Wednesday, 23 July 2008
Going around continental Europe
In about 4 hours we leave on an overnight bus (yuck) to Gatwick airport, which marks the start of our month-long trip around Europe. We're flying into Dubrovnik, Croatia, but we'll quickly move up to Split area where we're renting a flat for a week. Then we'll move on through Zagreb and Ljubljana, Slovenia before staying with one of Victoria's friends in Vienna. From there we take a long train to Krakow, then an overnight sleeper to Berlin. From Berlin, it's on to Amsterdam, Bruges, and finishing with the Eurostar back to London. Should be a good, relaxing trip. I think we both deserve one this summer.
Monday, 21 July 2008
From the exhibition hall
I thought it might be useful to pass on this:
http://lmspodcast.com
Bill Vilberg from Miami did interviews with many of the exhibition hall vendors, and is including them as podcasts.
http://lmspodcast.com
Bill Vilberg from Miami did interviews with many of the exhibition hall vendors, and is including them as podcasts.
Friday, 18 July 2008
The End
Well,
It's the end of the conference now, and I'm sitting in McCarran Airport, Las Vegas - taking advantage of their free wireless access (thank goodness some airports take care of their customers).
Last night was a final bit of relaxing after the business of the conference, which has left me with a cold and feeling quite exhausted. Went to the pool for a bit before the client appreciation event, which was like a mini-Epcott Centre, if that means anything to you (Epcott is Disney's take on international cultures, with every one whittled down to the biggest stereotypes you can think of). Best part was finally meeting Andrew Rosen, then teaming up with Bob, Presidium's operations director, at table shuffleboard which led to a 30 point comeback to beat Andrew and El (sp?), another Presidium guy. Also discovered that having too many Blackberries in close proximity to a Wii makes it go crazy and be totally unusable at times. Andrew then took me and Paul and Bob out for an amazing steak dinner (saving us from the hotel's lousy buffet foods which had tormented us throughout the conference), which knocked the socks off the UK client dinner Bb hosted at a steakhouse Wed. night (which didn't include steak on our set menu strangely, and led to us being surrounded by ex-WebCT clients for the evening, rather than the small group of people we had been told about).
Lots of great food at the restaurant last night and good conversation. As Paul said, last night certinly gave a great ending to our trip.
Felt lucky that evening so I took my money to the slot machines and doubled it. Admittedly it was only one dollar I bet, but still I left Vegas in the black, which is more than most people can say.
Highlight session of the trip: Michael Wesch, Project NG, and eUreka's research management tools.
Biggest disappointment: faculty commons online session, both birds of a feather sessions
Weirdest moments: hearing Frankie Valli impersonators every time you stepped into the lift, and Phantom of the Opera when you went to the toilet (guess what shows were playing at the hotels). Also up there is the Siren's pirate show across the road with weird lip-synching, skimpy costumes, and an overly sexual nature for the large crowds of families that were watching it.
Most expensive thing we stumbled across: Tried to get a drink one night, a 'taste' of wine was 40 dollars at the bar we went to first. Glass was 100.
Least expensive thing: 99 cent margaritas at some of the casinos to get you in the door. That and penny slots.
Hope you three enjoyed the collocation game. Prizes will be distributed next week.
It's the end of the conference now, and I'm sitting in McCarran Airport, Las Vegas - taking advantage of their free wireless access (thank goodness some airports take care of their customers).
Last night was a final bit of relaxing after the business of the conference, which has left me with a cold and feeling quite exhausted. Went to the pool for a bit before the client appreciation event, which was like a mini-Epcott Centre, if that means anything to you (Epcott is Disney's take on international cultures, with every one whittled down to the biggest stereotypes you can think of). Best part was finally meeting Andrew Rosen, then teaming up with Bob, Presidium's operations director, at table shuffleboard which led to a 30 point comeback to beat Andrew and El (sp?), another Presidium guy. Also discovered that having too many Blackberries in close proximity to a Wii makes it go crazy and be totally unusable at times. Andrew then took me and Paul and Bob out for an amazing steak dinner (saving us from the hotel's lousy buffet foods which had tormented us throughout the conference), which knocked the socks off the UK client dinner Bb hosted at a steakhouse Wed. night (which didn't include steak on our set menu strangely, and led to us being surrounded by ex-WebCT clients for the evening, rather than the small group of people we had been told about).
Lots of great food at the restaurant last night and good conversation. As Paul said, last night certinly gave a great ending to our trip.
Felt lucky that evening so I took my money to the slot machines and doubled it. Admittedly it was only one dollar I bet, but still I left Vegas in the black, which is more than most people can say.
Highlight session of the trip: Michael Wesch, Project NG, and eUreka's research management tools.
Biggest disappointment: faculty commons online session, both birds of a feather sessions
Weirdest moments: hearing Frankie Valli impersonators every time you stepped into the lift, and Phantom of the Opera when you went to the toilet (guess what shows were playing at the hotels). Also up there is the Siren's pirate show across the road with weird lip-synching, skimpy costumes, and an overly sexual nature for the large crowds of families that were watching it.
Most expensive thing we stumbled across: Tried to get a drink one night, a 'taste' of wine was 40 dollars at the bar we went to first. Glass was 100.
Least expensive thing: 99 cent margaritas at some of the casinos to get you in the door. That and penny slots.
Hope you three enjoyed the collocation game. Prizes will be distributed next week.
Thursday, 17 July 2008
Day 4: Final competition round
Louise's lead was eaten into by Mary and Robin yesterday, can they keep it up? Robin really wants the iWoz book which could be up for grabs as a prize - can he score enough points to get it?
Words:
#1 - health
#2 - international
#3 - research
Words:
#1 - health
#2 - international
#3 - research
Keynote: Donna Shalala
Donna Shalala is President of the University of Miami, but she used to be US Secretary for Health and Human Services during the Clinton administration. She told the story of how she was the cabinet member who wasn't allowed to attend the State of the Union address (when the President talks to Congress) - because there is always one cabinet member who stays away in case of an attack. She said she took over the Oval Office and got a picture of her in the President's chair, as she had the ability to do anything she wanted. Also talked about how when they moved into the White House in 1993, the secretaries were still using typewriters instead of computers, which shocked her and her staff.
Anyway, she talked a lot about her experiences as a university president, teaching a seminar to students. I didn't get that much out of her speech as takeaways, though she was interesting to listen to.
Too much pressure to create people who have today's employability skills rather than the skills needed for 3rd/4th job students will have.
Thinks institutions will be shaping the perception students have of them with new forms like YouTube, mySpace - says Yale is doing this well already (though I wonder if that is a drop in the ocean of student opinion, with them more likely to shape what other students think of the university).
Anyway, she talked a lot about her experiences as a university president, teaching a seminar to students. I didn't get that much out of her speech as takeaways, though she was interesting to listen to.
Too much pressure to create people who have today's employability skills rather than the skills needed for 3rd/4th job students will have.
Thinks institutions will be shaping the perception students have of them with new forms like YouTube, mySpace - says Yale is doing this well already (though I wonder if that is a drop in the ocean of student opinion, with them more likely to shape what other students think of the university).
Our session
Our session seemed to go over well, though we did not have evaluation forms as the Bb folks lost them. Still, those who talked to us afterwards seemed interested, and we have some who want more information as a follow-up. Ours was the only session I attended with any sort of interactivity in it, which seems crucial for a 50 minute session. I think we got about 30-40 people in the end.
Managing Project Work with eUreka: Create, Discover, Innovate
Managing Project Work with eUreka: Create, Discover, Innovate
by Daniel Tan, Nanyang Technological University, Singapore
Sheryl Wong, Nanyang
1991 inauguration of the university (1 of 4 in Singapore) – 29,000 FTE
Mostly were doing knowledge transfer in e-learning, but wanted to do knowledge discovery (web 2.0 style)
https://edventure.ntu.edu.sg/
Traditional role of a university
-generate and transmit knowledge
-scientific research
-services
-skill training and workforce development
Now:
-research more important
-policy institutes
-think tanks
-regional initiatives
-CPD for workforce
Project work – authentic learning, self-discovery, good way to do application, creation and discovery of knowledge, good for group work
year 3 for their students, do a 6-month professional internship/placement
year 4 – final year project
Normally, students use a logbook to record their observations, work done. Supervisors read this log regularly. Eventually students publish a paper or other result
Not as many institutional tools to help with managing research and technology
Because there is no central system, the learning in the project book can be lost at the end of the year when the student throws it away. So they wanted an online system to store the project work assets, and this can help it be shared and monitored. Also, can add in more opportunities for reflection and authentic assessment.
Fully integrated with Blackboard as a building block, built entirely in Java
Single-sign on with security to ensure it is safe (especially important if an idea is patentable, etc.)
Has access control on specific documents – can work so project supervisors can't see some things but students and employers can (company private docs for instance)
Built in scaffolding and coaching processes to support instruction
Learning processes – communication, reflection, knowledge representation
eUreka does not replace face-to-face sessions, but allows you to check on your students between sessions, examine their work, also when on placement. Means time with students can be focused more on learning (reflection, challenging their ideas, etc) and less on describing what the student is doing.
Has a work flow for the different stages they might do while doing the research (e.g. proposal, darft, introduction, etc.) Has a timeline for the different elements to tell them when It is due, how far they are in each timeline. Alerts can be sent for each milestone (x due in one week)
Also want to help professors manage research information – can they publish their workbook to the world?
Differentiation between pre-project process and post-project process
pre:
proposal, selection of project, allocating project to a specific student
post:
oral presentation allocation, selecting a project moderator
enter project grades into system
Inside the product:
What recent activities are there, what new tasks completed?
Can be used for any institution event – organise study groups, plan social events, plan own studying
Like a type of institutional memory
Appears as a tab in Bb – launches like Parature support centre – otherwise not connected to Bb.
Can also allow external users to login to it – not through Bb but separate login screen
Staff can use it for their research too - like a VRE
Past final year project data is repopulated into the system each year, but you can add new project info there too.
8 tabs for each project (Information, Announcements, Activities, Project Files, Discussion Board, Members, Weblogs, Links, Assessment)
Information – summary page, contact details for members of the project
Own repository to dump the project into – default folder hierarchy set up, but you can change it
DB for all students to talk to each other (students own the site, so they can set up the Dbs)
Individual blog for each project member – can embed, images, video, charts, attachments – can have comments, hide some posts
Programmed by a company called Relevanz Project Management
Assessment – has a grade rubric with criteria and the points they have received in that criteria, to get the total
Improved supervision tools for instructors too – more timely feedback, more up to date with the projects' progress
Can also save the project map and thing as a read-only archive for them to refer back to, so they can learn from them in the future, find out what mistakes they made. Can potentially see other students' projects too.
4,500 active project sites now (introduced in 2004)
Ad-hoc projects are growing quickly (450 now)
Available at low price – US 5,000 dollars sitewide license per year
Daniel was very interesting, clearly had thought this stuff through well. Was a great comprehensive tool for managing research projects, staff research and just whatever the students wanted to manage. Definitely one of the best sessions.
by Daniel Tan, Nanyang Technological University, Singapore
Sheryl Wong, Nanyang
1991 inauguration of the university (1 of 4 in Singapore) – 29,000 FTE
Mostly were doing knowledge transfer in e-learning, but wanted to do knowledge discovery (web 2.0 style)
https://edventure.ntu.edu.sg/
Traditional role of a university
-generate and transmit knowledge
-scientific research
-services
-skill training and workforce development
Now:
-research more important
-policy institutes
-think tanks
-regional initiatives
-CPD for workforce
Project work – authentic learning, self-discovery, good way to do application, creation and discovery of knowledge, good for group work
year 3 for their students, do a 6-month professional internship/placement
year 4 – final year project
Normally, students use a logbook to record their observations, work done. Supervisors read this log regularly. Eventually students publish a paper or other result
Not as many institutional tools to help with managing research and technology
Because there is no central system, the learning in the project book can be lost at the end of the year when the student throws it away. So they wanted an online system to store the project work assets, and this can help it be shared and monitored. Also, can add in more opportunities for reflection and authentic assessment.
