Abstract: King Saud University is in the process of adopting and implementing the interactive Blackboard Learning Management Systems (LMSs) with features that allow members of staff and teachers from different faculties to access, upload assignments, send quizzes, download content, and evaluate the academic progress of the members of faculty. However, many faculty members complain about the accessibility and usability of the e-learning software because of the perceptions that the interactive features are not user friendly. Little research has been done to evaluate the accessibility and usability of the e-learning software. The current study was conducted to answer the research questions on the accessibility and usability of the blackboard vista e-learning software and the barriers of user experience when interacting with blackboard. The study was based on the hypothesis that Blackboard LMS is highly accessible and usable by teachers in the King Saud University and a hypothesis that stated otherwise. The elements that were evaluated using questionnaires include the design user interface, navigational features, and ease of use to answer the research questions. The results proved the hypothesis that ‘Blackboard LMS is accessible and usable by the teachers from different faculties for the delivery of content in the King Saud University. However, the study recommends that university should customize the e-learning software to the needs of the teachers to offer courses in English and in Arabic to increase and enhance the accessibility and usability of the software.

Abstract: This paper describes a small-scale, practitioner-led study of the use of breakout rooms for small group work in synchronous online tutorials using the Blackboard Collaborate tool. The project draws on the writer’s own experience of using breakout rooms in online tutorials over a period of 10 months, both as a tutor of two health and social care undergraduate modules and as a student of modules in a different faculty. It also draws on the experience of tutor colleagues. The project identifies three main benefits of using breakout rooms. Firstly, they are a useful tool for facilitating collaborative learning and interaction. Interaction takes on particular significance in online tutorials. In a face-to-face session the tutor can see if a student’s attention has wandered and gauge their response to the session. In contrast, a student can log into an online tutorial room and appear to be fully engaged with a lecture style session, whilst actually doing many other things and learning little. Interaction in an online tutorial also provides students learning at a distance with a rare opportunity for peer-to-peer contact, which can be invaluable in building relationships and confidence. Further benefits are identified in terms of empowering students to contribute to the session plan and content and also giving the tutor a break from presenting. Perceived barriers to breakout room use are identified around technical difficulties, small numbers of students and in terms of student skill and confidence. The only significant actual barrier to breakout room use identified relates to tutor skill and confidence.

Abstract: This study investigated the effect of Blackboard-based instruction on pre-service teachers' achievement in the teaching methods course at The Faculty of Education for Girls, in Bisha, KSA. Forty seventh-level English Department students were randomly assigned into either the experimental group (N=20) or the control group (N=20). While studying their teaching methods course, the experimental group received instruction via Blackboard Collaborate, whereas the control group received traditional instruction. The two groups were pre-post tested using a teaching methods test prepared by the researcher. Two hypotheses were formulated and tested. Results obtained from Wilcoxon Signed Ranks Test and Mann-Whitney Test revealed that Blackboard-based instruction was effective in enhancing the achievement of the experimental group. In addition, compared to traditional instruction, Blackboard-based instruction was more effective in improving the participants' achievement as it provided them with multiple opportunities to explore alternative means to interact with teachers, peers, course material and activities.

Abstract: This paper reports on a case study of the use of Facebook in learning and teaching in higher education Facebook was used as a venue for online discussion to support the existing Learning Management System (in this case Blackboard) in the unit Internet Collaboration and Organisation as part of the Internet Communications degree taught fully online through Open Universities Australia (OUA) Students’ posts to both Facebook and the Blackboard discussion forum were analysed for content, length, and when throughout the study period they were posted This is significant as much of the previous work in this area has relied on students self-reporting, rather than direct observation of student behaviour These results were then compared to earlier instances of the same unit that ran within the previous twelve months, one fully online with OUA only using the Blackboard discussion group, and a second taught at Curtin University with both blended learning for students at the University’s Bentley campus as well as fully online for external students, that utilised both Blackboard and Facebook The results show that Facebook greatly increases the level of student activity in online discussions, both absolutely and in the level of sustained activity across the unit’s study period Facebook groups also had a different pattern of content from Blackboard In Blackboard discussion is more focused on the set unit learning content, in Facebook students were using the groups to discuss administration and assignments and also bring in additional material from outside the units set learning materials Facebook posts, while more sustained over the semester, were shorter in length This study found that the addition of a Facebook discussion forum does not noticeably impact on the use of Blackboard’s discussion forum, but rather adds a new dimension to the mix of online interaction The paper concludes that there is value in using both of these forums for student interaction, but unit design needs to take into account the different affordances of each to maximise their utility https://doiorg/1034105/jkmel201608028

