Monday, 7 February 2011

wiki and blog campus pack and native bb9.1 tools


Changes. 3

Functionality gained. 3

Quick and easy information on participation. 3

Easier ways to set up group blogs and wikis. 4

Grading and feedback. 4

Group and private blogs are 2 separate tools. 5

Allow anonymous comments. 6

New menu to view and control all uses of the tools. 6

Full text editing in instruction box. 7

Functionality lost. 7

RSS feeds. 7

Subscribe. 7

Revert to old version of a page using the history. 7

Being able to set students limitations of, read edit delete on comments. 8

Comments only. 8

Editing restrictions on blogs, only wikis allow students to read content and not edit it. 8

Export has gone. 8


Functionality gained

Quick and easy information on participation.

This give you a very quick idea of who has made comments and posted entries, but will also tell you who haven’t made an entries or comments.

Easier ways to set up group blogs and wikis

Blackboard has created some very easy tools to quickly create a group. A group can have a wiki, blog and learning journal added to their group. This means with only a few click many multiple group wikis or blogs can be created.

Group setting in the new tool

Grading and feedback

It’s very easy to give grades and feedback using the tools. A penal, when open, sits next to the content ready for feedback and marks.

New Tool

Group and private blogs are 2 separate tools

The new tools have separated the group blog tool from a private blog tool, now called a ‘learning journal’. The learning journal provides a space for students to privately reflect on their learning. But it also provides the staff member with a single place to view all students’ reflections.

The old way of creating a ‘private journal’.

The new ‘learning journal’

Allow anonymous comments

Staff can choose to allow anonymous comments on any of the new blog tool. This could be used when trying to collect information that the students might feel reluctant to offer in normal circumstances. If you have decided to make this available the student is asked to select anonymous when creating an entry.

How the new tool looks

New menu to view and control all uses of the tools

Sometimes you may have a number of wikis or blogs in a module. The new tool offers a single menu for each tool, to view activity, control access. This will help you see which blogs or wikis are active or inactive. It will also help you turn off access if you want to mark certain blogs or wikis. Single point to control all tools across a module

Full text editing in instruction box

The instruction box allows full text and content embedding.

Functionality lost

RSS feeds

In the old tools you could allow wikis or blogs to send out an RSS feed. This could then be picked up by external services. This will not be available in the new tools.

How the setting looked in the old version


In the old version you could subscribe to a blog or wiki and receive an email every 24 hours to tell you of any changes. This will be replaces by a new system within blackboard that allows you to receive confirmation of updates on all the tools in blackboard.

How the old tool used to look

Revert to old version of a page using the history

The new tools still record a history of changes made to a page, but it can’t revert to a previous version of that page.

The revert button in the old tool

Being able to set students limitations of, read edit delete on comments.

The old tool allowed you to control students’ use of the comments function in 3 different ways.

The old tool

The new Blogs and Learning Journals allow you to choose to allow students to delete their own comments

In the wiki comments are always on, and students can only delete their own comments. Tutors can delete their own and students’ comments.

Comments only

You can create a wiki that is closed to students making any edit. They can only make comments. This was available in both blogs and wikis

Editing restrictions on blogs, only wikis allow students to read content and not edit it.

This function allowed the tutor to set a date when all editing would stop on a blog or wiki. The content would still be viewable, but not changeable. This was helpful to staff who were marking the content at one stage and didn’t want students to change the content.

The old tool

The new tool can be set to disallow access for a period and then be made available late after marking.

Export has gone

You can no longer download the content from a wiki or blog into an HTML formatted site.

How this looked in the old interface

Posted via email from abstractrabbit (Jim Turner) posterous

Friday, 4 February 2011

Qaa precepts regarding elearning courses

These are some notes on the collaborative provision and flexible and distributed learning guidelines from QAA. These have recently been updated in 2010. Most of this is common sense, but it's good to have it outlined.

Main implications before the course begins students should have access to;
- How the different organizations are working together and their responsiblities. - course and module discriptions and details
- timeline of key events - including tutor availability Students can be confident that;
- Systems have been tested and are reliable, fit for purpose - communication is private and auditable for student to see
- resources are up to scratch for that level
- there is a review plan for the course

Students should be clear on their side of their responsiblities Students should have access to;
- timetabled tutor support - what support is also offered

Students should have access to;
- tutor to contact
- Other students to talk to [where appropriate]
- feedback Students should have access to
-marking details eg criteria - formative assessment opportunities Institution ensures that
-submissions are authentic - you know its there work
-submission technology is secure and reliable

This is a message from the MailScanner E-Mail Virus Protection Service
The original e-mail attachment "winmail.dat"
was believed to be dangerous and/or infected by a virus and has been
replaced by this warning message.

Due to limitations placed on us by the Regulation of Investigatory Powers
Act 2000, we were unable to keep a copy of the infected attachment. Please
ask the sender of the message to disinfect their original version and send
you a clean copy.

At Fri Feb 4 00:41:42 2011 the scanner said:
Could not parse Outlook Rich Text attachment

Posted via email from abstractrabbit (Jim Turner) posterous

Wednesday, 2 February 2011

Brief notes from a short workshop on classroom technology

Clickers, or classroom voting systems, using them to support small group work with large cohorts. You’ll find the example I used here University of Strathclyde

All the guides to this technology are here

Powerpoint presentation clicker and how useful these are in allowing you to leave the podium and move more freely

Picture (Device Independent Bitmap)

Radio mics these are essential if using large lecture theatres and you want to move even more freely

Teacher Immediacy

Definition “|Teacher immediacy is the term used to describe communication behaviors that reduce the perceived distance between teacher and students. By definition, immediacy behaviors convey teacher warmth, communicate positive relational affect, signal approach and availability for communication, and create increased physiological arousal in receivers. Introduced in research based on her dissertation, J. Andersen (1979) identified teacher immediacy as a nonverbal construct and sought ways to measure the impact of teacher immediacy on instructional outcomes. Now, with the accumulation of nearly three decades of research on teacher immediacy, the substantial influences of teacher immediacy in creating positive instructional outcomes are well understood ( Witt et al. 2004 ).” From Teacher Immediacy Janis Andersen and Peter Andersen

Visualisers how  the activity of drawing and writing using one of these tool allows students to see the connections that a linear powerpoint has difficulty in doing. And the use of both tools simultaneously can further improve understanding by increasing the ways in which concepts are described and presented.

Picture (Device Independent Bitmap)

Pre and Post activities and information helping to bring together a holistic understanding of the interconnection between the ideas over the series of lecturers. I demoed which captures a quick video with a voice over, very fast but highly engaging

Please email me if you want to explore any of these ideas further.



-----Original Appointment-----
From: Lawrence, Katie On Behalf Of Menzie, Elizabeth
Sent: 27 January 2011 11:22
To: Menzie, Elizabeth; Turner, James; Lui, Alison; MacDonald, Robert; Willis, Catherine
Subject: Deeper Engagement Using Classroom Technology
When: 31 January 2011 12:00-13:00 (GMT) Greenwich Mean Time : Dublin, Edinburgh, Lisbon, London.
Where: Lower Peter Jost Theatre

Dear Colleague

You have booked a place at this event - event details below:

This session will demonstrate different technologies available in the university and explore how they can be used to engage students in large or small classroom settings

Particular technologies to be explored include PowerPoint, Digital OHPs and Classroom Voting Systems.

Online materials:

Clickers (Classroom Voting Systems)
Information about the use of classroom voting systems to support learning

Please can you confirm your attendance using the voting buttons at the top of this meeting’s request.

Best Wishes


Posted via email from abstractrabbit (Jim Turner) posterous