Fully integrated with Blackboard as a building block, built entirely in Java
Single-sign on with security to ensure it is safe (especially important if an idea is patentable, etc.)
Has access control on specific documents – can work so project supervisors can't see some things but students and employers can (company private docs for instance)
Built in scaffolding and coaching processes to support instruction
Learning processes – communication, reflection, knowledge representation
eUreka does not replace face-to-face sessions, but allows you to check on your students between sessions, examine their work, also when on placement. Means time with students can be focused more on learning (reflection, challenging their ideas, etc) and less on describing what the student is doing.
Has a work flow for the different stages they might do while doing the research (e.g. proposal, darft, introduction, etc.) Has a timeline for the different elements to tell them when It is due, how far they are in each timeline. Alerts can be sent for each milestone (x due in one week)
Also want to help professors manage research information – can they publish their workbook to the world?
Differentiation between pre-project process and post-project process
pre:
proposal, selection of project, allocating project to a specific student
post:
oral presentation allocation, selecting a project moderator
enter project grades into system
Inside the product:
What recent activities are there, what new tasks completed?
Can be used for any institution event – organise study groups, plan social events, plan own studying
Like a type of institutional memory
Appears as a tab in Bb – launches like Parature support centre – otherwise not connected to Bb.
Can also allow external users to login to it – not through Bb but separate login screen
Staff can use it for their research too - like a VRE
Past final year project data is repopulated into the system each year, but you can add new project info there too.
8 tabs for each project (Information, Announcements, Activities, Project Files, Discussion Board, Members, Weblogs, Links, Assessment)
Information – summary page, contact details for members of the project
Own repository to dump the project into – default folder hierarchy set up, but you can change it
DB for all students to talk to each other (students own the site, so they can set up the Dbs)
Individual blog for each project member – can embed, images, video, charts, attachments – can have comments, hide some posts
Programmed by a company called Relevanz Project Management
Assessment – has a grade rubric with criteria and the points they have received in that criteria, to get the total
Improved supervision tools for instructors too – more timely feedback, more up to date with the projects' progress
Can also save the project map and thing as a read-only archive for them to refer back to, so they can learn from them in the future, find out what mistakes they made. Can potentially see other students' projects too.
4,500 active project sites now (introduced in 2004)
Ad-hoc projects are growing quickly (450 now)
Available at low price – US 5,000 dollars sitewide license per year
Daniel was very interesting, clearly had thought this stuff through well. Was a great comprehensive tool for managing research projects, staff research and just whatever the students wanted to manage. Definitely one of the best sessions.
Exemplary Courses, Exemplary Designs, Templates Vs. Standards
Exemplary Courses, Exemplary Designs, Templates Vs. Standards
by Marie-Pierre Huguet, Rensselaer Polytechnic Institute (New York)
(plus two other people not there)
3 exemplary course winners
Templates and standards
Design recommendations
If you had to put the three academics on the rogers innovation curve:
One course innovator, one late majority, one laggard
Distance courses are shrinking for them, but blended courses are exploding
Course developers (instructional designers) – assigned to help academics and also some request help
Also have student workers, interns, and multimedia designers in the department
5 key components when designing courses
Analyze, Design, Develop, Implement, Evaluate - [key question Why?]
If you don't have enough instructional designers in your institution, it is a good idea to ask an academic from another discipline to get a fresh perspective
One computer science course – distance learning, fully online – won in 2003
Tried to do innovative stuff for the time, weekly chat sessions online, added flash, audio to the course
-Student feedback was that it was quite poor
-Wasn't run by other people in the future – too techie
Next course
International Business, late majority lecturer
Blended course – mostly distance learners
Tried to do such a bad job that he would never be asked to teach a distance course again in his first year
Built a community of learners, integrated technologies into the learning
Students satisfied, reproduced by others
Final course:
Engineering lecturer
Hates using WebCT – finds it unintuitive
Made it work for what the gain could be for students, but disliked the tool
High quality discussion on the discussion board
Assignment submission, tests
Had an anonymous Q&A so students did not feel threatened asking questions
Students did really well on the exam – professor surprised by the results, though something was wrong
High student satisfaction and other lecturers want to use this type of course
Lots of moving icons on the sites
Students didn't want too standard WebCT courses, as it looked too similar to other courses
Why use template? Need good branding, easier to maintain, easier for students and instructors to use
Have a “shell” for their courses. Some did not have staff information on them
Uses layout and design to catch the students attention – the html editing ability of WebCT (who designs the html?)
Standards are base-line sites from the templates – when you take control of that site, you can do what you want with it, but you will probably have to go through the designers.
Modification of the templates to allow for instructor ownership, which meets certain standards
Write a design brief for how the course will work. What technologies will you use? How will students interact with the content? How is the learning broken up? Make a flowchart for how it will appear. About finding the best fit for what the academic does well. If you love to talk, try the discussion board. If you hate talking to others, don't use it (or be a lecturer...). Highlight your strengths in what technologies you use.
Overall a more entertaining presentation than some, though I still felt like more focus was being put on style than substance (a bit like Vegas). It seemed a bit too classic WebCTish for me, in that regard. I think the learning activities were at the heart of it, thankfully, but a lot of what she talked about was flashing icons and good layout and design.
by Marie-Pierre Huguet, Rensselaer Polytechnic Institute (New York)
(plus two other people not there)
3 exemplary course winners
Templates and standards
Design recommendations
If you had to put the three academics on the rogers innovation curve:
One course innovator, one late majority, one laggard
Distance courses are shrinking for them, but blended courses are exploding
Course developers (instructional designers) – assigned to help academics and also some request help
Also have student workers, interns, and multimedia designers in the department
5 key components when designing courses
Analyze, Design, Develop, Implement, Evaluate - [key question Why?]
If you don't have enough instructional designers in your institution, it is a good idea to ask an academic from another discipline to get a fresh perspective
One computer science course – distance learning, fully online – won in 2003
Tried to do innovative stuff for the time, weekly chat sessions online, added flash, audio to the course
-Student feedback was that it was quite poor
-Wasn't run by other people in the future – too techie
Next course
International Business, late majority lecturer
Blended course – mostly distance learners
Tried to do such a bad job that he would never be asked to teach a distance course again in his first year
Built a community of learners, integrated technologies into the learning
Students satisfied, reproduced by others
Final course:
Engineering lecturer
Hates using WebCT – finds it unintuitive
Made it work for what the gain could be for students, but disliked the tool
High quality discussion on the discussion board
Assignment submission, tests
Had an anonymous Q&A so students did not feel threatened asking questions
Students did really well on the exam – professor surprised by the results, though something was wrong
High student satisfaction and other lecturers want to use this type of course
Lots of moving icons on the sites
Students didn't want too standard WebCT courses, as it looked too similar to other courses
Why use template? Need good branding, easier to maintain, easier for students and instructors to use
Have a “shell” for their courses. Some did not have staff information on them
Uses layout and design to catch the students attention – the html editing ability of WebCT (who designs the html?)
Standards are base-line sites from the templates – when you take control of that site, you can do what you want with it, but you will probably have to go through the designers.
Modification of the templates to allow for instructor ownership, which meets certain standards
Write a design brief for how the course will work. What technologies will you use? How will students interact with the content? How is the learning broken up? Make a flowchart for how it will appear. About finding the best fit for what the academic does well. If you love to talk, try the discussion board. If you hate talking to others, don't use it (or be a lecturer...). Highlight your strengths in what technologies you use.
Overall a more entertaining presentation than some, though I still felt like more focus was being put on style than substance (a bit like Vegas). It seemed a bit too classic WebCTish for me, in that regard. I think the learning activities were at the heart of it, thankfully, but a lot of what she talked about was flashing icons and good layout and design.
Wednesday, 16 July 2008
Last session
The last session I went to was on creating an online faculty commons as a space for interested faculty to share ideas and techniques about e-learning. Was a bit concerned as it was being run by someone on ex-WebCT, but figured the topic was generic enough that the platform wouldn't make a huge difference.
Unfortunately, the speaker was not very dynamic and it took a little while to get some pace. One of the lessons learned on the handout was that you would get low turnout in the beginning (which I figured might be the case, and was interested in what strategies had been employed to increase that turnout). Then I saw in the presentation that the project had started Spring 2008, and I had the realization I wasn't going to see those strategies after all, so I left and went to the Outcomes System meeting with Paul. Apologies to the speaker for leaving (as that can be quite annoying), but I just realized then I wasn't going to get much out of it.
Unfortunately, the speaker was not very dynamic and it took a little while to get some pace. One of the lessons learned on the handout was that you would get low turnout in the beginning (which I figured might be the case, and was interested in what strategies had been employed to increase that turnout). Then I saw in the presentation that the project had started Spring 2008, and I had the realization I wasn't going to see those strategies after all, so I left and went to the Outcomes System meeting with Paul. Apologies to the speaker for leaving (as that can be quite annoying), but I just realized then I wasn't going to get much out of it.
Birds of a feather session – social networks and web 2.0
Birds of a feather session – social networks and web 2.0
Thankfully a smaller session with only 30 people. However I got bored of the way the conversation went (mostly about social networks, not social learning tools) and ended up working on my presentation for tomorrow part of the time. Before next session, met Erin from Schoolcraft College in Michigan and she agreed with my assessment of the session, as she was there but didn't say anything either, which made me feel less insane.
Melissa from Seton Hall University – pushing out information through facebook
-would students want to become a friend of their information center?
-so they took a Fan route where they can push information, but they don't see the students' personal private photos, etc.
-have gotten a good deal of faculty to sign up to get this information (does require faculty using facebook though, as this is their target audience, not students - not sure I would've chosen facebook in that case)
2 people using the Blackboard Sync plugin – says that the students love it and use it a lot. Helps with students missing out on new changes.
Are people using Pronto? – 3 people
- Not getting very heavy use from faculty or them encouraging their students to use it
- Another one had it in development server – no one using it
- Another university had more success, but only in pocked of the university, such as really keen academics.
- Do we want to be online all the time, ready to chat with students? Suggested it was useless otherwise (though I am not sure I agree that you have to be there to facilitate the chats)
Should we have a university portal? Or just push all information out so students can use whatever portal they want? (Why not both? I think eventually students will all pick different ways to pull in the information, but is really premature to think everyone is using an RSS feeder and personalised portal)
Use twitter during the lectures to get feedback? Could have a log of the conversation afterwards which would be more useful than the lectures themselves. (Why not just get rid of the lectures and try something else?)
Someone asked if anyone used social networking and learning tools to evaluate lectures and lecturer created resources. Seemed there was a fundamental flaw in that to me, but other people suggested ways to try to get that to happen. Was going to have a word in private afterwards about having the students create the resources rather than just rate them, but then someone talked to this lady for 15 minutes and I gave up and went to lunch.
