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By Blackboard

By Blackboard

Blackboard Launches CourseSites - A Free, Fully Hosted Online Course System for Instructors -- WASHINGTON, Feb. 10 WASHINGTON, Feb. 10, 2011 /PRNewswire/ -- Blackboard Inc. (Nasdaq: BBBB) today announced the launch of CourseSites by Blackboard, a free, fully hosted and supported online course system featuring the Company's latest teaching and learning technologies. The offering gives individual K-12 and higher education instructors an innovative, high quality cloud-based option to host online courses or add a Web-based component to traditional ones. The simple, easy to use system gives educators greater choice and flexibility for online courses in a system with cutting edge features that encourage experimentation. CourseSites is designed to support instructors who may not have access to a learning management system at their institution or school, or who may have access to an older platform system from Blackboard or a competing course management provider. There is no license fee, no hosting fee and no additional setup required for instructors to get started. About Blackboard Inc. Blackboard Inc.

BBoogle (Google Apps BB Integration) > Home Bboogle is software that lets you embed Google Documents (including spreadsheets, presentations, etc) , Google Calendars and Google Sites in a Blackboard course site. Everyone with access to the course can get to linked Google content without logging in a second time. Students and instructors are automatically added as collaborators to the documents, even if they join after the link is made. Bboogle is also an open source project that you can join. We are looking for skilled developers and educational institutions who want to contribute time to creating the best possible connection between Google Apps and Blackboard. Please see our list of Frequently Asked Questions at FrequentlyAskedQuestions. Looking for the latest open source offering? The Files area of this website is the place to find the official open source releases. Bboogle is an open-source project of the Academic & Research Technologies unit of Northwestern University Information Technology.

AutoTweet notes from your presentation, while you present #autotweet #backchannel Twitter is becoming an important tool for backchannel chat and information exchange in conferences, exhibitions, and classroom activities where perhaps email and/or discussion forums were used before. Twitter has also become a very useful way for those unable to attend to keep up with speeches, presentations and conversations that surround the ‘event’, and I have virtually ‘attended’ a few conferences this year already without having to book tickets or take time off work. It is not the same as being there, but it is still extremely useful. Using a tool that can send a tweet from your presentation isn’t only useful for those unable to attend your session, it is also a good way for you to send notes into the backchannel for attendees information. So, if you’re interested in this too, you’ll need the AutoTweet tool, which is free and easy to download from here: PowerPoint AutoTweet (SAP 2.0) with the above example coming out like this: Presentation: “Twitter in Education, what next?”

Anatomy of a blog - Cat's Pyjamas This morning I was asked to teach an Introduction to Blogging session to a class of new students in Early Childhood Teaching. As part of their first assignment they are asked to blog for 8 weeks about an “education and society” topic of their choosing. Unfortunately we were unable to book a computer lab (rarer than hen’s teeth on Monday between 10-12), so I agreed to teach a one-hour session and support that with tutorials and a Blogging support forum in our Moodle course site. There was a wide range of existing blog experience in this class. In last year’s course we ran a computer lab session in which I introduced blogging and then helped students set up a WordPress.com blog. I began by establishing a common vocabulary, explaining the anatomy of a blog by demonstrating my own and some of Alec Couros’ ECI831 student blogs. I look forward to seeing how their blogs develop over the next few weeks.

Book outline and draft - www (see note on attributions page) Introduction We aim to develop this book via an open collaborative process with a broad set of contributors. The visibility of the details of the sections and chapters to the authors as they develop will help stimulate this process, with connections being made across new and emerging themes. The outline bellow is tentative. Section I: Learner Centred Design: Learning/Design as Reflection and Adaptation Section editors: Diana Laurillard (Institute of Education) Michael Derntl (University of Vienna) Learner-centred education considers the student in the centre of teaching and learning activities. Supporting learners and teachers in using feedback to make the link between theory and practice; The left-hand square of the conversational framework. Section II: Learning as collaboration Section editors: Till Schümmer (Fernuni Hagen, Germany), Christian Kohls (Knowledge Media Research Center, Tuebingen, Germany) Section III: Social media Section IV: Assessment

What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study — REVIEW OF EDUCATIONAL RESEARCH This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, encompassing 1,055 primary studies. The random effects mean effect size of 0.35 was significantly different from zero. The distribution was heterogeneous under the fixed effects model. © 2011 American Educational Research Association

MMUs technology in teaching review In February, MMU’s ICT Strategy group and Executive approved a set of recommendations for upgrading the university’s learning technologies to support a step-change enhancement in the quality of assessment and learning for students and staff. Proposals were developed by the Learning Technologies Review project group, steered by the DVC Student Experience. The group’s proposals were informed by HEFCE and MMU policy, advice from JISC and Gartner, evaluations of current systems, focus groups, faculty road-shows, email suggestion boxes, user testing of possible solutions and input from Academic Development Committee. The group presented its findings through a set of scenarios, which set threshold aspirations for staff and students. Fitness to visionFitness to transformation timelineRobustness and scalabilityValue-for-moneyAvoiding lock-in More detail is provided below on the context and detail of these decisions. Background Review Context Review Criteria Scenarios Scenario #1 Scenario #2 Scenario #3

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