Blackboard vs Facebook at NUI Galway

  by  pasukaru76 

For almost a decade, there has been continued debate about the future of Virtual Learning Environments (VLEs) such as Blackboard, Moodle, and Sakai. As technology evangelists and futurists have prophesied the death of email, telephone landlines, and other ageing technologies, so too has the VLE been heralded to become as extinct as the dinosaur. It has come under sustained critique for its clunky user-interface; the walled-garden of authentication access, shielding it from the wider internet; the lack student ownership and autonomy; and more recently the absence of social features (e.g. ‘Like’ and ’Share’buttons) common to newer social media platforms. Will the VLE survive in the face newer platforms such as the ubiquitous and mighty Facebook?

In the spirt of questioning older orthodoxy, we asked the NUI Galway Blackboard user community to voice their views on the utility of Blackboard versus Facebook. Specifically, we asked, “which is more useful for exchanging academic information relating to your NUI Galway studies- Facebook or Blackboard?’. The poll was displayed online over the duration of a week (from the 21st to the 28th of January, 2013), featuring prominently on our Blackboard login page.

Here's what we found:

Results:
The numbers:

The figures in percentages:

Discussion:
Both above diagrams illustrate that 688 respondents (55%) voted in favour or Blackboard as the preferred platform, with 272 (22%) voting in favour of Facebook. Interestingly, a close 230 (18%) of votes were expressed for both as equal in utility to exchange academic course related communications. So there is room for replication and linkages across tools, rather than a dichotomy view of either/or.

However, Blackboard is clearly the dominant platform at NUI Galway, according to these expressed opinions. The respondents (in an non-representative, non-randomised and biased sample) report a clear preference for using Blackboard to exchange academic information relating to their modules to Facebook. The masses have voted - the VLE is perceived to be a more useful medium. Or at least to those who vote on Blackboard polls ;)

Are reports of the impending demise of the VLE slightly exaggerated? Perhaps for the time being.

Additional Reading: 
Selwyn, Neil (2012)‘Screw Blackboard... do it on Facebook!’: an investigation of students’ educational use of Facebook. Paper presented to the ‘ Poke 1.0 - Facebook social research symposium’, University of London, 15th November 2007 [Online] http://www.scribd.com/doc/513958/Facebook-seminar-paper-Selwyn

The Journal.ie (2012) Smartphones the future of internet – and 10 other predictions The Journal.ie, October 17th 2012 [Online] http://businessetc.thejournal.ie/10-predictions-for-internet-david-shing-dublin-web-summit-639108-Oct2012/

Notes from the Blackboard Mobile Users' Group meeting

cc licensed ( BY NC SA ) flickr photo shared by sharonlflynn

The Blackboard Mobile User Group met on Monday afternoon, 7th January, as part of the 13th Durham Blackboard Users' Conference. The meeting was organised by Peter Rayment, Learning Technology Manager at Cardiff University, and attended by about 20 people from higher education around the UK. I was the only person from an Irish institution.

The meeting took place in the impressive new Palatine Centre (see picture), which houses the Law School at Durham University.

We started by going round the room, each person giving a brief introduction and describing the current status of Blackboard Mobile (Learn and/or Central) at his/her institution.

We launched Mobile Learn at NUI Galway at the end of March 2012, at the end of teaching and just 4 weeks before the start of exams. With a promising initial take-up, we were interested to monitor its use during the teaching semester starting in September 2012. Three weeks into term, the number of logins were looking good and this continued to increase over the semester. On the first day of teaching in the current semester (Monday 7th January) there were more than 2.3K logins on Mobile Learn.

Going round the room at the user group meeting, different institutions were at different stages with Mobile Learn. Only a few had more experience than NUIG, with many having just launched or about to launch. The number who have implemented Mobile Central was much lower. I was interested to hear that a couple of institutions have their students paying for the Learn app through a personal licence, rather than having an institutional licence.

Julie Usher, Solutions Engineer with Blackboard Mobile, and formerly at the University of Northampton, gave an overview of recent developments and where the products are going.

• Blackboard Mobile is ceasing support on Blackberry devices for Mobile Central only. 
• 14 languages are now supported within both Mobile Learn and Mobile Central. This is particularly useful for international students.
• The Software Development Kit (SDK) for Mobile Central is now open for partner developments. More details about the SDK are available on the website.
• New documentation is available on the Blackboard Mobile website, including a new implementation guide for mobile central, best practices for mobile friendly courses, and client case studies.