Virtually Present: Using Blackboard software and building blocks to provide online training and support
Virtually Present: Using Blackboard software and building blocks to provide online training and support by Mary Jane Clerkin, Berkeley College
They run a series of online-only staff development workshops for academics wanting to teach online. The first is an online tutorial about teaching online that is two weeks long and tries to get academics to see the perspective of a student online and asks them questions about how they feel about online learning to determine if it is suitable for them (Not sure if they do this at the end as well, to see if any minds have been changed during the process). It includes online research through library databases, online discussion and submission of writing assignments. They were big Wimba fans for leaving audio and video everywhere in the site and said Pronto was effective for supporting their staff members via instant chat.
Encourages their academics to come to staff development events - have 12 at BbWorld this year. There's a central online resource center Bb site where everyone who does the course gets access too. In there is a reading group, lots of resources, conference listings, etc. Might be good to have upcoming e-learning conferences listed somewhere easily accessible at SHU for interested staff.
The part I didn't get is they said all meetings with academics were held online for them too, along with discipline specific discussions. Of course there were screencasts and self-help resources in the online centre too.
Then, after the intro course, you must take another 3 three week courses to be able to learn about instructional design for online (only) courses. They linked into help desks, library directors, student support in these courses, which was good. However, I thought it was a rather draconian way of getting people to do staff development. By the end of the third course they have finished planning out and creating an online course which is then compared to a strict checklist for approval, which is finally carried out by the Online Dean to evaluate if it is suitable to be online.
Students must take a course called Road to Success in Online Learning to determine if they will be suitable for online learning before they can sign up for an online course too.
I asked her what about blended learning, how did that work? She said that they did blended learning, but did not elaborate about how that did or did not fit into the system. I couldn't imagine every single lecturer in the university going through this type of process to be able to use Blackboard at all, so I'm not sure what training is necessary for those folks, or if most people can have Blackboard without any training. I got the impression not, which seems to be causing its own problems. In general an OK session, in that I saw a different way of doing things, but I don't think most of it applies to us.
They run a series of online-only staff development workshops for academics wanting to teach online. The first is an online tutorial about teaching online that is two weeks long and tries to get academics to see the perspective of a student online and asks them questions about how they feel about online learning to determine if it is suitable for them (Not sure if they do this at the end as well, to see if any minds have been changed during the process). It includes online research through library databases, online discussion and submission of writing assignments. They were big Wimba fans for leaving audio and video everywhere in the site and said Pronto was effective for supporting their staff members via instant chat.
Encourages their academics to come to staff development events - have 12 at BbWorld this year. There's a central online resource center Bb site where everyone who does the course gets access too. In there is a reading group, lots of resources, conference listings, etc. Might be good to have upcoming e-learning conferences listed somewhere easily accessible at SHU for interested staff.
The part I didn't get is they said all meetings with academics were held online for them too, along with discipline specific discussions. Of course there were screencasts and self-help resources in the online centre too.
Then, after the intro course, you must take another 3 three week courses to be able to learn about instructional design for online (only) courses. They linked into help desks, library directors, student support in these courses, which was good. However, I thought it was a rather draconian way of getting people to do staff development. By the end of the third course they have finished planning out and creating an online course which is then compared to a strict checklist for approval, which is finally carried out by the Online Dean to evaluate if it is suitable to be online.
Students must take a course called Road to Success in Online Learning to determine if they will be suitable for online learning before they can sign up for an online course too.
I asked her what about blended learning, how did that work? She said that they did blended learning, but did not elaborate about how that did or did not fit into the system. I couldn't imagine every single lecturer in the university going through this type of process to be able to use Blackboard at all, so I'm not sure what training is necessary for those folks, or if most people can have Blackboard without any training. I got the impression not, which seems to be causing its own problems. In general an OK session, in that I saw a different way of doing things, but I don't think most of it applies to us.
Birds of a Feather: Deepening staff engagement with e-learning
This was a share your stories session, which I thought I might be able to get some innovative staff development stragies out of. Unfortunately it was disappointing for several reasons. First, there were 100 people in the room, which is not good for sharing. Second, the room was set up like a lecture hall, meaning you could barely discuss anything.
Finally, there just weren't many new ideas being put out there. The way many people got people to come to staff development events was "We raffle off an iPod, camera, or give them cash". Not sure bribery is a good long term incentive to continue with e-learning. The other take on bribery was that your department gets a laptop to use if you come to our 8 introductory training sessions (which seemed like a lot to start out with at once).
The other one was Leeds Met saying it was mandatory that they engage in a minimum way with many different aspects of e-learning. While I don't totally disagree that is should be mandatory, you do lose a lot of good will in the process, and you just know that mandatory means nothing to some academics.
Having academics involved in a committee steering or driving e-learning was considered groundbreaking news at the end of the session, and the idea of running show n' shares seemed to have never occurred to many people. It was kind of a scary session where I was afraid to speak less I either insulted all the other people or just got mobbed. Not that there was time for me to speak with the 20 people waiting in line behind the microphone though. The session didn't really touch on the core issues of induction for new staff or actually encouraging staff who are using it in limited ways to deepen their engagement. It still focused mostly on those who were not engaging.
Finally, there just weren't many new ideas being put out there. The way many people got people to come to staff development events was "We raffle off an iPod, camera, or give them cash". Not sure bribery is a good long term incentive to continue with e-learning. The other take on bribery was that your department gets a laptop to use if you come to our 8 introductory training sessions (which seemed like a lot to start out with at once).
The other one was Leeds Met saying it was mandatory that they engage in a minimum way with many different aspects of e-learning. While I don't totally disagree that is should be mandatory, you do lose a lot of good will in the process, and you just know that mandatory means nothing to some academics.
Having academics involved in a committee steering or driving e-learning was considered groundbreaking news at the end of the session, and the idea of running show n' shares seemed to have never occurred to many people. It was kind of a scary session where I was afraid to speak less I either insulted all the other people or just got mobbed. Not that there was time for me to speak with the 20 people waiting in line behind the microphone though. The session didn't really touch on the core issues of induction for new staff or actually encouraging staff who are using it in limited ways to deepen their engagement. It still focused mostly on those who were not engaging.
Project NG
http://www.blackboard.com/projectng/ if you want to take a look yourself
Started with a funny spoof ad of old Bb talking to NG, like the PC versus Mac type ads. They pointed out there were 2,200+ people at the conference, which is massive I think.
New NG stuff I liked the most:
Started with a funny spoof ad of old Bb talking to NG, like the PC versus Mac type ads. They pointed out there were 2,200+ people at the conference, which is massive I think.
New NG stuff I liked the most:
- students can change the design, layout, and colour of the portal
- adding in more external portal channels
- drag and drop in the portal (and everywhere)
- announcements aggregates in a way that makes sense
- ability at portal level to zoom in on what's new in a course or organisation with student or instructor dashboard
- can now get email or SMS alerts when grades released, assignments submitted and ready to grade, and other options
- can add page breaks, sections and dividers for tests
- Highlights your groups first, not all groups you are not part of
- Control panel below the left hand menu, not a separate screen, consists of menus
- Students can create groups at portal level
- Bb Sync will work on mobile, iPhone, MyYahoo, iGoogle soon
- MyPlaces link at the top allows for easy jumping to other sites you are enrolled on
- Easier to embed YouTube videos, google maps, etc.
- Can change the look inside a course with themes (so looks like older Blackboard style if you want)
- Blogs and journals (private blogs) built-in
- Groups get a summary of what is for their group, including content or assignments
Anyway, I'm quite happy about it really. It looks good and seems quite similar to what was there, but way better. I don't think staff will struggle too much with the changes, though we will have to figure out what options we want on, what language pack settings, etc.
Take the Mystery out of Digital Content Management
Take the Mystery out of Digital Content Management
by Robert Bobeldyk, Calvin College, 2 years
Erik Dearholt, Tulane University, New Orleans area, 1-2 years
Wayne Twitchell, Grinnell College, new to content system, piloting this year
Why did they start using the content system?
Needed e-portfolios (CC)
Repetition of files, not wanting to copy everywhere (CC)
Post-Hurricane Katrina – wanted to host more content off site (TU)
Try to enrich the student and staff experience – for competitive advantage (TU)
Try to lift administrative strain in the post-hurricane world (TU)
Came from IT department, crumbling old storage issues (GC)
Looking for web-based content (GC)
What examples of use, interesting initiatives?
Get support staff to support academics (GC)
WebDav caused confusion – so they used Xythos as a helper application (GC)
Use e-portfolios, to get students to record service performed in the community (TU)
Create a teaching portfolio (TU)
Reduce the university admin paper trail (versioning has been invaluable) (TU)
Career development sends out a portfolio of their trainee teachers for the student to potential employers, so the students are presenting a portfolio of their work (CC)
Everyone has a master course for CPS101 (that never disappears), the real course folder using the content system's course content (that does disappear each semester), and a collaborative space for their department (in the institutional space). - Teachers pull in materials from all three folders. So, uses the course/organisation folders but in a different way than just standard (CC)
GC – doesn't use course folders – only institutional – all set up by his secretary, as only 300 people, Not much of a help for our situation.
GC – had problems where users download a file and hit save, it doesn't work (as read-only without web dav). So managed to get Xythos drive that emulates the network using a mapped network drive. Another fee for Xythos (whose t-shirt I have incidently).
CC – has another different program which maps the content system to a drive for easy editing
TU – just using WebDav
CC- Created a directory for each department with two sub directories, resources and users for each one
-batch created user directories in the user field
-in resources, the directory is given equal rights to everyone with read/write/manage.
Another guy said when the divisional folders are set up, then only the assistant dean and his/her administrator gets manage access. Seems like quite a high level person to give access too.
What are the benefits?
Student webspace – used MyWebSpace tool to shorten URLs (CC)
Students with disabilities – realized things like audio files easier without IT department needing to make CDs and send them out to everyone (CC) – Why not doing this before?
Reduced administrative load on IT department (TU)
Working collaboratively on documents from around the globe (for student on foreign exchange for example) (TU)
Not many benefits yet as in pilot (GC)
Challenges:
Lots of administrative use – some concerns from administrators that their jobs would disappear (North Florida)
Persistent cookies can cause browser crashes and the learning system to never load sometimes (audience member) – though they must constantly login for WebDav – which is why GC used Xythos
Probably the best parallel session I went to today, as got to hear some different ideas for how things are set up. 2 of the 3 using a helper application to ensure WebDav-esque functionality is working right, though maybe if Blackboard lifts that 100 character limit in a new version, that would help. I do see a network drive mapping advantage though.
CC's use of fake master courses that don't disappear sounded interesting too, as it gets over rollover problems to some degree. I wonder if people remember to put the right files in the right places though with three different areas to choose from.
by Robert Bobeldyk, Calvin College, 2 years
Erik Dearholt, Tulane University, New Orleans area, 1-2 years
Wayne Twitchell, Grinnell College, new to content system, piloting this year
Why did they start using the content system?
Needed e-portfolios (CC)
Repetition of files, not wanting to copy everywhere (CC)
Post-Hurricane Katrina – wanted to host more content off site (TU)
Try to enrich the student and staff experience – for competitive advantage (TU)
Try to lift administrative strain in the post-hurricane world (TU)
Came from IT department, crumbling old storage issues (GC)
Looking for web-based content (GC)
What examples of use, interesting initiatives?
