Here’s the question … has anyone designed a Blackboard course purely from the perspective of working from the Mobile Learn App?
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 anyone else.
- I suspect that 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”.
- 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 part of my 2013 review I’ve been looking over some blogs and reports I read this year, and this one by Anthony Chivetta, whilst originally posted in 2008, still has so much impact today, some 5 years on – “21st Century Education: Thinking Creatively”
“Today’s world is no longer content with students who can simply apply the knowledge they learned in school: our generation will be asked to think and operate in ways that traditional education has not, and can not, prepare us for.” (Chivetta, 2008)
Just so you know, at the time of writing (Jan 2008) Anthony was 18 years old. We must also remember that in 2008 we didn’t have tablets like the iPad, we were still using desktops and laptops and netbooks, and we had only just received the first iPhone (June 2007). Yet this observant millennial had already seen the power and advantage a device like this could give a student, and that his teachers were lagging further and further behind their students. Continue reading
If it’s November, then it’s time for the annual EduBlog Awards. And this year it’s their 10th anniversary.
So, who or what has made a mark in 2013? Here’re my thoughts, why not write your own post and make your own nomination?
Follow the nominations and awards on Twitter #eddies13 hashtag and make your own nominations count.
Online discussion boards, and associated activities that use them, can get a bit of a bad name sometimes either through inacitivty or lack of quality posts to abusive or bullying. I admit these are extremes of activity, but none the less still valid concerns for academics who want to try something new or different.
I’ve always tried to advocate the approach of ‘design an activity and then see which tools fits’ rather than ‘an activity written around a discussion board’. The latter implies it’s the tool driving the activity, the former implies the activity or learning outcome is matched to the most appropriate tool.
When setting discussion boards up I’ve always favoured posts being attributed to and identifiable to the person posting it – this helps to build personal relationships based on content and opinions, it also helps to encourage ownership and a responsible online etiquette (netiquette). But what about the option of allowing posts to be anonymous? Does this stop the discussion taking shape or progressing?
The paper, by Roberts and Rajah-Kanagasabai (2013) looks at the anonymity of posts and the ‘comfort’ of students to participate in anonymous discussions over those where they are identified. Continue reading
ALT has produced a series of short films to give you an inside view of who we are (learning Technologists), who they are (ALT), what we do, and why members enjoy being part of our community. Announced on the ALT website earlier this week the videos are of, from, and about the ALT membership who are “making innovative use of learning technology in education about what it means to be part of the community.”
The three videos, embedded below, are:
- Using Augmented Reality to Enhance Learning and Teaching
- The Open Course in Technology Enhanced Learning (ocTEL)
- Seeing the Connections: Twitter Community Exploration with TAGSExplorer Continue reading
Enjoy this video from Educause. I hope you can see where I am coming from and why I’ve added this video to the #LTHE project as I see the Learning Technologist as an enabler, facilitator, manager, specialist, and even student in these ‘connected age’ Education settings:
“Higher Education is a connected community, and connections can do transformative things. When education is connected it forms a pathway; formal and informal learning are no longer separated. Learners can connect to an ever-widening circle of mentors, peers, experience, knowledge, games, simulations, collaborations tools, and augmented reality can help learners connect the dots in ways never before possible.”
The Connected Age from Educause on Vimeo.
As I research around my role I often find some great resources, and sometimes some are pointed out to me. Thank you to Flea Palmer (@fleapalmer) for this Educause article: “Educational Technology: The Hype, the Reality, the Promise” (Shwiff & Larkin 2013)
- This is also very topical as part of my ‘what is a Learning Technologist’ series of blog posts, and as a resource for the collaborative research with Rachel Cullen and Geraldine Murphy from Loughborough College.
The article comes with quick reference ‘take-away’ notes to make it easy for most of us to not read the full article, but I urge you to read it, it is full of good information and research.
These three take-away notes of interest are:
- Within universities, there’s a growing tension between faculty, who typically focus on what is taught, and educationalists and technologists, who focus on how things are taught.
- To realize the opportunities that technology offers, we must first re-imagine higher education’s long-standing learning model and ensure that all stakeholders make educational quality and critical thinking a priority.
- Educational entrepreneurship can offer a way forward by offering incentives for educationalists, technologists, and faculty members to collaborate, experiment, and innovate.
“We should never confuse education with training or the “tools” that educators use.”
Every once in a while I read something that makes sense and I have to share. This morning it was from Sheila Macneill.
“Blended learning is all about encouraging more creative, and engaging learning and teaching experiences…”
Read Sheila’s full post here: Easier classroom interaction, but still a few niggles. Sheila is writing about a very specific approach to blended learning, the use of audience response systems (clickers, if you will) like TurningPoint, Nearpod, and the recently launched Blackbaord Polls (polls.bb), but the quote above is, in my mind, fundamental to a success mind-set to develop and deliver a blended approach to learning: encouraging, creative, and exciting.
[Reproduced from Edudemic website: "Become An EdTech Specialist: Do You Have What It Takes?"]
Personal Skills and Abilities Continue reading
Tagged as a report “exploring new forms of teaching, learning and assessment, to guide educators and policy makers” the Innovating Pedagogy 2013 from the Open University is intended for teachers, policy makers, academics and anyone interested in how education may change over the next ten years.
The 2013 report highlights, for the coming 10 years according to timescale and impact:
- crowd learning
Impact: Medium/High Continue reading