This presentation argues that new educational technologies can help to create a vibrant digital learning ecology, but they can also be used to entrench 1950s style teaching on 21^st networks. The reality is that many technology-enhanced learning initiatives reinforce traditional forms of pedagogy and educational outcomes. In many cases e-learning is nothing more than an expensive ‘add on’ to conventional models of teaching. In a similar vein the concept of blended learning does little to disrupt the old normal and is infused by a hegemonic discourse of education in change. Arguably, the fundamental elements of teaching have remained largely intact despite dramatic changes in other service industries. The inconvenient truth is that the additive or ‘dump, dump, pump’ model of e-learning is the norm.

This critical perspective raises the question of what to do about the quality challenge. While the concept of quality is inherently contestable and context and discipline bound, the position is taken that institutions have a choice of whether to focus on quality assurance or quality enhancement. The presentation explores different approaches and strategies designed to build a quality culture rather than one of compliance. A number of quality enhancement tools and frameworks are described to support this mission and the experience of Massey University is described as a case study of how to build distributed leadership and responsibility for quality within the academic heartland. Finally the presentation reflects on the changing face of higher education and the challenges confronting higher education in uncertain times.

When: Friday 19 April 2013 from 10.30 to 12.00 ( time of presentation  is about 45 minutes followed by open floor discussion over coffee and tea).

Where: Aston University, Room MB186

This event is free of charge but registration is needed for catering purposes. Please e-mail Zara Kendrick  to book  a place. As we only have 30 places available for this talk, priority will be given to people registered by Friday 5 April 2013.  The session will be recorded and will become available  on CLIPP’s Blog as well as on the Global Dimensions in Higher Education Website.

We look forward to welcoming you at Aston for this event.

Click here to view the embedded video.

Hype or hope? You decide.

I thought it was time to catch up on the current headline grabbing subject of MOOCs ; following my own recent MOOC experiences and a few inspirational talks here at Aston. On Monday 28 January 2013 Professor Curtis Bonk visited Aston University and delivered a brain melting talk on Massive Open Online Courses (MOOCs). His presentation was recorded and is available in 4 chunks on the Global Dimensions in HE website 

Professor Bonk galloped through the recent history of MOOCs, models, and (learning) theories – which was both fascinating and overwhelming! The MOOC is definitely here to stay in a multiplicity of variants and pedagogic models, and all look somewhat disruptive (if you believe the hype), and some are even innovative! I still think the primary reason for most is still a “shop front” or large data collection for learning research. Some are offering innovative modes of delivery and learner engagement; i.e. the recent E-learning and Digital Cultures  course offered some interesting and engaging activities – including a final peer assessment on created digital artefacts. Whereas the Coursera course: Fundamentals of Online Education: Planning and Application was forced to close after only a few days. I was enrolled and attended (in parts) both the above, so it was interesting to see two completely different models of MOOC courses, and experience (chaotic) social learning using two vastly different (interactive) models. It was somewhat ironic to witness the Fundamentals course fold/fail , but I’m sure they are redesigning the course for version 2 – as we speak. Let’s not forget how Daphne Koller promotes the Coursera model of altruism / openness, but then talks about the usefulness of the (learning) data they’ve gathered! This keynote by Gardner Campbell at the Open Education Conference 2012, should bring us all back down to earth, as should this recording of a debate on the subject at the ASCILITE 2012 conference?

Professor Bonk also mentioned the new Google learning platform called coursebuilder but advised that it required some coding skills to use it. On that note, I was talking to David Kernohan from JISC, at the JISC CETIS conference this week about the other types of MOOC platforms being developed; his research had uncovered most were bespoke coded products, and some were using WordPress or the Pearsons platform.
In other recent news; two of the big players in the field announce significant increases in partnerships, whilst 5 US MOOCs have been recommended for credits. In the UK, Sir Michael Barber, chief education adviser for Pearson, says online learning (not necessarily MOOCs) offers “both a threat and opportunity” for UK universities. At the Online and Open-access Learning in Higher Education event , Professor’s Josie Taylor (OU) and Diana Laurillard (London Knowledge Lab ) criticized the ethics, motives, and pedagogic models of most MOOCs (i.e. does completion = success? What are the values for those who drop out?), which are all founded concerns. Although; we don’t hear much complaining from the “students” of these courses about multi-choice assessments wrapped around (good quality) talking heads type video production! Do we?