Get support staff to support academics (GC)
WebDav caused confusion – so they used Xythos as a helper application (GC)
Use e-portfolios, to get students to record service performed in the community (TU)
Create a teaching portfolio (TU)
Reduce the university admin paper trail (versioning has been invaluable) (TU)
Career development sends out a portfolio of their trainee teachers for the student to potential employers, so the students are presenting a portfolio of their work (CC)
Everyone has a master course for CPS101 (that never disappears), the real course folder using the content system's course content (that does disappear each semester), and a collaborative space for their department (in the institutional space). - Teachers pull in materials from all three folders. So, uses the course/organisation folders but in a different way than just standard (CC)
GC – doesn't use course folders – only institutional – all set up by his secretary, as only 300 people, Not much of a help for our situation.
GC – had problems where users download a file and hit save, it doesn't work (as read-only without web dav). So managed to get Xythos drive that emulates the network using a mapped network drive. Another fee for Xythos (whose t-shirt I have incidently).
CC – has another different program which maps the content system to a drive for easy editing
TU – just using WebDav
CC- Created a directory for each department with two sub directories, resources and users for each one
-batch created user directories in the user field
-in resources, the directory is given equal rights to everyone with read/write/manage.
Another guy said when the divisional folders are set up, then only the assistant dean and his/her administrator gets manage access. Seems like quite a high level person to give access too.
What are the benefits?
Student webspace – used MyWebSpace tool to shorten URLs (CC)
Students with disabilities – realized things like audio files easier without IT department needing to make CDs and send them out to everyone (CC) – Why not doing this before?
Reduced administrative load on IT department (TU)
Working collaboratively on documents from around the globe (for student on foreign exchange for example) (TU)
Not many benefits yet as in pilot (GC)
Challenges:
Lots of administrative use – some concerns from administrators that their jobs would disappear (North Florida)
Persistent cookies can cause browser crashes and the learning system to never load sometimes (audience member) – though they must constantly login for WebDav – which is why GC used Xythos
Probably the best parallel session I went to today, as got to hear some different ideas for how things are set up. 2 of the 3 using a helper application to ensure WebDav-esque functionality is working right, though maybe if Blackboard lifts that 100 character limit in a new version, that would help. I do see a network drive mapping advantage though.
CC's use of fake master courses that don't disappear sounded interesting too, as it gets over rollover problems to some degree. I wonder if people remember to put the right files in the right places though with three different areas to choose from.
Words for Day 3
Mary has come storming into the competition, though Louise is still ahead. Not sure what happened to Robin though, with no entry for yesterday. It's still anyone's game though as big points can be won when you guess top entries.
Words from around the conference today:
#1 Bird
#2 Drop
#3 Opportunity
Bird = birds of a feather sessions I went to today (2 of them)
Drop = Drag and drop, which you should be able to do throughout NG
Opportunity = at one session on staff development they said they never used the word training, but always called it an opportunity.
Words from around the conference today:
#1 Bird
#2 Drop
#3 Opportunity
Bird = birds of a feather sessions I went to today (2 of them)
Drop = Drag and drop, which you should be able to do throughout NG
Opportunity = at one session on staff development they said they never used the word training, but always called it an opportunity.
Exhibition Hall
I also went around the exhibition hall last night for an hour and a half or so to talk to our favourite sponsors. I picked up some learning object creators sample disks for you Robin, and I talked to the Kadoo folks, who have refined who you can share your stuff with so it can work with Blackboard permissions. However, when I tried to actually create an account (without Blackboard) it didn't like the BbWorld access code, so I'll point that out to them today and see if I can get one set up.
Learning Objects mentioned some interesting stuff. Podcasts as part of Expo is supposed to be coming out really soon (I thought it was already out though?), something about it being in late beta. They also seemed to have another option they are pursuing where you can have a separate, hosted blog/wiki/podcast site. The main reasons for doing this I think were because PowerLinks (and hence old WebCT) couldn't support a lot of their stuff. Did have lots of things like better permissions and drag and drop for the organisation of your blogs and wikis. Worth keeping an eye on, though I don't know what it will really look like for Bb.
Blackboard seems to be promoting Blackboard Sync and a new tool called Blackboard ProEd. I'm not sure the name is the best, as it makes it sound like the rest of Blackboard is Anti-Ed. I think it's supposed to be for delivering professional education, but not quite sure why that is radically different than other forms of education, unless they mean staff development. I'll take a closer look sometime today or tomorrow.
As an aside, I noticed someone at Blackboard referred to a restaurant called "Carnevino" (meaning meat and wine) as "Carvenino" (which looks a lot like carves children, and gives the restaurant a bit of a creepy feel).
Learning Objects mentioned some interesting stuff. Podcasts as part of Expo is supposed to be coming out really soon (I thought it was already out though?), something about it being in late beta. They also seemed to have another option they are pursuing where you can have a separate, hosted blog/wiki/podcast site. The main reasons for doing this I think were because PowerLinks (and hence old WebCT) couldn't support a lot of their stuff. Did have lots of things like better permissions and drag and drop for the organisation of your blogs and wikis. Worth keeping an eye on, though I don't know what it will really look like for Bb.
Blackboard seems to be promoting Blackboard Sync and a new tool called Blackboard ProEd. I'm not sure the name is the best, as it makes it sound like the rest of Blackboard is Anti-Ed. I think it's supposed to be for delivering professional education, but not quite sure why that is radically different than other forms of education, unless they mean staff development. I'll take a closer look sometime today or tomorrow.
As an aside, I noticed someone at Blackboard referred to a restaurant called "Carnevino" (meaning meat and wine) as "Carvenino" (which looks a lot like carves children, and gives the restaurant a bit of a creepy feel).
Tuesday, 15 July 2008
New use for the timeline building block
Just think, with the SIMILE timeline building block, we could display the massive Star Trek timeline (note this is one panel of about 100 at the museum) to our students in the module "History of Star Trek" (Optional module for film studies and history)
Steve Wozniak, Opening Keynote
Opening Keynote
Steve Wozniak, co-founder of Apple (blurry one on the left, sorry too low light and too far away)
He's entered on an electric scooter of sorts, racing around the very large ballroom. Must be over a thousand here, nearly every seat filled. Certainly an entertaining guy, that Steve Woz. By the way I got a complementary book of his if you want to read it.
Wanted to be a teacher when he was younger, and an engineer. Taught himself how to be digital, and to write his own programs on an IBM computer. His first program taught him that the design of the program is more important than the speed of the computer.
Built his own computer with chips as they came out, trying to reduce the number of parts in his computer. Would sneak into university libraries and labs to read all the computer manuals available, learned to engineer computers himself. Was intensely intrinsicly motivated.
Single-handedly ran the class computer budget 5 times over during his introduction to computer class - by running some many programs (that printed out all the outputs, since it was punchcards).
Built a device to make the TV go fuzzy, drove his friends crazy trying to fix the TV, balance the antenna or smack the TV. Later broke into the computer lab with his friend to program all night until 4am.
Programmed a computer for one year to earn money for his third year of university. Eventually met Steve jobs through a friend at the company who gave him chips to build computers with.
Then he got hired by HP to work on their new scientific calculators (the first in the world). Made a dial-a-joke phone line in San Francisco area. You didn't own any phone lines or an answering machine - you had to rent them for a ton, and he decided it was worth the money to do this. Met his first wife there.
Saw Pong in a bowling alley. Decided he wanted to make his own version of Pong at home using a TV and computer chips. When Steve Jobs got a job at Atari, he would go look at the newest games there. Designed a game called Breakout for Steve Jobs to build in 4 days and nights, which was a bit hit.
Got to see ArpaNet, the forerunner of the Internet, which linked together colleges and universities in the US. Then got his TV to show text and send it to other computers. Determined that adding a microprocessor would enable you to communicate with your own computer and get it to do things.
First person to get rid of switches and dials on a panel, and have a keyboard and monitor instead. Also added colour to their screens for the first time. Also got floppy disks rather than cassette tapes as they were really slow.
Decided to go into business, got a 50,000 dollar order really quickly. Eventually left HP to found Apple with Steve Jobs and another guy who had the cash and engineering experience.
Made the floppy disks in two weeks to try to show it at the technology expo in Los Angeles.
Humans are more important than the technology - don't have humans learn how to use the technology, but have the technology work hard to be the way humans think. Hired people to design human user interfaces, and watched test subjects learning to use the computers.
Finally finished his last year of university to degree. Signed up to teach a computer class at school - for 5th graders. Taught design and appearance rather than just how to build computers. Also taught how to fix computers when they break, and finally networking with other computers. Let the kids play tricks on each other as long as it could be undone. Were able to use AOL for networking.
Notes that the teachers didn't learn as quickly - wishes he had taught the teachers more rather than just the students. Students tended to lower their expectations and results to the level of the teacher.
Pointed out that the computer can't detect the emotions and mental state of students, as that can affect their ability to learning. Computers can't respond to people and check they are ok. In this way, teachers are irreplaceable right now.
Hopes that we could reach a point of one computer per student. Points out that motivation is way more important than the content, as students will find a way to learn when motivated. Computing should be interesting and fun. Don't oversimplify questions at a younger level, it's ok to challenge why things may not be as simple as first thought.
Overall an interesting keynote, as he is a good storyteller. There was not as much of a message or key point as you might expect at a keynote; instead it was a story about his life and some correlations to education. Probably a good thing he stopped when he did though as he started to get a bit stretched towards the end.
Steve Wozniak, co-founder of Apple (blurry one on the left, sorry too low light and too far away)
He's entered on an electric scooter of sorts, racing around the very large ballroom. Must be over a thousand here, nearly every seat filled. Certainly an entertaining guy, that Steve Woz. By the way I got a complementary book of his if you want to read it.
Wanted to be a teacher when he was younger, and an engineer. Taught himself how to be digital, and to write his own programs on an IBM computer. His first program taught him that the design of the program is more important than the speed of the computer.
Built his own computer with chips as they came out, trying to reduce the number of parts in his computer. Would sneak into university libraries and labs to read all the computer manuals available, learned to engineer computers himself. Was intensely intrinsicly motivated.
Single-handedly ran the class computer budget 5 times over during his introduction to computer class - by running some many programs (that printed out all the outputs, since it was punchcards).
Built a device to make the TV go fuzzy, drove his friends crazy trying to fix the TV, balance the antenna or smack the TV. Later broke into the computer lab with his friend to program all night until 4am.
Programmed a computer for one year to earn money for his third year of university. Eventually met Steve jobs through a friend at the company who gave him chips to build computers with.
Then he got hired by HP to work on their new scientific calculators (the first in the world). Made a dial-a-joke phone line in San Francisco area. You didn't own any phone lines or an answering machine - you had to rent them for a ton, and he decided it was worth the money to do this. Met his first wife there.
Saw Pong in a bowling alley. Decided he wanted to make his own version of Pong at home using a TV and computer chips. When Steve Jobs got a job at Atari, he would go look at the newest games there. Designed a game called Breakout for Steve Jobs to build in 4 days and nights, which was a bit hit.
Got to see ArpaNet, the forerunner of the Internet, which linked together colleges and universities in the US. Then got his TV to show text and send it to other computers. Determined that adding a microprocessor would enable you to communicate with your own computer and get it to do things.
First person to get rid of switches and dials on a panel, and have a keyboard and monitor instead. Also added colour to their screens for the first time. Also got floppy disks rather than cassette tapes as they were really slow.
Decided to go into business, got a 50,000 dollar order really quickly. Eventually left HP to found Apple with Steve Jobs and another guy who had the cash and engineering experience.
