As with the sessions I followed yesterday I’ve continued to sketchnote my way through them, making notes of the ideas and concepts rather than the specifics of the detail and data. Here are my day two sketches:
Next week is the 2014 Blackboard Teaching and Learning Conference in Dublin. The programme looks very comprehensive and has 6 streams in motion, which means it’s going to be very difficult to attend and cover all the sessions I want to attend – which means I’m going to have to be very selective about what, and who, I see.
Here’s my first impressions of what I will try and see –
Wednesday, April 30.
Keynote / Prof Stephen Heppell. I have met and talked with Prof Heppell on numerous occasions (at Learning Without Frontiers in 2011 and during my time working at Bournemouth University) and know that his unique perspective and style will make this keynote both interesting and hugely profound on the issues affecting education today. This is one session you do not want to miss. Continue reading →
Well, do we? The paper concludes in saying that the students “did not demand mobile learning and were in fact mostly neutral about the experience” and that “they did not perceive a notable improvement to their learning” (Kinesh et al, 2012). While the students did not report an opposition to the inclusion of the mobile App, they also are not reported to have had any prior experience of it, a preference to mobile learning that was not limited to Blackboard Mobile Learn, nor they opinions (positive or negative) to mobile learning in general. Continue reading →
Here’s the question … has anyone designed a Blackboard course purely from the perspective of working from the Mobile Learn App? Is it a mobile-friendly Bb course, or is it in fact a mobile-first approach to course design?
In my very unscientific approach I have seen differences between content I have loaded to a Blackboard (Bb) course and how it is displayed in the browser and in the App, but I’ve not seen what a Bb course looks like if it’s been designed purely for access and interactions through the App. Here’s why i’m asking:
I suspect that no one has built one yet.
I suspect that the course, designed for mobile, would not work well for a desktop learner.
I suspect that some elements, like tables and other “customization” approaches (as Bb refers to them), will not work pedagogically when we follow the Bb guide and the “suggest adding these content types as a PDF file” advice.
Can you create a good ‘design’ that allows for good pedagogy in the restrictions imposed by the App (images, files, layout, screen real-estate, etc.)?
I see plenty of resources that mimic the Bb help pages and resources, but none that actually explain and/or showcase good ‘design’. If you have examples, or links, or screenshots, or reports, or journal articles you can share with the rest of us then please leave them in comments below.
As many of you will have heard, either from the tweets or Blackboard notices, there is building block for Blackboard that allows you to assign and issue badges of achievements to students which they can copy to their Mozilla Back Pack.
I think there still needs to be some proper consideration on what the badge is being issued for: the video below states the badges are issued based on “specific student performance metrics” (don’t get me wrong, I’m in favour of badges and some gamification of learning, but it needs to be an appropriate badge for an appropriate activity) such as:
a section of a course … possibly using the ‘mark as reviewed’ status? This is not meaningful as the students can just mark everything as reviewed and get the badge (I’ve done it before).
complete assignments … why give a badge for this? if they complete the assignment they get a mark and progress to the next module (would a student want to show a badge for a B grade when their friends are showing A’s)?
I would argue that a badge issued to a student who shows a skill learned, not a score or grade given, is more meaningful: e.g. debating skill, team or group management, individual goal attainment, etc. The badges could be carefully aligned to skills and metrics that are as much about the learning and subject as about the professional nature of the course – something the student can use to demonstrate a skill and understanding, something that an employer or interviewer would want to see from an applicant? That would make it more valuable to the student, and increase the importance of the badge.
There are more to badges in learning than just being able to show that the student passed an assignment or activity. What do you think?
Day two of the Durham Blackboard started with an extremely useful insight into the roadmap Blackboard is taking with their product(s), as well as Blackboard’s own opinion on the conference theme: “Make Do or Spend?”. However, the Conference’s second keynote is from Jeremy Knox from the University of Edinburgh and was on “MOOC pedagogy: the challenges of developing for Coursera”.
Day two of the Durham Blackboard Users’ Conference started with this extremely useful insight into the roadmap Blackboard is taking with the ‘Learn’ product, as well as Blackboard’s own opinion on the conference theme: “Make Do or Spend?”.
Greg Ritter (@gritter), Director of Product Management with Blackboard Learn, showed Blackboards perspective on ‘the challenges ahead’ and on the conference theme, ‘Make Do or Spend?’. Greg showed us, and discussed:
Blackboard Analytics [product]: extract student data, from both Blackboard and Institution student-records systems, for use in reporting to different stakeholders.
After several years of trying to get the UK Blackboard Users Conference it seems 2013 (and the 13th conference – it’s a teenager!) is my lucky year. The theme for the 13th Annual Durham Blackboard Users’ Conference is ‘Make Do or Spend’ with presentations looking at how colleges and universities are responding to pressure:
Increasing consumerist attitudes amongst students, and
Severe fiscal constraints.
What I hope to get from the 2 day conference, apart from the networking, product/Blackboard development, Bb mobile progress, conference dinner, travel, etc., is insight into how individuals and Institutions are dealing with, and adapting, to the changing conditions within the UK FE/HE market. How are these changes are affecting approaches to learning management systems (Blackboard) and can these changes be sustained or modified if the conditions ‘worsen’? Continue reading →