Dirty Secret: I Don't Hate Blackboard

It begins a few days before the start of each semester. Tweets of frustration. Tweets of anger. Tweets of stupefied ambivalence. Tweets of unfettered rage. Many of the educators that I follow on Twitter have serious problems with Blackboard or similar “learning management systems.”

I’m no fan either, and I never have been. My first peer-reviewed publication attempted to describe why learning management systems are especially stifling for instruction in writing and rhetoric. I’m also sure that I too have tweeted something to the effect of “Blackboard/WebCT is horridly horrible” in the past. But I feel as though I’ve been harboring a dirty secret, especially when I read those tweets tweets of frustration.

I don’t hate Blackboard.

Over that last couple of years I’ve really backed away from a militant anti-LMS perspective in everyday practice, in large part because it’s simply not conducive to getting things done with what we have.[1]

A rhetorician, after all, makes do with what’s available.[2]

Because of any number of limitations, many instructors simply find ways to play their hands with the cards that they’ve been dealt. For me, this means working within the constraints of the LMS in the most effective way possible, and with the least amount of time, energy, and headache. I wonder if much of the frustration that instructors feel is borne of simply trying to make the LMS do more than it is actually capable of accomplishing on a day-to-day basis.

In point of fact, Blackboard does few things well. Its constraints are massive. Once acknowledged, this perspective actually frees the instructor (and students) to make a deliberate move toward metis.

So, let me begin with some basic premises: first, a locked-down LMS is simply not designed to facilitate public or semi-public discourse; second, the usability of Blackboard and WebCT (the two learning management systems with which I have first-hand experience) is notoriously poor for all users—instructors and students alike; and third, with its profound ontological and epistemic limitations and soul-sucking user experience, it makes sense to spend as little time in the LMS as possible.

Given these premises, then, of what use is Blackboard? Well, there are a couple of areas where the university-sanctioned LMS actually excels: first, it’s great at storing stuff; and second, it’s intentionally designed to facilitate assessment.[3]

I don’t hate Blackboard because I recognize and accept that its limitations are enormous, and as such, I don’t try to make it do anything beyond its extremely limited capabilities. Blackboard, therefore, doesn’t frustrate me in the least.

Here’s a quick rundown of how I use Blackboard:

• To store my syllabus (which includes lots of hyperlinks and can be viewed in-browser)
• To store supplemental reading material (PDFs of articles and such)
• To store assignment descriptions and rubrics
  • To store student deliverables in a knowledge work model, so that everyone in the class can see what everyone else did for a given deliverable
• To privately message my students with feedback and assessments

That’s it. I use Blackboard to do basically the two things (only things?) that it does reasonably well: store stuff and provide private, individual feedback.

And because this is all I do with the LMS, usability improves by simple subtraction.[4] The homepage basically has nothing (I use none of Blackboard’s faux-clever mix and match modules for “assignments,” “announcements,” or anything else; I delete them all). I have a simple left-hand menu which lists:

• Home
• Syllabus
• Supplemental Readings
• Discussions
• Messages

The Discussions area contains one forum, called “Deliverables.” Within this forum there are several threads, each of which corresponds to a given assignment (e.g., “Practicum 1”). The first post in a given thread is my assignment description and any attendant documents; when students have completed a deliverable, they simply reply to a message in the thread and upload their document (or hyperlink).

I use Messages to give my students feedback; they have a running tally of exactly where they stand at any point in the semester by simply consulting their private messages.

To reiterate: my Blackboard experience begins with deleting almost everything the LMS suggests I use; then I add only the things that the LMS can handle with reasonable efficiency. I store stuff there so it can be easily retrieved by students, and I provide feedback that can likewise be easily retrieved and maintained throughout a given semester.

This scenario leverages Blackboard’s few strengths. It means students can upload huge files (like PDFs with video and audio files related to their qualitative studies), that they can safely retrieve copyrighted work (such as articles provided as part of the course readings), and that they can safely maintain a record of their achievement in the course.

For everything else, there’s our face-to-face discussions and the interwebs, where they can have meaningful public and semi-public interactions with authentic audiences.[5]

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1. This is certainly not meant to shame anyone who tweets about the ontological frailties of Blackboard. I rather enjoy them, actually. Instead, I’ve chosen to take a more Stoic approach: some things are up to us, some things aren’t, and we would do well to focus on the things we can control, and those things alone. I don’t have the energy or influence to overturn my university’s LMS policy; I can offer my students interesting workarounds to the limitations of the LMS, however.  ↩

2. I believe it was either Aristotle or Morrissey who argued that “Rhetoric may be defined as the faculty of observing in any given case the available means of persuasion.”  ↩

3. I can hear you screaming at you screen: “It’s terrible at assessment!!1!” Stay with me here; I don’t use it for assessment in the ways that the designer intended…  ↩

4. Figuring out Blackboard’s Messaging UI, however, remains a serious problem for first-time users. I’m not sure how one could design a poorer messaging workflow. Honestly.  ↩

5. A final note. I have a colleague who grew up in Berkeley; I grew up in the East Bay as well. When I found out he was from Berkeley, I asked him if he hated Piedmont, an affluent enclave in the Berkeley hills that I resented when I was an angsty youngster. He replied, “No, I don’t hate Piedmont.” He understood why some folks did, but he didn’t see the point of hating something like an entire city. “What good could that possibly bring me?,” he wondered. Any residual disgust I harbored towards Piedmont disappeared on the spot.  ↩

App Quality Control

Flipboard for iPad certainly looks interesting. Unfortunately, it doesn't work. Flipboard buckled spectacularly after its App Store launch under the strains of tech media hype. A quick update to the app changed the protocol for signup to help deal with the strain—would-be users now must wait in line to enable Twitter and Facebook connections. I dutifully "reserved" my place in the queue.

