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e-assessment with Bb

Posted by mbrenner Oct 28, 2016

We in the Univeristy of Gävle in Sweden have used Bb since 1998 (Then the was the first web2.0 LMS...), and from 2001 we hade Bb om our own servers. From 2015 we have Bb Learn on Manage Hosting with Bb Mobile Learn and integration with and with EBSCO Curriculum Builder.


We use e-assessement fully with Bb, even online assessment/e-exam with the Test-tool.


I myself have written en report, published in December 2015 about E-assesment/E-exam calld Datoriserad tentamen, your can read and download the report here: Datoriserad_Tentamen_Slutrapport2015_arkiv160107.pdf - Box


I remain.


/Mats Brenner, ICT-educator University of Gävle - Learning Center as Bb Admin.




We are now testing the system AB Tutor (Classroom Management System) in combination with Bb Learn. The students will only have the possibility to write the e-exam in a Word-file and then in the end of exam session hand in the document file to Bb Learn > Assignment. They will be able to do this - the essay question type in the online-Test-tool not fully support to write long text and then to do the examination (with rubrics and so on..). The students will use computers in computer classroom. We use now online-test with Bb (question types that auto-corrected) with large volumes of students, example 160 examinees at the same time!


I will report/blogg further on.




I have proposed in the Bb idea exchange today this: Essay question have to be saved as "Google Docs"-type and i propose Bb do this, integrate with and Box Note - so we can have e-exams high stake essay questions with the Bb Test-tool:


The problem is that the essay question in the Test-tool does not accept that student do a high stake longer written e-exam in Bb now. We have to have a question that save the text automatic (as in Google Docs and in I propose a light integration with (function Box Note) so the student can write online and the text is saved accurate 5-10 sec. This new Assignment or Test-question type is easy to implement for all parts, Bb, and the Customer.


Now many of Bb customers have to have additional costly e-exam system as complement - dependence on one more system i a problem for grading, marking and handling the studenter exams and assigment, is not a good solution.


Please investigate this easy solution and solve this problem with and launch this solution within 2018 or at latest in early spring 2019.


I remain.


/Mats Brenner, Bb Admin - University of Gävle (customer sinch 1998 with Bb Course Site and now Bb Learn..)

I returned home with an A- grade earned in an important exam.  I shared the news with my father, and he then asked, “You got an A, good.  What was the minus for?”.  I suspect this scenario is familiar to many students today.  A concept of perfectionism, which is an addiction to process and an unhealthy way to distract from other problems (Brown, 2010), affects the educational system in an important way.


When students focus on grades, not just grades, but excellent grades, the idea of learning is somewhat lost.  Students develop the skills of memorization, and reverse engineering of exam questions, and hacking the assessment process to attain the goal of excellent marks.  However, the learning and the love of the subject matter tend to be lost in the wind.


Grades are high stake rewards in today’s educational system.  Scholarships depend on grades. The ability to join an academic program, parent expectations, admission to a school, they are all dependent on grades.  This is partly why college courses are poorly designed games.  What needs to be re-introduced to college courses is the idea of safe-failure and support of multiple attempts for mastery.  Instead of having a single assignment and a graded critique, courses should support re-submission of the same assignment and tracking experience of the student in the process.  Of course, computer automation helps in providing timely feedback and scaling this approach.  Collaboration with some of the contemporary solutions from textbook publishers is helpful.


Success is just a byproduct or side-effect of failure.  Design thinking teaches us that failing as a team on purpose and redeveloping the solution helps to solve “wicked problems” (Churchman, 1967).  In games we pursue failure and perhaps even enjoy it.  However, in life failure is villainized and often punished.  While many innovative leaders encourage others to try, fail, and innovate, failure can be very expensive in terms of tangible consequences, emotional damage, and time.



The School of Life presentation on the history of common vies on failure is very helpful in noticing how the perception of failure impacts learning and culture.


People have failed throughout history but the way the failure has been interpreted has changed throughout the ages in fascinating ways.

Brought to you by




Brown, B. (2010). The Gifts of Imperfection: Let Go of Who You Think You’re Supposed to Be and Embrace Who You Are. Hazelden. Retrieved from


Churchman, W. (1967). Management Science, 14(4), B–141–B–146.


Fiero in the Classroom

Posted by smachaje Oct 25, 2016

Fiero is what we feel after we triumph over adversity. You know it when you feel it – and when you see it. That’s because we almost all express fiero in exactly the same way: we throw our arms over our head and yell.

– Reality is Broken, Jane McGonigal

Classrooms are learning environments that require structure and discipline.  Sometimes classrooms turn into passive knowledge transfer spaces.  In contrast, it is possible to involve emotions in the learning process by designing as part of the instruction Mihaly Csikszentmihalyi‘s feeling of flow and the gaming concept of fiero.


Flow is a feeling of progress, like being on train rails, in some exciting process.  This process can be learning, but it could be a physical activity or another pursuit.  Programmers sometimes lose the track of time when developing software, because they are so consumed with mind and emotion in the creative work.  This feeling of flow can be generated in the classroom as students collaborate together on an activity, which provides them immediate feedback.


Fiero is the feeling of accomplishment, the Soccer moment when the announcer screams “Go0000al” for a number of long seconds.  The physical response in students causes arms to be raised, they get up from chairs, and they scream out.  Fiero is associated with the release of dopamine in the brain.

Peer-instruction tools can be used to develop a gameful learning process, which produces flow and fiero.


More on Flow and Fiero