The beta testing is in

It was an honour for me on Monday to pitch Learn at Home, Teach at School (LAHTAS) to the shark tank at the festival of ideas.  It was also really uplifting to hear from the other speakers on how passionate they were about their great ideas.

Overall I believe there was a positive acceptance of my idea however, there were a few suggestions which I will certainly be taking on board.  These included the instant messenger feature as well as its similarity to some other products.


What will be under review?

Instant messenger feature

  • As already alluded by my fellow colleagues the amount of time and effort to maintain this feature from a teacher would be too much
  • Therefore, it was proposed that if the students had a particular time frame in which they can contact their teacher it may be more feasible
  • Another option is to create a message feature like emails within the program thus reducing the need for further programs

Similarity between rival products

  • Another point that was brought up in the festival was the similarity between blackboard
  • Learn at home teach at school will have similar features to that of blackboard however, LAHTAS has video creating, editing and sharing capabilities within the application.
  • I believe the key selling point to this product is the ease of having everything in one place, and no need to save files or information in separate places
  • Thus making it easier to find and save work
  • LAHAS seems to be a product which draws inspiration from other products

Once again it was a pleasure to have feedback on my idea from some prestigious guests.  I have thoroughly enjoyed this process creating LAHTAS and i still look forward to hearing your further feedback.  I wish all my other colleagues the best of luck with some of their great ideas that will hopefully make production.


A festival of ideas, LAHTAS keynote speech

Firstly, thank you and welcome guests to this festival of ideas.  It’s great to be here at this prestigious location and it was an honor to be a keynote speaker at this event.  My great idea concerns the teaching technique of the flipped classroom. Where you can flip the traditional thought of teaching as you can see from the screen.  My idea is a web based program with app capabilities to assist this.  Students will have access to class resources and videos from their teachers, and an ease of communication between their teachers.  It also allows for video editing capabilities for the teacher with in application saving and uploading.  For marketing sake I’ve called it Learn at Home, Teach at School, or LAHTAS for short.

Doing some quick searches on the internet, there didn’t seem to be a dedicated application to a flipped classroom.  Many sites suggested the 10 best apps to aid a flipped classroom based on what teachers themselves use.  Some of these applications included, Dropbox, Blackboard and probably the most used application is YouTube.

What makes LAHTAS stand out from the competitors is the ability to draw upon previous program features with some its own key features.  To start off, there is an ability for students to be in contact with the teachers 24/7 with an instant message system.  They will be able to receive immediate feedback on key learning points from the videos or class topics.  Secondly, as most if not all devices now contain a camera, teachers are able to create, edit and share their videos within the system.  There would be no need for third party programs to save separate files in different locations, it would all be done in a ‘cloud’ like feature.

Engaging in professional discussion with my fellow BHSPE colleagues, there was a mutual agreeance on how beneficial having everything in one place was.  The fact that students when studying for exams and doing homework tasks are able to access class resources at home is a valuable asset.  In terms of the cloud feature, they thought this would be very beneficial for assessment pieces, this is something which I didn’t consider.  It was suggested that the students are able to upload their submissions, rather than a hard copy, allows them to gain feedback comments online from their teacher and then utilising the instant messenger feature to clarify any comments or questions.  This would be a quicker and easier way than handing back a hard copy of their reviewed assessment then having to wait for the next lesson to gain clarification.

In closing, this product I believe has many beneficial qualities for both teachers and students.  The ability of teachers having their students arriving to class with the key topics already learnt can lead to enhanced learning opportunities.  For example, teachers could then bridge the gap between the theory and prac barriers in HPE.  If students were to have prior knowledge on training principles for example, they could then use their class time to demonstrate and get hands on experience with the activities and create further class discussion.

Once again I would like to thank you for your time, and I hope you enjoy the rest of the festival.

Under The Scope

Our hard-wired stress response is designed to give us the quick burst of heightened alertness and energy needed to perform our best. But stress isn’t all good. When activated too long or too often, stress can damage virtually every part of our body. As is noted life is always full of stressful situations, for teachers it is a well known fact but why not do something about it.

Being a HPE and Science teacher in training, I like to look closely at how things work or effect the body which is what this video does perfectly. This visual representation of the body suffering from stress is enough to make anyone spring into action and want to help deal with the problem. I mean how many teachers did we all know and see growing up who were bald….was it due to stress perhaps? All I know is that I want to keep my hair!

Below, Sharon Horesh Bergquist gives us a look at what goes on inside our body when we are chronically stressed.

Chalkboards and notebooks should be from the ‘olden’ days

In my previous blog post, I introduced the idea of the ‘flipped classroom’ teaching technique.  This pedagogical strategy is becoming an increasingly popular technique for teachers around the world (Hotle & Garrow, 2015).  A study by Roach (2014), (as cited in Hotle & Garrow, 2015) found that 76% of the students reported that a flipped classroom environment assisted their learning but also their average results on midterm tests were improved.  However, being able to utilise a flipped classroom raises many challenges for particular schools and students.

Many schools across the country are starting to adopt the Bring Your Own Device scheme to their classrooms.  However, this scheme has introduced some equity issues among their students (Stavert, 2013).  What happens to the students who can’t afford the devices, or can only afford the basic models and lacks the power etc. of other students?  Students in high socioeconomic status areas would benefit over schools in low socioeconomic status areas.

Technology has been shown to facilitate 21st century skills (Stavert, 2013).  For example students learn vital skills to this day and age such as communication and collaboration, creativity, digital literacy, creativity and innovation skills and digital competency.  If students don’t have access to these resources, how are they able to learn these skills?classroom_3d_images-1024x863

Schools need to plan for those students who cannot afford such devices.  The Alberta Guide (2012) suggested two strategies that can overcome this problem.  Firstly for the schools to have a pool of school-owned devices for students to loan where their family can’t afford their own.  Secondly, is a scheme where families lease-to-own making it easier for payments.

To have the flipped classroom technique work to its full potential, all students will need access to some sort of device with capable internet access.  This is certainly a limiting factor for my idea and narrows the target audience in which I’d like to pitch my idea to.

In the ‘technology savy’ age we are in, don’t you think that it would be vital for governments to assist school with new technology and devices to further enhance the learning capabilities of our students?


Alberta Education. (2012). Bring your own device: a guide for schools. Edmonton: Alberta Education.

Hotle, S. L., & Garrow, L. A. (2015). Effects of the Traditional and Flipped Classrooms on Undergraduate Student Opinions and Success. Journal of Professional Issues in Engineering Education and Practice, Retrieved from:

Stavert, B; State of NSW, Department of Education and Communities. (2013). Bring Your Own Device (BYOD) in Schools. Retrieved from:

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