Abstract: Summary: The progressive digitalization of our society has also transformed the online training. The new platforms offer more features, favour a tailored education and are compatible with the working life of the student. From the servers it is possible to measure the rate of interaction and the student’s dropout rates. For this reason, the phenomenon of Big Data requires a rethinking of the concept of reputation based on three ideas: transparency, trust and digital identity of the educational organization. This article analyzes the case of the School of Communication at the Istmo University (UNIS) in Guatemala. The use of Blackboard platform improved learning and interaction in those students. It is confirmed that the e-learning platform known as Blackboard facilitates learning and teacher-student interaction. This tool collects and updates data throughout the process, so that the educational organization can monitor the degree of interaction and student dropout.

Abstract: Blackboard platform has become a network teaching platform, which is widely appreciated by colleges, universities, and other educational institutions worldwide for its convenient operation interface, strong teaching functional modulus, and diverse online courses and tools. According to subject characteristics and curriculum practice of human resources management, a blended learning pattern based on a blackboard network platform was designed and implemented in this paper for the course of Recruitment and Employment Management from four aspects: curriculum frontal analysis, teaching environment creation, learning activity design, and learning evaluation. This learning pattern extended teaching activities from classroom to the outside, realized deep integration between the teaching behavior of teachers and the learning behavior of students, and met diversified learning demands of students, thereby improving the teaching efficiency.

Abstract: The purpose of this study was to investigate how Cape Peninsula University of Technology (CPUT) Libraries can contribute to knowledge management processes using the Learning Management System, Blackboard, by embedding the librarian in the learning environment to support blended learning. Structured interviews were conducted at CPUT with eight lecturers involved in the Extended Curriculum Programme (ECP) in Faculty A and with one Faculty A librarian. One of the main findings indicated that lecturers use various teaching methods to support ECP students. Knowledge sharing between lecturers and the librarian mainly takes place during meetings and via email, but not via Blackboard. Training on Blackboard and current awareness of features such as Blackboard Collaborate are needed. Departments within Faculty A considered working together with the faculty librarian to support ECP students essential; they found it beneficial, important and very useful. Departments perceived Blackboard as a communication platform as well as a useful teaching tool. Both positive and negative experiences were shared about the use of Blackboard in the ECP. Although lecturers and the librarian thought that Blackboard improved student learning, both were aware of other means of reaching the students online such as Facebook or Google. Overall, there is a good working relationship between lecturers and the librarian with regard to supporting ECP students. It is therefore important that parties seeking collaboration should create an appropriate platform for interaction. One of the limitations of the study is that it excludes the student experience of using the online learning environment at CPUT. The study could inform CPUT Libraries and the university community regarding improving knowledge management practices.

Abstract: An architecture for distributed decision making and command / control, which is based on an extrapolation of the Blackboard architectural style, is presented. The proposed architecture utilizes boundary rules as connection / coordination points between multiple blackboards, allowing a distributed knowledge base to span multiple physical systems, while minimizing data duplication and data replication communications. When a boundary node is asserted, this is replicated to all other blackboards containing this node. Network state update information is, thus, limited to updating boundary node status and updates regarding system status (i.e., a system being detected by other systems as offline or back online, etc.). This paper provides an overview of the proposed architecture and its implementation. It describes several possible implementation scenarios for the proposed concept and compares its performance, under a theoretical scenario, to other distributed command / control approaches. Through this work, the efficacy of the proposed technique is demonstrated, from a communications requirement reduction perspective.

