I’m really looking forward to our upgrade to Blackboard version 9 this summer. I’ve had a play on the BB development website (last year!) and on the test server here at BU, and I want to like it … I really do!

So, do I like it? I’m not sure yet, and I want to be fair to the system and the people who have worked, and are continuing to work tirelessly, to get it installed, configured, and integrated with our internal systems.

In the meantime I’m going to post a series of links and resources I find about Blackboard version 9 here, the good and the bad (I haven’t found any ugly ones yet, but a few of the bad ones are fairly damning!).

• University of Syracuse: BB9 Testing Issues:
  blogs.syr.edu/blackboard9testing
• University of Leicester: BB9 YouTube video guides for staff:
  www2.le.ac.uk/institution/lts/talent/blackboard/blackboard9upgrade/
• University of Leicester: Blackboard Staff Development:
  www2.le.ac.uk/offices/staff-development/courses/it/elearning
• Hack College: Blackboard 9 ‘enough is enough’ (and some interesting comments from staff and students):
  www.hackcollege.com/blog/2009/9/9/blackboard-9-enough-is-enough.html
• Leiden University: Log of Upgrade from BB7 to BB9:
  http://bb9.weblog.leidenuniv.nl/
• Kentucky Community College: Issue and Bug ‘fixes’ for BB9:
  efaculty.blogspot.com/2009/05/bb-v9-current-issues-and-work-arounds.html
• Keith Russell: BB9 the next generation:
  keithrussell.blogspot.com/2008/05/presentation-blackboard-9-next.html
• Getting started with BB9:
  www.ric.edu/faculty/revans/bb9/

If you have any links or resources you’d like to add to the list then please email me and I’ll include them (with your name as referral) or just leave a comment with the details below and I’ll publish it.

Either way I am interested to hear from all types of users of Blackboard, whether you are using the current version 9.1 or anything previous to this, whether you love or hate it (but please say why otherwise it is a little pointless!).

Additional Links/Resources:

• Blackboard On Demand – links and videos from Blackboard:
  ondemand.blackboard.com (thanks to alextronic)

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I believe that asking questions is a good thing, and can often bring a greater sense of understanding in whatever subject area you currently inhabit. The question of whether your current VLE (or LMS or CMS or whatever you classify it as) is the right one for your Institution seems to be one of those questions that people would rather you didn’t ask. I’m not sure why considering the costs involved in maintaining a VLE infrastructure; surely we can ask if we are getting value for money?

Which is when I found this:  Transition to Moodle, Florida International University

The article outlines the FIU’s position in the development of their VLE, from WebCT to BlackBoard via the BlackBoard purchase of WebCT, through to the evaluation of alternative systems.

“Our testing and evaluation of open-source alternatives showed that both Sakai and Moodle offer comparable tool/feature sets compared to Blackboard. However, the Moodle university, user, and developer communities are substantially larger than those of Sakai. In addition, Moodle is rated higher on ease of use by many in the LMS community.”

If the question is asked, and the answer (after proper consideration and evaluation) is that your existing VLE system (BlackBoard, Sakai, Moodle, etc) IS the right choice for you then so be it. I’d be happy with that kind of answer, so long as it has been properly addressed. If the answer is NO then that is the right time to ask the next logical question … what should you be using for your intended outcome?

Has your Institution asked this of itself? Are you migrating from one VLE or LMS system to another (if so from what to what)? Please share your thoughts and experiences by leaving a comment below.

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I found Rodd Lucier’s presentation recently and have been back through it a few times since before posting here. I like it, hope you do too!

Rodd used this presentation in his blog post ‘Classrooms or tomorrow‘ which itself is also a good read and can help put a few of the slides into prespective.

Ten Trends Rmc / Rodd Lucier

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Virtual learning environments (VLEs) use computers to allow remote access to learning materials. As the routine use of computers becomes all pervasive, there is an expectation that VLEs will form a significant part of the next generation’s experience of learning. This survey evaluates how VLEs are developing within a selection of providers.