At this week’s CETIS conference I attended presentations by Simon Buckingham Shum  (OU analytics guru), and Professor Patrick McAndrew  (OU Professor of Open Education) both talked about the creation of the FutureLearn MOOC project. Simon talked at length about [research & marketing] data, and what types of data will/could be harvested from FuutreLearn, whilst Professor McAndrew talked about the Open learning movement and the design ethos behind the new venture. Their MOOCy “good intentions” are thus:
• Build on what we know
• Innovate
• Be accessible
• Be interactive
• Make use of data
• Use the right licence
• Be prepared to re-use
• Not be in it [just] for the money
• Be happy
If you want to know more on how to design a MOOC, dip into the (OU driven) OLDS MOOC archives for the received wisdom from those that have just completed this course. I’ll finish off this update posting with a link to the new CETIS white paper on the subject : MOOCs and Open Education: Implications for Higher Education which helps clarifies the current state of play. Just try not to mention the word disruption too much, will you.

What is a MOOC? George Siemens explains, in the context of the original Connectivism MOOC

Two keynotes this year covered the highly topical subject of MOOCs. Professor Allison Littlejohn from Glasgow Caledonian University covered three primary paradigms   for the increased need for collective learning by citing her own research papers. She then recounted results of her research into knowledge based networks by Shell Oil employees during 2004. This research illustrated the effect of professionals using networks to demonstrate how the single person builds upon their knowledge and contributes to the mass of knowledge via networked connections. Her presentation illustrated the moves towards collaborative learning and knowledge building using [social] networks. She also covered research into the motivational drivers for students to learn using structured xMOOCs, i,e Coursera courses and unstructured cMOOCs i.e. phonar. That research covered the understanding of learning and learner defined pathways within HE. Her recent research covers the use of shared goals as a learning approach, and her (Open Source) Charting tool – which uses learning goals as a social object. She also mentioned that they had also implemented some research on learners who had engaged in a MOOC during 2011. Finally she mentioned an impact study on the UKOER programme on behalf of HEFCE. This looked at various areas of impact. Promising results of witnessing more use of openness in all aspects of education, therefore indicating [some] change in academic attitudes to openness. A slight shift in (open) ideals of working and sharing.

Jeremy Knox of Edinburgh University covered the MOOC Pedagogy, developing for Coursera in his keynote on day 2. He gave a much more detailed account of the current state of play for the cMOOCs Vs xMOOCs modes of design and engagement, i.e. George Siemens Connectivism MOOC  Vs the more high profile Coursera/Udacity/edX/KhanAcademy type designs. In summary xMOOC type courses are designed more towards automation, whereas cMOOCs offer far more learner defined pathway – with the knowledge of the network being the focus – not a suite of learning objects. The xMooc type is how they were instructed to design their new Coursera course (beginning next Monday 28th) – which unsurprisingly took much longer (and cost more) than they anticipated! If you think about it, xMOOCs mimic established distance learning design without the close facilitation of the learners or the validation! Most Coursera courses consist of chunks of head and shoulder video lectures with self checking quizzes to follow. The grading is automated (que howls of unfair play across the MOOC community) with supposed communities of practice forming spontaneously.  I attended part of a Coursera course last year, and was impressed at the quality, and depth of subject covered – but you need to be 100% motivated to cover the sessions in full! Certificates of completion are issued rather than credit, but…. edX are developing credits for theirs! This summary of funding models also proved to be useful to remind us how they’ve got off the ground; Udacity = for profit, edX = not for profit, Coursera = venture capital funded for profit and a dedicated platform.

Jeremy stated that their Coursera course (‘E-Learning and Digital Cultures) is being viewed as a complement to on campus learning – not a disruptive area. It is being blended with their distance MSC . He will researching how their fee paying masters students will engage with the course alongside people like me who are dipping in to keep our knowledge fresh – for free!

He finished off with stating that both open (MOOCs) and closed (degrees) learning experiences can coexist happily together – it just relies on the institution to carefully pitch it alongside their traditional offerings. He stressed, that it’s not a question of MOOCs or not for HEI’s, its a matter of getting the blend right with traditional offerings. Just like distance learning then? His talk also echoed aspects of Alison Littlejohn’s theories of the importance to understand self directed learning in HE and the motivational forces and facilitative aspects of [guided] learning. So the stampede to join the MOOC bandwagon is just beginning – keep your eyes on OU FutureLearn, and book onto the session next Monday where Professor Curtis Bonk is talking at Aston on his very subject.

