Carl Straumsheim has an interesting piece over at InsideHigherEd.com about Blackboards newest release “Ultra” and its strategy to support its legacy app as well. The real question comes down to wether or not Blackboard can transition to the cloud and still support non-cloud hosted versions. He quotes Glenda Morgan, a research at Gartner that specializes in educational technology. She said blackboard “is trying to do too many things and not disappoint many people.” She continued:
Down the road that means a fragmented and unsustainable model. . . . They need to figure out what the strategy is and just be really clear about it, and then if they end up changing it, be really hones about it.
The article provides a good overview of the growth of Instructure’s Canvas product and Blackboard attempt to upgrade itself and move past some missteps in recent years.
Shifts in Video and LMS Adoption: Impact on Student Outcomes
Although the LMS and video capture have been nearly ubiquitous for a decade, faculty use is only now beginning to accelerate, as cloud-based tools create opportunities to better engage students and experiment with new, technology-enabled pedagogical models.
How can next generation lecture capture tools enable faculty to engage students before, during – and after class? Can data streams from LMS and lecture tools combine to provide faculty with newfound insights into student behavior? Will shifts in LMS and video capture adoption create opportunities for entirely new categories of instructional technology to emerge? Continue reading →
A major influence that is driving this change results from acknowledging the reality of the way we live today. We can no longer ignore the ubiquity of technology—we must to welcome it into our classrooms and learning activities. To inspire engagement, we need to keep pace with students who operate in an increasingly mobile world where information and communication are accessed 24/7 through smartphones, laptops, and tablets.
That is combined with the need to address the learning styles, backgrounds, and differing needs of students in classrooms with 30 or more students in them. That includes moving from a lecture centered model combined with memorization and repetition to a learner-centered model with “active learning strategies and learning guidance.”
The blended learning trends covered in the white paper are:
The deeply student-centered learning experience
Soaring numbers of digital learners
Supporting standards and higher-order thinking skills
Realizing benefits for both teachers and students
Data-driven instruction to personalize learning
Personalized learning accompanied by a lean, blended, iterative approach
The mobile world is where learners live now
BYOD is here and key to active three-screen days
More broadband, please!
For a more in-depth look into these trends, read DreamBox Learning full report here.
George Veletsianos resent published a blog post about the use of Twitter in MOOCs. The post was based on a republished article on that subject. The study employed data mining to aggregate data from 116 MOOS “with course-dedicated hashtag” on Twitter. His conclusion is thus:
This research used a large-scale data set to investigate participation on course-dedicated hashtags. It examined the participation patterns of hashtag participants, the types of users posting to those hashtags, the types of tweets that were posted, and the variation in types of posted tweets across users. While popular narratives suggest that social media provide a space for enhancing learner participation, this study provides
little evidence to support these claims in the context of Twitter as an adjunct to MOOCs, finding that an active minority of users contributed the preponderance of messages posted to Twitter hashtags and that learners make up only about 45% of users. Nor do these findings reveal substantive evidence of learners contributing to multiple hashtags, which may suggest that learners did not find Twitter to be a useful space that provided added value or responded to their needs. Ultimately, these results demonstrate the need for greater intentionality in integrating social media into MOOCs.
Starting August 29, MIT will be offering “Introduction to Philosophy: God, Knowledge and Consciousness,” through its edX portal with a new twist. Students who pay $300 for the “verified certificate” program will have their work reviewed by “professional philosophers.” Without a “verified certificate,” the course is free.
“Listening to lectures and reading books is great, but philosophy is all about taking complex ideas and organizing them in a simple way. You learn by writing, specifically writing to someone,” said Caspar Hare, an MIT philosophy teacher who will lead the MOOC for its third iteration.
When Bill Ballhaus took over the helm at Blackboard many were openly willing to give him some advice. Michael Feldstein said Blackboard was facing issues with customers who were “increasingly unhappy with the support they are getting on the current platform,” who were “unclear about how they will be affected by future development plans,” and who are “unconvinced that Blackboard will deliver a next-generation product in the near future that will be a compelling alternative to the competitors in the market.” While Joshua Kim at Inside Higher Ed said he should “bet the company on analytics.”
Now Campus Technology has set down with Ballhaus for an interview. The interview is available here.