the value of blackboard?

The value of Blackboard ?

Stanley Frielick Auckland University of Technology

@sfrielick Presentation at #ANZTLC15

ECON101 Difference between price / cost / value

Cost Price Value

What does Bb cost to produce?

How much does an ins:tu:on pay ?

What is the value to the customer ?

or buy -‐ $3billion ?

TCO licence +IT + staff ??

Phillips & Phillips 2009 hIp://www.calhr.ca.gov/documents/how-‐to-‐calculate-‐roi-‐in-‐government-‐training-‐programs.pdf

Research on ROI

hIp://eric.ed.gov/?id=ED485080

What are the ‘intangibles’ in Bb ?

Fit with academic prac:ce / culture Increase or decrease ‘efficiency’

Learner experience Staff ‘capability’ Student success

…..

Perceptions of BbhIp://www.lawyersgunsmoneyblog.com/2014/01/christ-‐i-‐hate-‐blackboard hIps://jennymackness.wordpress.com/2015/07/05/working-‐in-‐blackboard/

!• Carvalho, A., Areal, N., & Silva, J. (2011). Students’ percep:ons of Blackboard and Moodle in a Portuguese university. Bri:sh Journal of Educa:onal Technology, 42(5), 824–841. hIp://doi.org/10.1111/j.1467-‐8535.2010.01097.x

• Coopman, S. J. (2009). A cri:cal examina:on of Blackboard’s e-‐learning environment. First Monday, 14(6). Retrieved from hIp://firstmonday.org/ojs/index.php/fm/ar:cle/view/2434

• Dron, J. (2006). Any color you like, as long as it’s Blackboard. World Conference on E-‐Learning in Corporate, Government, Healthcare, and Higher Educa:on 2006, 2006(1), 2772–2779. hIp://editlib.org/p/24125

• Heirdsfield, A., Walker, S., Tambyah, M., & Beutel, D. (2011). Blackboard As An Online Learning Environment: What Do Teacher Educa:on Students And Staff Think? Australian Journal of Teacher Educa:on, 36(7). hIp://doi.org/10.14221/ajte.2011v36n7.4

• Wainwright, K., Osterman, M., Finnerman, C., & Hill, B. (2007). Traversing the LMS terrain. In Proceedings of the 35th annual ACM SIGUCCS fall conference (pp. 355–359). New York, NY, USA: ACM. hIp://doi.org/hIp://doi.acm.org.ezproxy.aut.ac.nz/10.1145/1294046.1294130

• Weigel, V. (2005). From Course Management to Curricular Capabili:es: A Capabili:es Approach For the Next-‐Genera:on Course Management System. EDUCAUSE Review, 54–67.hIp://net.educause.edu/ir/library/pdf/erm0533.pdf

!hIps://www.diigo.com/user/stanleyfrielick/blackboard !

Use of Bb

Between ‘Technological Obduracy’ and ‘Academic Resistance’: Concepts of Use of Blackboard and the Experience of University Teachers. !

Julia Thornton PhD thesis -‐ RMIT 2013

hIps://researchbank.rmit.edu.au/view/rmit:160783

Use of Bb

Bb is likely to linger in legacy form for some years, given the size of investment in it. In addi:on, it is a rela:vely rigid, structured technology, unlike the more recently introduced social media for teaching and learning. This means that users are forced up against the constraints of technological structure early in their encounter with it, and must find a way to deal with this. … Thus, to take the defini:on of the problem as this is characterised in much of the literature, it is one of unskilled or recalcitrant academics working with a rather rigid and obdurate technology…. Thornton p23

Use of BbWhere deficits are presumed to be a property of academic staff, explana:ons of the non-‐use or ineffec:ve use of online learning technologies are in terms of either a skills deficit, insufficient knowledge of correct teaching method, or are aIributed to a lack of mo:va:on. These, especially where teachers are concerned, may also aIract discourses of blame.….All of the deficit theories noted above, including the most norma:vely neutral found in the “cookbook” and “informa:on literacy” perspec:ves, explain the problem of technology use with reference to a decontextualised actor. The only differences are in the degree of blame aIached to the actor for the absence or low frequency of technological use. In this respect the actor – i.e., the academic who is grappling with technology use -‐ is firmly cast as object, not subject. Thornton p56 !