Made the floppy disks in two weeks to try to show it at the technology expo in Los Angeles.
Humans are more important than the technology - don't have humans learn how to use the technology, but have the technology work hard to be the way humans think. Hired people to design human user interfaces, and watched test subjects learning to use the computers.
Finally finished his last year of university to degree. Signed up to teach a computer class at school - for 5th graders. Taught design and appearance rather than just how to build computers. Also taught how to fix computers when they break, and finally networking with other computers. Let the kids play tricks on each other as long as it could be undone. Were able to use AOL for networking.
Notes that the teachers didn't learn as quickly - wishes he had taught the teachers more rather than just the students. Students tended to lower their expectations and results to the level of the teacher.
Pointed out that the computer can't detect the emotions and mental state of students, as that can affect their ability to learning. Computers can't respond to people and check they are ok. In this way, teachers are irreplaceable right now.
Hopes that we could reach a point of one computer per student. Points out that motivation is way more important than the content, as students will find a way to learn when motivated. Computing should be interesting and fun. Don't oversimplify questions at a younger level, it's ok to challenge why things may not be as simple as first thought.
Overall an interesting keynote, as he is a good storyteller. There was not as much of a message or key point as you might expect at a keynote; instead it was a story about his life and some correlations to education. Probably a good thing he stopped when he did though as he started to get a bit stretched towards the end.
Closing Session
Closing Session – end of the Developer's Conference
by George Kroner, Bb Solutions Evangelist
Slideshow consisting mainly of pictures of Malcolm Murray and George Kroner, besides disturbing Star Trek pictures at the end.
Dev conference – 280+ people, 13 countries; United Arab Emirates – furthest away participant – only 26 hours flying, that's all!
Dr. Wesch's presentation was eye-opening for some, maybe good for developers to hear, quite aligned with what other e-learning folks are looking at.
First time awarding the Blackboard Innovators Awards for developers who have done lots of work. Winners:
- Andrew Martin (Newcastle) – Blackboard Web Service project leader – the top downloaded open source project/ building block
- Peter Vandepitte (Katholieke Universiteit Leuven) – improved API quality, most downloaded developer tool from OSCELOT
- Stephen Vickers (University of Edinburgh) – top client contributor to developer forums for PowerLinks
- Malcolm Murray (Durham) and Peter Fokkinga (University of Groningen) – provided client wiki articles on how to create a building block using the command line
You may have noticed that every single award was won by a European, which is quite interesting I think.
My personal award goes out to Wonda Yuhasz for having the most interesting name. There is no neat plaque that goes with my award though.
Not quite sure how useful this closing session was, as it was more of a thanking everyone than a proper plenary, which might have worked better and attempted to capture some of the feelings and things from the past two days. And I didn't win another Nintendo Wii, so I'm 0 for 2. Boo.
The Impact of Project NG on User Interface Design
The Impact of Project NG on User Interface Design
by Jim Riecken, Senior Software Engineer
Stephanie Cupp, Product Director User Experience
Why are they doing NG?
Want an easier, engaging experience. Want to merge best of WebCT and Bb. Trying to make experiences more similar. Want to reduce training costs – not make it too difficult, meaning adoption can be increased.
Trying to reduce page loads and clicks – using data to monitor these are actually decreasing. Generally about 1 click or page load less to do for common tasks in Project NG on average. 22% improvement for clicks, 38% for page loads
Hope new stuff will be easier for developers with better tag libraries, more accessible, easy to move existing building blocks to it. Will have a new tag library to use, meaning compatibility will be ok with legacy building blocks but gives them a fresh slate to work with too. Will have tags for managing new UI elements that are introduced.
Existing Building Blocks
-will they work? Yes, with minimal to no changes – won't have to update all JSPs
-will it look out of place? Should not look too out of place, may require some minor UI changes.
-why use the new tag library? - Legacy ones will look similar but there won't be any new functionality, so you will miss out. New tags are simpler to use. Security for the future by using new tags.
Next are the different page elements we can use in building blocks
Page 'Shell' Tags
Generates all the starting and ending html and portal role theme CSS to make them all work better, manage the resources like scripts, headers, CSS. Also generates breadcrumb, title automatically if you want. 3 types – for admin pages, pages in course/orgs, and pages that are jsp included to other pages
Action Bar
Dropdown menu bar available for things like adding content to content areas, rather than existing buttons only. Can specify what are most important and what are secondary buttons/menus.
Data Collection Page
Step 1, step 2 type thing. Looks similar to as it is now but a bit more attractive. Cancel and Submit at top and bottom of pages – added automatically by tag library. Colour picker doesn't pop up a separate window
Inventory List
For displaying sortable, paged data in a table. Can have an action bar across the top, where items can be specified (like tick the boxes and then delete all those selected) (note can also appear at bottom, for long lists). Can also have individual actions clickable on the item title, like the caret next to Grade Centre grades to get to attempt details. This can be done for all the large selection lists (called a Contextual Menu)
Contextual Menus
Needs less clicks to do actions. Can have dynamic contextual menus pulled from Ajax or explicitly defined. The dynamic menus would be based on conditions unknown to the JSP.
Content List
A way of displaying content items that are in a specific order – can be dragged and dropped now, instead of needing to click the numbers. They have context menus for modify, manage, delete (so no buttons on the right, but a caret thing next to the item title). Made the drag and drop accessible by adding a keyboard accessible way to do drag and drop and can move it up and down
Drag and Drop
Can drag and drop in the inventory list too. Will have built in support in the tag libraries
Accessibility
Major focus on accessibility – wanting everyone to be able to use the new features
Have been working with user groups to get them to test out what accessibility problems are before implementing it fully. Everything will be standards-based HTML and CSS, not tables and hard-coded colours, styles. Also, using labels, other accessible features in HTML. Can navigate with arrows, open contextual menus with enter, close with Esc
Best for users to design with accessibility in mind, and try to use the NG tag library. Don't use tables for layout purposes, as HTML and CSS is better. Use header tags to define hierarchies for screen readers. Be sure alternatives are provided for mouse or sight-required tasks.
Performance
Because of all the dynamic behavior, the browsers need to perform well.. 80% of page load time comes after everything has come back from the server. NG Tag library contains some help to maintain good client side performance, but developers have some responsibility too.
-make less http requests
-avoid using duplicate CSS and Javascript files, Bb tag library can help with this by checking if the Javascript and CSS already exist
-externalize all your Javascript and CSS files, don't put them inline in your building block as can't be cached
-write efficient Javascript code, test it on different browsers, don't run all scripts on load if not necessary
Prototype and Scriptaculous is loaded by their tag libraries – best to use those tools to get dynamic scripting in any building blocks we write.
This session did give me a perspective on the way some of the new stuff will look, which isn't so different from the way it is now, just easier to use. I'm curious about some of the new features too, rather than just the new UI for the old features. All in all another good session, though I imagine Mary and Colin will benefit from some of the details more than most folks.
by Jim Riecken, Senior Software Engineer
Stephanie Cupp, Product Director User Experience
Why are they doing NG?
Want an easier, engaging experience. Want to merge best of WebCT and Bb. Trying to make experiences more similar. Want to reduce training costs – not make it too difficult, meaning adoption can be increased.
Trying to reduce page loads and clicks – using data to monitor these are actually decreasing. Generally about 1 click or page load less to do for common tasks in Project NG on average. 22% improvement for clicks, 38% for page loads
Hope new stuff will be easier for developers with better tag libraries, more accessible, easy to move existing building blocks to it. Will have a new tag library to use, meaning compatibility will be ok with legacy building blocks but gives them a fresh slate to work with too. Will have tags for managing new UI elements that are introduced.
Existing Building Blocks
-will they work? Yes, with minimal to no changes – won't have to update all JSPs
-will it look out of place? Should not look too out of place, may require some minor UI changes.
-why use the new tag library? - Legacy ones will look similar but there won't be any new functionality, so you will miss out. New tags are simpler to use. Security for the future by using new tags.
Next are the different page elements we can use in building blocks
Page 'Shell' Tags
Generates all the starting and ending html and portal role theme CSS to make them all work better, manage the resources like scripts, headers, CSS. Also generates breadcrumb, title automatically if you want. 3 types – for admin pages, pages in course/orgs, and pages that are jsp included to other pages
Action Bar
Dropdown menu bar available for things like adding content to content areas, rather than existing buttons only. Can specify what are most important and what are secondary buttons/menus.
Data Collection Page
Step 1, step 2 type thing. Looks similar to as it is now but a bit more attractive. Cancel and Submit at top and bottom of pages – added automatically by tag library. Colour picker doesn't pop up a separate window
Inventory List
For displaying sortable, paged data in a table. Can have an action bar across the top, where items can be specified (like tick the boxes and then delete all those selected) (note can also appear at bottom, for long lists). Can also have individual actions clickable on the item title, like the caret next to Grade Centre grades to get to attempt details. This can be done for all the large selection lists (called a Contextual Menu)
Contextual Menus
Needs less clicks to do actions. Can have dynamic contextual menus pulled from Ajax or explicitly defined. The dynamic menus would be based on conditions unknown to the JSP.
Content List
A way of displaying content items that are in a specific order – can be dragged and dropped now, instead of needing to click the numbers. They have context menus for modify, manage, delete (so no buttons on the right, but a caret thing next to the item title). Made the drag and drop accessible by adding a keyboard accessible way to do drag and drop and can move it up and down
Drag and Drop
Can drag and drop in the inventory list too. Will have built in support in the tag libraries
Accessibility
Major focus on accessibility – wanting everyone to be able to use the new features
Have been working with user groups to get them to test out what accessibility problems are before implementing it fully. Everything will be standards-based HTML and CSS, not tables and hard-coded colours, styles. Also, using labels, other accessible features in HTML. Can navigate with arrows, open contextual menus with enter, close with Esc
Best for users to design with accessibility in mind, and try to use the NG tag library. Don't use tables for layout purposes, as HTML and CSS is better. Use header tags to define hierarchies for screen readers. Be sure alternatives are provided for mouse or sight-required tasks.
Performance
Because of all the dynamic behavior, the browsers need to perform well.. 80% of page load time comes after everything has come back from the server. NG Tag library contains some help to maintain good client side performance, but developers have some responsibility too.
-make less http requests
-avoid using duplicate CSS and Javascript files, Bb tag library can help with this by checking if the Javascript and CSS already exist
-externalize all your Javascript and CSS files, don't put them inline in your building block as can't be cached
-write efficient Javascript code, test it on different browsers, don't run all scripts on load if not necessary
Prototype and Scriptaculous is loaded by their tag libraries – best to use those tools to get dynamic scripting in any building blocks we write.
This session did give me a perspective on the way some of the new stuff will look, which isn't so different from the way it is now, just easier to use. I'm curious about some of the new features too, rather than just the new UI for the old features. All in all another good session, though I imagine Mary and Colin will benefit from some of the details more than most folks.
Above the Fold
Above the Fold
by Joshua Anglero, from the other SHU – Seton Hall University, anglerjo at shu.edu
At Mary's request I attended this session, which was all about custom channel building blocks for the community system portal. Seton Hall has programmed a couple of them so far, trying to save space and give a consistent look and feel to the information that is provided to students.
Challenges
Low screen resolution average for users – 768 pixels, all students get laptops from the university, so those are normally used
Had 450 pixels of height to work with in the community system, before students had to scroll.
Takes awhile to make building blocks
Wanted to standardize their building blocks some
Didn't want to have to reinstall the building blocks unnecessarily when text changes in them.