With Mobile Learn 4.0, coming soon, we can look forward to a new user interface, to be built from scratch. This will include improved content handling, and a cleaner, clutter-free interface (no more corkboard on the iPad app). It will include a better display of grades and information for instructors about item availability. It will be possible to jump to a bookmarked part of a course and the course list management will be improved. All this will be ready by summer, ready for the 2013 student intake.

Blackboard Mobile will also revisit analytics. Currently, it's possible to monitor number of logins at different times of the day, and what devices are being used, but we can't see what activities are taking place. Are students just using the app as a notification device or are they actually engaging with content? More detailed information would be very useful.

The meeting then moved on to a discussion of issues and questions from the various institutions.

Mobile Tests:  there are now two separate test editors, one specifically for Mobile Learn. Existing Blackboard tests are not necessarily suitable for Mobile, but it should be easier to identify problem questions and have an easier way to convert for Mobile.

Support for Mobile Learn:  help enquiries from Mobile Learn go directly through to Blackboard. Some members of the group expressed the preference that these should be routed through the organisation first. From the NUIG perspective, we are quite happy that requests for help with the mobile applications are handled by Blackboard, but it would be interesting to have information about the number and type of requests. In fact, I suspect these are quite low.

Engaging Staff with Mobile: in response to a questions about how we cab encourage staff to engage with Mobile Learn, and to make content more suitable for mobile delivery, we were pointed to the best practices document on the website. We also heard from Alex Spiers about staff development sessions at Liverpool John Moores University, specifically on this topic, which have been successful. This prompted me to think that we haven't really been pushing mobile at NUIG, and maybe it's time to start thinking about this.

Asking Students about their use of the Apps:  Finally, coming back to the issue of analytics, there was an observation that we don't know enough about how students are using Mobile Learn. Maybe they just use it to notify them when new content is available. If we can collect more information on this it will be possible to advocate where it is appropriate for use, or to target particular groups of students!

The next meeting of the Blackboard Mobile Users' Group will be online, with a gathering organised as part of the Blackboard Europe Conference in Birmingham in April.

[Update on 22 January 2013] We ran a quick survey on our Blackboard login page, asking students about how they use the Mobile Learn app. The survey was available for a week and we got a great response. The results are available on our dedicated blackboardnuigalway blog.

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Twitter apps on an iPad: recommendations from the PLN

Today I asked my PLN to recommend a twitter app for the iPad, one that is good for multiple accounts. The results are collated in the storify embedded below.

If you have any recommendations, please tweet them to me (@sharonlflynn) or comment below.



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Kaltura Education Video Summit - My New York Adventure

View of Empire State Building

The last two weeks have been a bit surreal for me, and on Tuesday I spent a very pleasant day in Dakota Studio on 5th Avenue in New York City, recording a presentation for the Kaltura Education Video Summit. The summit will be a virtual event, taking place on 6th December, and you can register now for free. My presentation is on Supporting the use of video for teaching and learning (in the Blackboard LMS) and I am one of a long list of speakers, but the only one from outside the US, as far as I am aware.

So, how did this strange situation come about? Being in New York, pre-recording a presentation for a virtual conference to take place next month?

Well, just two weeks ago I got an email from Meytal Burstein, marketing manager with Kaltura, letting me know that my abstract had been accepted for the virtual Summit, and that I was invited to give a 30-35 minute presentation. I was very pleased, of course, and expected to deliver the presentation from my desktop, similar to the Blackboard/Kaltura webinar I was involved in a couple of weeks previously.

But, Meytal's email went on:
The entire content for the Summit will be pre-recorded in mid-November (most likely the 19^th and 20^th) in NYC. We will be happy to pay your travel expenses to NYC, of course. We will do the video shoot in a professional studio, and of course we will provide you with a copy of your professionally edited video, in case you would like to use it as a resource in the future. 

Believe me that I had to re-read the email a number of times, and make sure that it wasn't sent to the wrong person, before I could breathe again. I didn't even tell many people about the trip, I was so sure it would all fall through at the last minute.

From my Aer Lingus flight

However, Sunday found me heading off on a plane from Shannon airport, having already sent my deck of slides to Meytal, ready for the recording gig on Tuesday.

