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 trim a YouTube video and embed it into WordPress

Regular followers of my blog, will know that I have previously blogged about different ways of trimming or cropping YouTube videos to use in different situations, e.g:

Trimming videos can be really valuable, as often (in education) there may be a key message or element in a video, that we want to draw attention to, without having to show the entire video, so carefully selecting sections of the video can drastically improve the impact of using that video as a resource.

Up until recently, something that I couldn’t do was to get this to work in WordPress, I could only embed the whole video – however today I found out that I can do trim a video, if you follow these instructions exactly:

  1. Locate the video you want on YouTube.
  2. Under the video choose ‘Share’ and then ‘Embed’.
  3. Underneath the preview, there will be some tick boxes – make sure the one called ‘Show suggested videos when the video finishes‘ is unticked (this is really important).
  4. Copy the embed code that is above the preview.
  5. Go into your WordPress post, and into the HTML editor.
  6. Paste the copied embed code in the correct position.
  7. Preview your post.
  8. Go back to edit your post, and again into the HTML editor.
  9. The code that you pasted in, will have been changed, towards the end of it, locate the text rel=0.
  10. Immediately after rel=0 add &start=xxx&end=yyy (where xxx is the number of seconds you want the video to start at and yyy is the number of seconds you want the video to end at).
  11. Preview your post – if it works then publish.

So – if I have a video that I want to start at 2:35 and end at 3:15 – I convert these into seconds (2:35 = 155, 3:15 = 195) – and the end of the code will change from:

….?rel=0]

to

….?rel=0&start=155&end=195]

Below is an example of one of my YouTube videos, trimmed to start at 155 seconds and end at 195 seconds.

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.

#FELTAG – buying or not buying resources conclusion

This is the 4th and last post in a series looking at the issue of should we buy off the shelf resources or produce resources in house. The previous posts have been:

  1. #FELTAG – to buy or not buy resources?
  2. #FELTAG – Considerations when buying off the shelf resources
  3. #FELTAG – Considerations if not buying off the shelf resources

My intention in this series is to provide the decision makers in organisations with ideas and considerations to help them make an informed decision in this area of work – a decision that is not easy or straight forward, yet the consequences of making the wrong decision are huge.

Every organisation is different, so there certainly isn’t a one size fits all answer. What is right for one, will be totally inappropriate for another, and when a decision is made it doesn’t have to be a blanket whole organisation decision, It may be that for certain teams it is better to produce resources in house; because they have the skill to do so, and the quality of the commercial options in that area isn’t great. Then other teams, may choose to buy all or some of their resources in.

It also isn’t necessary to buy all resources from the same provider – yes they may give you a huge discount for buying a full suite of resources across all subjects, and yes it would be easily technically and managerially to deal with one set rather than lots of sets – but if the resources for certain subjects within the suite aren’t good enough, then they either won’t be used, or will be used badly.

It may also be necessary to change tactic part way through, e.g. you may choose to produce resources in house for one particular course, but part way through you realise it is just too difficult and isn’t working, and you decide to buy in. Or you may choose to buy resources in – but once you have done so, you realise that you could do a better job in house, so you start to develop your own – which you then phase in as the bought ones become obsolete (e.g. at the end of the year on an annual subscription).

It is also imperative to shop around – don’t just jump straight into the ones that are endorsed by the awarding body – especially as some of the awarding bodies are also publishing companies – their endorsement is not always a sign of their real value and quality.

Whatever decisions are made – many factors have to be balanced as follows:

  • Financial – buying in and producing in house both cost money.
  • Quality – buying off the shelf, on the surface should be higher quality as far as resources go – but doesn’t mean the overall quality of the teaching and learning will be higher (just like buying really expensive glossy books, does not substitute quality teaching).
  • Time – Buying in is certainly the quicker option, but if the resources aren’t appropriate or don’t fit the organisations systems, learning how to use them effectively may take additional time.
  • CPD – producing resources in house, becomes part of the CPD process, so brings an additional benefit that you don’t get from buying in.
  • There is a lot out there for free – there is a huge amount of freely available materials and assets that can be used. So in some areas, buying off the shelf resources is relatively expensive, as you could easily produce something similar in house very cheaply. In other areas where there is less freely available content, buying resources is better value pound for pound.

Whatever choice is made – it mustn’t be rushed, it has to be balanced, and all relevant parties need to be involved in the decision making process. If the right decisions are made, it is possible to provide a really high quality and cost effective learning experience.

Image of a pair of balance scales

Balance

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.

Image source: https://www.flickr.com/photos/julia_manzerova/4748112382/

#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