This is the first of two blog posts covering the recent Durham Blackboard
users Conference .

This post will concentrate on the presentation on day two of the conference
by Greg Ritter, Director of Product Management with Blackboard Learn. He
covered the details for Bb service pack releases, their current support
websites, and future plans. I’m also going to comment upon a panel
presentation covering recent experiences of Bb mobile.

Firstly I’ll cover the Bb plans, drivers,new products and  enhanced support services. Then I’ll highlight the new features in service packs 10,11, and 12.

Greg was keen to underpin his presentation with their primary drivers, which
have are summarised into four major challenges driving product development. They are: recruitment, instructor efficiency, student engagement & retention, data
driven decision making. He also commented upon their new automated testing on
Bb platform. What took 3-4 days now is is done overnight. A mixture of auto
and manual testing.

So the new products (i.e, Blackboard Connect text 2), and a wealth of new
inbuilt and optional analysitcs tools really highlighted the increasing
importance of accurate data driven decisions across modern educational
organisations. I’ll cover some of these later in the post. One of the main
conference sponsors http://www.eesysoft.com/ offers analytic solutions for
educators to measure VLE impact/ ROI / engagement! Let’s not forget Bb’s own
analytics tool  that offers the ability to extract a wealth of data for various stakeholders.

Greg was also keen to highlight the new and improved websites offering
specific guidance to users, including new upgrade cohorts, the improved help
site  , etc. The list:

• blackboard.com/bits - Blackboard Innovative Teaching Series
• blackboard.com/digitalcontent – Integrating 3rd party resources
• blackboard.com/cohort – Upgrade Cohort Programs
• blackboard.com/rubrics – using and sharing rubrics
• blackboard.com/trial – free guided trials
• go.blackboard.com/faculty – train staff, innovate and share effective
• practice
• blackboard.com/bie – idea exchange, get involved in product development
• blackboard.com/usergroups – join online networks to share practice
• blackboard.com/catalyst – exemplary courses
• Not forgetting Coursesites  - who offer free  online courses & training for educators

Getting Mobile

I watched a very useful panel discussion by five institutions (HE & FE) who all launched Bb mobile last year. They either bought the product, or just enabled the option on Bb to allow students to access Bb via native apps. The common themes were; soft launch, and unfounded concern about staff and students inability to cope! All five panel members remarked that the process had been far less painful than envisaged, and all had experienced far less support calls that expected. Mobile access continues to increase across all institutions, a positive result! There was only one institution (Liverpool John Moore’s) to provide staff training/support and regular forums exchanging ideas. The rest just quietly launched it! The Blackboard mobile users group met at the conference. This blog post by Sharon Flynn  of NUI Galway is worth reading to find out about future mobile plans – including a new native app this summer.

Let’s Xplor!

Perhaps the most interesting new product was announced off the back of Greg’s
comments about their MooodleRooms  acquisition last year, and their
Sakai support. So it seems Bb are strategically aligning themselves
as a multiple VLE support company now. Therefore the Xplor (in beta) tool
has been created to enable cross platform creation and sharing of learning objects/resources using OER and Creative Commons licensed resources. Resources can be embedded  into all supported VLEs. You can also create and manage content from xplor,
including links,assignments, assessments, and discussions. Fewer question
types available than BB Learn. This is an interesting move for Bb – embracing
cloud based content creation and sharing. It could provide a viable
application to allow staff to “easily” create and share learning resources.
Service packs 10,11,12

To finish off let’s have a look at the highlights out now, or soon to be
released.

SP 10 & 11 (out now)

• New global navigation menu, including My Blackboard that aggregates useful

course information in one place. Replaces My Places.

• The newly designed content editor vastly improves the user experience for

adding text and other forms of digital content to Blackboard Learn. The new
content editor is based on the industry standard TinyMCE WYSIWYG editor. A
new math equation editor is included mathML (WIRIS).

• Video Everywhere Block is a feature of the Content Editor Building Block.

