Free multi-choice patience activity template

When I worked as a teacher, as well as using technology during the teaching and learning process, I also often used it to create activities that didn’t use technology during the actual session. One such activity that I created is something I have called ‘multi-choice patience’. This is a series of ‘cards’ that are printed out and given to the students. Each card is numbered and contains a multiple choice question, with 4 possible answers (1 correct and 3 wrong). Answering each question directs the learner to the next card. To complete the activity the learners have to create ‘loops’ e.g. if using the 36 card set, the answer to the 6th card, should point back to the 1st card in that loop. If it doesn’t then one of the 6 questions has been incorrectly answered, but the learner doesn’t know which one, so they have to go back and try different options, until they correctly complete the loop. Once a loop is created, they pick another card from the pack and start again trying to create a ‘loop’.

Multi choice patience

Screenshot of the multi-choice patience activity

I generally used this activity in the last week of term, when the learners were not up for anything too heavy – I would have the learners in groups of about 4, and they would race against the other groups to see which group could complete the challenge the quickest.

To create the cards, I created a template in excel, where I entered the questions and answers, and the computer randomised the answer order, and worked out the ‘loops’, randomly changing the options each time, and it is this template that I have shared so others can create similar activities.

If a teacher wants to be even cleverer, you get the learners to design the questions in one week (and you could set up something like a Google form that the learners populate) – you then check the questions, copy them into the grid, print out and cut up.

I have recently changed the template, so rather than being limited to having to have exactly 36 questions, it will now work with either 36, 30, 25 or 20 questions.

The template itself can be directly downloaded from:

http://www.a6training.co.uk/resources/MultipleChoicePatience2017.xls

A complete example can be downloaded from:

http://www.a6training.co.uk/resources/MultipleChoicePatienceEXAMPLE.xls

And other similar activity templates can be viewed at:

http://www.a6training.co.uk/resources_class_management.php

A video showing how to use the multi-choice patience template is:

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The 4 stage model for use of a VLE

A major part of my work at the moment, is working with and around VLEs, either by creating content and activities, or providing training to teachers or learning technologists in the effective use of the VLE. As part of my work in this area, I have identified that there are different steps to go through for the effective use of a VLE, which I have simplified into the following diagram, and which (I think) has huge significance strategically for organisations that are trying to get teachers in particular to make better (or at least more) use of the VLE.
Set of steps, which are labelled from bottom to top as; Managing, Designing, Building, RepurposingThe 4 steps are:

1: Managing

Many of the clients that I work for, hire me to design and create the various activities that form the backbone of a course on a VLE. The teachers then become skilled at managing these activities – e.g. pointing the students to quizzes at the appropriate times, moderating and encouraging forum based activities, providing constructive feedback for formative assessment activities etc. These teachers in the main are not involved in the design process, and certainly not the building/creating process.

2: Designing

Once a teacher has worked with and managed activities that has been created by someone else, they start to understand how such activities work, what the important ingredients are, and why and when the activities are used. They can then start to design new activities – this may be sketching out the ideas or concepts on paper, it may be creating source information in Word, PowerPoint or Excel – the information then goes to a learning technologist who turns their ideas and content into the actual activity.

3: Building

The third step is the actual building or creating of the activities, i.e. using the VLE tools to actually create the books, quizzes, assignments, forums etc. from this content.

4: Repurposing

Once someone has become proficient at building activities, they can then start to repurpose existing content, and hand in hand with this, build content in a way that makes it easy to repurpose in the future (either by them or someone else).


Some organisations have a centralised learning technology team, which is great, as they can help teachers gradually work their way up through the steps. When a teacher is new to this area of work, the learning technology team can do the building for them, allowing the teacher to concentrate on managing and designing. Then as the teacher becomes more proficient, they may start to do some or all of the building, and later repurposing.

However, there are many organisations out there that don’t have such a support mechanism, or the team is too small to be able to effectively meet all the building and repurposing needs of the organisation, and this then forces steps 3 and 4 onto the teaching staff, often without them having worked through steps 1 and 2.

I don’t have a magical answer to this problem, as money is tight, and organisations cannot just create large support teams out of nowhere, but if we think about this 4 step model, and identify the necessity for teaching staff to work their way up it, it is possible to rethink a little about how we do things. I have worked with some organisations recently where I have been asked to come in and run training, where I have had a few hours to try and get teachers jumping straight into step 3, and without any central support for the staff once I leave at the end of the day. This is always going to be tough for those staff. What would be really good is, if there is a mechanism where staff can manage some existing content first, then design some basic activities which someone else creates for them, and then they receive the training in how to build/create content etc.

Within FE and HE at the moment, there are huge pushes to get people using learning technology more (and in many cases the VLE)  – and what is very noticeable is the very different approaches that organisations offer in the way of support, and more significantly the different levels of understanding from the decision makers in these organisations.