Abstract: In this paper we prove lower bounds on randomized multiparty communication complexity, mainly in the message-passing model, where messages are sent player-to-player. Some of our results apply to the blackboard model, where each message is written on a blackboard for all players to see. We introduce a new technique for proving such bounds, called symmetrization, which is natural, intuitive, and often easy to use. For example, for the problem where each of $k$ players gets a bit-vector of length $n$, and the goal is to compute the coordinatewise XOR of these vectors, we prove a tight lower bound of $\Omega(nk)$ in the blackboard model. For the same problem with AND instead of XOR, we prove a lower bound of roughly $\Omega(nk)$ in the message-passing model (assuming $k \le n/3200$) and $\Omega(n \log k)$ in the blackboard model. We also prove lower bounds for bitwise majority, for a graph-connectivity problem, and for other problems; the technique seems applicable to a wide range of other problems as well. A...

Abstract: The purpose of this study was to investigate the lecturers’ acceptance level of the learning management system (LMS) at applying the extended technology acceptance model (TAM). This research has be...

Abstract: Many Saudi universities recently have used different technologies including a learning management system (LMS) to establish their blended learning systems. Faculty and students are encouraged to use online resources in their courses. I was interested in learning if English as a foreign language (EFL) teachers used Blackboard as a LMS to promote English learning outside the classroom and to extend limited opportunities of using English in Saudi Arabia. This study is important for EFL teaching and learning because it describes how web-based learning platforms are used to promote learning of English. It also sheds light on the teachers’ approaches, suggestions, and perceptions as well as on the students’ experiences and perceptions. It helps policymakers in Saudi Arabia to understand the role of web-based technologies (WbTs) in students’ learning of English outside the classroom. This study is motivated by one main research question: How does the adoption of Blackboard in this university help teachers provide web-based opportunities and employ online resources to support students’ English learning outside the classroom? This question is explored through three sub-questions.

Abstract: The use of computer technologies for increasing the efficiency of physics teaching is discussed. Proposed approach includes the development of professionally oriented teaching, the use of multimedia lecture courses, the use of Learning Management Systems (such as Blackboard Learn and MOODLE), webinars, etc. It is proposed to organize distributed educational system in a form of Grid infrastructure joining educational facilities of 4 St. Petersburg universities. This Grid infrastructure can provide equal access to all kinds of resources for the students and lecturers in order to teach and study physics more efficiently.

Abstract: The invention relates to a multifunctional electronic blackboard The multifunctional electronic blackboard comprises a rectangular blackboard body, an entity display stand and a camera The camera is arranged at the top of the outer side of the blackboard body, and the entity display stand is arranged at the bottom of the blackboard body in a manner of being capable of being stored An infrared touch display screen connected with the camera is arranged in a left half area of the blackboard body, and a panel where writing can be carried out is arranged in a right half area of the blackboard body The entity display stand comprises a module frame, a display stand table, a bearing connecting shaft and an axial motion sliding block; and the module frame is embedded into the blackboard body, the axial motion sliding block is arranged on a lower frame of the module frame in a sliding manner, and a pair of limiting sleeves are arranged on the axial motion sliding block According to the multifunctional electronic blackboard, the blackboard body is divided into two parts including the infrared touch display screen and the writing panel, and the problem that when a teacher stands in front of a platform, the body of the teacher is prone to blocking the sight of students, and consequently the students cannot see contents on the display screen is solved; and the multifunctional electronic blackboard is simple and practical in structure, low in cost and convenient to use

Abstract: The popularity of learning management systems (LMSs) in ELT has been enhanced due to extensive availability of technological infrastructure for educational institutions. Previous studies reveal the fact that adoption of new technologies is always supported by the positive insights of the practitioners. Current study is based on the same ideology and aims to explore EFL teachers’ perceptions of the constructive application of blackboard technology in English Language Teaching. In order to investigate the teachers’ perceptions on the use of blackboard system, the researcher and 40 Language teachers from a major English Language Institute -King Abdulaziz Universty (KAU)-participated in this study; a survey questionnaire was used as the research tool. Overall study reflects a positive trend towards the use of blackboard system in language teaching at ELI – KAU. Majority of the participants confirmed that the use of Blackboard provides a structured e-learning platform that facilitates the development of a healthy learner-centered arena in ELT. Additionally, the present study aims to highlight the pedagogical implication of blackboard system as a source of blended learning.