Used jQuery and MooTools to try to accomplish the goals
Want to get the module height around 300 pixels, and make the modules more interactive. So created module/channels that are that size and are easy for staff to edit through content management system or RSS - meaning building blocks don't have to be reloaded when content changes. Have the ability to disable or enable tabs inside their modules on the fly, so channel stays there but what is in it changes. I didn't get a screenshot picture, but it is basically a small box with a few tabs at the top with information inside them, and some optional links and pictures.
Module administrators often people inside the faculties/schools – content owners without technical skills
Can drag and drop links, easily edit the information inside the areas.
Also created a second module/channel thing which is a photo gallery – had student advisor photos inside it. Does a random order of what pictures are there. Can be integrated with Flickr instead of just uploaded to the server (or external server hosting the images).
Had to prepare for a channel not loading properly or slowly, causing problems where the portal tab page does not load right. They put a loading/unavailable message that is the same size as the channel on the portal in the case that it is loading or the server is down, so page loads ok and items are put in right places.
Benefits:
Consistent look and feel of university information
Content updates easily
Low amount of development time
MooTools and jQuery are great, but do require javascript
May make it available for others to use
The presenter was really friendly and knowledgeable. He's offered to send us some screenshots or other access (including code) if we want. The only downside of the session was that the web 2.0 features advertised were mostly RSS and a simpler user interface, not tapping into the social learning aspects (yet).
I queried the number of top tabs students have and he said 5-6, which seemed pretty reasonable. He said students responded well to the idea of more tabs inside the page, which I was worried about. Since it is consistent, it is made less difference how it actually worked - all of them worked like that.
Note that the fold referred to in the title is the point on the screen where the student would have to scroll to another page.
by Joshua Anglero, from the other SHU – Seton Hall University, anglerjo at shu.edu
At Mary's request I attended this session, which was all about custom channel building blocks for the community system portal. Seton Hall has programmed a couple of them so far, trying to save space and give a consistent look and feel to the information that is provided to students.
Challenges
Low screen resolution average for users – 768 pixels, all students get laptops from the university, so those are normally used
Had 450 pixels of height to work with in the community system, before students had to scroll.
Takes awhile to make building blocks
Wanted to standardize their building blocks some
Didn't want to have to reinstall the building blocks unnecessarily when text changes in them.
Used jQuery and MooTools to try to accomplish the goals
Want to get the module height around 300 pixels, and make the modules more interactive. So created module/channels that are that size and are easy for staff to edit through content management system or RSS - meaning building blocks don't have to be reloaded when content changes. Have the ability to disable or enable tabs inside their modules on the fly, so channel stays there but what is in it changes. I didn't get a screenshot picture, but it is basically a small box with a few tabs at the top with information inside them, and some optional links and pictures.
Module administrators often people inside the faculties/schools – content owners without technical skills
Can drag and drop links, easily edit the information inside the areas.
Also created a second module/channel thing which is a photo gallery – had student advisor photos inside it. Does a random order of what pictures are there. Can be integrated with Flickr instead of just uploaded to the server (or external server hosting the images).
Had to prepare for a channel not loading properly or slowly, causing problems where the portal tab page does not load right. They put a loading/unavailable message that is the same size as the channel on the portal in the case that it is loading or the server is down, so page loads ok and items are put in right places.
Benefits:
Consistent look and feel of university information
Content updates easily
Low amount of development time
MooTools and jQuery are great, but do require javascript
May make it available for others to use
The presenter was really friendly and knowledgeable. He's offered to send us some screenshots or other access (including code) if we want. The only downside of the session was that the web 2.0 features advertised were mostly RSS and a simpler user interface, not tapping into the social learning aspects (yet).
I queried the number of top tabs students have and he said 5-6, which seemed pretty reasonable. He said students responded well to the idea of more tabs inside the page, which I was worried about. Since it is consistent, it is made less difference how it actually worked - all of them worked like that.
Note that the fold referred to in the title is the point on the screen where the student would have to scroll to another page.
This morning's keynote
Project NG Developer's Roadmap
by Jessica Finnefrock, SVP Product Development
and Bob Alcorn, Chief Architect
As usual, everything they said may change. Blackboard 9 will be the first unified code product, with Blackboard X as the final goal.
There will be lots of options to customise the portal using many different colour schemes, and we'll have control over all of the CSS throughout the product. You should be able to customise the CSS and colours by role as well, so different faculties, distance learning, etc. could have different look and feel.
You'll be able to integrate Moodle, Sakai, etc. into the portal if you are running them in different schools. (Not really relevant to us).
Building blocks are going to be the chosen framework over PowerLinks as they do more than PLs do. Still, should require some rewrites of existing building blocks to cope with new UI options.
Hoping to have no database migration and allow anyone a direct upgrade from versions 8.
Bit discouraged when Bob Alcorn said he was blown away by the social learning stuff Michael Wesch was doing and didn't have anything near that exciting planned. At least from the rest of his presentation, it seems like they are working on making it more open and able to work with other services via common web protocols.
They want to simplify page development through more powerful tag libraries with many common functions already programmed for you.
Introducing something called Proxy Tools for now, which could allow some extension without needing to know lots of Java and put the system at risk. I wasn't sure how they would really work though.
Also they will improve the Web Services on offer, with a standard tool set, authentication framework, and a system management consol to allow you to manage them better.
Made a comment that the new Blackboard Sync doesn't have to connect with Facebook (though that is all it does currently), that it is able to be extended to connect with anything, such as mobile devices potentially.
Session was basically an overview of changes, pointing at detailed follow up sessions later for more. I skipped the web services one as I think it sounds good (maybe down the road allowing connection to more things like blogs on the web, etc.), but I don't think knowing the technical details of the code would be terribly helpful to me. Just better to know they are allowing that sort of thing to start taking place.
I will be checking out the user interface changes for building block session later that Mary's asked me to go to though, as it will affect us more immediately. I feel bad for anyone presenting at the same time as that one, as every single person I've talked to says they are going to the UI one.
Was disappointed in the keynote in that it only lasted about 30 minutes out of the hour planned, had no time for questions, and didn't really say that much. On top of that, I didn't win the Wii raffle either.
by Jessica Finnefrock, SVP Product Development
and Bob Alcorn, Chief Architect
As usual, everything they said may change. Blackboard 9 will be the first unified code product, with Blackboard X as the final goal.
There will be lots of options to customise the portal using many different colour schemes, and we'll have control over all of the CSS throughout the product. You should be able to customise the CSS and colours by role as well, so different faculties, distance learning, etc. could have different look and feel.
You'll be able to integrate Moodle, Sakai, etc. into the portal if you are running them in different schools. (Not really relevant to us).
Building blocks are going to be the chosen framework over PowerLinks as they do more than PLs do. Still, should require some rewrites of existing building blocks to cope with new UI options.
Hoping to have no database migration and allow anyone a direct upgrade from versions 8.
Bit discouraged when Bob Alcorn said he was blown away by the social learning stuff Michael Wesch was doing and didn't have anything near that exciting planned. At least from the rest of his presentation, it seems like they are working on making it more open and able to work with other services via common web protocols.
They want to simplify page development through more powerful tag libraries with many common functions already programmed for you.
Introducing something called Proxy Tools for now, which could allow some extension without needing to know lots of Java and put the system at risk. I wasn't sure how they would really work though.
Also they will improve the Web Services on offer, with a standard tool set, authentication framework, and a system management consol to allow you to manage them better.
Made a comment that the new Blackboard Sync doesn't have to connect with Facebook (though that is all it does currently), that it is able to be extended to connect with anything, such as mobile devices potentially.
Session was basically an overview of changes, pointing at detailed follow up sessions later for more. I skipped the web services one as I think it sounds good (maybe down the road allowing connection to more things like blogs on the web, etc.), but I don't think knowing the technical details of the code would be terribly helpful to me. Just better to know they are allowing that sort of thing to start taking place.
I will be checking out the user interface changes for building block session later that Mary's asked me to go to though, as it will affect us more immediately. I feel bad for anyone presenting at the same time as that one, as every single person I've talked to says they are going to the UI one.
Was disappointed in the keynote in that it only lasted about 30 minutes out of the hour planned, had no time for questions, and didn't really say that much. On top of that, I didn't win the Wii raffle either.
Today's words
Today's competition words, relating to this morning's keynote and last night's event are:
#1: Next
#2: Generation
#3: Star
#1: Next
#2: Generation
#3: Star
Bellagio Fountains
Post Star Trek I was going back to the hotel and made a detour at the Bellagio Fountains, famous for their nighttime "dancing" routines to different music. Really impressive actually, I stayed longer to watch another song too.
Monday, 14 July 2008
Not quite as strange as I'd hoped
While quite an unusual conference event, I have to say I was a little disappointed it wasn't weirder. There were people walking around in character, but I only saw three of them, and only heard two of them speak. Those two did seem knowledgeable though, as a big Star Trek junkie in line with me began recounting the current Klingon political crisis to the Klingon actress. I was more impressed that she was able to keep up to be honest, and she did tell us the weaknesses of the borg while we were waiting in line for the ride, Invasion of the Borg. The two rides were definitely the highlight, with simulators mixed with action (like running down a corridor away from the Borg). I can't say I was thrilled about being poked in unusual places by the simulation chair, but I was pretty convinced by the teleporter transporting us to another room.
The borg was able to quickly identify Blackboard dev conference attendees as a similar life form to itself and engaged in conversation.
Other characters from Star Trek included Scotty the carving chef, serving strange and foreign delicacies such as pork loin (h'gawth kkwartk in Klingon), pasta, and spring rolls.
Bonus points available for the first to give the names of the four ships hanging from the ceiling.
The borg was able to quickly identify Blackboard dev conference attendees as a similar life form to itself and engaged in conversation.
Other characters from Star Trek included Scotty the carving chef, serving strange and foreign delicacies such as pork loin (h'gawth kkwartk in Klingon), pasta, and spring rolls.
Bonus points available for the first to give the names of the four ships hanging from the ceiling.
Living with the Consequences
Living with the Consequences
by Malcolm Murray - Durham
Something smells funny in the air – probably because the group we are sharing the convention space with is IPCPA – The International Premium Cigar and Pipe Association. Unfortunately, smoking is allowed inside, though technically it is supposed to only be in the casino areas. However, there is a lot of pipe and cigar smoke floating around. It's hurting my throat a bit even.
I was a bit reluctant to go to a presentation by Malcolm, not because it wouldn't be good, but because I've heard him before in the UK and will probably get many chances to hear him again. However, there wasn't anything else which interested me, so I went to his session for the last of the day.
Basic gist of it: Building blocks are good but can cause real problems and bring down your system. (Like a moth to the pretty flame of building blocks)
What cost?
-can't upgrade quickly – need to fix any bugs and change language packs
-dependency on others to fix some building blocks or upgrade them
-potentially dependent on small number of staff members who may disappear, get his by a car (anyone?)
-half of Malcolm's time spent customising using building blocks and language packs
Changed error messages to cause people to review what they are doing – did it help?
Should talk to Malcolm about language pack editing and updating each release – has some method, maybe worth discussing?
It's possible to have multiple language support in your building blocks too
Can't customise icons for building block items, though you can for regular Bb items
Either:
Introduce a new feature
Extend an existing feature
Completely replace an existing feature
-how to switch it off, what dependencies are there, any new documentation needed?