Creating a YouTube based discussion activity in Moodle

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

The reasons for doing this are:

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

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

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

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

https://davefoord.wordpress.com/2012/11/20/cropping-a-youtube-video-before-adding-to-moodle/

Trimming and Embedding a YouTube Video into PowerPoint

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

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

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

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

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

How to display the sheet name in a cell in an Excel spreadsheet

I use Excel a lot, not just for crunching numbers, but for creating teaching resources, lesson planning, managing my accounts and invoices and various other uses. One feature that I often use, is the ability to have the sheet name appearing inside a cell in the spreadsheet – so for example with my invoices – I rename the sheet name with the invoice number, this then updates the invoice within the sheet.

To do this I use the following formula below.

This may seem a complex formula, and it doesn’t matter if you don’t fully understand it (I don’t), you just need to copy and paste this into a cell in the spreadsheet, and the sheet name will appear. If you change the sheet name, the cell will change accordingly.

The only caveat is, that the workbook has to have been saved at some point for this to work – so if you do this with a new workbook, it won’t work until it has been saved.

This technique is unique to Microsoft Excel, it doesn’t work with other spreadsheet tools such as Open office, Google sheets or Apple’s Numbers.

Evolution not Revolution of Education

I was recently introduced to this excellent video clip on YouTube which brilliantly portrays a very simple education message that seems to be being missed over and over again. The message being:

Individual technologies will not revolutionise education, however high quality, enthusiastic teachers who can use the technologies appropriately will help education evolve.

Enjoy the video…

Technology over the years, has allowed education to evolve and to adapt to the benefits that the technology brings, however it doesn’t and won’t ever replace the role of a good teacher. As mentioned in the video, every time a new technology comes along, those people responsible for promoting it (e.g. the people selling the technology), often fall into the trap of claiming that this new technology will ‘revolutionise’ education – and sadly many senior managers have been duped into believing this – and believing that putting their hands in their pockets and (often unstrategically) throwing money will solve all their ills.

It is often said that, and I will say again here, that technology in the hands of a poor (or no) teacher will make the education experience worse. Technology in the hands of a good teacher may make the experience better. The key here being the quality of the teacher. In investment terms we need to invest more in the staff using the tools, rather than the tools themselves – if we do this then education can naturally evolve.

Within Further Education in the UK, I am seeing a very varied response from organisations to the challenges that FELTAG brings – many are going to throw tokenistic amounts of money into trying to buy a solution – others are simply asking the already overworked teachers to do even more work in their own time to solve the problem, and then a few are realising that FELTAG is all about and requires high levels of senior manager joined up thinking and strategic leadership. If we look at the use of technology as evolution rather than revolution, that alone make the problem and challenge much simpler to comprehend and act upon – and is a good starting foundation for this area of work.

Using Burst Mode on the iPad/iPhone to take photos in sports settings

As a former PE/Sport Science lecturer, I think the iPad is a wonderful tool.

One problem with the default camera app on the iPad or iPhone is there is a time lag between pressing the button to take a photograph and the photo actually being taken, which in the world of sport is annoying as the action you wanted is often missed.

One app that I am finding really useful which overcomes this problem is Burst Mode – https://itunes.apple.com/gb/app/burst-mode-high-speed-camera/id393131664?mt=8. What this does is take a set of photographs in rapid succession, you then go through the set of images to select the one or ones that you want to use.

Screenshot of the BurstMode appThe image quality is superb, even in the relative low light of sports hall settings, and you can choose various settings including:

  • Delay between pictures.
  • Self timer delay (if filming yourself).
  • The number of pictures taken.
  • Low light Boost.
  • And various others options.

If you use the delay between pictures you have a range of options between 0.5 seconds and 5 minutes, it is a shame there isn’t a smaller increment (e.g. 0.1 seconds) which would be more useful for carrying out scientific movement analysis, however If you have no delay, the frequency of capture will be very quick – but will vary depending on the situation (e.g. low light will take less photos). This is not as accurate as a specialist camera or software – but with it being cheap and easy to use, means that each student can use it – rather than just one at a time.

If you do want to use the system to work out speeds of movements, you would need to know the frequency that the photos are being taking. It doesn’t give us this information automatically – but one way round this is to either have another iPad in shot which itself has a stopwatch running – or immediately before capturing your action, you capture another device (I often use my phone for this) that has the stopwatch running – then you can estimate the time gaps between frames. This is always going to be an estimate – but for a teaching perspective is adequate.

There are various other similar apps out there – with a range of prices, and there may be one better than this, but of the ones that I have tried I have found this to be the easiest to use, with the best quality of image and well worth the cost. Some people will tell me that I could just use the video tool, and then use one of the apps that takes a still image from a video sequence, but I have found with these – the image quality isn’t as crisp – which for sport is essential.

If you want to use an app like Burst Mode – it works very well with the device being hand held – but if you want to use this for more scientifc analysis then I would recommend a bracket to attach it to a tripod – as I discussed previously – https://davefoord.wordpress.com/2014/02/13/device-to-attach-an-ipad-or-tablet-to-a-standard-tripod/

If you work for a school or college, and are interested in me coming in to run a training session on how to use iPads in the teaching of PE and Sport then please get in touch.