Abstract: The blackboard architecture has particular utility in applications where conclusions must be drawn in the absence of human involvement Through properly crafted rules, this approach can determine what a collection of data may mean This can be utilized by other onboard software to limit transmission to only relevant data or conclusions Some applications, such as robotic exploration, may preclude or severely limit the availability of controller-to-craft-agent communications In this case, the maintenance of the system must be performed autonomouslyThis paper discusses common maintenance tasks that may be relevant to a long-running blackboard-based system eg clearing extraneous data from the blackboard regularly to improve performance, archiving relevant but infrequently used data for performance enhancement A system for automating these tasks is presented that is suitable for most blackboard-style systems Its particular utility to those that cannot be easily accessed is discussed Quantitative analysis of the value of removing rules from the system is performed and presented, and these results are extrapolated to several prospective blackboard maintenance approaches

Abstract: The utility model provides a blackboard is used in education, the on -line screen storage device comprises a base, the main support, the assistant support, the fixed plate, zola's blackboard, the blackboard is drawn on the right side, base bottom movable mounting has the universal wheel, the main support is installed to the base top, the assistant support imbeds in the main support through the fastening knob, assistant support top movable mounting has the fixed plate, the below of going up of fixed plate is equipped with the spout, the blackboard was drawn on zola's blackboard and the right side last lower extreme be equipped with with spout assorted pulley, the zola's blackboard and the right side draw the blackboard activity to locate in the spout, and zola's blackboard draws the inboard of blackboard to be equipped with corresponding draw -in groove and buckle respectively with the right side, zola's blackboard draws the below of blackboard to be equipped with the chalk dust collecting vat with the right side, be equipped with embedded electronic display screen on the fixed plate, the top of fixed plate is equipped with the rectangle mounting groove and sets up the LED emitting diode in the rectangle mounting groove, the below of fixed plate is equipped with school timetable placing bag, operation panel and at least one USB interface, be equipped with on the base and sit bench and garbage bin fixing base. The utility model discloses do benefit to and improve teaching?effects.

Abstract: In 2014, the School of Medicine Fremantle of the University of Notre Dame Australia initiated a study to explore the curriculum underpinning portfolios used by first-year medical students. The School had used portfolios since 2005 and judged it timely to consider digital technologies as a mechanism to enhance student learning and improve efficiencies. A qualitative approach was adopted that investigated how the curriculum intersected with two ePortfolio platforms: Blackboard and Mahara. Data pertaining to the way in which Blackboard and Mahara ePortfolio platforms supported existing curriculum were collected from students through focus groups and tutors via interviews. As a measure of comparison, data were also collected from students and tutors who used the existing paper-based portfolio system. Findings confirmed that the curriculum should shape the way in which technology solutions are interpreted and implemented. It is posited that low-tech solutions are sometimes most appropriate for the curriculum context. However, exploring the potential of digital technologies helped the School to imagine other possibilities for curriculum renewal. Indeed, one outcome of the research was the development of a plan to re-invigorate portfolios, shifting the current task-based emphasis to one which recognizes the key role of reflection. The study may be of interest to teachers and managers seeking to explore ePortfolios as part of broader curriculum renewal initiatives.

Abstract: Blackboard is the most famous learning management system (LMS) for online course in global higher education. It is an interactive learning platform that supports both instructor and student to create, utilize and share the digital contents. This study examined how users use functions and features of Blackboard. We discussed Blackboard as an environment where digital contents are produced and reproduced and an interactive communication tool to understand the use of Blackboard.

Abstract: This paper tried to examine the academics' acceptance for the use of Blackboard learning management system using Technology Acceptance Model (TAM) as an analysis approach. Four factors of TAM namely Perceived Ease of Use, Perceived Usefulness, Attitude, Behavior Intention, and Perceived convenience as an additional factor were used as the evaluation model factors to measure the academics’ technology acceptance and a total of six hypotheses were proposed. An online questionnaire was conducted to extract the information from academics of Najran University (NU) and a total of 157 respondents were collected. Our findings illustrated that the five factors mentioned have inter correlated effect to explain the academics’ behavior and Perceived convenience was determined as the key factor. Keywords: Blackboard Learning Management System (BbLMS), Technology Acceptance Model (TAM), Saudi Arabi a.

