Blackboard xpLor
Beta Pilot
Academic Technologies
Cornell University Library
Kim Nicholson - krw36@cornell.edu
Michelle Paolillo - map6@cornell.edu
xpLOR Beta
February 11, 2013
What is xpLor?
xpLor is an emerging product from Blackboard, a cloud-based learning object
repository(LOR). Learning objects include files (documents, PDFs, media clips),
quizzes, assignments, discussions, learning modules and rubrics. The intent is
to create an environment where content can be imported easily into Blackboard
Learn and other learning management systems such as Angel, Joule, and
Moodle. Although the xpLor content is expressed through the LMS interface through iframes, it actually
resides in the LOR throughout the class and beyond. xpLor includes authoring tools so that users may
create their own content in the LOR and make it available to wider audiences if they wish. Instructors
have the option, for example, of posting modules, tests and diagrams for use by other institutions.
Publishing companies are exploring repositories as vehicles to contribute large quantities of materials in
exchange for a percentage of sales.
The Beta Program (method)
In the fall of 2012, Blackboard invited colleges and universities to pilot a beta version of xpLor.
Participants were asked to create and share content, as well as provide feedback. Seventy-two
institutions accessed xpLor via their own LMS, (either Blackboard’s Learn, Angel, Joule or Moodle).
Cornell formed a team that included members from Academic Technologies and the Cornell University
Library. Each participant received one
instructor account and two student
accounts. The instructor account
accessed two premade, but empty course
shells. Student accounts mirrored what
real learners would see and experience.
The separate accounts enabled team
members to create different teaching
activities and conduct user testing from
each perspective, a process that would
surface assets, challenges and bugs of the
system. The xpLor repository came
prepopulated with modest amounts of
content from Blackboard, Khan Academy
and Kaplan. Throughout the pilot,
participants and the Blackboard team
continued to add content to the LOR.
Image courtesy of grcctoday.wordpress.com
In addition to experimentation on their
own time, participants were encouraged to attend synchronous interactive webinars for the larger pilot
group. Each month, Blackboard conducted one hour-long webinar to
• Introduce the system and its features
• Explain rationale behind development
• Present learning use case scenarios
• Obtain feedback from participants in real-time
xpLOR Beta
•
February 11, 2013
Assign “homework” for each week; homework assignments served as deeper guided
explorations of processes and features presented in the webinars.
A user forum within Uservoice (a commercial crowdsourcing forum) was also used to coordinate
comments from the participants. Additionally, the test environment included a course where webinar
materials, help documents and homework items were stored. Participants were encouraged to access
materials as needed. Blackboard staff were available to answer questions and provide technical
support. Each week, a list of known issues was made available for discussion.
Findings
The Cornell team identified advantages and challenges
throughout the pilot. On occasion, findings were shared
internally with staff within Academic Technologies and
Cornell Library to aid ongoing analysis.
Advantages
•
Basic concepts and core materials are well positioned for sharing with wider audiences. xpLor
appears to be a good fit for Cooperative Extension and K-12 environments. Team members
noted features designed specifically for pre-college learners. A grade level tag for example,
may be applied to identify content as appropriate for 7th graders.
•
There may be potential for Library staff in provisioning LOR content for import into classes at
the institution. Content could cover subject specific resources, as well as general guides such as
using library resources, proper citation, etc. In this model, CUL would own and create derivative
updates, and could inform users when newer content is available. The library could create
channels to ensure content types are easy to locate. Channel subscribers would benefit from
alerts and notifications.
•
Units at Cornell currently distributing materials pertaining to lab safety, diversity and inclusion,
academic integrity, research and grant management, workplace issues, etc., may similarly
publish content for use by instructors in courses.
•
xpLor could be used to support MOOCS as the LOR promotes sharing within and beyond the
institution.
•
Exchange of materials within multiple campuses (Weil, Doha, and Roosevelt) could be
facilitated.
Challenges
•
In general, there needs to be more thought from developers as to how xpLor integrates with
the LMS. The two systems function as separate but linked environments governed by separate
rules. This relationship requires users to monitor their own navigation and keep track when
each set applies. On their own, LMS course sites provide instructors with maximum control; the
LOR, less so. Confusion between the two spaces can lead to unintended results ranging from
merely annoying to unwanted release of intellectual property (discussed below).
•
If current trends continue, more LMS functions will be placed within the LOR making it even
harder to distinguish environments. An example would be an instructor losing track of a file
amidst a list of folders in what he or she believes is their LMS, but is in fact, the LOR. Explicit
xpLOR Beta
February 11, 2013
branding of each environment, cleaner UI design, better placement and labeling of links and
improved workflows are needed to insure clarity.
