This blog is a random download of thoughts, how-to's, and ideas from my brain and other sources related to e-Learning / Learning Technology / Flexible Learning.
I don't claim to always be right but to always be honest. Comments, suggestions, corrections and additions always welcome.
This blog is personal not corporate. Posts are not sponsored or endorsed unless explicitly stated.
Google have updated their appearance recently to make things more streamlined. As with most things google they seem to have done this without warning - well none I saw and I'm always looking.
So what has changed? Do you remember that black bar at the top of each page in google?
Well it's gone!
Google have replaced it with the squares button on the right of the window:
You can select this button to show you all of the apps available to you plus MarketPlace apps too. It works in exactly the same way as your black bar but doesn't take up those precious few pixel at the top of every screen.
Opening Keynote Susie J Schofield University of Dundee
Translating evidence-based guidelines to improve feedback practices: The interACT case study
Is what we are telling the students clear in our minds but not in theirs? Are we checking with the students?
What's the quickest way for the bee to get to the flower? It can fly over the maze!
We need outline the learning objectives and approach we want students to take. Do not constrain them though as long as they are able to achieve the learning outcomes you have asked them to meet.
Talking to students about open and closed mindsets to feedback opens them up to feedback.
[Nicol and Macfarlane-Dick 2006]
Good Assessment (JISC 2007):
Engages students with the assessment criteriaSupports personalised learningEnsures feedback leads to improvementFocuses on student developmentStimulates dialogueConsiders student and staff effort
Getting students to engage with feedback is more than just a technical issue. "Feedback is more important…
These are my notes and thoughts and should not be seen as an accurate account of the information provided. Some of the information included here contains features that Blackboard are working on / towards but have no guarantee to bring to market.
If you feel I have missed something / been inaccurate in my note taking please let me know in the comments and I will correct / discuss / debate with you :)
Interesting thoughts from Keynote
Technology adoption > utilisation.
Digital Natives, Natives of what they use and know but not all encompassing knowledge of technology.
Sneaky teaching - teaching students how to use and utilise technology by integration with their course. Improves Digital Literacy & Capability.
Digital fluency - a spectrum.
Staff need digital capability / literacy in order to be able to teach / support digital capability / literacy
Managing the LTI lifecycle
Tool Consumer (Blackboard)
Tool Provider (3rd party solution - e.g. PebblePad, OpenCast etc.)
3 bits of data Bb needs:
URL to tool
Key to identify
on user click, launch request should send back context, user and role to the tool.
LTI 1.1 allows for an Outcomes service (read gradebook value, update it, delete it)
NOTE TO SELF:
Could the LTI column in Bb be change to a calculated column that reads its data from another column in Bb - e.g. reading the result from an MCQ test?
Stephen demonstrated the raw POST parameters that are returned from a launch request.
Categorising LTI applications:
content / activity type: Provider-generated (static) / User-generated (dynamic)
Configuration method: Standard URL / Link-specific URL
demonstrated grabbing a LTI link from soft chalk and creating a weblink in Bb and selecting "This link is to a tool provider".
SoftChalk will provide you with a key and a secret to add alongside the link.