During the various social events organised for the speakers, I met some incredibly friendly and interesting Kaltura people, with a big shout out to Meytal, Zohar, Iddo and the other Zohar, who all made me feel very welcome. I also met the very impressive Michal Tsur, President and co-Founder of Kaltura. Forbes recently printed an interview with Michal on Female Leadership in the Tech Industry, which I know a lot of people will be interested in reading.

I also met a small number of the other speakers, and am looking forward to watching their presentations on the 6th December. I know that I was not alone in feeling completely nervous about the recording.

The Studio Recording

On Tuesday morning I arrived at the studio in time for my make-up! While my face was being transformed, I was able to watch another speaker being recorded (Nathan Sanders from the University of Utah).

Then it was my turn. I was given a clip-on mic and put standing on a small platform. In front of me was a mac with my presentation pre-loaded, and being recorded using camtasia. In front of me were two camera men. I was told to direct my presentation towards a target, which was just behind the head of one camera man. We did some audio tests and the lights were adjusted (Nathan is a good bit taller than me). Then Iddo used a clapperboard and Take One began!

Giving a presentation to two camera men, with an audio guy, a make-up artist and a couple of other technical people in a studio, is a completely different experience to standing in front of an audience. They have really no interest in what you might be saying. There is no feedback; nobody nodding their head letting you know they have understood; nobody laughs (politely) at your jokes; there is nobody to make eye-contact with. On the plus side, nobody falls asleep. When you mess up a line, or lose your train of though, you just stop, take a deep breath, have a gulp of water (trying not to mess up your lipstick) and start again. It is the most bizarre experience.

I really don't know how I did. I know I messed up a couple of times and I'm relying on some good editing. I'm sure I looked like a scared rabbit in the car headlights. I don't know how well I got my message across. All will be revealed on the 6th December.

Interview

After the recording in the main studio, each speaker was asked to participate in an interview conducted with Zohar Babin and also recorded on two cameras. This was a lot less formal and much easier to perform. Zohar asked a number of questions about video in education and about our experiences at the conference. It was very conversational in style and I actually relaxed and enjoyed the experience. At the same time, we could hear the sirens blaring from outside the studio on 5th avenue, which was quite amusing.

In the photo on the left, Catherine L Moran of the University of New Hampshire talks about using video with her students.

And now, I find myself back at my desk and wondering if I've just woken from a dream. I will be tuning in on the 6th, and making myself available to answer questions at the virtual summit. I don't know if I'll be able to watch myself though.

Abstract

In case you're wondering - here's the abstract for my talk. I'll post the slides after the conference.

Over the last few years, we’ve noticed a significant increase in the use of video in teaching and learning on campus. Using the right video can enhance a lecture and increase student engagement. But encouraging academic staff to create their own video, or to make use of shared video resources, means that we have to provide a clean, simple workflow with reliable supporting technology. This talk will describe how NUI Galway has been implementing a project to integrate Kaltura into the Blackboard VLE to provide this support for staff. I’ll demonstrate some use cases for the building block, including video lab demonstrations, student presentations, vodcasts and student assignments. I will give an overview of the issues that have been experienced during the project and the extent to which they have been addressed. A particular issue is staff development: now that we have the infrastructure in place, how can we encourage and support more people to use it?

Finally, I would like to very sincerely thank the lovely folks at Kaltura who gave me the opportunity to be part of this wonderful experience. If you ever decide to visit Galway, although I can't pay your expenses, you'll be assured of a warm welcome.

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Hiding behind my avatar - follow up

I've decided to stick with my avatar. Here's why... (from Storify)

 

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Using Video to Break Down Learning Barriers

Following on from last week's webinar, I'm very pleased to see the publication of a Blackboard/Kaltura case study on how we are using Kaltura at NUI Galway.

I'd particularly like to acknowledge Oliver Ryan (Physics) and Susan Folan (Acadamh) for their contributions to the case study.

Read the full case study to find out how Oliver and Susan have been using Kaltura to support their students' learning.

We have also been featured recently on the Blackboard blog, in a nice write up by Katie Drossos.

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Kaltura on Blackboard at NUI Galway

I am very pleased to participate in this afternoon's webinar, hosted by Blackboard, on how we are using the Kaltura building block for video at NUI Galway.