Once installed and activated, a new icon is added to the content editor that
controls a user’s webcam. When activated, users can record video and upload
it directly to YouTube.Note: all recordings stored in your personal You Tube
account. These can be added anywhere the content editor features – for staff
& students.

• Completely rebuilt calendar tool – vastly improved. i.e. Drag & drop event

creation, items/tests with dates get auto added to calendar , including due
dates. External calendars can subscribe to events created on the Blackboard
Learn calendar through an iCalendar feed.

• New enterprise surveys and course evaluations are integrated in Blackboard

Learn making it easy to send surveys to courses, departments, institutions or
the public..

• New item analysis & discriminator for quizzes provides statistics on overall

test performance and individual test questions. New to this SP is the
ability to offer partial credit for questions. Fill in the Blank and Fill in
Multiple Blanks questions now offer contains and pattern match (using regular
expressions) as grading options for answers.

• As of SP10, the Rustici SCORM Engine Player is the default SCORM player in

Blackboard Learn. The Rustici SCORM player will support Rustici Tin Can
packages in addition to supporting all previous SCORM content. Let’s hope
this one works!

• Safe HTML Block. Users can enter HTML in Blackboard Learn in a variety of

ways. For example, users can enter HTML using the content editor in blogs and
discussion boards, and through HTML file uploads.

• Also….New profiles option & people tool allowing social networking within Aston,

but also at other organisations across the globe. “Spaces” are lightweight
areas for communication for students within Aston or across the globe.
Looks/acts like a Facebook group. NOTE: this feature requires the Community
Engagement License to operate.
SP12 – OUT MARCH / APRIL 2013

• SP12 Completely rewritten discussion boards. Has a post first option to only allow students to see replies after they’ve posted.
• A new retention centre based on threshold criteria, allows instructors to monitor students who may be struggling.
• Released as a building block, the new inline assignment grading allowing you to add comments onto the *.docx in the browser – operates in a very similar manner to how Turnitin GradeMark works. Provides the ability to add comments/feedback directly onto a student script – within the browser. Save the results – directly back into the Grade Centre, and provides a PDF version. Note: does not offer grading/marking features specific to UK HEIs i.e. double (blind)/ anonymous marking, multiple markers, etc!
• Analytics: there is a tool available to students to see how they compare with others covering engagements, assessment grades, – promoted as a motivational tool!
• Product Analytics for Learn has new set of tools covering goals and objectives. This is institutional level goal alignments & granular objective alignment – not implemented at Aston.

Open education was often laughed at or ignored until the emergence of Massive Open Online Courses (MOOCs) with their tens–or even hundreds–of thousands of learners in a single course. Given the mass success of Stanford courses topping 100,000 each and startups like Udacity and Coursera as well as the announcement of edX (from Harvard and MIT), we can no longer look the other way. Still, many questions about MOOCs and other forms of open education remain, such as those related to infrastructure, marketing, pedagogy, and assessment, to name a few. Just how does an instructor or trainer keep thousands of students motivated and involved in such a course? And what are the more promising business models? In this talk, Bonk will detail his experiences in teaching a MOOC and offer guidelines for others hoping to create a highly engaging MOOC-based learning environment. A set of 10 key leadership steps and another set of 10 pedagogical principles will be outlined with examples. He will also map out a set of business plans and more than a dozen types of MOOCs. In the end, MOOCs and mass movement to open education will no longer be such mystery.

Three Overview Points:
1. Much experimentation with MOOCs and open education today; dozens of possible business models (advertisements, fees for completion certificates, pay as you go, company sponsored courses, assessment fees, etc.).
2. Will the certificates that students earn while taking MOOCs make traditional college degrees obsolete?
3. What steps might a company, government agency, or university take to be a leader in this movement toward MOOCs and open education?

The supporting blog also reinforces the learning theory; active (and social) learning  which is proving to be a key scaffolding concept . I’m currently designing a new staff development course promoting active learning by exploiting experiential methods using the tools (discussions, wiki, blog, journal) in a student context. The top ten methods summarised in the active instructor post resonated with my own approaches , i.e. exploiting adult learning theories; real world projects, collaborative work, peer learning using a variety of media. I’m also including opportunities for reflective thinking throughout, and group presentations in the final week.

There are also links to another Blackboard blog, discussing active learners in relation to 21st Century teaching, including the very outdated reference to “digital natives” in the form of a particularly cheesy video.