Abstract: The invention relates to a panoramic view adaptive teacher image analysis method, which is used for the campus professional video live broadcasting and shooting A system provided by the panoramic view adaptive teacher image analysis method comprises an embedded host, a displayer and a camera for shooting a teacher; the camera can shoot a teacher platform and a whole wall body where the blackboard is positioned; the embedded host is used for analyzing and determining the data transmitted by the camera and displays the main image through the displayer; and the camera shoots a teacher panorama and a teacher foreground By using the invention, the shooting task can be finished through one camera without the need of the holder and any camera can be used

Abstract: The emerging eLearning paradigm is becoming increasingly used in many academic disciplines. The concept acknowledges learning processes that no longer deploy only traditional teaching methods. It can be argued that today’s third level education students are part of a new virtual era where the blackboard has been replaced by the interactive whiteboard, so more interactive and virtually orientated teaching aids are required to assist in the transition from traditional learning to eLearning. The key objective of this paper is to propose a simulation-based learning framework that integrates web-based simulation and a web content management hierarchy model. Using the highly complex subject of supply chain management as a field of study, the newly developed eSimulation tool allows users to examine various management strategies in real-life scenarios, encourages group work and offers remote access capabilities for distance learning. Interactive learning is facilitated using a web-based portal, enabling instructors to demonstrate the complexity of decisions in multiple criteria environments and also demonstrate the impact of various strategies on performance to the users. eSimulation creates an animated experience and better understanding of the system dynamics of decision-making processes. The portal interface is friendly and, hence, has the potential to be applied in other subject areas.

Abstract: The invention discloses a multifunctional cloud blackboard, and aims at providing the multifunctional cloud blackboard which is lower in the cost, newer and more diverse in the teaching presenting mode and convenient for statistical teaching analysis. The multifunctional cloud blackboard comprises cloud interactive electronic blackboards, the cloud interactive electronic blackboards are managed by a cloud management platform via local area network or Internet, and the cloud management platform comprises a video monitoring and cloud storage management system, a video direct broadcast and break management system, an equipment monitoring and terminal managing system and a teaching interaction management system. According to the invention, a traditional teaching mode is changed, the teaching quality is improved, and interaction between students and teachers is greatly improved; a three-window recorded broadcast system that satisfies requirements for recorded broadcast video interface in the domestic teaching field is provided for discussion, analysis, watching and filing in teaching; convenience is provided for tracking and assessment of teaching content and quality for teaching and researching groups, schools, teaching regions, teaching and researching mechanism and teaching charging departments, and big data of teaching can be calculated and analyzed conveniently.

Abstract: Mobile learning M-learning applications are gaining high momentum and popularity in easing the learning process. However, engineering M-learning applications contain several challenges, specifically in terms of engineering requirements. Despite of a large amount of significant research in the field of M-learning, there is not much research focused on the requirements from a quality perspective, mainly the non-functional requirements that would allow the evaluation of M-leaning applications. This paper proposes a model that captures M-learning non-functional requirements from three dimensions: pedagogical and educational, social and cultural, and business and economical. This model allows the assessment of the quality of M-learning applications. Four different M-learning applications Edmodo, Schoology, Moodle and Blackboard have therefore been used to discuss the model. This effort is part of a number of expected outcomes of funded research project that investigate the development, adoption and dissemination of M-learning in Oman.

Abstract: The utility model provides a smart classroom system relates to the auxiliary assembly technical field of school, including intelligent blackboard, classroom host computer, teacher with mobile terminal, student with mobile terminal and routing equipment. Intelligence the blackboard with the classroom host computer is connected, the classroom host computer with routing equipment passes through circuit connection, routing equipment through down communication interface with the teacher connects with mobile terminal with mobile terminal and student, intelligence blackboard, teacher all are provided with touch module and display module with mobile terminal and student with mobile terminal. The utility model discloses the sharing and demonstrate of realization knowledge that can be quicker, reinforcing classroom teaching's teachers and students are interactive, transfer student's study enthusiasm. And automatic gathers classroom teaching in -process teacher, student's data for support individualized education data of various teachers and students and colony to educate big analysis of the data.

