Category: Supported By IS&T
In continuation of CEIT’s and IS&T’s efforts to engage faculty in the LMS migration, CEIT hosted a presentation on Blackboard Learn that focused on how faculty can use it for their course. Participants from the Blackboard Learn pilot were present to share their ideas and experience with the new environment. Some topics included:
- Collaboration tools in Blackboard: With this new system comes new tools and features. In terms of student collaboration, the three that are most significant are blogs, journals and wikis. Blogs allow students to share their personal thoughts with their classmates and gives them their own voice in the class. Journals, on the other hand, are designed to be a private communication between an instructor and a student. Finally, wikis are collaborative documents that allow students to edit each other’s work.
- Assignments and Rubrics: Faculty now have the ability to attached rubrics to their assignments, making grading more transparent to the students and much simpler for the instructor. Additionally, assignments are the new and improved way of accepting documents from students.
For more information on the presentation, please feel free to reach out to CEIT (email@example.com) or the presenter, Kacie Cleary (firstname.lastname@example.org).
In his course on investments, management professor Zvi Bodie uses student-created blogs. Students are grouped into teams, with each team creating a blog of its own. The blogs allow students to report quickly on current events in the world of finance, which the course teaches them to analyze. Student teams have made their blogs publicly available and some of them can be viewed here and here.
Prof. Bodie’s students use Google’s free blogging software, Blogger (which provides URLs in the blogspot.com domain). Similar (BU-supported) student blog functions will be available in the new Blackboard Learn system (aka Blackboard 9.1), available now to faculty wishing to use it in Spring 2012 courses.
Today’s issue of BU Today features an article highlighting Read & Write GOLD, literacy software that helps students with reading, writing, research, and organization. The software is available to the BU community for free download via TechWeb. It is especially helpful for students with learning disabilities but can be useful for anyone, especially in language-learning classes. See the article for more about how BU got Read & Write GOLD and what it can do for students.
At the top of the e-Portfolios page in Digication, you’ll find a row of boxes labelled “Featured e-Portfolios”. These are portfolios we have selected as strong and effective examples of what ePortfolios can do. As well as the portfolio about portfolios, they have so far included a professional portfolio from a Sargent College student, an interdisciplinary portfolio from a CGS student, and portfolios for teaching purposes from SED’s Colby Young and the School of Public Health’s James Wolff.
Today, we’re adding a newly featured portfolio from Winnie Hsieh, created for a CAS Writing Program course. Many courses in the Writing Program use ePortfolios to allow students to view their writing over the course of the semester and reflect on it. Hsieh’s course section involved writing three papers and scaffolding the working process of writing each paper. In her illustrated portfolio you can find her reflecting on the process of becoming a successful writer.
One of the greatest challenges facing educators is to document and assess the learning that takes place in and outside the classroom. For several years Professor James Wolff at the School of Public Health has found Digication e-portfolios to be an exciting and innovative way of reflecting on the learning experience, documenting the competencies and skills acquired during a course, making learning visible by creating a permanent record of classroom activities, and assessing the progress and competence of students.
Wolffy, as he is known by colleagues and students, teaches several courses for master’s students in the School of Public Health, all of which have successfully integrated e-portfolios. His first experience with e-portfolio was in IH 790, Leading Organizations to Achieve the Millennium Development Goals. In this course students reflected on the leadership skills they are acquiring and the e-portfolio was used for both formative and summative evaluations. More
Ever wondered about additional features in Word or PowerPoint but weren’t sure where to turn? Online training about Microsoft products is available to all BU faculty and staff. Learn more about this training at www.bu.edu/tech/training/online/microsoft/
If you’re curious about ePortfolios and would like to learn more about the uses they can have in your classrooms, or you’d just like to get some hands-on tips about how to put them together, then check out our brand-new resource: the portfolio about portfolios. This site is an ePortfolio just like the ones you can create, but full of helpful information about why ePortfolios can help your classes and how you can put portfolios together. It also includes detailed help on the Digication system’s newer and more advanced features, like the Organizer and Courses. Have a look!
In collaboration with the Center for Excellence and Innovation in Teaching, IS&T is happy to announce the faculty have been selected for the Blackboard Learn pilot. There are 21 faculty across the schools and colleges and about 35 courses. These courses all include undergraduate and graduate courses and large (largest at 900) and small class sizes (smallest at 10). There is a great collection of teaching styles that the steering committee feels will be representative of BU as a whole.
There is still a lot to do but we know this pilot will help shape our new learning management system. We will gradually phase out Blackboard 8 to make way for the new and improved Blackboard Learn.
You can expect to see updates and workshops on the project coming from CEIT over the next few months.
BU mechanical engineering professor Lorena Barba has used several new technologies to transform the classroom experience, integrating iTunes, digital inking, screen casting, and blogging. Her classes often “flip” the classroom – that is, they deliver course content outside of class and refocus in-classroom time on discussion and activity – and allow a blended learning experience, where discussion and activity also happens on the Internet as well as in class.
Using a USB connected graphical tablet and her laptop, Barba was able to annotate her Keynote & Powerpoint slides to derive, in real time, solutions to complex mathematical operations. Further, using a screen capture application and a simple microphone, she recorded the lectures which were then posted for download through iTunes. Lectures for Fluid Mechanics (ME303), Bio-aerial Locomotion (EK131/132), and Computation Fluid Dynamics (ME702) can be subscribed to and downloaded from Boston University’s iTunes U page via iTunes or the iTunes U mobile app. Barba’s innovative courses were recognized among the Top 30 iTunes U Engineering Courses by the Degree Central (2010). Some of her courses have student blogs that allow dialogue about the course materials, screencasts, and Skype interviews.
At the First Annual Instructional Innovation Conference, Barba presented a paper describing the technology and techniques used for Digital Inking and Lecture Screencasts, which can be watched via screencast on YouTube. More information about Barba can be found via her people site, her research group, and at the BU:ENG-Mechanical Engineering website.
Across BU, many professors have adopted Digication ePortfolios to make student learning visible. With the help of a grant from the Davis Educational Foundation, the College of General Studies (CGS) has taken the further step of integrating ePortfolios across its entire curriculum, for both freshmen and sophomores. CGS provides students with a two-year interdisciplinary general-education core curriculum from which they may continue into any of BU’s other undergraduate programs. Students’ ePortfolios include work from each of their CGS classes in different academic disciplines. This makes it easier for them to integrate their learning and create the interdisciplinary reflections that put their work together across different fields.
CGS’s ePortfolio program also facilitates assessment at the program level. CGS uses ePortfolios to assess students according to a rubric, based on models developed by the Association of American Colleges and Universities. The College assesses its students’ progress in seven areas: (1) written and oral communication, (2) analysis and documentation of sources, (3) awareness of historic and cultural contexts, (4) understanding of rhetorical and aesthetic conventions, (5) critical thinking and perspective-taking, (6) quantitative skills, and (7) integrative and applied learning. The portfolio-based assessment process provides both quantitative and qualitative data, offering richer and more nuanced pictures of student progress than standardized tests could.