Click here to view the embedded video.

The visitor & resident metaphor developed by David White  is a more accurate portrayal of the continuum we all reside on in relation to the use of technology. Make sure you follow the link to the peer reviewed journal to read his critique of Prensky’s digital native/immigrant paper. As we all know, the concept of digital native is an overhyped myth, which is currently being investigated by the JISC funded digital literacies programme. They say..

“By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements”.
The Study of how UK FE and HE institutions are supporting effective learners in a digital age (SLiDA) is well worth reading.

Obviously I’m currently focussed with developing the digital literacies of our staff in relation to the exploitation of the tools we have here, which in turn should cascade down to our students learning experiences. I’m finding the use of small developmental steps beneficial – taking inspiration from the 3E Framework developed by Dr Keith Smyth.

MB512

Welcome to the new academic year at Aston. We’ve been busy upgrading some of the core learning tools during the summer. Before I talk about new tools, I thought it’s worth shouting about a new collaborative learning space (MB512) – see image above. This space has been designed and installed to showcase the ideas and feedback from recent consultations coordinated by Steve Ellis. It looks and feels great, and has been designed to ensure the space is flexible and can cater for collaborative (small group) working.  The design, colours, and embedded technology all make for an innovative space.

For those just getting back into the swing of things here’s a few pointers to keep you updated;

Blackboard VLE has been migrated to a managed hosted service, and is now updated to service pack 8. The transition has been slick and painless, and thus ensures a robust service for all our users. Two new tools of note in this release are:
• New grading rubrics
• New reports (tracking) types

As you may be aware, Blackboard purchased Elluminate and Horizon Wimba last year. The resultant development was Collaborate, which we upgraded to this summer. Apart from the improved interface , upgrades include:
• Echo cancellation, which eliminate feedback noise, meaning you no longer need to use headphones with PC speakers.
• Improved scheduling via the Blackboard integration.
• (vastly) Improved application sharing. Meaning you can share your desktop/live applications with session attendees, to illustrate an idea, walk through a solution, or collaborate in real time.

Collaborate is fully integrated into your Blackboard Courses.  Access it via the Tools menu.

We have also upgraded Turnitin’s integration with Blackboard. This new integration should eliminate some operational issues reported last year. The new (direct) integration fundamentally alters the way BB VLE links to Turnitin. This has resulted in a change to the submissions inbox, removing the ability to sort by student name, and no paper ID column! Students still get a full time and date stamped receipt. The main difference in the assignment set up, is the new multi part assignment. This can now cater up to  5 parts to a new assignment,  each with their own due dates – which could be useful for large/iterative or group projects.

Skype has been installed on all the Pool rooms PC’s, and uses the handheld/tie microphones. So if you are planning to invite a guest speaker from afar, they could be “present” in your lecture via Skype.

Metal Slug by Demonsub - distributed by CC

I recently attended the International Turnitin User Group meeting on Monday 16th July at the Sage in Gateshead (see picture). This was held just before the start of the 5th International Plagiarism Conference, so there was a healthy attendance. This was quite a unique event, in which the whole iParadigms management team were present, to answer a whole raft of questions posed prior to, and during the session.
Given the recent UK outages, the Q&A sessions were quite civilised, with some very useful questions being posed about the direction of the company and its suite of products.  On that note, Lucy Cave a Phd researcher here at Aston – gave a presentation on her latest findings. Lucy’s presentation was reported in their local paper, which covered student’s attitudes/understanding towards plagiarism and collusion. This raises further questions about student use and support of the WriteCheck tool.

Dr Christian Storm, Chief Technology Officer and last remaining founder of Turnitin covered their current research projects. These include;

•  Improving the audio feedback length of time (from the current 3 minutes), and the ability to embed the audio feedback into a pdf download,

• Continual refinement of their algorithms to ensure fewer noisy matches and false positives, as a result of the growing paper database of papers and indexed internet matches,
• Tackling translated paraphrasing as a form of plagiarism,
• Support for right to left languages (e.g. Arabic),
• Advanced phrase exclusion, so that particular phrases or “boilerplate” text  can be excluded from reports by assignment or all assignments.
• Stylometrics, which can identify changes in writing style, which will help address the problem of identifying students employing ghost writers. This was mentioned in relation to the new e-rater tool which is still in the testing phase, and requires further refinement,
• New “role types are to be developed, i.e. reviewers and viewers.
• And finally he mentioned developments into extracting text from “scanned” pdf files using new OCR methods.

