Learners sometimes conflate the permissions in the learning management system with the instructor's consent. They explain, "But it let me do it!" Instructors would benefit from understanding where LMS options contradict their course design choices.
A recent study by Blackboard examined how learning management system (LMS) use in courses influences student activity in the LMS as a kind of proxy for overall course design. More than half of courses (53 percent) were considered "supplemental," relying on the LMS as little more than a way to give students access to course materials, with a little bit of use of gradebook and announcement functionality. In that case the amount of time students spent interacting with the course was 15 hours on average with about 222 student interactions. On the opposite extreme were courses that spent the bulk of time delivering assessments through the LMS, among other activities. There, the average student class time spent in the LMS was nearly five times as long (70 hours), with an average of seven times more student interactions (1,596).
The Digital Education Platform integrates with Cisco’s WebEx and Spark services into existing LMSs, allowing universities to create and manage online courses and cloud-based collaboration spaces more easily.
Blackboard today announced the acquisition of Fronteer, a UK-based educational products and services company whose flagship Ally software helps institutions and instructors make course content more accessible.
The biggest predictor of student achievement (based on their use of a learning management system) isn't the amount of time they spend working with course content; nor is it how long they spend taking assessments or participating in discussion forums.
A new study from Civitas Learning, based on aggregated data collected using 4 million student records from 68 institutions, has identified attendance, LMS grades, course material engagement and discussion board engagement as the four most predictive types of LMS activities.
Blackboard today released a study on how instructors and students in 70,000 courses across 927 institutions used Blackboard Learn, the company's learning management system. The research found five course patterns or archetypes (below). The majority of the courses fell into the category of content heavy, with low interaction.
There's value in data. It's our job to extract that value by transforming that raw data into helpful information. Dennis Witte (VP of Administration, Concordia University - Chicago), Kendall St. Haillaire (Virtual Campus Administrative Director, Indian River State College), and John Fritz (Asst VP for Instructional Technology, University of Maryland, Baltimore County) talk about how support from Blackboard Analytics has helped to improve the human decision-making process.
Kim Flintoff's insight:
The whole playlist covers several new dynamics emerging from improvements with the analytics and data handling... Blackboard Predict sounds interesting...
I’ve never been a fan of Blackboard, the monolithic learning management system that’s the standard at so many schools. I’ve always found it slow, poorly designed, and very awkward to use. Recently, however, my attitude changed (slightly) when a colleague introduced me to BB Grader, a free iPad app for Blackboard designed to make the grading process in Blackboard mobile-friendly.
Blackboard and Authentica Solutions, a company that provides tools for data authentication and management, have extended a partnership that aims to improve the bi-directional flow of data between Blackboard's learning management systems and other education applications.
Seeking to bring the qualities of well-designed games to pedagogical assessment, the University of Michigan created a learning management system that uses gaming elements such as competition, badges and unlocks to provide students with a personalized pathway through their courses.
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