Example, he has created a new portal task module
No JavaDocs, so he used the class file to auto-load what functions there are he can call
Then looked at database to try to understand what was where
New version of tasks,
-color coded by date priority
-students can show their progress on tasks, choose when they want to get the color coded warning (14 days before due date, etc.)
-hide things when they are done – as people mostly worried about stuff left to do
-can export tasks to exchange, Blackboard calendar
-group tasks are now possible, that can show people what is done
Bit like workflows?
Wants to have an option to tell people who have not finished a group task yet
Changing documentation is a big issue, as it is impossible in many cases.
Are there any tools you don't use – then you can't change the docs
by Malcolm Murray - Durham
Something smells funny in the air – probably because the group we are sharing the convention space with is IPCPA – The International Premium Cigar and Pipe Association. Unfortunately, smoking is allowed inside, though technically it is supposed to only be in the casino areas. However, there is a lot of pipe and cigar smoke floating around. It's hurting my throat a bit even.
I was a bit reluctant to go to a presentation by Malcolm, not because it wouldn't be good, but because I've heard him before in the UK and will probably get many chances to hear him again. However, there wasn't anything else which interested me, so I went to his session for the last of the day.
Basic gist of it: Building blocks are good but can cause real problems and bring down your system. (Like a moth to the pretty flame of building blocks)
What cost?
-can't upgrade quickly – need to fix any bugs and change language packs
-dependency on others to fix some building blocks or upgrade them
-potentially dependent on small number of staff members who may disappear, get his by a car (anyone?)
-half of Malcolm's time spent customising using building blocks and language packs
Changed error messages to cause people to review what they are doing – did it help?
Should talk to Malcolm about language pack editing and updating each release – has some method, maybe worth discussing?
It's possible to have multiple language support in your building blocks too
Can't customise icons for building block items, though you can for regular Bb items
Either:
Introduce a new feature
Extend an existing feature
Completely replace an existing feature
-how to switch it off, what dependencies are there, any new documentation needed?
Example, he has created a new portal task module
No JavaDocs, so he used the class file to auto-load what functions there are he can call
Then looked at database to try to understand what was where
New version of tasks,
-color coded by date priority
-students can show their progress on tasks, choose when they want to get the color coded warning (14 days before due date, etc.)
-hide things when they are done – as people mostly worried about stuff left to do
-can export tasks to exchange, Blackboard calendar
-group tasks are now possible, that can show people what is done
Bit like workflows?
Wants to have an option to tell people who have not finished a group task yet
Changing documentation is a big issue, as it is impossible in many cases.
Are there any tools you don't use – then you can't change the docs
In general the session was not about the tasks building block he wrote, though it was a good example of the difficulties with making your own replacement tools. I think the general message was be careful what you do customise as it may require lots of updating in the future (ditto for language packs).
Wizards of Widgets
Wizards of Widgets by students at Carnegie Mellon University
Coincidentally my brother went there. It's probably the top computing science university in the US, located in Pittsburgh, Pennsylvania.
5 students presenting
3rd year students (of 4 years, remember you Brits). 14 week project -spring semester - must deliver something solid
5 students teamed with an academic advisor, and a Bb solutions engineer
Wanted to have a quick and easy way of getting access to materials, and a way of alerting when something is added
3 main parts:
one step login
easy course material access
alerts
Components of the software:
-Front end application with Yahoo widget
-Interaction with Blackboard through building block
-Connectivity with XML to pass messages between the two
Logs in using a generated token rather than your Bb password – which you get from the community system building block one time then reuse. It doesn't know your password, so can't be compromised. The building block also tells you what server you are probably using.
Sees updates by day, then class for what's new
Shows three main things: Announcements, Grades, and Documents
Shows all grades for your courses – pulls the grades through
What about feedback, risk of not engaging with it as a result? - Said they hadn't thought about it but would consider it for the next version. Also, had a suggestion that just be notified there is a grade, rather than being told what it was. That would allow you to see the feedback before the grade, and comply with FERPA.
Pretty funny students actually – could do a comedy act here in Vegas if don't want to be programmers.
Refreshes every 15 minutes, or you can push the refresh buttons
Desktop widget alerts what is new
Looked at Backpack but sees it as different, this is a lite version rather than a big application. Solves problems of downloading all data and porting to new computer. Hadn't been told about Bb Sync until the conference!
Just windows? Nope, works on anything Yahoo widgets work on, so probably mobile soon too.
Improvements for version 2.0. Trying to continue the work for another year as their senior year project.
-longer announcements could show up better
-authentication through user selected password or Bb password
-links don't download a document, you have to login again and navigate to the file
-direct navigation to the areas you are looking at
-drag and drop functionality for assignment submission (though using the digital drop box still)
Not accessible currently.
George Kroner from Blackboard beet red at this point, given how much praise they gave him for his help.
Their address: bbdesktop@gmail.com
Looking for comments on what could be done to improve it.
Server load? - not sure about institution wide, but their testing seemed ok
Biggest challenge of working with students
-allow them to do things on development server
-make something that will help people, make things easier
-people (including academics) didn't understand building blocks.
-students are now the expert on building blocks.
-try to educate students on possibilities – now they know more about Blackboard and enjoy it more
-use more features on sites, because students don't know about it
-led to them discussing with other parts of the university, like IT security for campus, authentication
Coincidentally my brother went there. It's probably the top computing science university in the US, located in Pittsburgh, Pennsylvania.
5 students presenting
3rd year students (of 4 years, remember you Brits). 14 week project -spring semester - must deliver something solid
5 students teamed with an academic advisor, and a Bb solutions engineer
Wanted to have a quick and easy way of getting access to materials, and a way of alerting when something is added
3 main parts:
one step login
easy course material access
alerts
Components of the software:
-Front end application with Yahoo widget
-Interaction with Blackboard through building block
-Connectivity with XML to pass messages between the two
Logs in using a generated token rather than your Bb password – which you get from the community system building block one time then reuse. It doesn't know your password, so can't be compromised. The building block also tells you what server you are probably using.
Sees updates by day, then class for what's new
Shows three main things: Announcements, Grades, and Documents
Shows all grades for your courses – pulls the grades through
What about feedback, risk of not engaging with it as a result? - Said they hadn't thought about it but would consider it for the next version. Also, had a suggestion that just be notified there is a grade, rather than being told what it was. That would allow you to see the feedback before the grade, and comply with FERPA.
Pretty funny students actually – could do a comedy act here in Vegas if don't want to be programmers.
Refreshes every 15 minutes, or you can push the refresh buttons
Desktop widget alerts what is new
Looked at Backpack but sees it as different, this is a lite version rather than a big application. Solves problems of downloading all data and porting to new computer. Hadn't been told about Bb Sync until the conference!
Just windows? Nope, works on anything Yahoo widgets work on, so probably mobile soon too.
Improvements for version 2.0. Trying to continue the work for another year as their senior year project.
-longer announcements could show up better
-authentication through user selected password or Bb password
-links don't download a document, you have to login again and navigate to the file
-direct navigation to the areas you are looking at
-drag and drop functionality for assignment submission (though using the digital drop box still)
Not accessible currently.
George Kroner from Blackboard beet red at this point, given how much praise they gave him for his help.
Their address: bbdesktop@gmail.com
Looking for comments on what could be done to improve it.
Server load? - not sure about institution wide, but their testing seemed ok
Biggest challenge of working with students
-allow them to do things on development server
-make something that will help people, make things easier
-people (including academics) didn't understand building blocks.
-students are now the expert on building blocks.
-try to educate students on possibilities – now they know more about Blackboard and enjoy it more
-use more features on sites, because students don't know about it
-led to them discussing with other parts of the university, like IT security for campus, authentication
Really impressive session overall, energetic, excited, etc. These students have great things ahead of them, and they were really well received. Most of the session was answering questions, as the presentation only took 20 minutes or so, but no one minded as it was great to hear them talk about what they did and respond to work. They took the point I raised about only showing grades might lead to instrumentalism in assessment in stride. One of them said he had never gotten feedback (they still use the digital drop box!), though his friend said they did but that he just hadn't read it (sort of proving my point...).
Lunch
Ok, not that I would normally post about lunch, but thought it was worth writing about. I met Neil Caidin from Duke that I was supposed to be arranging a meeting with and forgot to. We happened to be next to each other at the last session, and in the cancelled session.
Also met Julia Evans from Emory who was extremely positive about Mary's session last year, saying she had a picture of the student portal at her desk to try to remind her colleagues what to aim for. Led to a lunchtime discussion about what the purpose of the student portal was (yes, I know it is called shuspace now), and what types of roles we had and why.
Nothing on this session slot I was interested in, so am catching up on work emails and prepping for my session (and writing in the blog obviously). Next session is about students creating widgets for Blackboard sites, which sounded quite student-y and cool. Hopefully I won't be disappointed. The students are doing the presenting too.
Finally the last session will be Malcolm Murray talking about things to consider when deciding whether or not to use building blocks other people made, build your own, etc. Sounds good.
Then it's "live long and prosper" time, which promised to be 'unique'. I only hope they let us go on the rides there, not just eat dinner.
Also met Julia Evans from Emory who was extremely positive about Mary's session last year, saying she had a picture of the student portal at her desk to try to remind her colleagues what to aim for. Led to a lunchtime discussion about what the purpose of the student portal was (yes, I know it is called shuspace now), and what types of roles we had and why.
Nothing on this session slot I was interested in, so am catching up on work emails and prepping for my session (and writing in the blog obviously). Next session is about students creating widgets for Blackboard sites, which sounded quite student-y and cool. Hopefully I won't be disappointed. The students are doing the presenting too.
Finally the last session will be Malcolm Murray talking about things to consider when deciding whether or not to use building blocks other people made, build your own, etc. Sounds good.
Then it's "live long and prosper" time, which promised to be 'unique'. I only hope they let us go on the rides there, not just eat dinner.
Competition time!
As promised, I'm doing a collocation competition. Collocation is all about what words generally appear next to other words. So if you took some million written words and put them all in a database, you could search for what word appears frequently next to other words. Those words collocate.
So the way the game works is that I will give you a word and you have to try to guess what the top word that collocates with it is. Using a collocation or corpus engine is strictly forbidden - that's cheating! I will award points based on the top 100 matches for that word, based on the order in which the words appear. So the higher up the matching list your guess is, the more points you get. Note that words like 'the' and 'an' will be ignored as being too frequent and obvious. Example could be if I said Dell, laptop and computer might be winning matches. I'll do a couple words a day since there is a lag in response times. Guesses are first-come, first served. You can't repeat a word someone else has guessed for that entry, and you can only guess one word per entry.
Monday's words
#1: developer
#2: anthropology
#3: timeline
I'll reveal the winning answers the following day.
So the way the game works is that I will give you a word and you have to try to guess what the top word that collocates with it is. Using a collocation or corpus engine is strictly forbidden - that's cheating! I will award points based on the top 100 matches for that word, based on the order in which the words appear. So the higher up the matching list your guess is, the more points you get. Note that words like 'the' and 'an' will be ignored as being too frequent and obvious. Example could be if I said Dell, laptop and computer might be winning matches. I'll do a couple words a day since there is a lag in response times. Guesses are first-come, first served. You can't repeat a word someone else has guessed for that entry, and you can only guess one word per entry.
Monday's words
#1: developer
#2: anthropology
#3: timeline
I'll reveal the winning answers the following day.