In my view, the statement that had the most impact by Dr Storm was his reinforcement that the underlying purpose of Turnitin is as a teaching and learning tool, used to improve student academic writing skills. NOT just as a “checking” tool. This was reassuring to hear from a founder member – and underpins my ethos of this tool.

Will Murray then talked through the roadmap of integrations with VLEs/LMS’, reassuring us that the new Direct integration for Blackboard, was developed using bang up to date SDK’s.  They will be releasing a video to illustrate future developments. The intention is to move everyone from the flawed Basic integration ASAP. The IMS Global  LTI integration was also mentioned in the development plans.

The very informative Q&A session continued unabated and covered plans for;

• Adding more languages (there was a plea for Welsh inclusion here);
• Legal defensibility of decisions arising from originality reports;
• Support for a wider list of supported file types (i.e. xlsx, pptx)  and also varied assessment types (the new Direct integration has a multipart type);
• PeerMark lite (and PeerMark included with the Direct integration), allowing peer review earlier in the workflow;
• Improved communication with customers about new product features – which caused a huge debate about whether Google groups and/or twitter feeds -(https://twitter.com/turnitinstatus ) was adequate for administrators.
• Greater customer involvement in beta testing and focus groups (which did occur earlier that morning);
• Improved workflow for anonymous marking – this could be useful for all,
• Bulk (institutional) download of originality reports for archival purposes,
• Opening up the product for the younger market (schools),
• Wider integration with new VLE’s and mobile devices, and a nod towards the growing popularity of MOOCs, and importance of social networks!

During this part of the session, a question was posed about “spinning” articles as a form of plagiarism – and how Turnitin can cope.  I must admit that’s the first time I’d heard of this method. We were reassured by the iParadigms team that this was not a major threat to academic integrity.
The Turnitin Product Roadmap

Steve Golik (Product Management) then ran through some updates on the product roadmap, again reinforcing the product  mantra of providing a suite of tools to improve student academic writing.

The roadmap covered;

• Common core rubrics, which will make the sharing of rubrics easier. This comment was really aimed squarely at the USA market – so I see little use for it in the UK?
• Digital receipts (available in August 2013)will be accessible within the assignment inbox , by both instructors and students. I’ve tested this and it returns an email containing the uploaded paper submission! This development is also aimed at improving traceability,
• Improved grading (using GradeMark) and marking, including support for letter grades and decimal points,
• A “free” text entry box in GradeMark,
• Improve the rubric workflow by making the whole process much easier to use

They saved the wow factor for the end by running a demo’ of the  iPad app, due for release in January 2013. The app looked exactly like the document viewer as seen in the internet via our Blackboard integration. This means that it will prove to be an easy transition for current users. An instructor can also grade offline! The app will synchronise back to the web when the iPad has established a net connection. It was stressed that it is an instructor focussed app. I guess because they’ve already released WriteCheck aimed squarely at students?

We have summarised new features available at Aston using the recently agreed Direct integration on the TLC web page : http://tlc.aston.ac.uk/turnitin/new-features-and-releases .

Click here to view the embedded video.

• Use, and then feedback into the London Knowledge Lab’s updated Learning Design Support Environment. See the video above.
• JISC have produced an update guide on using Blackboard Collaborate.
• Blackboard Inc. have announced the launch of a Beta program for an interactive mobile application for Blackboard Collaborate(TM),  The new app would let learners participate in live Web conferencing sessions from smartphone and tablet devices, significantly expanding access to sessions delivered through the platform.  We are upgrading from Elluminate to Collaborate during July 2012.
• You can now add short audio feedback clips onto student scripts using Turnitin.
• Blackboard has updated its mobile app to accommodate test taking and to deliver alerts to students when changes happen to their courses without the learning management system (LMS) app being opened. Aston does not use BB mobile app’.
• Stay on top of Turnitin system up time by following their status tweets.
• Access our new PeerMark tutorial – courtesy of Cardiff learning support.
• Need to extend Blackboard functionality /any VLE easily – then use the IMS LTI standard! Read a recent interoperability paper written by Stephen Vickers.

Click here to view the embedded video.