Deficit model built into technology: ‘cookbooks’ and ‘helpdesks/supports’

informa:on literacy

Use of Bb

But the shape of Blackboard design, as I have also remarked in a previous chapter, treats educa:on as a linear, produc:on-‐line like process where teaching “objects” are both reified and rendered sta:c. Teaching or “instruc:on” as it is referred to is visualised as the processing of these elements into tests and assignments. It valorises the place of the teacher in the pedagogical model, a model characterised by a top-‐down, teacher-‐ centred pedagogy where the communica:on model can be conceived of as hub and spoke or “one-‐to-‐many”, and it priori:ses student management over educa:on, and acts as a panop:con, subjec:ng the ac:ons of “lower” beings to hidden scru:ny by those in charge, whether they are teachers, or further up the hierarchy, administrators. Thornton p203 !

Use of Bbfor me, the design of Blackboard is like 100 liIle Tupperware containers on a table and you’ve got to open each lid and you can’t open another lid un:l you’ve closed one,….. Thornton p227 !

Use of Bb

Use of Bb

While this thesis has focussed on one par:cularly universal but unsympathe:c technology, Blackboard, a future challenge will be to trace this cultural re-‐ordering through its manifesta:ons when the technology is diverse and mobile and is itself part of the genre of use. In addi:on, it is challenging to think about the sorts of genres of use and new orders that will develop when people start seriously designing pedagogy models into souware. What sorts of collabora:on between which kinds of people (teachers, learners, technicians, publishers, freelancers, technology designers and self-‐help or “crowdsourcing” groups), and different kinds of educa:on (combina:ons, perhaps, of autodidac:c, automated and teacher supported learning) structuring and arguing over what forms of epistemology in a collapsed or perhaps renewed university will produce the orders of the future? Thornton p276 !

New possibilities

The open learning network

MoI, J., & Wiley, D. (2009). Open for Learning: The CMS and the Open Learning Network. In Educa)on, 15(2). Retrieved from hIp://ineduca:on.ca/index.php/ineduca:on/ar:cle/view/53

Next Generation Digital Learning Environment

NGDLE: The quest to eat your cake and have it too Phil Hill -‐ e-‐literate blog -‐ hIp://mfeldstein.com/ngdle-‐the-‐quest-‐to-‐eat-‐your-‐cake-‐and-‐have-‐it-‐too/

Open learning / NGDLE

hIps://:mklapdor.wordpress.com/2015/08/13/you-‐are-‐not-‐in-‐control/ hIps://jennymackness.wordpress.com/2015/07/26/open-‐teaching-‐and-‐learning/

A domain of one’s ownAs part of the first-‐year orienta:on, each student would pick a domain name. Over the course of the first year, in a set of lab seminars facilitated by instruc:onal technologists, librarians, and faculty advisors from across the curriculum, students would build out their digital presences in an environment made of the medium of the web itself. !They would play with wikis and blogs; they would :nker and begin to assemble a plaworm to support their publishing, their archiving, their impor:ng and expor:ng, their internal and external informa:on connec:ons. They would become, in myriad small but important ways, system administrators for their own digital lives. In short, students would build a personal cyberinfrastructure, one they would con:nue to modify and extend throughout their college career — and beyond. !In building that personal cyberinfrastructure, students not only would acquire crucial technical skills for their digital lives but also would engage in work that provides richly teachable moments ranging from mul:modal wri:ng to informa:on science, knowledge management, bibliographic instruc:on, and social networking. !Gardner Campbell 2009 -‐ hIp://er.educause.edu/ar:cles/2009/9/a-‐personal-‐cyberinfrastructure !hIps://www.diigo.com/user/stanleyfrielick/domain_own !!

Re-thinking education

!hIp://:nyurl.com/handley-‐aut Derek Handley-‐ hIp://www.derekhandley.org/about/ !!

Re-inventing education

hIps://www.altschool.com/ hIp://www.wired.com/2015/05/altschool/

hIps://www.edsurge.com/news/2015-‐02-‐26-‐how-‐altschool-‐blends-‐old-‐fashioned-‐learning-‐with-‐new-‐technology !

hIp://www.npr.org/sec:ons/ed/2015/08/19/432582341/to-‐learn-‐more-‐this-‐high-‐schooler-‐leu-‐the-‐classroom !

Reimagine Re-invent education

Can we re-write the operating system of the university ? Can Bb become more ‘open’ - more like AirBnB & Uber ?

Pivot into a new kind of tech stack like AltSchool ? !

The true value of Bb will lie in its capacity to be open, participate in the sharing economy, and

partner with institutions to re-write the operating system of the university

the value of blackboard?

Education