Automatic essay-grading tool
There was supposed to be a session on essay grading but it was canceled as no one registered from that group. Was curious what they thought and essay was that a computer could grade the important parts of it. The group from the Phillipines apparently are supposed to do three sessions, all canceled now. It's given me time to write up some stuff though, and start working more on my presentation for Thursday.
SIMILE Timeline
The first session I went to was the SIMILE Timeline building block session, as per Mary's request. By Heather Natour, engineering manager at Bb.
SIMILE stands for Semantic Interoperability of Metadata nad Information in unLike EnvironmentsJoint open source by MIT Libraries and MIT CSAIL
Visualizing time-based events, draggable, different viewsPopulate from CSV, XML file, and JSON (whatever that is), and regular add event buttonBottom scrolls the month, Top spans by week.
Example was showing what events on at the Olympics at the same time. It's a content area item for sites
Can specify minutes up to millenium for timeline periodsFor each event, title, description, link and image. Specific events and longer duration times (start date of a way, versus whole period it lasted being displayed)
Part of OSCELOT - freely available - able to be modified for mashups
Note that you can potentially modify the building block to include mashups with web services, etc.
Can it work as a module in Bb community system? Pretty easy to adapt this to make it happen
What happens when saw 20 items are there? scrollbar - size items need work as larger items don't display well
Lots of boring stuff about the code and where the files are stored. Mary can get those from the presentation if she wants.
Will copy correctly - moves files
Preparing for Project NG new user interface
-Toggled page-level instructions
-Contextual menu instead of caret page (where you go to a separate list of actions, like modify test leading to different options)
-New location in the action bar
-New look of data collection pages
Help button can be toggled to hide the information/description at the top - to clean up what's on a page. Not sure if it remembers permanently though.
On list of all the events in the timeline, can have a dropdown with Edit/Delete, etc next to each item instead of at the end of the line (like performance dashboard could have more dropdown information per item)
In general an alright session, though I got the impression any future work will need to happen through open-source, as Bb is washing their hands of it.
SIMILE stands for Semantic Interoperability of Metadata nad Information in unLike EnvironmentsJoint open source by MIT Libraries and MIT CSAIL
Visualizing time-based events, draggable, different viewsPopulate from CSV, XML file, and JSON (whatever that is), and regular add event buttonBottom scrolls the month, Top spans by week.
Example was showing what events on at the Olympics at the same time. It's a content area item for sites
Can specify minutes up to millenium for timeline periodsFor each event, title, description, link and image. Specific events and longer duration times (start date of a way, versus whole period it lasted being displayed)
Part of OSCELOT - freely available - able to be modified for mashups
Note that you can potentially modify the building block to include mashups with web services, etc.
Can it work as a module in Bb community system? Pretty easy to adapt this to make it happen
What happens when saw 20 items are there? scrollbar - size items need work as larger items don't display well
Lots of boring stuff about the code and where the files are stored. Mary can get those from the presentation if she wants.
Will copy correctly - moves files
Preparing for Project NG new user interface
-Toggled page-level instructions
-Contextual menu instead of caret page (where you go to a separate list of actions, like modify test leading to different options)
-New location in the action bar
-New look of data collection pages
Help button can be toggled to hide the information/description at the top - to clean up what's on a page. Not sure if it remembers permanently though.
On list of all the events in the timeline, can have a dropdown with Edit/Delete, etc next to each item instead of at the end of the line (like performance dashboard could have more dropdown information per item)
In general an alright session, though I got the impression any future work will need to happen through open-source, as Bb is washing their hands of it.
Michael Wesch keynote
There are apparently 270 people at the developer's conference - the largest amount ever.
Michael Wesch was the opening keynote and he didn't disappoint with a great opening. Essentially his work started when he was exploring ways in which people used to communicate, and realized that there were changes happening with the way people were communicating now, so it would be a great thing to explore. When surveyed, half his students didn't like school, but all of them liked learning. So he thought about trying to change the way that they learned.
Basic ideals of HE are not being lived up to, in that we want students to be critical, learn richly, etc. However, often we have them sit in a room and listen to the authority speak, rather than really challenging it. Based on model that the authority has all the information and will impart it to the students, who are receptacles to absorb this information.
Then started looking at technology and the changes. Youtube has created more hours of video in last year than US TV networks in 60 years. 88% of that is new and original content. 9,000 hours uploaded per day.
"Nobody is as smart as everybody" - Kevin Kelly
The way we look at the past to try to explain the present can limit our thinking, and make us rely on outdated methods.
Notes that his students may be considered digital natives, but not using the different new technologies. All had used wikipedia, but few knew what a wiki was or had ever really participated in it. He saw them learning these things as essential for future.
http://netvibes.com/wesch - His course website, can be viewed by anyone who is curious. Using a ton of tools all in one place.
Started with his larger lecture class (200 students) to see what could be done to enhance their learning. Students didn't buy into wiki idea until he posted 40 keywords that were important to know about for the exam. The students responded by creating a massive resource with sample test questions, glossary, links to resources and videos, etc.The success of this wiki led to students setting up wikis for other classes, often without the professors being involved at all.Also, he set up RSS where new images, blog posts, and library resources would show up automatically in the Netvibes page so that the information was current and easy to find.
Next he tried more innovative stuff with his smaller class of 10 students, a class exploring YouTube. Students set the schedule for how the class would run, made a history of YouTube video (can be seen online if you want, call something like History of YouTube)Had the students grade each other for one assignment to teach them about assessment and thinking critically. However, students graded way too high (everyone got the US equivalent of a first, including the person who did almost nothing during the class). So he had to intervene, and is still working on how to get this to work. Thinks one problem was small class size meant everyone friendly.
Next tried to bring it back to the larger class of 200 to get them to work together and decide things. Noted the problem of dealing with so many relationships between students, often leads to either a hierarchical authority model or a lecture mass transmission of information model. Wanted to create a network that would lead to participation.Students put into groups of about 10 based on where they were sitting and had a culture assigned to them based on a world map. Students had to research their culture and come up with a way of representing the history of world cultures through a simulation activity. For the activity, they did it in a large ballroom, and represented 600 years of history in an afternoon. They created an economic system based on cereal, and ways of representing resources. Led to creation of military, political systems.After simulation, there was a discussion of how like world history it actually was.
Get the idea with these videos:
http://www.youtube.com/watch?v=SXnWmu6xdpc
http://www.youtube.com/watch?v=JgbfMY-6giY
Talked about a tool called Jott which turns voice into text automatically. Sounded interesting.
He talked about not accepting "not doing technology" as a valid reason for engaging, because today it is so necessary, and will increasingly be so in the future.Asked about having student data online - wants to push the boundaries. Also saw it as a good lesson for students when something they don't want public becomes so. Said at an institutional level is more difficult than an individual lecturer who does not need to worry about the whole system.
To support the students, did an extra 30 minute technology session after every class - though did note that this was lots of extra time.
All in all it sounded really interesting some of the stuff he was doing, though I wonder if he is right that it is much easier for an individual lecturer to do this, and it's not something everyone is ready for. Can we afford to wait too long before some of this does need to be mainstream?
Makes the developers conference worth it for me.
Michael Wesch was the opening keynote and he didn't disappoint with a great opening. Essentially his work started when he was exploring ways in which people used to communicate, and realized that there were changes happening with the way people were communicating now, so it would be a great thing to explore. When surveyed, half his students didn't like school, but all of them liked learning. So he thought about trying to change the way that they learned.
Basic ideals of HE are not being lived up to, in that we want students to be critical, learn richly, etc. However, often we have them sit in a room and listen to the authority speak, rather than really challenging it. Based on model that the authority has all the information and will impart it to the students, who are receptacles to absorb this information.
Then started looking at technology and the changes. Youtube has created more hours of video in last year than US TV networks in 60 years. 88% of that is new and original content. 9,000 hours uploaded per day.
"Nobody is as smart as everybody" - Kevin Kelly
The way we look at the past to try to explain the present can limit our thinking, and make us rely on outdated methods.
Notes that his students may be considered digital natives, but not using the different new technologies. All had used wikipedia, but few knew what a wiki was or had ever really participated in it. He saw them learning these things as essential for future.
http://netvibes.com/wesch - His course website, can be viewed by anyone who is curious. Using a ton of tools all in one place.
Started with his larger lecture class (200 students) to see what could be done to enhance their learning. Students didn't buy into wiki idea until he posted 40 keywords that were important to know about for the exam. The students responded by creating a massive resource with sample test questions, glossary, links to resources and videos, etc.The success of this wiki led to students setting up wikis for other classes, often without the professors being involved at all.Also, he set up RSS where new images, blog posts, and library resources would show up automatically in the Netvibes page so that the information was current and easy to find.
Next he tried more innovative stuff with his smaller class of 10 students, a class exploring YouTube. Students set the schedule for how the class would run, made a history of YouTube video (can be seen online if you want, call something like History of YouTube)Had the students grade each other for one assignment to teach them about assessment and thinking critically. However, students graded way too high (everyone got the US equivalent of a first, including the person who did almost nothing during the class). So he had to intervene, and is still working on how to get this to work. Thinks one problem was small class size meant everyone friendly.
Next tried to bring it back to the larger class of 200 to get them to work together and decide things. Noted the problem of dealing with so many relationships between students, often leads to either a hierarchical authority model or a lecture mass transmission of information model. Wanted to create a network that would lead to participation.Students put into groups of about 10 based on where they were sitting and had a culture assigned to them based on a world map. Students had to research their culture and come up with a way of representing the history of world cultures through a simulation activity. For the activity, they did it in a large ballroom, and represented 600 years of history in an afternoon. They created an economic system based on cereal, and ways of representing resources. Led to creation of military, political systems.After simulation, there was a discussion of how like world history it actually was.
Get the idea with these videos:
http://www.youtube.com/watch?v=SXnWmu6xdpc
http://www.youtube.com/watch?v=JgbfMY-6giY
Talked about a tool called Jott which turns voice into text automatically. Sounded interesting.
He talked about not accepting "not doing technology" as a valid reason for engaging, because today it is so necessary, and will increasingly be so in the future.Asked about having student data online - wants to push the boundaries. Also saw it as a good lesson for students when something they don't want public becomes so. Said at an institutional level is more difficult than an individual lecturer who does not need to worry about the whole system.
To support the students, did an extra 30 minute technology session after every class - though did note that this was lots of extra time.
All in all it sounded really interesting some of the stuff he was doing, though I wonder if he is right that it is much easier for an individual lecturer to do this, and it's not something everyone is ready for. Can we afford to wait too long before some of this does need to be mainstream?
Makes the developers conference worth it for me.
Saturday, 12 July 2008
Arrival
Well, I'm here after a fairly long two flights, including one with the classic screaming baby next to me. First thing I discovered - it's really hot here, especially if you're coming wearing long pants and a long sleeve shirt.
Checked into my room, headed up the 39th floor, only to find that there was someone else entering my room at the same time. We'd been given the same room number. It was a guy from Blackboard, in charge of west coast consulting, Gary Adams.
I called the front desk and they figured out I was just given the wrong number, that I was actually next door. So first obstacle overcome, I am all now settled in and ready for sleep.
Hotel room
Departure lounge at Vegas airport
Checked into my room, headed up the 39th floor, only to find that there was someone else entering my room at the same time. We'd been given the same room number. It was a guy from Blackboard, in charge of west coast consulting, Gary Adams.
I called the front desk and they figured out I was just given the wrong number, that I was actually next door. So first obstacle overcome, I am all now settled in and ready for sleep.
Hotel room
Departure lounge at Vegas airport
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