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 Bb
hIp://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 Bb
Where
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 Bb
for
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
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

!

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 own
As
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

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