Here are the slides that I'm going to be presenting with:



To find out more about Kaltura at NUI Galway, take a look at our Blackboard blog. Our guide for instructor users describing the Kaltura building block can be found on our Blackboard support site.


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Hiding behind my avatar

I joined twitter on 20th February 2009, three and a half years ago.

At the time I was very skeptical; I had no idea of the effect twitter would have on my professional life or the wealth of contacts I would build up in my Personal Learing Network (PLN).

Being a shy individual, an introvert in fact, I felt uncomfortable about using my own photograph for my profile image, so I chose an image that represented me: a cup of coffee. I do like good coffee, and sometimes tweet about it. The image certainly said something about me, as a person. I also felt somewhat protected, lurking on twitter, hiding behind my avatar, thinking I was unnoticed, anonymous in some way.

The cup of coffee lasted for about 6 months, until I met @vonprond at a conference in Galway. In fact, Ferdinand was the first person I followed on twitter. He commented that I looked completely unlike my image: he'd been expecting a large cup of coffee. I realised that my perceived anonymity did not exist and it would not be possible to separate my real life from my twitter existence. 

 

Still being a shy individual and uncomfortable using my own photograph, I created an avatar representing myself using the Mad Men Yourself avatar generator. After a new haircut, this was further updated to my current image, which I've used for about 2 years.

I have been told that I look a little bit like my twitter image (or should that be the other way round?). I have even been recognised at conferences, twice. But it's clear that most people don't recognise me when they meet me in real life. I'm fairly comfortable with that. But, I wonder if I'm still hinding behind the avatar and is it prohibiting me from a deeper engagement with my PLN when I meet them in real life? 

In some sense, my twitter persona is an alter-ego of myself. She says things in public that I would never say in a room full of people.

In the last year, or so, I've noticed more of my PLN using photos of themselves, and I'm wondering if it's time to change?  

There's another issue. Having used this image for about 2 years, it has now become my "brand". The image, in itself, is recognisable to my followers, even if they don't associate it with the real-life me. Would I be wise to change it now?

And so, dear PLN, I put the question to you. Should I change my profile pic to a real image of myself, or not? Let me know what you think. 

Related Post: I got a big response to this article and have written a follow-up, where I explain why I decided not to change my avatar.

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Welcome to the #cel263 class of 2012

This afternoon I am meeting with our new intake of academic staff on the Learning Technologies module. It looks like we have a great group of people this year and I'm looking forward to working with them to explore their use of technologies in teaching and learning.

This afternoon we'll be introducing ourselves and I'll run through the structure of the module - 7 workshops, each addressing a different theme. Over the next few months we hope to introduce participants to some new technologies and new ways to use those technologies to support teaching.

Today we'll also take a look at some social networking. Fiona will introduce an activity based around social bookmarking, and then we're going to have some fun using twitter. We're using the hashtag #cel263, so please keep up with participants by following the tag, and join in the conversation.

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Embedded twitter timelines in Blackboard

This week, I've been preparing for the start of our Learning Technologies module - offered to academic staff as part of our Higher Diploma in Academic Practice at NUI Galway. I have blogged, in the past, about the wonderful work carried out by participants on the module, and we have done some initial investigations into the longer term impact of the module.

Using the old twitter embed code

Twitter is just one of the many tools we use as part of the module, both to support communication between participants, and for them to reflect on how they might make use of it in their own teaching practice. Since we also use Blackboard as our VLE, it's useful to bring the course twitter feed into the Blackboard course, to help link various strands together.

In the past, embedding a twitter feed was not straightforward, but was certainly possible. A quick google search would bring up instructions, and allowed us to produce some nice results (see image).

So, I was really delighted to see that just last Friday, Twitter have announced a new way to embed timelines, making it easier to embed a public twitter stream into a webpage. The old embed codes will no longer work from March 2013.




Since I was already working on my Blackboard course for the current year, I thought I'd give it a try.

Step 1: When logged into twitter.com, go to your settings page and select Widgets from the left menu bar.

Step 2: Click Create New, to create and configure a new timeline widget.

Step 3: Choose a timeline source. In my case, I want to search for course related tweets, using the #cel263 tag. I leave everything else at the defaults. The preview is looking good so far!

Step 4: List the domains where this widget will be embedded. I use the domain for this blog, and also the domain for blackboard (which is on a secure server).