Pleas read the PDF file online here: Ofsted Report, January 2009

“The common factor in effective VLEs was the enthusiasm of the subject teacher; that is enthusiasm for the subject and teaching and learning as much as any competence in computing. The more successful providers had provided their staff with a general introduction to the concept of VLEs, and then offered individuals encouragement in their curriculum area with more specialist detailed help when needed.”

Of particular interest to me are some of the ‘Key Findings’;

• “The best VLEs enhanced learning, giving learners the opportunity to reinforce aspects of their work as well as the chance to catch up on missed material. VLEs were least effective when they had little content or were just a dumping ground for rarely used files.”
• “The self-assessment of VLEs and their impact on learning was underdeveloped.”

and the ‘Recommendations’;

• Providers should “develop staff development systems where whole-institution events concentrate on understanding the potential benefits of the VLE and sharing of good practice, as well as a general awareness of strategy, while skills needs are met on an individual basis.”
• Providers must “link VLE development with improving the effective use of integrated learning technology in classrooms and workshops..”

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I’ve been taking a very meandering course through reading and searching on the web recently, and I keep bumping into a really old phrase … “edupunk”. From the origins (I believe) in the whole ‘cyberpunk’ genre where the individual is “against everything”, the edupunk is a burgeoning force to be reckoned with. Whether it is “against the Institution”, or “against the VLE / PLE / LMS / etc” doesn’t matter, the decision by many more each day to question the decisions and not accept the (lame) answers is slowly making more cyberpunks / edupunks.

In the post “When did ‘Edupunk’ become about entrepreneurship?” the author (the ‘Reverend’). In arguing against the major corporations who offer their drivel of Learning Management Systems we, the educators and facilitators, are unwitting slaves to their system of form over function.

The Reverend is almost demanding that the edupunk’s among us;

“… question the irresponsibility and lethargy of corporations like BlackBoard and their ilk as well as the institutions that support this bad habit. Innovation has flat-lined for almost a decade in the land of Learning Management Systems, and let me be clear here that in my heart of hearts edupunk is not about entrepreneurship.

“Edupunk is a state of mind, it’s an attitude, and it’s a belief that the system in its current incarnation does more harm than good, and so much of the damage is born of the increasingly business logic of Higher Ed.”

D’Arcy Norman shares his view of edupunk as being:

“… a movement away from what has become of the mainstream edtech community – a collection of commercial products produced by large companies. Edupunk is the opposite of that. It’s DIY. It’s hardcore. It’s not monetized. It’s not trademarked. It’s not press-released. It’s not on an upgrade cycle. It’s not enterprise. It’s not shrink-wrapped.”

Leslie Madsen Brooks says of edupunks:

“Edupunk, it seems, takes old-school Progressive educational tactics — hands-on learning that starts with the learner’s interests — and makes them relevant to today’s digital age, sometimes by forgoing digital technologies entirely.”

In another find while searching, it seems even the hallowed halls of the Guardian Newspaper are questioning the role of the edupunk … “Nevermind the pedagogues, here’s edupunk“. The argument in favour of the edupunk movement strikes a chord with me, just as much as the argument against it may sit better with your own feelings.

Whichever side of the fence you want to be, the universal trend is that the managed and forced structure of the VLE or LMS is being recognised by the facilitators as too restrictive, the educators are too slow to realise it, and the accountants are too deaf to listen to us before they invest thousands of pounds (if not millions) and hundreds of hours in developing in favour of one solution that is an immovable lump hanging around the Institution’s neck.

The promise of a Web 2.0 ‘University 2.0′ is in need of some proper thought before it gets stuck going in the wrong direction with a very rough and rocky road to travel down before it can begin to find the right route. It could be enough to derail the Institution before it’s really had a chance to get going, it could certainly be the end of a few careers if they are seen to be the ‘corporate yes-men’ who took us down that road.

Edupunk … yes please.

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It seems a bit silly talking about Informal Learning becoming ‘formal’ but it is happening. Right here. Right now.