Honestly, I'm not all that crazy about Flipboard in the first place. It essentially remediates the paradigm of the page (like oh so many digital reading applications), taking something fairly novel (like a Twitter timeline) and turning it into something not-novel—a magazine-like interface.

But all of this is really beside the point. I have no axe to grind with Flipboard. I just want to know that when I download an app from the App Store or the Android Market that said app will, um, work. That it doesn't work just yet is frustrating. So I was happy to have received some hope in my inbox this afternoon:

But alas, it seems that Flipboard's new queue system doesn't even work:

The good news? At least it was a free app...

Usurping Usability

Rensselaer Polytechnic Institute, Troy NY

4 Reasons Why Twitter Resonates with Generation X

Have you noticed the recent spate of articles about Twitter user demographics? For example, one of my Twitter contacts, @dreig, pointed me to a Reuters piece which suggests that "you could be forgiven for thinking that Twitter was the latest example of youth culture," noting its increasing popularity with those in more, well, advanced demographic brackets ("Twitter Older than it Looks"). Then there's a similar CNET post which points out that "the majority of Twitter users are 35 or older" ("Why Facebook and Twitter are aging gracefully").

Assuming the accuracy of the ComScore numbers that both articles cite, what are some of the factors influencing Twitter adoption among the 35+ demographic? I'll discuss here four of the key features that I feel have contributed to Twitter's popularity with Generation X (full disclosure: I'm 35).

1. It's Dead Simple

Twitter is flexible. Twitter is agile. Twitter is mobile. Usability, thy name is Twitter. These properties could easily have been listed as adoption attributes in their own right for those 35+, but I've chosen to gather them under the rubric of "Dead Simple" here, because collectively they contribute to the fact that Twitter just works (occasional sightings of Fail Whales notwithstanding).

For a generation in college at the dawn of the web, finding unfettered, dead simple, web-based applications is particularly noteworthy, since that same generation has seen so much that didn't work over the years. And as David Weinberger notes, "twitter is an app that scales as a platform." Twitter's flexibility and agility have enabled user-generated innovation and robust third-party development; mired for so long in virtual walled gardens, users 35+ can uniquely appreciate the relative freedom of information circulation that Twitter enables (remember, one can grab an RSS feed of any public Twitter user without ever signing up!). Which leads us to point number two. . .

2. It's Distributed

Since it scales as a platform, Twitter realizes some of the potential of distributed knowledge work. I want to make a distinction here that this isn't necessarily the same type of distributed communication found on social networks like Facebook, where symmetry is enforced and past relationships--now distrubuted--are reinforced.

There is some sense of distributed communication with far-flung social ties on Twitter, to be sure, but the affordances for distributed knowledge work are also more easily leveraged (meaning that I can find and follow someone like Valdis Krebs, for example, without having an algorithm tell me that someone else I know is following him too). And since many of those 35+ are especially inclined to make use of such affordances--say, for professional reasons--Twitter easily enables distributed connections based upon self-identified shared interests, rather than a shared past or location.

Adina Levin argues that Twitter's dynamic asymmetry enables "discovery [of other, distributed users] with low social expense" ("How Asymmetry Scales"). It's easy to find and follow on Twitter, regardless of preexisting knowledge, relationship, or spatial proximity. As a distributed platform, then, the 35+ crowd can selectively receive information from others all over the world more easily than even an RSS feed.

3. It's Public

In a recent Microsoft Research talk, danah boyd argues that "social media continues to be age-graded. Right now, Twitter is all the rage, but are kids using it? For the most part, no" ("Social Media is Here to Stay ... Now What?"). She then explores why this is the case, and hits upon something that has been largely ignored: "the culture of Twitter is all about participation in a large public square ... many are leveraging Twitter to be a part of a broad dialogue. Teens are much more motivated to talk only with their friends..."

In my field, we approach this "participation in a large public square" from the perspective of civic rhetorics, of discursively contributing to culture at large. Those who are 35 and over are well-positioned and uniquely inclined to participate in civic rhetorics for personal, professional, and social reasons.

On a personal level, the 35+ user is likely to feel that age and experience lend a certain viability to their public voice. In professional terms, the 35+ user can leverage the distributed, public knowledge work noted above, while also deploying Twitter as a space to shape professional image. Finally, in social terms, a recognition of shared interests and a desire to shape shared futures allows the 35+ user to contribute publically to political discourse.

4. It's about Communication

In a certain sense, Twitter is really not a social network. The barriers to participation are tremendously low, and the primary--really the only--unit of social connection is discourse (isn't it nearly always so?). Twitter is about talk, and it's dead simple platform makes such talk travel and scale in ways that those 35+ are especially positioned to appreciate.

Generation X came of age with email, and likewise saw email's transition from novelty to nuisance. This morning when I checked my inbox, I found 40 things I didn't want; when I similarly checked my incoming tweets (on my mobie), I found 50 more things that I had explicitly asked for. And those tweets are incredible pivots for social interaction, for simple, agile, distributed, public connections with others that foster ineraction in ways that walled social networks and email simply cannot broach.