is a simple way to increase the accessibility of a resource, as well as potentially increasing the number of people that see your video, as the contents of the captions will get picked up by search engines (if the video is set to being public and listed).

How to locate images on Wikimedia and embed into Moodle or Blackboard

There are lots of people that work in education that sadly think that Wikipedia is the work of the devil, and think that it will undermine academia as we know it, and should be banned at all costs. There are others that think Wikipedia is a wonderful source of information, and there is no point of looking elsewhere for facts.

Regardless of your viewpoint on Wikipedia (which hopefully is somewhere between the 2 extremes above), one aspect of it that is very useful, is that there is lots of high quality media (mainly images, but also videos and audio) available on Wikimedia – that can be easily (and legally) embedded into a VLE like Moodle or Blackboard.

As organisations scramble to set up online courses, the reality is that most people won’t have the time or money to generate their own high quality media – and I don’t think we need to, seeing as there is so much media out there that we can easily and legally use – the key is the academic structuring of this information and the asking of challenging and stimulating questions around this available media and information. e.g. the image below identifying a muscle in the human body – I couldn’t draw this myself, and it would be a waste of my time trying to.
Musculi coli sternocleidomastoideus

The video below shows how easy it is to find an image on wikimedia and embed it into a VLE like Moodle or Blackboard

Using Creative Commons Search to find images on Flickr and embed into a VLE

I have blogged many times in the past (see bottom of post for links) about different ways to locate and use Creative Commons images (e.g. ones that can be used without breaking copyright). My favourite 2 sources of images are currently Xpert and Wikimedia but if I don’t find what I want there, then here is another useful technique.

The website http://search.creativecommons.org/ is another very useful tool that will allow you to search different sources of media (including images, video, audio) with one of the search options being for the image sharing website Flickr.

In the past I have used a site called CompFight to achieve this, but with compfight the default settings are such that you have to tick to choose that you want creative commons, and if you want the commercial option, then you have to tick that as well, so there is a real possibility that someone could forget to tick these options, and end up with an image that isn’t Creative Commons. With the creative commons search tool, it ticks these 2 options as default, so when I am showing this technique to staff, I am now using this site for that reason.

Here is a video showing how we can use the tool to locate an image and then embed it into a VLE such as Moodle or Blackboard, or any other webspace that you can edit.

I regularly run training for organisations, in topics like this, including different ways of using the images once they have been located. For details of training please contact Dave Foord via http://www.a6training.co.uk/contact.php


Links to other posts in this blog on this topic.