•
The LOR is a complex environment which may impede technical support. Objects can
simultaneously exist in and out of the repository. The functionality allows for stacked levels of
object presentation within iframes. The Cornell team built an instance of a YouTube video
placed in a Khan course that was simultaneously available “within” the LOR for import into
Blackboard courses. Intended or unintended breaks in the chain link will likely require lengthy
diagnosis by technical support with higher risk for error.
•
Permissions and licensing levels offered by xpLor are not as granular as LMS permissions.
Instructors currently grant multiple levels of access in Blackboard for their daily work with TA’s,
Administrative Assistants, Students, Graders, Course Builders and Guests. A similar collection of
roles is not available in xpLor. Confusion between the non-matching sets of permissions would
likely require increased technical support, training and documentation.
•
Extended access to content following course completion appears to be unavailable to
graduates. The Cornell team identified numerous units including JGSM, Veterinary Medicine,
College of Engineering, and others who would likely refrain from using such a system due to
constraints on any ability for customized, post-instructional access. At present, integration of
the LOR with Active Directory for group management does not appear to be available,
preventing us from integrating group management already supported on campus. The team
acknowledges that the current Blackboard Learn also lacks ability for customized, postinstructional access, however, in an environment as persistent as xpLor, it was hoped that
leveraging persistent content might support these previously identified needs.
•
Objects in the LOR are permanent which raises several concerns:
o There is not any envisioned process or supporting infrastructure for takedown. There
is no ability to remove or retrieve published (posted) content. There is no history panel
that enables users to undo actions. Material can easily be published to the LOR
accidentally and/or without appropriate copyright clearance. At present, the current
interface does not outline the risks to users.
 In response to these concerns, Blackboard introduced a feature called
“Retirement”. The scope of the Retirement option appears to be limited and
was not fully tested due to the release late in the pilot. Blackboard currently
has no plans to provide the ability to fully delete objects.
 The inability to delete or retrieve items may have a chilling effect on academic
content creators. The appeal and usefulness of the repository may be reduced.
o Permanency of objects appears to be in conflict with Cornell Policy pertaining to
storage of student-contributed material and grade information; all of which must be
removed following one year.
o The persistence of content attribution may add to the confusion surrounding the
ownership of academic materials. Content in Cornell’s Blackboard system is linked to
individual (instructor) accounts, through which content can be downloaded in event of
relocation such as transfer to another institution. This functionality does not appear to
be available in xpLOR. Content may remain associated with an author’s original post
(hence, earlier institution). Updating a user’s profile does not appear to update content
tags.
xpLOR Beta
February 11, 2013
Discussion and Next Steps
LORs are not new. LMS companies have been developing LORs for a few years; however, few have
experienced significant adoption. A long-standing challenge has been sufficient tagging and filtering for
searching: unless content is high-quality and well indexed, the system is not likely to attract users.
Instructors facing time constraints are unlikely to carefully tag content. Content provided by publishing
companies and organizations dedicated to distribution of learner materials (e.g. Khan Academy) is likely
to be more relevant and easier to locate. xpLor provides the advantage for users to share content
across multiple learning management systems. No longer would an institution be limited to materials
within their own collection of course sites. In Blackboard’s New Platform Strategy, Feldstein (2012)
refers to users being able to go beyond the “walled garden.”
Feldstein (2012) also asserts that the company has been influenced by a wave of educational publishers
going digital. “The current drive to digital [may be] an opportunity to overcome the historic barriers to
making a LOR successful.” For some, access to substantial amounts of free content adjacent to their
LMS holds appeal. K-12 communities may see potential, particularly in the wake of reduced resources.
What is not known is the degree to which higher education will embrace this sort of LOR. In the advent
of MOOCS and online learning alternatives, many are seeking increased ownership of faculty intellectual
property especially when university resources are utilized to create them. Presently in xpLor, “Rights
Management” settings are not clear. Takedown of objects is not possible. Users are at risk for sharing
content without understanding the ramifications of content being reused and redistributed by others.
The advantages and challenges warrant further investigation. Blackboard is currently reviewing feedback
from participating institutions. The xpLor module is due for release into the market in the spring of
2013. Staff members from Academic Technologies and the Cornell University Library will monitor
adoption and market feedback, and communicate findings to campus leaders. We welcome questions
and input. Please contact atc_support@cornell.edu or map6@cornell.edu.
References
Feldstein, M. (2012). “Blackboard’s New Platform Strategy” , e-Literate, August.
http://mfeldstein.com/blackboards-new-platform-strategy/