An article from Bersin & Associates called Informal Learning Becomes Formal outlines how you do this (should you wish to). You must include;

• Role definition: Although the role is the same, it’s label is not. You are no longer a developer or design, you are a facilitator, champion even.
• Technology partner: Find an appropriate technology partner (CMS, LMS, VLE, etc) and DO NOT expect it to solve your problems. Work with the system to deliver the materials in the best you and it can.
• Create, Promote, and Monitor: Become the ‘champion’ you’ve always wanted to be. Take the ideas, encourage a sharing environment, and develop (sorry, facilitate) the promotion of them. Don’t forget to monitor results and feedback.

There is a whole lot more in the report, but you knew that already, which is why you have, or have not clicked the link to read the full article!

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Thanks to Chris Thomson and Aaron Bowler from the Sheffield East City Learning Centre. The video has a good finish;

“… by itself the Learning Platform isn’t going to transform anything. It will all be down to how the staff and students choose to use it!”

Wise words. Although this is aimed at primary and secondary schools (children & parents) there is nothing to say that the ideas and methods cannot (and should not) be applied to further and higher education.

I’ve written about VLEs and PLEs previously; please view the appropriate archive.

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Thanks go to mLearning is Good blog for pointing me at this excellent resource/eBook:

Mobile Learning Transforming the Delivery of Education and Training

While the eBook is over 320 pages long it is worth taking some time and dipping in and out of the different chapters and reading what interests you. I especially liked;

• Chapter 6: mLearning – positioning educators for a mobile, connected future.
• Chapter 9: From eLearning to mobile learning – new opportunities.
• Chapter 10: Mobile tools and services platform for formal and informal learning.

Let me know if you have any comments or suggestions for other resources we should be aware of.

Related posts:

1. Do we need to encourage Mobile Learning?
2. Are you ready for Mobile Learning?
3. Enabling Mobile Learning

I chatted with my Dad over the weekend; he’s just started a distance learning course on Sage accounting with one of the ‘colleges’ that have sprung up over recent years. While they don’t claim to be anything but a cheaper version of the Open University (without the accreditation and academic quality), I was really surprised at what I saw when my Dad showed me their VLE.

I know it’s classed as a  ’distance’ learning course, but they’re trying to pass this off with, in part, as eLearning. Which is why I was really interested.

Here’s my opinion of their VLE, and why it’s so confusing to my (non-technical) Dad;

• Very cluttered and confusing; the home page has lots of information and lists of recent forum posts, very little of which is necessary.
• The VLE doesn’t remember changes to password; my Dad has to request a new password each and every time he access the VLE. Go figure?
• Help and Information pages have links to PowerPoint files, but these don’t have any content … ?
• Online submission for assignments gives the option for one file only, yet most assignments require Word report and backup of Sage application.
• Students use discussion boards to ask for help, but no support staff or trainers use it to reply.
• A patch was needed for his 6 month old PC in order for it to work with their VLE and with Sage Accounting. it was left up to him to find and install and, when that didn’t work, to find the solution.

Their system is so ‘clunky’ that it is making my Dad, and other students he’s in contact with, seriously think about whether to continue or not.

So, my suggestions on how to use their VLE, and turn-on the learners that they’re in danger of losing …

• First thing they must do is test the system as though they are a student. Does it work?
• Utilise modern thinking on what a VLE is; engage the students, empower the students, and get the tutors involved.
• Look at what is available and encourage an institution/organisation wide re-think on delivery options to incorporate the tools into the materials.
• The tutors obviously have no idea on how to use the system, yet the students are encouraged to do so. Whether it’s a training-thing or what, I don’t know, but I do know there is no way on earth you could get away with that attitude in a professional education Institution.

I know Blackboard isn’t perfect, and the home-grown VLE must be a real pig to develop and maintain, but surely they tested it before they let the students access it? Many of the issues I saw are very basic and should not have seen the light of day.

PS. I’ve already written this once, but the hosting company crashed their servers and re-installed a database that didn’t have this entry saved … damn the Internet!!

If you’ve found or heard of something similar (or better/worse), please let the rest of us know by using the comment field below.

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