Abstract: The invention relates to a multifunctional interaction type intelligent multimedia electronic blackboard technology. A blackboard is designed as a large-format touch screen system. A built-in computer judges writing and drawing tracks according to change of pressure and electric characteristics of the blackboard and the stressed signals of electronic chalk, and the displayed result in the contact position is erased by judging the change of the pressure and electric characteristics of the blackboard and the stressed signals of an electronic blackboard eraser, so that the writing-on-blackboard function is realized. Through a peripheral equipment interface, multimedia information of a peripheral computer can be displayed in any position of the blackboard. A built-in drawing-assisting program can assist a teacher in manually drawing regular geometric figures. At the same time, the writing content on the blackboard and teaching recorded sound of the teacher are simultaneously and dynamically stored in a storage system, and a student can learn the stored multimedia writing-on-blackboard teaching videos at any time. While inheriting the advantages of the writing-on-blackboard teaching and current multimedia teaching, the multifunctional interaction type intelligent multimedia electronic blackboard technology reasonably avoids the defects, and therefore the functions of the blackboard are greatly improved and enriched.

Abstract: Many tertiary institutions tout their implementation of e-learning technology as a way to lure prospective students, and promised implementation of e-learning strategies in college programs is crucial for securing valuable federal government grants. At the core of most e-learning strategies is the institution's course management system (CMS). A CMS facilitates efficient course management, increased learning outcomes, and greater student autonomy. However, getting faculty and staff to adopt the CMS has proved challenging (Black, Beck, Dawson, Jinks & DiPietro, 2007). Applying a modified technology acceptance model (TAM) (Alharbi & Drew, 2014), teachers in a university-level English language program were asked to share their opinions about the Blackboard® CMS. This study reports on faculty application of the Blackboard CMS, faculty perceptions of the Blackboard CMS according to a TAM analysis, and presents steps for augmenting the effective use of the CMS in all English courses.

Abstract: Mobile, self-organising robots are seen to be a possible solution to overcome the current limitations of fixed, dedicated automation systems particularly in the area of large structure assembly. Two of the key challenges for traditional dedicated automation systems in large structure assembly are considered to be the transportation of products and the adaptation of manufacturing processes to changes in requirements. In order to make dynamic, self-organising systems a reality, several challenges in the process dynamics and logistical control need to be solved. In this paper, we propose a Multi-Agent System (MAS) approach to self-organise mobile robots in large structure assembly. The model is based on fixed-priority pre-emptive scheduling and uses a blackboard agent as a central information source and to facilitate more common goal directed distributed negotiation and decision making between agents representing the different needs of products and available mobile resources (robots).

Abstract: The invention relates to a blackboard erasing device, in particular to a blackboard erasing device for education and teaching. The technical problem, which the invention needs to solve, is to provide a blackboard erasing device for education and teaching, which is time-saving and labor-saving, prevents chalk dust from being inhaled and avoids damage to a human body. In order to solve the technical problem, the invention provides the blackboard erasing device for education and teaching, which comprises a lifting frame, a first sliding block, a first sliding rail, a first blackboard eraser, a rack, a disk, a first supporting rod, a first connecting rod, a second supporting rod, a second blackboard eraser, a first swinging base, a sector gear, a second connecting rod, an air cylinder, a second swinging base, an electric push rod, a second sliding block, a pull rope, an electric wheel, a second sliding rail, a third supporting rod and a third blackboard eraser, wherein the second sliding rail is arranged on the wall; and the second sliding block is arranged on the second sliding rail. The invention has the effects that the blackboard erasing device for education and teaching is time-saving and labor-saving, prevents chalk dust from being inhaled and avoids damage to the human body.

Abstract: We have built a display wall system with four liquid crystal displays to provide a very large visual area for university lectures. A program was developed to transform the display wall into an electronic blackboard. It has been used in a long-term classroom practice. Based on the research results, we demonstrate the benefits of the digital multi-display system for classroom learning.