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.
How to create a macro in Microsoft Office Excel to process survey and test data from Blackboard 9.1
For the last 7 years I've been working with data from firstly WebCT then from Blackboard 9. Staff and students wanted to be able to take the data from tests and surveys and then report on it in Microsoft Excel.
WebCT and Blackboard would prefer you to purchase their additional tools to do all of this.
As someone familiar to working with macros in Excel I chose to do my own thing. I wrote a macro to churn through the output and produce graphs and readable text. I then went on to producing RAG ratings (Red, Amber and Green indicators of performance) and everything was formatted into a report for surveys such as module evaluations.
Recently I've started developing my own survey tool in .net using a responsive design, but I'll cover that another time.
I've been asked by Laura Sheffey from Mary Baldwin College OIT if it would be possible for me to share how I've been doing this. I've put together the basics in the following video and provided a stripped down version of my code. (This wasn't written for anyone else to use so sorry for the lack of comments - the video should help).
If anything is unclear please comment below and I will clarify for you.
[I will be live blogging from this event and cleaning up my post later. Please feel free to comment and share the link to this blog. All feedback and corrections welcomed]
The event investigates how live and recorded video are being used creatively in higher education to promote learner engagement. Digital media developments have appeared to compound existing approaches to teaching and learning, rather than transform them. Looking more deeply the event will demonstrate how the Flipped Classroom, asynchronous access to rich content, and making technology more accessible to diverse producers, for example, is changing the learning landscape.
The focus of this event relates to ongoing MELSIG interests: the opportunities of digital and social media to enhance learninguser-generated content and the use of digital media by diverse peoplealternative modes of assessment and feedbackactive engagement and inclusion throughout the formal and informal university experienceacademic and profession…
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