You're a genius, Blackboard Bear.

Cuento de fantasía y amistad. Anthony desea poder ir a la luna, pero su padre no puede construir una nave espacial. Su amigo imaginario Oso Pizarra, por supuesto, sabe lo que hacer, por lo que tanto él como Anthony diseñan la nave perfecta y la llenan con comida, agua y otros artículos de primera necesidad. Preocupado por si podrían encontrar monstruos en la luna, Anthony decide permanecer seguro y caliente en casa, con su peluche. Oso Pizarra regresa de las estrellas con un recuerdo para su amigo.

Evaluación del Uso de la plataforma de apendizaje en línea 'Blackboard' en la enseñanza-aprendizaje de lenguas.

Resumen tomado de la publicación. Incluye apéndices con recomendaciones, entrevistas y cuestionarios

Realización de seminarios a distancia mediante el uso de herramientas de blackboard (wimbaclassroom de webct) para conocer las aplicaciones y avances de los cultivos celulares en relación al ámbito laboral.

Resumen tomado de la publicación

Uso y evaluación de la plataforma de enseñanza-aprendizaje virtual 'Blackboard'.

Monográfico con el título: 'Blended learning'. Resumen basado en el de la publicación

Facebook & Blackboard: comparison of learner perspectives

Different systems, different purposes – but how do they compare as learning environments? We undertook a survey of students at the University, asking whether they learned from their use of the systems, whether they made contact with other students through them, and how often they used them. Although it was a small scale survey, the results are quite enlightening and quite surprising. Blackboard is populated with learning material, has all the students on a module signed up to it, a safe environment (in terms of Acceptable Use and some degree of staff monitoring) and provides privacy within the learning group (plus lecturer and relevant support staff). Facebook, on the other hand, has no learning material, only some of the students using the system, and on the face of it, it has the opportunity for slips in privacy and potential bullying because the Acceptable Use policy is more lax than an institutional one, and breaches must be dealt with on an exception basis, when reported. So why do more students find people on their courses through Facebook than Blackboard? And why are up to 50% of students reporting that they have learned from using Facebook? Interviews indicate that students in subjects which use seminars are using Facebook to facilitate working groups – they can set up private groups which give them privacy to discuss ideas in an environment which perceived as safer than Blackboard can provide. No staff interference, unless they choose to invite them in, and the opportunity to select who in the class can engage. The other striking finding is the difference in use between the genders. Males are using blackboard more frequently than females, whilst the reverse is true for Facebook. Interviews suggest that this may have something to do with needing to access lecture notes… Overall, though, it appears that there is little relationship between the time spent engaging with Blackboard and reports that students have learned from it. Because Blackboard is our central repository for notes, any contact is likely to result in some learning. Facebook, however, shows a clear relationship between frequency of use and perception of learning – and our students post frequently to Facebook. Whilst much of this is probably trivia and social chit chat, the educational elements of it are, de facto, contructivist in nature. Further questions need to be answered - Is the reason the students learn from Facebook because they are creating content which others will see and comment on? Is it because they can engage in a dialogue, without the risk of interruption by others?

Facebook & BlackBoard: comparative view of learning environments

For several years, online educational tools such as Blackboard have been used by Universities to foster collaborative learning in an online setting. Such tools tend to be implemented in a top-down fashion, with the institution providing the tool to the students and instructing them to use it. Recently, however, a more informal, bottom up approach is increasingly being employed by the students themselves in the form of social networks such as Facebook. With over 9,000 registered Facebook users at the beginning of this study, rising to over 12,000 at the University of Reading alone, Facebook is becoming the de facto social network of choice for higher education students in the UK, and there was increasing anecdotal evidence that students were actively learning via Facebook rather than through BlackBoard. To test the validity of these anecdotes, a questionnaire was sent to students, asking them about their learning experiences via BlackBoard and Facebook. The results show that students are making use of the tools available to them even when there is no formal academic content, and that increased use of a social networking tool is correlated with a reported increase in learning as a result of that use.

Virtual Office Hours Using Blackboard Collaborate

Virtual Office Hours are a possibility that any professor can take advantage of using Blackboard Collaborate. Why not cater to your online students by allowing them to have live chats with you as if you were face to face during regular office hours? Come learn about this innovative way to use Blackboard Collaborate with your students.

Collaborating Blackboard into Teaching – Case Study

In this presentation, a business instructor will discuss a variety of Blackboard functions and describe how technology enhances teaching and learning. It will also address the challenges and issues facing both instructors and students in an online learning environment.

Using Blackboard Administered Precourse and Post course Tests to Assess Student Readiness to Learn and Change in Knowledge

Students arrive at classes with a varying social situations and course subject knowledge. Blackboard is a web based course delivery program that permits testing of students before arriving at the first class. A pretest was used to assess preexisting subject knowledge(S) and a survey was used to assess non-subject (N) factors that might impact the student’s final grade. A posttest was administered after all content was delivered and used to access change in S. [See PDF for complete abstract]

Italo-Swiss "Chalk and blackboard interactive 2-day workshop"-participants feedback

Ten "chalk and blackboard interactive workshops" have taken place between 2011 and 2015 in Southern Switzerland or Italy. Students, residents and expert pediatricians meet during 2 days and discuss 10-15 cases. Pediatricians promote reasoning, provide supporting information and correct statements. Emphasis is placed on history taking and examination, and on all participants being involved in a stimulating atmosphere. Thirty-seven participants were asked, ≥3 months after workshop-completion, to evaluate the workshop and a recent teaching session. Thirty answered and scored the workshop as excellent (N = 24) or above average (N = 6). The scores assigned to the workshop were higher (P < 0.001) than those assigned to the lecture-based teaching.

Curiosities of the Bible : pertaining to Scripture persons, places, and things including prize questions and answers, Bible studies and test exercises founded upon and answered in the Bible, including blackboard outlines, seed thoughts illustrated, scripture emblems and allegories, Bible readings,concert exercises, prayer meeting subjects and daily readings with many ready reference tables and maps /

Mode of access: Internet.

Normal physiology : with blackboard drawings. Designed for use in institutes and for reviews in grammar and high schools /

Mode of access: Internet.