Step 5: Click on Create widget. Success, my widget has been created and I just have to copy the embed code!

Step 6: Now, in my Blackboard course, I create a new item and paste the embed code into it. I'm done!

Except that this wasn't really what I was expecting...a rather disappointing "Tweets about..." link.

Clicking on the link will open a new page, but produces a Blackboard error message.

It's not particularly elegant!

When I first encountered the problem, I tweeted about it. I've had a couple of replies from other people experiencing the same issue.

Anybody else having problems with new twitter embedded timelines in Blackboard? bit.ly/OmRuEi
— Sharon Flynn (@sharonlflynn) September 6, 2012

I also posted on the Official Timeline Questions blog, but to date have seen no reply.

Has anybody figured this out? Please let me know. For the moment, I'm sticking with the old embed code.

21 September 2012: Update

Hooray! The embedded twitter widget is now working for me. The problem, it appears, was with secure sites (https) but a fix has been implemented. Now, what I see when I insert the code is much, much nicer.

31 January 2013: Update

In response to a couple of queries, I didn't implement the fix, I presume Twitter did. The one change I did make in the narrative above is in the list of domains at step 4. This now looks like:

I don't know how important the last *.blackboard.com is, but it might make all the difference!


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Translation, Technology and Autonomy in Language Teaching and Learning

Congratulations to our team member, Labhaoise Ní Dhonnchadha, and her collaborators Pilar, Laura and Dorothy, on the publication of this collection of contributions on Translation, Technology and Autonomy in Language Teaching and Learning.The collection is based on a very successful conference that took place at NUI Galway in December 2010.

From the book synopsis:

This volume brings together contributions from academics, language teachers and practitioners from across Europe and beyond to discuss questions of autonomy and technology in the area of language learning and translation. The book focuses on English, French, Italian, Irish and Spanish language acquisition, but many of the essays also develop an interlinguistic perspective from a plurilingual point of view.
The book opens with key contributions from a number of leading scholars: Dr Daniel Cassany on critical literacies, Professor Henrik Gottlieb on translation into 'minor' languages, and Professor David Little on autonomy in language learning. These are followed by explorations of translation, technology, intercultural issues, autonomous learning and the European Language Portfolio. The volume represents an important contribution to the development of new plurilingual approaches to language teaching and learning.

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Creating video for teaching

Using video in your teaching can be a great way to get a message across and to enhance student engagement. There are some great videos available on YouTube, iTunesU or TED Talks, for example, that can be used to illustrate a concept or give additional information.

In the last year, we've seen an increase in the number of academic staff who are creating their own videos for use in teaching. See, for example, the NUI Galway Microbiology channel on YouTube, Derek Molloy's (DCU) award-winning channel on Digital Electronics, or setting up the oscilloscope in a Physics lab.

Certainly, recording something on my mobile phone and uploading it to YouTube is surprisingly easy. But how easy is it to create something a little bit more professional and useful for teaching purposes?

With these questions in mind, I went along to Irene McCormick's presentation at the EdTech conference in Maynooth in May. Irene is from IT Carlow and she is responsible for this NDLR-funded video, illustrating why you might want to use a tripod when recording video.


At her presentation, Irene gave some compelling reasons why we might want to bother with video: that it supports innovative methods of teaching, learning and assessment; it's good for our own professional development; it can involve students, particularly where they are producing video; and it can be good fun!

She stressed some important points, the main one being Keep It Simple. Don't use gimmicks, stick to the storyline and aim for high levels of continuity.

Creating video involves three stages. The planning stage is the most important to get right - never go out with a camera and start filming. Consider equipment, your team, dates, locations, actors and whether there is any A/V support available. Write a script. Irene recommends using something like celtx, which I will have to investigate.

The second stage is production, where you actually get out with your video camera. Again, Irene recommends a simple approach: no need for zooming; work methodically; and use a tripod.

The final stage is post-production, where you edit your video. Again, this can be kept very simple; no complicated transitions. Irene recommends Final Cut Pro, but if you're just starting out, Windows MovieMaker does pretty much everything you need (and it's free).

If you're based at NUI Galway, you can use our Kaltura connector on Blackboard to upload your final masterpiece to Blackboard for your students' consumption. Otherwise, YouTube, BlipTV or Vimeo are all possibilities for hosting video in the cloud.

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